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]


Summer Training

All cadets applying for cadet summer training must be medically fit and submit an application. Note that due to the remote location of some Cadet Training Centres (CTCs), cadets with severe allergies or other medical conditions that may require rapid medical attention may be precluded from attending certain courses.

Cadets must have parental consent and must be recommended by their Commanding Officer. The cadet must have successfully completed the required training and meet any other prerequisite(s) specific to the course for which the application is made. Cadets must have demonstrated an interest in, and aptitude for, further air cadet training. Cadets who report for summer training and are found not to meet course prerequisites may be re-coursed or returned to unit (RTU), at the discretion of the CTC CO.

Cadets are selected for National Summer Training courses through a Provincial and National selection process. Selections for these courses follow strict criteria that considers length of cadet service, rank, proficiency level, previous summer training, school marks, general knowledge, dress, deportment, motivation, interest and aptitude.

Familiarization Course

The familiarization course is a 2 week long General Training Course (GTC) held at Albert Head Cadet Training Centre (AHCTC). This course is intended for cadets 12-14 years of age who have completed their first year of cadet training. It introduces the cadet to life at a cadet summer camp with a focus on the opportunities available through the air cadet training. Activities include aircrew survival, team building, air rifle marksmanship, drill, aviation and aerospace activities, airport operations, tours, recreational sports, swimming, music training, general cadet knowledge and citizenship.Prerequisite: successfully completed Proficiency Level 1.

Basic Courses

The basic courses deliver training directed more specifically towards certain specialties. These courses are 3 weeks long, and are available to cadets who have successfully completed Proficiency Level 2.

Basic Drill and Ceremonial Course (BDCC): Cadets will be provided with the fundamentals of teamwork, leadership and drill and ceremonial training, building upon what has been taught in proficiency level 2. Cadets will develop self-confidence, knowledge and skills and be provided opportunity for practical application. Activities include team building, leading small group activities, commanding a squad on parade and community service activities.

Basic Survival Course (BSC): Cadets will learn the fundamentals of aircrew survival training. Subjects include survival skills such as fires, shelters and ground-to-air signals, ground search and rescue and ground navigation. The course will end with a 4 day aircrew survival exercise where in groups of two, cadets will practice their aircrew survival skills.

Basic Fitness and Sports Course (BFSC): Cadets will learn the fundamentals of fitness and recreational sports and develop abilities to assist with fitness activities through practical application. Through a variety of sports and recreational activities, including attending a professional sports event, leading fitness and sports activities and participating in the cadet fitness assessment, cadets will be provided with the basic theoretical, technical and practical skills required to assist in the delivery of the Squadron sports program.

Basic Aviation Course (BAC): Cadets will learn the fundamentals of aviation. The course provides cadets with training in basic aviation subjects, including radio communications, principles of flight, aero engines, airmanship, meteorology and air navigation. Cadets will have the opportunity to participate in a familiarization flight and build and fly model “Round the Pole” aircraft.

Military or Pipe Band – Basic Musician Course (MB-BMC or PB-BMC): These courses are intended for cadets with no music or limited music experience. They will introduce cadets to musicianship and teach the basics of music proficiency including how to maintain an instrument, basic music theory, sectional and ensemble training and band drill.

Instructor Courses

The instructor courses provides cadets with the knowledge required to become instructors at the squadron level.

Survival Instructor Course (SIC): Cadets will develop skills and subject matter knowledge required to be an instructor and team leader for aircrew survival activities within the Air Cadet program. Cadets will participated in on-the-job training, a ground search & rescue exercise, a ground navigation exercise and flat water canoeing. The will accumulate with a 4 day aircrew survival exercise where cadets, supervised but in isolation, will practice their survival skills and techniques.Prerequisite: successfully completed Proficiency Level 3.Duration: 6 weeks.

Fitness and Sports Instructor Course (FSIC): Cadets will develop skills and knowledge required to perform the role of a fitness and sports instructor and team leader for fitness and sports activities conducted at the squadron and/or as a Staff Cadet at a CTC. Through a variety of sports and fitness activities, cadets will lead recreation and fitness activities, participate in an on-the-job training program, lead the cadet fitness assessment and develop a personal fitness and healthy living routine.Prerequisite: successfully completed Proficiency Level 3.Duration: 6 weeks.

Air Rifle Marksmanship Instructor Course (ARMIC): Cadets will develop individual air rifle marksmanship and summer biathlon specialty skills. The course will reinforce and further develop the leadership and instructional techniques required to support these two specialty activities. Cadets will learn to assist, lead and coach marksmanship and summer biathlon activities as well as participate in on-the-job-training.Prerequisite: successfully completed Proficiency Level 3.Duration: 6 weeks.

Advanced Aviation Course (AAC): The course is an opportunity for cadets with an interest in becoming a pilot to participate in ground school subjects and to develop skills in ground school instruction. Cadets will discuss subjects such as principles of flight, airmanship, meteorology, aeronautical rules and facilities, aero engines and air navigation. Cadets will obtain the Industry Canada Restricted Operator Certificate with Aeronautical Qualification.Prerequisite: successfully completed Proficiency Level 3.Duration: 3 weeks.

Military or Pipe Band – Intermediate Musician Course (MB-IMC or PB-IMC): These courses are intended to raise cadets’ musical skills to the standard of the next music proficiency level. These courses will develop the music proficiency of cadets and prepare them to support their squadron bands and related music activities. In addition to an on-the-job training phase, cadets, based on their current music proficiency level, will learn music theory, participate in sectional and ensemble training, band drill, sight reading and discuss music history.Prerequisite: successfully completed Proficiency Level 3 and achieved minimum Music Proficiency Level Basic.Duration: 6 weeks.

Military or Pipe Band – Advanced Musician Course (MB-AMC or PB-AMC): These courses are intended to raise cadets’ musical skills to the standard of the next music proficiency level. In addition to the on-the-job training phase, cadets will participate in music theory, sectional and ensemble training, band drill, sight reading and will develop theirs skills as a music instructor.Prerequisite: successfully completed Proficiency Level 4 and achieved minimum Music Proficiency Level Two.Duration: 6 weeks.

National Courses

These courses require selection through the National Summer Training Course selection process. For more information, see the document below.

Advanced Aviation Technology Courses: These two 6 week Advanced Aviation Technology courses are designed to further develop instructional ability in technical skills as well as introduce background knowledge required in the aircraft maintenance and airport operations fields. The courses are delivered by Canadore College, though cadets are supervised by Cadet Instructor Cadre staff. There are two distinct courses:

Airport Operations (AATC-AO): This course provides training in the area of airport operations. Cadets receive training in aerodrome operations, flight safety, and air traffic services.

Glider Pilot Scholarship (GPS): This is an intensive program of ground school and in-flight glider pilot training. Cadets who successfully complete a flight test and Transport Canada written exam qualify for a Glider Pilot Licence and are awarded Air Cadet Glider Pilot Wings. GPS includes daily intensive physical exertion, such as running and pushing gliders. Cadets should be prepared accordingly.Duration: 6 weeks

Power Pilot Scholarship (PPS): This is an intensive program of ground school and in-flight pilot training. Cadets who successfully completed their flight test and Transport Canada written exam will qualify for a private pilot licence and be awarded Air Cadet Pilot Wings.Duration: 7 weeks

International Air Cadet Exchange (IACE): The purpose of the IACE is three-fold – to promote friendship and goodwill among Air Cadets of the participating countries, to encourage participants to develop an interest in international affairs and to reward those Air Cadets who have rendered outstanding services to their squadrons over a period of years. The IACE is intended only for outstanding senior cadets who will represent Canada with distinction. Exchange cadets will visit air bases, centres of industry, world landmarks, universities, cultural centres and museums, plus they experience private hospitality with families in their own homes. Host countries include: Australia, Belgium, China, France, Hong Kong, Japan, Netherlands, New Zealand, Turkey, South Korea, Switzerland, United Kingdom and United States of America.Duration: 2 to 3 weeks