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]


As the amount of data a computer can process increases, enhancements in the processing capability and reliability of a storage system have been required. A RAID (redundant array of inexpensive disks) system meets that requirement. A RAID system which has a plurality of hard disk drives functioning to appear as a single hard disk drive to make the capacity larger and enhance the processing speed. In the case of disk drive failure, RAID system can identify and reconstruct the data stored in the damaged disk drive through the use of parity data thereby assuring high reliability.
The goals of making systems structurally simpler and the speed of data reproduction higher have particularly been desired in recent years. The technique of sharing a data bus meets such needs. Sharing a data bus reduces the number of buses in a system and makes a system structurally simpler. As a concrete conventional example there is "RAID Subsystem Construction using ATA Storage Means" (Electronic Information Communication Academic Society of Japan, Great Autumn Meeting, D-88, 1994). This is a technique in which data buses DD0 and DD1 (FIG. 1) are shared and crossbar switches are respectively provided between each hard disk drive and each data bus.
The technique of sharing data buses will be described in brief with reference to FIG. 1, which is a block diagram showing background art. Two data buses DD0 and DD1 are connected with four hard-disk drives (hereinafter referred to as HDDs) HDD0 to HDD3. The HDD0 and HDD1 of the four HDDs are connected directly to the two data buses DD0 and DD1. The HDD2 and HDD3 are connected through a crossbar switch to the two data buses. Each of the data buses DD0 and DD1 can be connected through the crossbar switch to both the HDD2 and the HDD3. That is, the two channels of the crossbar switch with four channels are respectively connected to the data buses DD0 and DD1 and the two remaining channels are respectively connected to the HDD2 and the HDD3, so arbitrary connection between HDD2, HDD3 and each data bus becomes possible. Also, the respective HDDs are controlled for writing data to them or reading out data from them through control lines of a data bus controller. The data buses DD0 and DD1 are further connected with parity generation means for generating parity. This parity generation means is connected to a parity buffer memory for holding the parity.
Since in this technique two data buses are provided, the parity can be generated effectively in normal operation in which there are no damaged HDD. However, in the case of HDD failure such that there is a damaged HDD, the parity operation for reconstituting the data of the damaged HDD takes several times as much time as normal operation because the parity operation requires the transmission of a large amount of data.
The reconstruction of data in this technique as failure occurred will be described further with reference to the case where the HDD0 had failed. First, the data stored in the HDD1 is transferred to the data bus DD0, a predetermined control signal is inputted to the crossbar switch so that the switch connects the HDD2 and the data bus DD1, and the data stored in the HDD2 is transferred to the data bus DD1. Based on the transferred data of the HDD1 and HDD2, the parity generation circuit calculates the exclusive OR operation of the transferred data, and the result is stored in the parity buffer memory. Then, the data of the HDD3 is transferred to the data bus, and the parity generation circuit calculates the exclusive OR operation between the transferred data of the HDD3 and the data stored in the parity buffer memory. Since this obtained data and the data stored in the damaged HDD0 are identical in value, the data of the HDD0 can be identified by these two transfer steps.
However, since two transfer steps are needed for the above-described reconstruction of data as failure occurred, the step of transferring data to a data bus will be carried out two times more then with the normal operation in which there is no damaged HDD. The above-described case involved four HDDs. As the number of HDDs is increased, more parity operations need to be done to reconstitute data of a damaged disk, so the number of times the transfer step and parity operation are performed increases. Therefore, a longer period of time is needed as compared with the normal operation. Further, since in fact, in accessing a plurality of HDDs, the seek time and rotational delay time have to be taken into consideration, a great reduction in the operational performance of the system as failure occurred cannot be avoided.
In the conventional system with shared data buses, the parity generation means is connected through the data bus with the HDD in which data has been stored, as described above. The number of transfers to the data bus is increased and the execution speed is reduced when a plurality of HDDs are accessed at the same time to do the parity operation, such as in an occurrence of failure. This is because as the result of having the data bus shared, the amount of data that can be transferred at the same time is reduced.
In view of such problems, it is an object of the present invention to provide a data storage system and a parity generation method for the data storage system which make transfer operations easier by reducing the number of times a transfer step is performed for parity generation and which are capable of performing the reconstruction of data at the time of an occurrence of failure with high efficiency and high speed.