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]


Michigan Tech News

Students Reach Out to India and Its Poor

Last Modified 9:14 AM on Fri Dec 9, 2016

April 30, 2012—

Two teams of undergraduate engineering students at Michigan Technological University have developed two low-cost, workable prostheses—one a knee, one a foot—and brought them to India, the first step in an effort to make them available to that nation's many poor.

Kelsy Ryskamp was on the knee team that traveled to Jaipur and New Delhi to meet orthopedic surgeons over spring break. “They were impressed with our work,” she says. “It’s amazing we had this opportunity, and it’s crazy to think that a group of six students could do something this big—potentially change the way people live in a developing country.”

As part of International Senior Capstone Design, a program based in the Department of Mechanical Engineering-Engineering Mechanics, the two teams have been working on their projects since fall 2011. Both teams were to develop a device that is affordable and lightweight; made with local materials and by local labor; easy to assemble, adjust and repair; and allows a natural gait.

Teams also had to consider the Indian culture and design devices that would accommodate common practices, such as sitting cross-legged and squatting, and suit people who often wear sandals or go barefoot.

Ryskamp is from Grand Ledge and has a dual major in mechanical engineering and biomedical engineering. “We started with basically nothing,” she says. “We had creative license to do what we wanted. It was very exciting. We were passionate about it.”

Although there are many artificial knees on the market, they can cost up to $5,000, a prohibitive price for the poor of India. Ryskamp says the students’ model would cost $510 and is designed to be more sturdy. Their device joins an amputee’s real upper leg to an artificial lower leg and is the same size as a human knee; details are a secret because the students have applied for a patent. Students tested stresses; creep and deformation; and aesthetics. The knee comes in three sizes, all for adults.

The prototype was completed in March, and refinements were made after the 10-day spring break trip to India. It is now being tested at the All India Institute of Medical Science in New Delhi.

“This experience means just about everything to me,” Ryskamp says. “It reflects what I want to do and where I want to go.”

Before she came to Tech, she never envisioned such opportunities. “I love it here. Tech has been everything I thought and more.” She says the faculty gave her inspiration as well as confidence.

Marcel Kerkove, a senior in mechanical engineering from Ironwood, worked on a prosthetic foot with five other students. They, too, trekked to India in March to present their artificial foot—an adaptation of the famous Jaipur foot, in use throughout India—to surgeons at the Santokba Durlabhji Memorial Hospital in Jaipur.

Their charge was to design a prosthesis that is lightweight and costs less than $50 to build. They realized both: the device weighs less than an actual foot, and it can be built for $18 (this in a country where a laborer earns $5 a day). Kerkove says the foot is reliable and has a life cycle of three years. “There’s nothing on it that will stop working,” he says. It is meant to affix to a prosthetic leg with a single bolt.

“As we kept going,” Kerkove adds, “there were more and more things to work on and improve. It was easy for us to get inspired and work hard. The expectations were high. Everyone was motivated to try and help people over there. We didn’t want to let them down. ”

Associate Professor Gregory Odegard was the advisor for both teams.

“These students are very talented,” he says. “I’m impressed at what they accomplished. They’ve gone the extra mile by doing more than what was asked of them. Their heart was in this. I love working with them. It’s a lot of fun because they are so enthusiastic.”

The students on these teams graduated this spring, but Odegard has already envisioned the task for next year’s seniors: an inexpensive new brace for scoliosis—a deformed spine—designed for children and adolescents. They will work with doctors at the Council for Child Welfare in New Delhi. As well, Tech seniors might tackle another project: modifying the artificial knee and foot for children.

This project was made possible in part by financial support from the Texas-based Jiv Daya Foundation and its Amputee Assistance-India team.

Michigan Technological University (www.mtu.edu) is a leading public research university developing new technologies and preparing students to create the future for a prosperous and sustainable world. Michigan Tech offers more than 120 undergraduate and graduate degree programs in engineering; forest resources; computing; technology; business; economics; natural, physical and environmental sciences; arts; humanities; and social sciences.