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]


Māris Liepa

Māris Rūdolfs Liepa (27 July 1936, Riga – 26 March 1989, Moscow) was a Soviet Latvian ballet dancer. He graduated from Riga Choreography School where he was taught by Valentin Blinov (Russian: Валентин Блинов). He performed in Moscow for the first time in 1950. At the height of career, Liepa was considered one of the finest male dancers in the world and one of the most versatile, at home in a wide range of roles.

In 1953 Liepa began studies in Moscow Choreography School in a class taught by Nikolay Tarasov and initially was developing as character-role dancer, yet upon graduation transformed into a classic ballet dancer.

After graduation from Moscow Choreography School in 1955 he returned to Riga and the Latvian Opera and Ballet Theatre. The company of theatre went on road-show to Moscow during December of the same year, where Māris Liepa was noticed by one of the Bolshoi's prima ballerinas, Maya Plisetskaya. She invited Liepa to join her ballet company on a tour in Budapest in 1956. He accepted the invitation to become a part of the Stanislavsky and Nemirovich-Danchenko Moscow Academic Music Theatre, and after four seasons he became one of the lead artists.

Māris Liepa was invited to become a part of Moscow State Academic Bolshoi Theatre troupe that toured Poland, and shortly after this tour Liepa was offered a place in the company by the Theatre's Ballet Master Leonid Lavrovsky. Liepa's debut on the stage of the Moscow State Academic Bolshoi Theatre saw him perform Basil in Don Quixote, again with Maya Plisetskaya in the early 1960s, and shortly after he played the most crucial role of his career – Count Albert in staging of Giselle. Collaboration with the new Ballet Master of the State Academic Bolshoi Theatre Yuri Grigorovich began in 1964. In 1966 Liepa had his first performance in re-staged Fokin's Spirit of the Rose, in 1968 he played a part in the new version of Spartacus and received the highest accolades for the role of Krass in 1970.

The relationship of Māris Liepa and the Ballet Master of the State Academic Bolshoi Theatre flattened during the 1970s and he remained off the list of performers of the new productions staged by Grigorovich. Liepa danced his last large role with the theater in 1977, in a staging of Chipollino. After leaving, he staged and organized several of his own creative performances and actively cooperated with the new ballet troupe of Boris Eifman.

Liepa submitted a resignation in 1982; however, the end to his ballet and artistic career was to come much later. He worked as a ballet teacher and became the Artistic Director of Sofia National Opera between 1983 and 1985. In 1989 Liepa created his own ballet theatre in Moscow.

Repertoire of Māris Liepa included couple dozen roles, from Swan Lake to Spartacus. He has performed on stages of Europe and USA. Liepa has played roles in movies and TV, in Hamlet and Spartacus. A book, I Want to Dance for Hundred Years, written by Māris Liepa, was published in Riga in 1981. Liepa is a winner of many distinguished Soviet Union awards, prizes and bestowals, including the Konstsantin Stanislavski medal, Paris Ballet Academy Vaslav Nijinsky award and Marius Petipa Prize.

Latvian National Opera hosts the annual Māris Liepa memorial concerts that are organized by his children - son Andris and daughters Ilze (ballet dancer) and Maria (actress and singer).

Film and television
 1977:

See also
 List of Russian ballet dancers

References

External links
Māris Liepa's website Charity Fondation
Page Māris Liepa's on The Gallery of Masters of Musical Theatre
Māris Liepa's website

Category:1936 births
Category:1989 deaths
Category:People from Riga
Category:Latvian male ballet dancers
Category:Soviet male ballet dancers