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]


1. Field of the Invention
The present invention relates to a device for holding instructional cards in close proximity to a computer monitor, and particularly to a holder that is repeatably fixable to and removable from the monitor so that a user can flip through and view the instructional card.
2. Background Art
A computer monitor typically comprises a computer screen enclosed in some fashion by a plastic housing structure. Informational cards and papers are often secured in some manner to the housing so that a computer user can flip through and view the cards without having to substantially direct their attention away from the computer screen.
Generally, most of the holders attached to the housing are either affixed thereto by a mechanical pressure fastening means or a non-removable adhesive. Mechanical pressure fastening means usual includes any device, which in order for it to be secured to the monitor housing, requires the user to either screw, clip, tighten or otherwise manipulate the holder to exert some type of holding pressure upon the housing. Non-removable fastening means usually involve adhesive devices, such a glue, tape, and velcro, in which a substantial portion of the adhesive substance remains affixed to the monitor housing. In either case, it is difficult for the holder to be easily and repeatedly affixable to and removable from either side of the monitor.
For example, U.S. Pat. No. 5,890,603 relates to an article display device which includes a substantially flexible and lengthwise deformable band that extends around a parameter of an appliance. U.S. Pat. No. 5,620,162 relates to an adjustable paper holder having a resiliently compressible friction member compressed between relatively movable portions of the paper holder to attach it to either side of a monitor. U.S. Pat. No. 5,441,229 relates to an assemblage for holding flight charts with a spring clip at an upper end. U.S. Pat. No. 5,383,642 relates to a device for retaining information sheets in close proximity to a display screen using a clamp that secures the device to the display screen. U.S. Pat. No. 5,125,612 relates to an adjustable sheet support system consisting of a pair of L-shaped components which are adjustable and slidably engaged along the top of a video screen. U.S. Pat. No. 5,082,235 relates to an apparatus for holding documents using a clamp that grips a housing of a display. U.S. Pat. No. 4,747,572 relates to an apparatus which removable attaches to a computer terminal to display and hold materials using Velcro.
An invention is provided that allows for the holder to be repeatedly affixable to and removable from either side of the monitor without requiring a mechanical pressure fastening means or a non-removable adhesive.
This invention provides an apparatus for holding interconnectable cards in close proximity to a monitor.
In an embodiment of the present invention, an apparatus is provided for holding interconnectable cards on either side of a computer monitor so that a computer user can flip through and view the cards.
In an embodiment of the present invention, an apparatus comprising a holder and an adhesive attached thereto is disclosed for holding interconnectable instructional cards on either side of a computer monitor so that a user can flip through and view the cards. The holder is a one piece construction comprising a side fold having a surface expanse, a pair of ells at the apogean ends of the side fold, a body area being flanked by the side fold and the pair of ells and a fastener portion in the body area sufficiently loosely interconnectable with the interconnectable cards so that the computer user can put through and view the cards. An adhesive for securing the holder to the computer monitor is affixed to a sufficient expanse of the side fold surface. In this manner, the adhesive remains affixed to the side fold and the holder is repeatedly affixable and removable from any side of the monitor.
In an embodiment of the present invention, a fastener portion comprises at least two fastener members.
In an embodiment of the present invention, a fastener member is characterized by hollows within a body area of a holder.
In an embodiment of the present invention, instructional cards are interconnectable with a fastener portion by forcing a sufficiently narrow channel of the card over the fastener portion until a sufficiently larger channel is reached. The sufficiently narrow channel at least partially prevents undesirable removal of the cards from the larger channel is reached, so that the computer user can flip through and view the cards.
In an embodiment of the present invention, at least one ell provides a ledge for supporting an edge of a card.
In an embodiment of the present invention, an adhesive is used for attaching a holder having ends to a computer monitor. The adhesive is a double-sided pressure sensitive tape that is sufficiently bonding to securably bear the weight of the holder having cards.
In an embodiment of the present invention, a body area of a holder housing is dimensioned to only receive three by five cards.
In an embodiment of the present invention, a holder of the instructional cards is disclosed having a one-piece plastic material construction.
In an embodiment of the present invention, tabs are included on the card interconnectable for flipping the cards.
In an embodiment of the present invention, a holder is disclosed having a side fold and a pair of ells extending from the apogean ends of the side fold. The side fold reversably extends opposite to a direction in which a surface extension of the ells extends.
In an embodiment of the present invention, a method for a computer is user to flip through and examine instructional cards positionable around a computer monitor is disclosed. The method includes providing a set of interconnectable instructional cards for placement into a holder. The method further comprises constructing the holder with a side fold that engages the monitor, a body area with a fastener portion sufficiently loosely interconnectable with the interconnectable cards that the user can leaf through and select a card for examining, and a pair of ells along an upper portion and a lower portion of the body for at least partially supporting at least one edge of a card. The method still further comprises securably affixing the holder on the computer monitor using an adhesive affixed to a sufficient expanse of the side fold, wherein the adhesive is sufficiently affixable to the side fold that the holder is repeatably affixable to and removable from any side of the monitor while the adhesive remains affixed to the side fold.