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]


In the beginning, there was a proposed bill that would allow Bible courses to be taught in Kentucky’s public schools.

And it was controversial.

Now that Gov. Matt Bevin has signed the so-called "Bible Literacy Bill" into law, the ACLU and other watchdog groups say they are going to make sure the classes don’t cross the constitutional line from teaching to preaching.

Governor of Kentucky Matt Bevin speaks at 2017 SelectUSA Investment Summit in Oxon Hill, Maryland on June 19, 2017. Joshua Roberts / Reuters file

“Right now the language of the bill is very vague and the Kentucky Department of Education has not yet put together a curriculum,” Amber Duke of the Kentucky ACLU said Wednesday. “The concern, though, is that you could have a curriculum that is constitutional and could be delivered in a manner that is not constitutional.”

The Bible class as envisioned by HB 128 is a course solely "on the Hebrew Scriptures, Old Testament of the Bible, the New Testament.” The purpose is to “provide to students knowledge of biblical content, characters, poetry, and narratives that are prerequisites to understanding contemporary society and culture.”

It is also an elective, not a required course.

“They will not be teaching about the Koran or the sacred texts of other religions,” said Duke. “That would be more of a comparative religions class. This is a Bible literacy class.”

While the state teachers union, the Kentucky Education Association, has not yet weighed in on the new law, groups that want to keep church and state separate like the Kentucky Secular Society, have opposed it.

“This is an opportunity for teachers to preach religion in the classroom,” the group said. “If this course is really for literary purposes, it should include other mythologies and literatures that have impacted our culture as well.”

The bill, which goes into effect on Thursday, was co-sponsored by Republican State Rep. D.J. Johnson, who did not immediately respond to an email from NBC News seeking comment. But in an earlier interview with the Louisville Courier-Journal, Johnson insisted the purpose of the bill was not to promote Christianity.

“Where you believe that it’s the word of God or you think it’s complete fiction, you can’t deny the impact it’s had on our culture,” Johnson said of the Bible.

Bevin, a Republican and conservative Christian who has waged a campaign to drive abortion providers out of the state, signed the bill on Tuesday at the Capitol Rotunda in Frankfort in a ceremony that opened with a prayer.

“The idea that we would not want this to be an option for people in school, that would be crazy,” Bevin told the crowd. “I don’t know why every state would not embrace this, why we as a nation would not embrace this.”

Even before this ball was passed, the Bible already had a place in the state's public schools.

"The Bible could be used by schools within certain parameters and some schools did offer Bible as Literature electives," Nancy Rodriguez of the Kentucky Department of Education said in an email.

Rodriguez also released some of the guidance the DOE's legal office provided lawmakers when the bill was first being debated. Among other things, it stated:

"Excerpts from the Bible may be read in the context of a world history or literature course and the tenets of various religions may be covered in a survey of religion as long as there is no “establishment” of a particular religion by the school," the DOE advised.

"There is a very fine line between a Bible as literature class (or other exclusive religious elective) that meets the constitutional requirements and one that does not," the guidance said, "For example, public schools may not use the Bible as literature elective as a way to promote religious beliefs."

Kentucky is a deeply religious and conservative state and Christianity remains the dominant religion there — as it is in the rest of U.S. But as of 2015 there were 3.3 million Muslims in the country and Islam was on pace to pass Judaism as the second-largest faith in the country, the Pew Research Center has reported.

Some 76 percent of Kentucky residents are Christian and 49 percent of those are Evangelical Protestants, according to Pew. The next biggest group was the 22 percent who declared "no religion" at all.

CORRECTION (June 28, 2017, 5:50 p.m.): An earlier version of this article misstated the number of Muslims in the United States. There are 3.3 million, not 3.3.