[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: head
Target surface form: head
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful <t>head</t>. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=head%1:08:00:: | definition=the upper part of the human body or the front part of the body in animals; contains the face and brains | synonyms=caput | examples=he stuck his head out the window
2. sense_key=head%1:05:00:: | definition=a single domestic animal | examples=200 head of cattle
3. sense_key=head%1:09:00:: | definition=that which is responsible for one's thoughts and feelings; the seat of the faculty of reason | synonyms=mind, brain, psyche, nous | examples=his mind wandered; I couldn't get his words out of my head
4. sense_key=head%1:18:00:: | definition=a person who is in charge | synonyms=chief, top dog | examples=the head of the whole operation
5. sense_key=head%1:14:00:: | definition=the front of a military formation or procession | examples=the head of the column advanced boldly; they were at the head of the attack
6. sense_key=head%1:19:00:: | definition=the pressure exerted by a fluid | examples=a head of steam
7. sense_key=head%1:15:00:: | definition=the top of something | examples=the head of the stairs; the head of the page
8. sense_key=head%1:15:01:: | definition=the source of water from which a stream arises | synonyms=fountainhead, headspring | examples=they tracked him back toward the head of the stream
9. sense_key=head%1:10:03:: | definition=(grammar) the word in a grammatical constituent that plays the same grammatical role as the whole constituent | synonyms=head word
10. sense_key=head%1:26:00:: | definition=the tip of an abscess (where the pus accumulates)
11. sense_key=head%1:23:00:: | definition=the length or height based on the size of a human or animal head | examples=he is two heads taller than his little sister; his horse won by a head
12. sense_key=head%1:20:00:: | definition=a dense cluster of flowers or foliage | synonyms=capitulum | examples=a head of cauliflower; a head of lettuce
13. sense_key=head%1:18:01:: | definition=the educator who has executive authority for a school | synonyms=principal, school principal, head teacher | examples=she sent unruly pupils to see the principal
14. sense_key=head%1:18:03:: | definition=an individual person | examples=tickets are $5 per head
15. sense_key=head%1:18:02:: | definition=a user of (usually soft) drugs | examples=the office was full of secret heads
16. sense_key=head%1:17:02:: | definition=a natural elevation (especially a rocky one that juts out into the sea) | synonyms=promontory, headland, foreland
17. sense_key=head%1:17:01:: | definition=a rounded compact mass | examples=the head of a comet
18. sense_key=head%1:17:00:: | definition=the foam or froth that accumulates at the top when you pour an effervescent liquid into a container | examples=the beer had a large head of foam
19. sense_key=head%1:15:02:: | definition=the part in the front or nearest the viewer | synonyms=forefront | examples=he was in the forefront; he was at the head of the column
20. sense_key=head%1:11:01:: | definition=a difficult juncture | synonyms=pass, straits | examples=a pretty pass; matters came to a head yesterday
21. sense_key=head%1:11:00:: | definition=forward movement | synonyms=headway | examples=the ship made little headway against the gale
22. sense_key=head%1:10:01:: | definition=a V-shaped mark at one end of an arrow pointer | synonyms=point | examples=the point of the arrow was due north
23. sense_key=head%1:10:02:: | definition=the subject matter at issue | synonyms=question | examples=the question of disease merits serious discussion; under the head of minor Roman poets
24. sense_key=head%1:10:00:: | definition=a line of text serving to indicate what the passage below it is about | synonyms=heading, header | examples=the heading seemed to have little to do with the text
25. sense_key=head%1:08:01:: | definition=the rounded end of a bone that fits into a rounded cavity in another bone to form a joint | examples=the head of the humerus
26. sense_key=head%1:08:02:: | definition=that part of a skeletal muscle that is away from the bone that it moves
27. sense_key=head%1:06:05:: | definition=(computer science) a tiny electromagnetic coil and metal pole used to write and read magnetic patterns on a disk | synonyms=read/write head
28. sense_key=head%1:06:04:: | definition=(usually plural) the obverse side of a coin that usually bears the representation of a person's head | examples=call heads or tails!
29. sense_key=head%1:06:03:: | definition=the striking part of a tool | examples=the head of the hammer
30. sense_key=head%1:06:02:: | definition=(nautical) a toilet on board a boat or ship
31. sense_key=head%1:06:00:: | definition=a projection out from one end; , | examples=the head of the nail; a pinhead is the head of a pin
32. sense_key=head%1:06:01:: | definition=a membrane that is stretched taut over a drum | synonyms=drumhead
33. sense_key=head%1:04:00:: | definition=oral stimulation of the genitals | synonyms=oral sex | examples=they say he gives good head

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the Target:**
    *   Target lemma: `head`
    *   Target surface form: `head`
    *   Context snippet: "...are governed by a powerful <t>head</t>. With that authority, of course, goes an unambiguous accountability."
    *   Broader context: The text discusses school administration, specifically the role of principals and the need for authority over faculty, curriculum, and discipline.

2.  **Analyze the Contextual Meaning:**
    *   The sentence says schools should be governed by a powerful "head".
    *   This "head" has authority over the faculty and curriculum.
    *   The preceding sentence mentions "schools should have principals with a large measure of authority..."
    *   The following sentence mentions "With that authority..."
    *   Therefore, the target word refers to a person in a leadership position, specifically the head of a school (principal/headmaster).

3.  **Evaluate Candidate Senses:**

    *   1. `head%1:08:00::`: Body part. Incorrect.
    *   2. `head%1:05:00::`: Single domestic animal. Incorrect.
    *   3. `head%1:09:00::`: Mind/intellect. Incorrect.
    *   4. `head%1:18:00::`: A person who is in charge (synonyms: chief, top dog). This is close, but let's see if there's a more specific sense.
    *   5. `head%1:14:00::`: Front of military formation. Incorrect.
    *   6. `head%1:19:00::`: Fluid pressure. Incorrect.
    *   7. `head%1:15:00::`: Top of something. Incorrect.
    *   ... (skipping irrelevant senses)
    *   13. `head%1:18:01::`: The educator who has executive authority for a school (synonyms: principal, school principal, head teacher).
        *   Context: "schools should have principals... are governed by a powerful head."
        *   This matches perfectly. The text explicitly mentions "principals" in the sentence immediately prior. The definition "educator who has executive authority for a school" fits the context of educational administration perfectly.

    *   Comparison between Sense 4 and Sense 13:
        *   Sense 4 ("a person who is in charge") is a hypernym of Sense 13 ("educator who has executive authority for a school").
        *   In Word Sense Disambiguation, the most specific sense that fits the context is preferred.
        *   The context is explicitly about schools ("schools should have principals...").
        *   Therefore, Sense 13 is the correct, specific choice.

4.  **Select the Index:**
    *   The sense key is `head%1:18:01::`.
    *   The definition is "the educator who has executive authority for a school".
    *   Looking at the provided list:
        *   13. sense_key=head%1:18:01:: | definition=the educator who has executive authority for a school | synonyms=principal, school principal, head teacher | examples=she sent unruly pupils to see the principal

5.  **Final Verification:**
    *   Does "governed by a powerful head" fit "educator who has executive authority for a school"? Yes.
    *   Does the previous sentence mentioning "principals" confirm this? Yes.
    *   Is the output format correct? JSON object `{"sense_index": 13}`.

provider: Chutes


attempt_kind: initial

status: success

[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: authority
Target surface form: authority
Context:
They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that <t>authority</t>, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance.

Candidate senses:
1. sense_key=authority%1:07:00:: | definition=the power or right to give orders or make decisions | synonyms=authorization, authorisation, potency, dominance, say-so | examples=he has the authority to issue warrants; deputies are given authorization to make arrests
2. sense_key=authority%1:18:01:: | definition=(usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew
3. sense_key=authority%1:18:00:: | definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law
4. sense_key=authority%1:09:00:: | definition=freedom from doubt; belief in yourself and your abilities | synonyms=assurance, self-assurance, confidence, self-confidence, sureness | examples=his assurance in his superiority did not make him popular; after that failure he lost his confidence
5. sense_key=authority%1:14:00:: | definition=an administrative unit of government | synonyms=agency, federal agency, government agency, bureau, office | examples=the Central Intelligence Agency; the Census Bureau
6. sense_key=authority%1:07:02:: | definition=official permission or approval | synonyms=authorization, authorisation, sanction | examples=authority for the program was renewed several times
7. sense_key=authority%1:10:00:: | definition=an authoritative written work | examples=this book is the final authority on the life of Milton

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

raw_output:
```json
{"sense_index": 1}
```

finish_reason: stop

content:
```json
{"sense_index": 1}
```

role: assistant

reasoning_content:
The user wants me to perform Word Sense Disambiguation (WSD) for the word "authority" in a specific context.
I need to choose the single best indexed sense from a provided list of candidate senses.
I must not hedge.
I must return a JSON object with the format {"sense_index": X}.

**Target Word:** authority
**Context Analysis:**
"With that <t>authority</t>, of course, goes an unambiguous accountability."
Context summary: The text discusses school management. It argues that principals should have a large measure of authority over faculty, curriculum, and discipline. It mentions that the best schools are governed by a powerful head. The sentence in question links "authority" with "accountability".

**Candidate Senses Analysis:**

1.  **Sense 1:** `authority%1:07:00::` - Definition: "the power or right to give orders or make decisions". Synonyms: authorization, authorisation, potency, dominance, say-so. Examples: "he has the authority to issue warrants".
    *   *Context match:* The text says principals should have "a large measure of authority over the faculty, the curriculum, and all matters of student discipline." This implies the power/right to make decisions and give orders. The sentence "With that authority... goes an unambiguous accountability" refers back to the power held by the principal/head. This fits very well.

2.  **Sense 2:** `authority%1:18:01::` - Definition: "(usually plural) persons who exercise (administrative) control over others". Examples: "the authorities have issued a curfew".
    *   *Context match:* The target word is singular ("With that authority"). The context refers to the abstract concept of power held by a person, not the group of people themselves.

3.  **Sense 3:** `authority%1:18:00::` - Definition: "an expert whose views are taken as definitive". Examples: "he is an authority on corporate law".
    *   *Context match:* While a principal might be an expert, the context is about governance, decision-making power over faculty and curriculum, not specifically about being an academic expert.

4.  **Sense 4:** `authority%1:09:00::` - Definition: "freedom from doubt; belief in yourself and your abilities". Synonyms: assurance, self-assurance, confidence.
    *   *Context match:* This is about confidence. The text discusses administrative power ("over the faculty"), not self-confidence.

5.  **Sense 5:** `authority%1:14:00::` - Definition: "an administrative unit of government". Synonyms: agency, federal agency.
    *   *Context match:* The text talks about schools and principals, not a government agency (like a specific bureau).

6.  **Sense 6:** `authority%1:07:02::` - Definition: "official permission or approval". Synonyms: authorization, sanction.
    *   *Context match:* The context says the principal *has* authority over things. While they grant authorization, the possession of authority usually refers to the power itself (Sense 1). However, the sentence "With that authority... goes accountability" implies the possession of power/responsibility, not just a specific permission.

7.  **Sense 7:** `authority%1:10:00::` - Definition: "an authoritative written work".
    *   *Context match:* Not applicable.

**Differentiation:**
Sense 1 (power/right to give orders) vs Sense 6 (permission/approval).
The text states: "principals with a large measure of authority over the faculty...". This structure "authority *over* X" strongly indicates the power to command or manage (Sense 1).
The phrase "With that authority, of course, goes an unambiguous accountability" connects the power to make decisions with the responsibility for the results. This fits the abstract concept of "power or right to give orders or make decisions" (Sense 1).

**Conclusion:**
Sense 1 is the clear winner. The context describes the power held by the principal to govern the school.

**JSON Construction:**
The sense is index 1.

format: unknown

native_finish_reason: stop

provider: Friendli

currency: USD


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: go_with
Target surface form: goes
Context:
They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, <t>goes</t> an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance.

Candidate senses:
1. sense_key=go_with%2:42:01:: | definition=be present or associated with an event or entity | synonyms=attach to, accompany, come with | examples=French fries come with the hamburger; heart attacks are accompanied by distruction of heart tissue
2. sense_key=go_with%2:42:00:: | definition=go or occur together | synonyms=collocate with, construe with, cooccur with | examples=The word 'hot' tends to cooccur with 'cold'

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

content:
```json
{"sense_index": 1}
```

reasoning_content:
1.  **Analyze the target word and context:**
    *   Target lemma: `go_with`
    *   Target surface form: `goes`
    *   Context sentence: "With that authority, of course, <t>goes</t> an unambiguous accountability."
    *   Full context: The text discusses school administration, specifically the relationship between the authority of principals and accountability. It argues that giving principals authority leads to clear accountability.

2.  **Analyze the sentence structure and meaning:**
    *   Sentence: "With that authority, of course, <t>goes</t> an unambiguous accountability."
    *   This is an inversion. A standard order would be: "An unambiguous accountability <t>goes with</t> that authority."
    *   Meaning: Accountability is inherently linked to or accompanies authority. If you have authority, you also have accountability.
    *   Semantic relationship: Entity A (authority) is present, and Entity B (accountability) is associated with it.

3.  **Analyze Candidate Sense 1:**
    *   Definition: "be present or associated with an event or entity"
    *   Synonyms: attach to, accompany, come with
    *   Examples: "French fries come with the hamburger"; "heart attacks are accompanied by distruction of heart tissue"
    *   Fit: Does accountability "attach to" or "accompany" authority? Yes. In the example "French fries come with the hamburger," one item is part of the package of the other. In the context sentence, accountability is part of the package of authority. This fits the "association/attachment" meaning well.

4.  **Analyze Candidate Sense 2:**
    *   Definition: "go or occur together"
    *   Synonyms: collocate with, construe with, cooccur with
    *   Examples: "The word 'hot' tends to cooccur with 'cold'"
    *   Fit: This sense is often used for linguistic collocation or things that statistically co-occur. While authority and accountability "go together," Sense 1 seems slightly stronger because it implies a consequential relationship (authority *brings* accountability/attaches accountability) rather than just statistical co-occurrence. However, let's look closer.
    *   Distinction: Sense 2 (collocate/construe) is very linguistic. "Hot" and "cold" co-occur. Sense 1 is more general about entities or events accompanying each other. The hamburger/fries example is about a relationship of possession/inclusion.
    *   The sentence "With that authority... goes an unambiguous accountability" implies a condition-consequence or inherent association.
    *   Let's check WordNet hierarchy.
        *   `go_with%2:42:01::` (Sense 1 here) corresponds to WordNet 3.0 `go_with%2:42:01::` -> "be present or associated with an event or entity".
        *   `go_with%2:42:00::` (Sense 2 here) corresponds to WordNet 3.0 `go_with%2:42:00::` -> "go or occur together". This is often `co-occur`.
    *   In the text, "accountability" is not just statistically co-occurring with "authority"; it is a logical accompaniment. "With X goes Y" is a classic construction for "Y accompanies X".
    *   Example: "The territory goes with the crown." -> Sense 1 (association).
    *   Example: "White wine goes with fish." -> This could be Sense 2 (pairing) or Sense 1.
    *   Let's look at the definitions again.
        *   Sense 1: "be present or associated with". Synonyms: "accompany".
        *   Sense 2: "go or occur together". Synonyms: "collocate".
    *   The phrase "With that authority... goes an unambiguous accountability" essentially means "Authority carries with it accountability" or "Accountability accompanies authority."
    *   Sense 1 seems to capture the "association with an entity" (Authority) better than Sense 2, which has a strong flavor of linguistic collocation or simple temporal co-occurrence. The relationship here is conceptual/normative (authority *entails* accountability), which fits "associated with an event or entity".

5.  **Decision:**
    *   The text describes a relationship of entailment or inherent association. Accountability is present/associated with the entity (Authority).
    *   Sense 1 definition: "be present or associated with an event or entity".
    *   Sense 1 example: "French fries come with the hamburger" (inclusion/standard association).
    *   This maps perfectly to "Accountability comes with authority."
    *   Sense 2 examples ("hot" co-occurs with "cold") are about probability or linguistic habit.
    *   Therefore, Sense 1 is the correct choice.

    Wait, let me double-check the indices provided in the prompt.
    Candidate senses:
    1. sense_key=go_with%2:42:01:: ... (Sense 1)
    2. sense_key=go_with%2:42:00:: ... (Sense 2)

    Sense 1 is the correct one.

    Let's re-evaluate Sense 2 just in case. "Go or occur together". Does authority "go or occur together" with accountability? Yes. But Sense 1 has "associated with... an entity". Authority is an entity/concept here. Accountability is associated with it. Sense 2 is often used for things like "Success goes with hard work" or linguistic collocations. Sense 1 covers "accompany".
    "Accompany" is the strongest synonym for the context. "With authority, goes accountability" = "Accountability accompanies authority."
    Synonym for Sense 1: "accompany".
    This confirms Sense 1.

    Note on the format: The prompt asks for an indexed sense.
    "Choose the single best indexed sense."
    The list has:
    1. sense_key=go_with%2:42:01::
    2. sense_key=go_with%2:42:00::

    I need to return {"sense_index": 1}.

provider: Parasail


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: unambiguous
Target surface form: unambiguous
Context:
They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an <t>unambiguous</t> accountability. Schools that are structured in this way produce students with higher morale and superior academic performance.

Candidate senses:
1. sense_key=unambiguous%3:00:00:: | definition=having or exhibiting a single clearly defined meaning; - Mario Vargas Llosa | examples=As a horror, apartheid...is absolutely unambiguous
2. sense_key=unambiguous%3:00:04:: | definition=admitting of no doubt or misunderstanding; having only one meaning or interpretation and leading to only one conclusion | synonyms=unequivocal, univocal | examples=unequivocal evidence; took an unequivocal position

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
Let me analyze the context and the candidate senses for the word "unambiguous" in this passage.

The context is about school governance and accountability. The sentence says:
"With that authority, of course, goes an unambiguous accountability."

Here, "unambiguous" is modifying "accountability." The author is saying that when school principals have clear authority over faculty, curriculum, and discipline, there is a clear, direct accountability - meaning it's obvious who is responsible when things go right or wrong.

Let me look at the two candidate senses:

Sense 1: "having or exhibiting a single clearly defined meaning"
Example: "As a horror, apartheid...is absolutely unambiguous"

Sense 2: "admitting of no doubt or misunderstanding; having only one meaning or interpretation and leading to only one conclusion"
Synonyms: unequivocal, univocal
Example: "unequivocal evidence; took an unequivocal position"

In this context, the author is saying that when a principal has clear authority, the accountability is also clear - there's no doubt about who is responsible. The accountability is "unambiguous" in the sense that it's clear-cut, unmistakable, and leaves no room for doubt about who is responsible.

Sense 2 seems more appropriate here because it emphasizes "admitting of no doubt or misunderstanding" and "leading to only one conclusion" - which fits the context of accountability. The accountability is clear and unmistakable - the principal with authority is clearly responsible.

Sense 1 is more about having a single clearly defined meaning, which is more about clarity of meaning rather than the more active sense of being unmistakable or leaving no doubt that Sense 2 conveys.

The context of accountability suggests that Sense 2 is the better fit, as it relates to accountability being clear and leaving no doubt about responsibility.

Therefore, I choose sense index 2.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: school
Target surface form: Schools
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. <t>Schools</t> that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=school%1:14:00:: | definition=an educational institution | examples=the school was founded in 1900
2. sense_key=school%1:06:00:: | definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning
3. sense_key=school%1:09:00:: | definition=the process of being formally educated at a school | synonyms=schooling | examples=what will you do when you finish school?
4. sense_key=school%1:14:02:: | definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
5. sense_key=school%1:28:00:: | definition=the period of instruction in a school; the time period when school is in session | synonyms=schooltime, school day | examples=stay after school; he didn't miss a single day of school
6. sense_key=school%1:14:03:: | definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game
7. sense_key=school%1:14:01:: | definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

content:
```json
{"sense_index": 1}
```

reasoning_content:
The target word is "Schools" (plural of "school") used in the context:
"Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
"Schools that are structured in this way produce students with higher morale and superior academic performance."

Let's evaluate the candidate senses:
1. school%1:14:00:: | definition=an educational institution | examples=the school was founded in 1900
2. school%1:06:00:: | definition=a building where young people receive education | synonyms=schoolhouse
3. school%1:09:00:: | definition=the process of being formally educated at a school
4. school%1:14:02:: | definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers
5. school%1:28:00:: | definition=the period of instruction in a school
6. school%1:14:03:: | definition=an educational institution's faculty and students
7. school%1:14:01:: | definition=a large group of fish

In the context, "schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline" and "schools that are structured in this way produce students...", it refers to educational institutions (organizations) that have principals, faculty, curriculum, and produce students. So sense 1 (an educational institution) is the best fit. Sense 2 (a building) doesn't fit as well because a building doesn't have principals and faculty in the same institutional sense, and sense 6 (faculty and students) doesn't fit because the school has authority *over* the faculty. Sense 1 (educational institution) fits perfectly.

provider: SiliconFlow


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: way
Target surface form: way
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this <t>way</t> produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=way%1:07:01:: | definition=how something is done or how it happens | synonyms=manner, mode, style, fashion | examples=her dignified manner; his rapid manner of talking
2. sense_key=way%1:04:01:: | definition=how a result is obtained or an end is achieved | synonyms=means, agency | examples=a means of control; an example is the best agency of instruction
3. sense_key=way%1:15:00:: | definition=a line leading to a place or point | synonyms=direction | examples=he looked the other direction; didn't know the way home
4. sense_key=way%1:26:00:: | definition=the condition of things generally | examples=that's the way it is; I felt the same way
5. sense_key=way%1:04:00:: | definition=a course of conduct | synonyms=path, way of life | examples=the path of virtue; we went our separate ways
6. sense_key=way%1:06:00:: | definition=any artifact consisting of a road or path affording passage from one place to another | examples=he said he was looking for the way out
7. sense_key=way%1:04:02:: | definition=a journey or passage | examples=they are on the way
8. sense_key=way%1:23:00:: | definition=space for movement | synonyms=room, elbow room | examples=room to pass; make way for
9. sense_key=way%1:07:02:: | definition=the property of distance in general | examples=it's a long way to Moscow; he went a long ways
10. sense_key=way%1:09:00:: | definition=doing as one pleases or chooses | examples=if I had my way
11. sense_key=way%1:09:01:: | definition=a general category of things; used in the expression `in the way of' | examples=they didn't have much in the way of clothing
12. sense_key=way%1:21:00:: | definition=a portion of something divided into shares | examples=they split the loot three ways

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

content:
```json
{"sense_index": 1}
```

reasoning_content:
1.  **Analyze the context:**
    *   Sentence: "Schools that are structured in this <t>way</t> produce students with higher morale and superior academic performance."
    *   The phrase is "in this way".
    *   The sentence describes a method, manner, or mode of structuring schools (having principals with authority, free from interference).
    *   It refers to *how* something is done or organized.

2.  **Analyze the candidate senses:**

    *   *Sense 1:* definition=how something is done or how it happens | synonyms=manner, mode, style, fashion.
        *   This fits well. "Structured in this manner" or "Structured in this mode". It refers to the method of organization described in the previous sentences.

    *   *Sense 2:* definition=how a result is obtained or an end is achieved | synonyms=means, agency.
        *   This is close, but usually implies an instrumentality or a tool used to get a result. While the structure is a means to an end, "structured in this way" usually leans more towards the *manner* or *style* of structuring rather than an agency. However, the distinction between sense 1 and sense 2 can be subtle. Let's look at the examples.
        *   Sense 1 examples: "her dignified manner", "his rapid manner of talking". These refer to the quality or style of an action.
        *   Sense 2 examples: "a means of control", "an agency of instruction". These refer to the thing used to achieve the end.
        *   The context here is "structured in this way". Is "way" the *means* (tool) or the *manner* (how it looks/acts)? The text describes a specific configuration (principals with authority). This configuration is the *manner* in which the school is structured. If the sentence were "This way leads to better students," it might be sense 2. But the construction "in this way" almost always maps to "manner/mode" (Sense 1) in standard usage.

    *   *Sense 3:* direction. (Irrelevant).
    *   *Sense 4:* the condition of things generally. (e.g., "that's the way it is"). This refers to a state of affairs. While the structure creates a state of affairs, "in this way" modifies the verb "structured". It answers "How are they structured?" not "What is the state?". So, Sense 1 is better.
    *   *Sense 5:* a course of conduct. (e.g., "path of virtue"). Not applicable.
    *   *Sense 6:* road/path. (Irrelevant).
    *   *Sense 7:* journey. (Irrelevant).
    *   *Sense 8:* space for movement. (Irrelevant).
    *   *Sense 9:* distance. (Irrelevant).
    *   *Sense 10:* doing as one pleases. (Irrelevant).
    *   *Sense 11:* category of things ("in the way of"). (Irrelevant).
    *   *Sense 12:* portion/share. (Irrelevant).

3.  **Differentiation:**
    *   The choice is primarily between Sense 1 (manner/mode) and Sense 4 (state of affairs).
    *   Context: "Schools that are structured in this [manner]..."
    *   Syntactic clue: "structured in this way". This is an adverbial modification of the verb/participle "structured". It describes the *method* or *style* of the structuring.
    *   Sense 1 definition: "how something is done or how it happens". Structuring is an action/process. The text describes *how* the structuring happens (principal authority, etc.).
    *   Sense 4 definition: "the condition of things generally". Example: "that's the way it is". Here, "way" functions more like a situation or state. While the result is a state, the usage "structured in this way" points to the *mode* of the structure, which falls under Sense 1.

    Let's double check Sense 1 vs Sense 2 again.
    Sense 1: Manner, mode, style. (How).
    Sense 2: Means, agency. (Instrument).
    "Schools are structured in this way." = "Schools are structured in this manner."
    Sense 1 is the standard WordNet entry for "way" used in the phrase "in this way" meaning "in this manner".

    Let's look at Sense 1 examples again: "her dignified manner", "his rapid manner of talking".
    Context example: "structured in this way".
    Meaning: Structured in this manner/style.
    This aligns perfectly with Sense 1.

    Sense 4 ("that's the way it is") is usually a predicative usage describing a situation, not an adverbial modifier of a specific action like "structured".

    Therefore, Sense 1 is the correct choice.

4.  **Final Selection:** Sense 1.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: produce
Target surface form: produce
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way <t>produce</t> students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=produce%2:36:02:: | definition=bring forth or yield | synonyms=bring forth | examples=The tree would not produce fruit
2. sense_key=produce%2:36:00:: | definition=create or manufacture a man-made product | synonyms=make, create | examples=We produce more cars than we can sell; The company has been making toys for two centuries
3. sense_key=produce%2:36:03:: | definition=cause to happen, occur or exist | synonyms=bring about, give rise | examples=This procedure produces a curious effect; The new law gave rise to many complaints
4. sense_key=produce%2:39:01:: | definition=bring out for display | synonyms=bring forth | examples=The proud father produced many pictures of his baby; The accused brought forth a letter in court that he claims exonerates him
5. sense_key=produce%2:36:05:: | definition=cultivate by growing, often involving improvements by means of agricultural techniques | synonyms=grow, raise, farm | examples=The Bordeaux region produces great red wines; They produce good ham in Parma
6. sense_key=produce%2:39:00:: | definition=bring onto the market or release | synonyms=bring on, bring out | examples=produce a movie; bring out a book
7. sense_key=produce%2:29:00:: | definition=come to have or undergo a change of (physical features and attributes) | synonyms=grow, develop, get, acquire | examples=He grew a beard; The patient developed abdominal pains

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the Context:**
    *   Sentence: "Schools that are structured in this way produce students with higher morale and superior academic performance."
    *   Subject: "Schools that are structured in this way".
    *   Verb: "produce".
    *   Object: "students with higher morale and superior academic performance".
    *   Meaning in context: Schools, through their structure and operation, result in graduating or creating students who possess specific qualities (higher morale, superior performance). It's a causal relationship where the institution generates an outcome.

2.  **Analyze the Candidate Senses:**

    *   **Sense 1 (produce%2:36:02::):** "bring forth or yield". Example: "The tree would not produce fruit".
        *   *Analysis:* This is close. Trees yield fruit; schools yield students. However, "yield" or "bring forth" often implies a natural biological process or agricultural output. While schools "yield" graduates, the context focuses more on the *result* or *effect* of the structure on the students' qualities.

    *   **Sense 2 (produce%2:36:00::):** "create or manufacture a man-made product". Synonyms: make, create. Examples: "We produce more cars...", "making toys...".
        *   *Analysis:* This implies manufacturing physical objects. Students are people, not manufactured products. While "producing students" can be used metaphorically, Sense 2 is heavily tied to industrial manufacturing.

    *   **Sense 3 (produce%2:36:03::):** "cause to happen, occur or exist". Synonyms: bring about, give rise. Examples: "This procedure produces a curious effect", "The new law gave rise to many complaints".
        *   *Analysis:* This fits the causality well. The schools *cause* the existence of students with these specific traits. The structure causes the outcome (students with higher morale). The "students with higher morale" acts as the effect or result. Just as a procedure produces an effect, a school structure produces a certain type of student outcome.

    *   **Sense 4 (produce%2:39:01::):** "bring out for display". Example: "proud father produced many pictures".
        *   *Analysis:* Clearly incorrect. The schools aren't pulling students out of a pocket to show them.

    *   **Sense 5 (produce%2:36:05::):** "cultivate by growing...". Example: "Bordeaux region produces great red wines".
        *   *Analysis:* This is agricultural. While education is sometimes metaphorically likened to cultivation ("cultivating minds"), the sentence is about the structural organization leading to a result. Sense 5 is specific to agriculture/wine/food.

    *   **Sense 6 (produce%2:39:00::):** "bring onto the market or release". Example: "produce a movie".
        *   *Analysis:* Specific to media/entertainment or product launch. Not applicable here.

    *   **Sense 7 (produce%2:29:00::):** "come to have or undergo a change of...". Example: "He grew a beard".
        *   *Analysis:* Intransitive/ergative usage usually regarding physical features. "Schools grew a beard" doesn't make sense.

3.  **Compare Sense 1 and Sense 3:**
    *   *Sense 1 (yield/bring forth):* Often used for natural production (crops, offspring).
    *   *Sense 3 (cause to happen/exist/bring about):* Focuses on the causal link between a process/entity and a result or phenomenon.
    *   In the sentence, "Schools... produce students with...", the schools are agents causing a specific state of affairs (the existence of high-performing students). The focus is on the *result* (students having high morale) arising from the cause (school structure).
    *   WordNet examples for Sense 3: "This procedure produces a curious effect", "The new law gave rise to many complaints".
    *   Context sentence: "Schools... produce students with higher morale..."
    *   This structure parallels Sense 3 closely: [Agent/Cause] produces [Result/Effect].
    *   Sense 1 is possible (yielding graduates), but Sense 3 captures the "bringing about" of the specific characteristics (morale, performance) which are the focus of the sentence. The schools aren't just yielding students (graduating them), they are generating/causing the specific academic outcome.
    *   Let's look at the mapping in WordNet usually.
        *   Sense 1 is often agricultural/biological (yield).
        *   Sense 3 is "bring about".
    *   In educational contexts, "produce" usually means "turn out" or "result in".
    *   "Result in" maps very well to Sense 3 "cause to happen, occur or exist".
    *   Let's check if there is a "turn out" sense.
    *   Sometimes "produce" for "graduating students" is treated under "bring forth/yield" (Sense 1) if viewed just as the output of the institution. However, the context emphasizes the *quality* of the students (morale, performance) as an effect of the system.
    *   Let's re-evaluate Sense 3 vs Sense 1.
    *   Sense 3 examples: "This procedure produces a curious effect". This is abstract.
    *   Sense 1 examples: "The tree would not produce fruit". This is concrete object production.
    *   Students are concrete entities (like fruit), but the sentence is about the *performance/morale* (abstract qualities) produced.
    *   Is "students" the direct object? Yes.
    *   Is "students with higher morale" the effect? Yes.
    *   If I say "The factory produces cars", that's Sense 2 (manufacture).
    *   If I say "The farm produces corn", that's Sense 5 (cultivate).
    *   If I say "The tree produces apples", that's Sense 1 (yield/bring forth).
    *   If I say "The school produces good students", is it yielding (Sense 1) or causing the existence of a state (Sense 3)?
    *   Usually, "produce" in the sense of "turn out" (results) aligns with Sense 3 (bring about).
    *   Let's look at the definition of Sense 3: "cause to happen, occur or exist".
    *   Does a school "cause students to exist"? No.
    *   Does a school "cause [students with higher morale] to exist"? Yes, in that specific configuration.
    *   However, Sense 1 "bring forth or yield" is also very strong for institutions producing graduates.
    *   Let's look at a standard dictionary or corpus intuition.
    *   "The university produces many notable alumni." -> often mapped to the "bring forth" sense or "create" sense (metaphorical).
    *   But Sense 3 examples: "produce a curious effect". "Effect" is the key.
    *   The sentence says: "produce students...". The object is the people.
    *   Sense 3 objects are usually events, effects, situations ("complaints", "effect").
    *   Sense 1 objects are usually entities ("fruit").
    *   "Students" are entities. This points to Sense 1.
    *   However, "produce" in "produce students" implies the *generation* of the result.
    *   Let's look at Sense 2: "create... man-made product". Students are the "product" of the school system metaphorically. Sense 2 examples: "We produce more cars".
    *   WordNet distinctions can be tricky.
    *   Sense 1 (yield) vs Sense 3 (bring about).
    *   The phrase "produce students" is a standard educational collocation. Schools produce graduates.
    *   If we look at Sense 3, the synonyms are "bring about, give rise".
    *   "Schools bring about students..." -> No, that sounds wrong. Schools bring about *results*.
    *   "Schools yield students..." -> Yes, this works (graduates).
    *   "Schools bring forth students..." -> Yes.
    *   Therefore, Sense 1 seems better than Sense 3 regarding the object "students".
    *   *Counter-argument:* The context is about the *effect* of the structure.
    *   Let's check Sense 3 again. "The new law gave rise to many complaints". Complaints are entities (speech acts), but abstract ones. Students are physical.
    *   Sense 1: "The tree would not produce fruit". Fruit is physical.
    *   This suggests Sense 1 is the physical output sense (organic/natural).
    *   Is a student the "fruit" of a school? Metaphorically, yes.
    *   What about Sense 2? "create or manufacture a man-made product".
    *   WordNet restricts Sense 2 to "man-made product". Schools "produce" students, but students aren't "man-made products" in the industrial sense (toys, cars).
    *   Therefore, Sense 1 ("bring forth or yield") is often used for non-industrial output, including metaphorical "yielding" of people/graduates.
    *   However, there is a nuance. Sense 3 "cause to happen".
    *   Let's try to substitute synonyms.
    *   "Schools... **yield** students with higher morale..." (Sense 1). Works.
    *   "Schools... **bring about** students with higher morale..." (Sense 3). Clunky.
    *   "Schools... **create** students with higher morale..." (Sense 2). Plausible metaphorically ("We create good citizens"), but WordNet specifies "man-made product" and examples are cars/toys.
    *   "Schools... **generate**..." (not listed but close).
    *   Let's look at the examples for Sense 3 again. "produce a curious effect". "produce... complaints".
    *   The object "students" pushes away from Sense 3 towards Sense 1 or 2.
    *   Since it's not a factory (Sense 2 excluded), Sense 1 is the strongest candidate for "yielding output".
    *   *Wait*, let's consider Sense 3 again. "Cause to happen, occur or exist".
    *   Can "produce" mean "result in"? "The study produces results". Yes.
    *   Here: "Schools produce students...".
    *   If the sentence were "Schools produce high morale", Sense 3 would be correct.
    *   But the object is "students".
    *   Let's verify the WordNet hierarchy.
    *   produce%2:36:02 (Sense 1) -- "bring forth or yield". Hypernym: create.
    *   produce%2:36:03 (Sense 3) -- "cause to happen...". Hypernym: make.
    *   Actually, looking at semantic concordances (like SemCor), "produce" with people as objects in educational contexts often maps to Sense 3 if the meaning is "generate/result in", but Sense 1 if "bear/yield".
    *   Let's look at the specific phrasing "produce students".
    *   Oxford English Dictionary (OED) for "produce": "To bring into existence; to bring forth; to yield."
    *   In WordNet, Sense 1 is "bring forth or yield". Sense 3 is "cause to happen...".
    *   Sense 3 is generally used for abstract results (effects, situations).
    *   Sense 1 is used for concrete outputs (fruit, offspring, etc.).
    *   Students are concrete. Schools yield students (graduates).
    *   Therefore Sense 1 is the best fit among the physical/abstract divide.
    *   *However*, many WSD systems map "produce results" or "produce an effect" to Sense 3.
    *   Is "students with higher morale" treated as a result/effect?
    *   Let's look at Sense 1's example: "The tree would not produce fruit".
    *   The school is the tree; the student is the fruit.
    *   This metaphor holds up well.
    *   Let's look at Sense 3's example: "This procedure produces a curious effect".
    *   School structure -> students.
    *   The text emphasizes the structure leading to the outcome.
    *   But the object "students" remains the sticking point.
    *   Let's check Sense 3 synonyms: "bring about", "give rise".
    *   "Schools give rise to students..." -> No.
    *   "Schools bring about students..." -> No.
    *   "Schools yield students..." -> Yes.
    *   Therefore, Sense 1 is better than Sense 3 syntactically and semantically regarding the object "students".
    *   What about Sense 2? "create...". "Schools create students..." -> Yes, "We create the leaders of tomorrow".
    *   WordNet 2: "create or manufacture a man-made product". Examples: cars, toys.
    *   WordNet 1: "bring forth or yield". Examples: fruit.
    *   The "yield" sense applies to natural processes (trees) or agriculture (not listed in sense 1 examples, but sense 5 is cultivate).
    *   Sense 5 is agriculture. Students aren't crops (usually).
    *   So it's between Sense 1 (Yield - generic/natural metaphor) and Sense 2 (Create - manufacturing metaphor).
    *   Education is not manufacturing (Sense 2).
    *   Education is often compared to cultivation (Sense 5), but Sense 5 involves "growing... agricultural techniques". The sentence mentions "structured in this way", not "cultivated".
    *   The structure causes the output.
    *   Sense 1 "bring forth or yield" is the generic output sense.
    *   Sense 3 "cause to happen".
    *   If I have to choose between "yield" (1) and "bring about" (3) for "produce students":
    *   "Yield students" (graduates) is a standard collocation.
    *   "Bring about students" is not.
    *   Therefore, Sense 1 is the intended sense.
    *   *Refinement:* Wait. Let me check the Sense 3 example again. "This procedure produces a curious effect".
    *   And consider the sentence: "Schools... produce students with higher morale".
    *   Is it possible Sense 3 covers "produce NPs that are results"?
    *   Complaints (Sense 3) are a result. Effects (Sense 3) are a result.
    *   Students are *people*.
    *   Unless "students" are viewed purely as "academic outcomes/achievements"? No, they are people.
    *   Sense 1 "The tree would not produce fruit". Fruit is the product of the tree's life process.
    *   Students are the product of the school's educational process.
    *   This fits Sense 1 (yield/bring forth) best.
    *   Let's double check Sense 3 vs Sense 1 in standard WSD datasets (like Senseval/Semeval).
    *   "The tube produces light." -> Effect/Result (Sense 3? or 1?).
    *   "The experiment produced data." -> Result (Sense 3).
    *   "The school produces graduates." -> Output (Sense 1).
    *   The distinction seems to be:
        *   Sense 1: The entity generates the object as part of its function/nature (Trees -> fruit, Schools -> graduates).
        *   Sense 3: An action/event causes a situation or phenomenon (Law -> complaints, Procedure -> effect).
    *   The sentence subject is "Schools" (Entity).
    *   The object is "students" (Entity).
    *   Relationship: Entity yields Entity.
    *   This maps to Sense 1.
    *   Let's check Sense 3 again. "Cause to happen, occur or exist".
    *   Does a school cause a student to exist? No.
    *   Does a school cause a student *with higher morale* to exist? It transforms them.
    *   But the verb's direct object is "students".
    *   Let's look at Sense 1 again. "bring forth or yield".
    *   Yield is intransitive/transitive. "The investment yields returns".
    *   "The school yields students".
    *   The structure "produce [person]" usually aligns with "bring forth" (Sense 1) or "create" (Sense 2 - metaphorically).
    *   Given the specific WordNet definitions:
        *   Sense 2 implies "man-made product" (industrial).
        *   Sense 3 implies "cause to happen" (events/states).
        *   Sense 1 implies "bring forth/yield" (biological/natural/generic output).
    *   The school is an institution. The output is students. This is closest to the generic "yield" sense (Sense 1).
    *   Some annotators might choose Sense 3 if they focus on "produce" meaning "result in", but the object type constraints (Student = Animate/Entity vs Complaint = Abstract/Event) usually favor Sense 1 for animate objects in WordNet (referencing the "fruit" example).

    *   Let's consider the phrase "produce students".
    *   SemCor annotation for "The school produces...":
        *   "The nation produced many heroes." -> Sense 1 (bring forth/yield)?
        *   "The soil produces corn." -> Sense 5 (cultivate) or Sense 1 (yield).
    *   Let's look at Sense 3 examples again. "produce a curious effect". "give rise to many complaints".
    *   These are abstract entities or situations.
    *   Sense 1 example: "produce fruit". Physical entity.
    *   Students are physical entities.
    *   Therefore, Sense 1 is the most appropriate fit based on selectional restrictions.

    *   Final check: Sense 1 vs Sense 2.
    *   Sense 2: "manufacture a man-made product". Synonyms: make, create.
    *   Schools "make" students? "We make them into men." It's a metaphor.
    *   Sense 1: "yield".
    *   Schools "yield" students? Yes, in terms of graduation output.
    *   Sense 1's definition "bring forth or yield" covers the productive capacity of an entity.
    *   Sense 3's definition "cause to happen..." covers the causality of events.
    *   While the school structure is the cause, the verb "produce" takes "students" as the object. The school yields students.
    *   I will go with Sense 1.

    *   Let's reconsider Sense 3 one last time.
    *   Definition: "cause to happen, occur or exist".
    *   Can one "produce" a person in the sense of "cause to exist"?
    *   "He produced an heir." -> Sense 1 (bring forth/beget).
    *   "The experiment produced a monster." -> Sense 3 (cause to exist)?
    *   Usually, creating living things (besides birth) falls under "create" (Sense 2) or "bring forth" (Sense 1).
    *   The specific WordNet sense 1 example "The tree would not produce fruit" is the closest analogy to "The school produces students" (Entity -> Entity output).

    *   Therefore, Index 1 is the correct choice.

    Let's verify the JSON format. {"sense_index": 1}.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: student
Target surface form: students
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce <t>students</t> with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=student%1:18:00:: | definition=a learner who is enrolled in an educational institution | synonyms=pupil, educatee
2. sense_key=student%1:18:01:: | definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines | synonyms=scholar, scholarly person, bookman

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
Let me analyze the context carefully to determine which sense of "students" is being used in this passage.

The context is discussing American students' performance on math tests compared to students from other countries. It talks about how students struggle with basic math skills due to the influence of "New Math" on teaching methods. Later, it mentions schools producing "students with higher morale and superior academic performance."

Let me examine the two candidate senses:

1. "a learner who is enrolled in an educational institution" - This refers to students in the common sense - people attending school to learn.

2. "a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines" - This refers to scholars or people who have mastered a field through extensive study.

In the given context, the text is clearly talking about students in the educational sense - learners enrolled in schools. The passage discusses their performance on tests, their learning process, and the educational system's impact on them. It's not referring to learned scholars who have mastered disciplines.

The context refers to students in elementary or secondary education settings (since it mentions math performance, schools with principals, etc.). These are clearly learners enrolled in educational institutions, not scholars who have gained mastery through long study.

Therefore, sense 1 is the correct choice: "a learner who is enrolled in an educational institution."

So my answer is {"sense_index": 1}.

provider: Venice


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: high
Target surface form: higher
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with <t>higher</t> morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=high%3:00:02:: | definition=greater than normal in degree or intensity or amount | examples=a high temperature; a high price
2. sense_key=high%3:00:01:: | definition=(literal meaning) being at or having a relatively great or specific elevation or upward extension (sometimes used in combinations like `knee-high') | examples=a high mountain; high ceilings
3. sense_key=high%5:00:00:superior:01 | definition=standing above others in quality or position | synonyms=eminent | examples=people in high places; the high priest
4. sense_key=high%3:00:03:: | definition=used of sounds and voices; high in pitch or frequency | synonyms=high-pitched
5. sense_key=high%5:00:00:elated:00 | definition=happy and excited and energetic | synonyms=in high spirits
6. sense_key=high%5:00:00:malodorous:00 | definition=(used of the smell of meat) smelling spoiled or tainted | synonyms=gamey, gamy
7. sense_key=high%5:00:00:intoxicated:00 | definition=slightly and pleasantly intoxicated from alcohol or a drug (especially marijuana) | synonyms=mellow

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the target lemma and surface form**:
    *   Lemma: `high`
    *   Surface form: `higher` (comparative adjective)

2.  **Analyze the context**:
    *   Sentence: "Schools that are structured in this way produce students with <t>higher</t> morale and superior academic performance."
    *   The target word modifies "morale".
    *   The context is discussing academic performance, school structure, and student outcomes.
    *   "Higher morale" implies morale that is greater in amount, level, or degree compared to students in other schools.

3.  **Evaluate candidate senses**:

    *   **Sense 1**: `high%3:00:02::` | Definition: "greater than normal in degree or intensity or amount" | Examples: "a high temperature", "a high price".
        *   Analysis: Morale is an abstract concept often measured in degrees or levels. "Higher morale" means a greater degree of morale. This fits the comparative nature of "higher" (greater degree). The definition focuses on degree/intensity/amount.
        *   Applicability: Strong fit.

    *   **Sense 2**: `high%3:00:01::` | Definition: "being at or having a relatively great or specific elevation or upward extension..." | Examples: "a high mountain".
        *   Analysis: This refers to physical elevation. Morale is not physical elevation.
        *   Applicability: Incorrect.

    *   **Sense 3**: `high%5:00:00:superior:01` | Definition: "standing above others in quality or position" | Synonyms: "eminent" | Examples: "people in high places".
        *   Analysis: This refers to rank, status, or hierarchy. While morale can be "high" on a scale, this specific sense usually applies to people, positions, or rank (e.g., "high society", "high priest"). "Higher morale" refers to the intensity/level of the feeling/confidence, not a rank.
        *   Applicability: Weak fit. Sense 1 captures the scalar nature better.

    *   **Sense 4**: `high%3:00:03::` | Definition: "used of sounds and voices; high in pitch or frequency".
        *   Analysis: Does not apply to morale.
        *   Applicability: Incorrect.

    *   **Sense 5**: `high%5:00:00:elated:00` | Definition: "happy and excited and energetic".
        *   Analysis: This describes a state of being ("he was high"). While related to morale, "higher morale" compares the *level* of morale, not necessarily meaning the students are "high" (intoxicated or manic) in the sense of this adjective predication. However, Sense 1 is the standard scalar adjective for abstract quantities like morale, prices, speeds, etc. Sense 5 usually functions predicatively or attributively for temporary states of being energized/intoxicated. "Higher morale" implies a greater *amount* of morale, fitting Sense 1's "amount or degree".
        *   Applicability: Weak fit compared to Sense 1.

    *   **Sense 6**: `high%5:00:00:malodorous:00` | Definition: "smelling spoiled or tainted".
        *   Analysis: Incorrect.

    *   **Sense 7**: `high%5:00:00:intoxicated:00` | Definition: "slightly and pleasantly intoxicated...".
        *   Analysis: Incorrect.

4.  **Select the best sense**:
    *   The phrase "higher morale" indicates a greater degree or level of morale.
    *   Sense 1 defines "high" as "greater than normal in degree or intensity or amount".
    *   Since the surface form is comparative ("higher"), it corresponds to "greater in degree/amount".
    *   Morale is a degree/amount concept (like confidence or spirits).
    *   Therefore, Sense 1 is the correct choice.

5.  **Format output**:
    *   JSON object: `{"sense_index": 1}`.

provider: StreamLake


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: morale
Target surface form: morale
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher <t>morale</t> and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=morale%1:26:00:: | definition=a state of individual psychological well-being based upon a sense of confidence and usefulness and purpose
2. sense_key=morale%1:07:00:: | definition=the spirit of a group that makes the members want the group to succeed | synonyms=esprit de corps, team spirit

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
Let me analyze the context and the two candidate senses to determine which best fits the usage of "morale" in this passage.

The context discusses American students' performance in math tests and school structure. The key sentence is:
"Schools that are structured in this way produce students with higher morale and superior academic performance."

Let me examine both senses:

Sense 1: "a state of individual psychological well-being based upon a sense of confidence and usefulness and purpose"
This refers to an individual's psychological state - their personal sense of well-being, confidence, and purpose.

Sense 2: "the spirit of a group that makes the members want the group to succeed" (synonyms: esprit de corps, team spirit)
This refers to a collective spirit or motivation that drives group success.

In the context, the passage is talking about "students with higher morale." While students are mentioned collectively, the passage seems to be referring to the individual students' psychological state - their confidence and sense of purpose - that results from attending well-structured schools. The context doesn't specifically emphasize group cohesion or team spirit among the students.

The passage is discussing how proper school structure leads to better outcomes for students, including their psychological well-being. The phrase "students with higher morale" appears to be referring to the individual psychological state of students - their confidence and sense of purpose in their academic endeavors.

Additionally, the context connects "higher morale" with "superior academic performance," suggesting that when students have better psychological well-being (sense of confidence and purpose), they perform better academically.

I believe Sense 1 is the better fit for this context, as it refers to individual psychological well-being, which aligns with how the term is used in discussing students' personal states in relation to their academic environment and performance.

My answer is {"sense_index": 1}.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: superior
Target surface form: superior
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and <t>superior</t> academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=superior%3:00:02:: | definition=of high or superior quality or performance | examples=superior wisdom derived from experience; superior math students
2. sense_key=superior%3:00:01:: | definition=of or characteristic of high rank or importance | examples=a superior ruler
3. sense_key=superior%5:00:00:dominant:01 | definition=(sometimes followed by `to') not subject to or influenced by | examples=overcome by a superior opponent; trust magnates who felt themselves superior to law
4. sense_key=superior%3:00:00:: | definition=written or printed above and to one side of another character | synonyms=superscript
5. sense_key=superior%3:00:03:: | definition=having an orbit farther from the sun than the Earth's orbit | examples=Mars and Jupiter are the closest in of the superior planets
6. sense_key=superior%5:00:00:senior:00 | definition=having a higher rank | synonyms=ranking, higher-ranking | examples=superior officer
7. sense_key=superior%5:00:00:unaffected:00 | definition=(often followed by `to') above being affected or influenced by | examples=he is superior to fear; an ignited firework proceeds superior to circumstances until its blazing vitality fades

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the context**:
    *   Sentence: "Schools that are structured in this way produce students with higher morale and **superior** academic performance."
    *   Subject: Students' academic performance.
    *   Comparison: Implicitly comparing schools structured "this way" (with authoritative principals) to other schools.
    *   Meaning: The academic performance is better, of higher quality, or exceeding the standard of others.

2.  **Analyze the candidate senses**:

    *   **Sense 1**: `superior%3:00:02::` | Definition: "of high or superior quality or performance" | Examples: "superior wisdom derived from experience", "superior math students".
        *   *Analysis*: This fits perfectly. "Superior academic performance" means academic performance of high quality. The example "superior math students" is semantically close (relating to academic ability/performance).

    *   **Sense 2**: `superior%3:00:01::` | Definition: "of or characteristic of high rank or importance" | Examples: "a superior ruler".
        *   *Analysis*: This refers to social hierarchy or rank. Academic performance isn't a person with rank. It doesn't fit.

    *   **Sense 3**: `superior%5:00:00:dominant:01` | Definition: "(sometimes followed by `to') not subject to or influenced by" | Examples: "overcome by a superior opponent", "trust magnates who felt themselves superior to law".
        *   *Analysis*: This is about immunity or being unaffected by something. Not relevant to "academic performance".

    *   **Sense 4**: `superior%3:00:00::` | Definition: "written or printed above and to one side of another character" | Synonyms: "superscript".
        *   *Analysis*: Technical typography term. Not relevant.

    *   **Sense 5**: `superior%3:00:03::` | Definition: "having an orbit farther from the sun than the Earth's orbit" | Examples: "Mars and Jupiter are the closest in of the superior planets".
        *   *Analysis*: Astronomy term. Not relevant.

    *   **Sense 6**: `superior%5:00:00:senior:00` | Definition: "having a higher rank" | Synonyms: "ranking, higher-ranking" | Examples: "superior officer".
        *   *Analysis*: Refers to hierarchy within an organization (military, corporate). While "better performance" implies a ranking of quality, this specific sense usually applies to people in a chain of command. Sense 1 is the general quality adjective.

    *   **Sense 7**: `superior%5:00:00:unaffected:00` | Definition: "(often followed by `to') above being affected or influenced by" | Examples: "he is superior to fear".
        *   *Analysis*: Similar to Sense 3. Psychological state of being above something. Not relevant to performance metrics.

3.  **Comparison and Selection**:
    *   The context describes "academic performance".
    *   The phrase "superior academic performance" means "better" or "higher quality" academic performance.
    *   Sense 1 is defined as "of high or superior quality or performance". This matches the context almost word-for-word ("quality or performance").
    *   Sense 6 is about *rank* (people), whereas Sense 1 is about *quality* (things or abstract concepts, or people's attributes). While students have performance, the adjective modifies "performance". "Performance" fits under "quality or performance".

4.  **Conclusion**: Sense 1 is the correct choice. It captures the meaning of "better than average" or "of high quality" regarding an attribute (performance).


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: academic
Target surface form: academic
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior <t>academic</t> performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=academic%3:01:00:: | definition=associated with academia or an academy | examples=the academic curriculum; academic gowns
2. sense_key=academic%5:00:00:theoretical:01 | definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion; an academic question
3. sense_key=academic%5:00:00:scholarly:00 | definition=marked by a narrow focus on or display of learning especially its trivial aspects | synonyms=donnish, pedantic

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the target lemma and surface form**: The target is "academic" (adjective).
2.  **Analyze the context**:
    *   The text discusses American students' performance in math tests compared to other countries.
    *   It criticizes the "New Math" influence.
    *   It advocates for principals having authority.
    *   It mentions schools structured in a certain way produce students with higher morale and superior "academic performance".
    *   Key phrase: "superior academic performance".
    *   Does "academic" here mean hypothetical? No, it refers to performance in school subjects (learning, grades, tests).
    *   Does it mean pedantic/trivial? No.
    *   Does it mean associated with academia/school? Yes. "Academic performance" refers to how well students perform in their studies at school.
3.  **Evaluate Candidate Senses**:
    *   *Sense 1*: "associated with academia or an academy". Examples: "academic curriculum", "academic gowns". This fits well. "Academic performance" is performance related to school/academia.
    *   *Sense 2*: "hypothetical or theoretical and not expected to produce an immediate or practical result". Examples: "an academic discussion". This does not fit "performance". The performance is real and measured in tests, not hypothetical.
    *   *Sense 3*: "marked by a narrow focus on or display of learning especially its trivial aspects". Synonyms: donnish, pedantic. This is a negative connotation about personality or style. It does not fit "performance" in the context of school results.
4.  **Select the best sense**: Sense 1 is the clear choice. It describes the domain (school/education) to which the performance belongs.
5.  **Format the output**: The user wants a JSON object `{"sense_index": X}` where X is the index number (1, 2, or 3).
    *   Sense 1 is the correct one.


[System] You are an English linguist performing fine-grained Word Sense Disambiguation. WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense. Do not hedge. Choose the single best indexed sense.

[User]
Target lemma: performance
Target surface form: performance
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic <t>performance</t>. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=performance%1:10:00:: | definition=a dramatic or musical entertainment | synonyms=public presentation | examples=they listened to ten different performances; the play ran for 100 performances
2. sense_key=performance%1:04:01:: | definition=the act of presenting a play or a piece of music or other entertainment | examples=we congratulated him on his performance at the rehearsal; an inspired performance of Mozart's C minor concerto
3. sense_key=performance%1:04:00:: | definition=the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it | synonyms=execution, carrying out, carrying into action | examples=they criticised his performance as mayor; experience generally improves performance
4. sense_key=performance%1:04:03:: | definition=any recognized accomplishment | examples=they admired his performance under stress; when Roger Maris powered four home runs in one game his performance merits awe
5. sense_key=performance%1:22:00:: | definition=process or manner of functioning or operating | synonyms=operation, functioning | examples=the power of its engine determines its operation; the plane's operation in high winds

Instructions:
1. Choose the single best indexed sense for the target word in context.
2. WordNet glosses are schematic; use the context, synonyms, and examples together.
3. Do not answer with a WordNet sense key.
4. Return only a JSON object exactly like {"sense_index": 3}.

reasoning_content:
1.  **Analyze the context:**
    *   Target lemma: "performance"
    *   Sentence: "Schools that are structured in this way produce students with higher morale and superior academic <t>performance</t>."
    *   Topic: The context discusses schools, students, academic achievement, and test scores (mentioned earlier: "do so poorly in math tests"). It talks about the output/result of education.
    *   Modifier: "academic performance". This is a key collocate.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** "a dramatic or musical entertainment" (public presentation).
        *   *Fit:* No. The text is about school students and academic results, not a concert or play.

    *   **Sense 2:** "the act of presenting a play or a piece of music..."
        *   *Fit:* No. Again, refers to artistic performance, not academic achievement.

    *   **Sense 3:** "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it" (execution, carrying out).
        *   *Fit:* This is close. It involves "doing something successfully" and "using knowledge". Academic performance is indeed the execution of learned material. However, usually, "academic performance" refers to the *result* or the *level* of achievement (grades, test scores), not just the act of carrying it out, though the act is involved. Let's look at the definition again. "Doing something successfully... using knowledge". This fits the general concept of academic performance (applying knowledge). However, WordNet's specific definition here ("act of performing") might be slightly distinct from the *quality* of that performance, though the example "experience generally improves performance" suggests it can refer to the quality/level of execution.

    *   **Sense 4:** "any recognized accomplishment" (examples: "performance under stress", "four home runs").
        *   *Fit:* This refers to a specific notable deed or feat. While getting good grades is an accomplishment, "academic performance" usually refers to the general standard or capability of the student over time, not a single isolated "feat" like hitting four home runs. However, "superior academic performance" implies a high standard of accomplishment.

    *   **Sense 5:** "process or manner of functioning or operating" (operation, functioning).
        *   *Fit:* This usually applies to machines ("operation of the engine"), organizations, or systems. While a student "functions" in a school, we usually don't talk about a student's "functioning" in an academic context in the same way we talk about an engine. However, some might argue academic performance is a manner of functioning.

3.  **Refining the choice:**

    Let's look closely at Sense 3 and Sense 4 vs Sense 5.
    Sense 5 is usually for machines or organizations (e.g., "company performance").
    Sense 3 is about "doing something successfully" and "using knowledge". The example "experience generally improves performance" is very close to the concept of skill or capability improving with practice/schooling. Academic performance is about how well a student executes tasks using knowledge.
    Sense 4 is "any recognized accomplishment". This often feels like a specific event ("performance under stress", "powered four home runs"). Academic performance is a continuous state/metric.

    Let's re-evaluate Sense 3 vs Sense 5.
    Context: "students with ... superior academic performance".
    Is it Sense 3?
    Definition: "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it".
    Synonyms: execution, carrying out.
    This fits the educational context best. Academic performance is the execution of academic tasks. The phrase "using knowledge as distinguished from merely possessing it" strongly resonates with the context's discussion of "students who ca not add or subtract 'learning 'the conceptual basis". The text contrasts knowing theory (possession) with doing math (performance/execution). The target sentence contrasts students who have "superior academic performance" (successful execution) vs those who "cannot add". This aligns perfectly with Sense 3's gloss "using knowledge as distinguished from merely possessing it".

    Let's look at Sense 4 again.
    Definition: "any recognized accomplishment".
    Examples are specific feats. "Academic performance" is usually a general term for grades/achievement level. While it is an accomplishment, Sense 3's specific mention of "using knowledge" makes it a much stronger candidate for the modifier "academic".

    Let's look at Sense 5.
    Definition: "process or manner of functioning or operating".
    Synonyms: operation, functioning.
    This is typically used for "engine performance", "economic performance", "system performance". While students are agents, "academic performance" is rarely described as their "operation".

    Let's look at Sense 1 & 2.
    Clearly related to arts/entertainment. Not applicable.

    **Decision:** Sense 3 is the best fit. It explicitly mentions "using knowledge", which links directly to "academic". It refers to the execution of tasks (tests, assignments) successfully.

    Let's double-check the definition of Sense 3 in other contexts or dictionaries relative to WordNet.
    WordNet 3.0 Sense 3 (performance%1:04:00::):
    "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it"
    Example: "experience generally improves performance"
    This maps perfectly to "academic performance" (how well a student applies knowledge/does schoolwork).

    Sense 4 (performance%1:04:03::):
    "any recognized accomplishment"
    Examples: specific feats.
    While academic performance is an accomplishment, Sense 3 captures the *nature* of academic work (execution of knowledge) better than Sense 4, which is more about a specific noteworthy deed (like Maris's home runs).

    Therefore, index 3 is the correct choice.

    *Self-Correction/Verification:*
    Does "performance" here refer to the act (Sense 3) or the result (Sense 4)?
    "Superior academic performance" -> superior execution of academic tasks.
    WordNet Sense 3 definition includes "doing something successfully", which implies the *quality* of the act.
    Sense 4 examples ("merits awe") imply a specific spectacular event.
    Sense 5 is for systems/machines.
    Sense 1/2 are arts.

    The text explicitly contrasts "learning the conceptual basis" (possessing knowledge?) with the inability to "add or subtract" (performing/failure to perform). The target sentence praises schools producing students with "superior academic performance". This is clearly about the successful application of knowledge (Sense 3).

    Final check of indices:
    1: performance%1:10:00:: (entertainment)
    2: performance%1:04:01:: (act of presenting entertainment)
    3: performance%1:04:00:: (act of performing... using knowledge)
    4: performance%1:04:03:: (accomplishment)
    5: performance%1:22:00:: (functioning/operating)

    Correct index is 3.

provider: DeepInfra