[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: faculty
Target surface form: faculty
Context:
-- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. 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 <t>faculty</t>, 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.

Candidate senses:
1. sense_key=faculty%1:09:00:: | definition=one of the inherent cognitive or perceptual powers of the mind | synonyms=mental faculty, module
2. sense_key=faculty%1:14:00:: | definition=the body of teachers and administrators at a school | synonyms=staff | examples=the dean addressed the letter to the entire staff of the university

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 word and context:**
    *   Target word: "faculty" (noun).
    *   Context sentence: "Most important of all, schools should have principals with a large measure of authority over the <t>faculty</t>, the curriculum, and all matters of student discipline."
    *   Broader context: The text discusses school administration, textbooks, teaching methods, and student performance. It compares American schools to others. It mentions "principals," "schools," and "curriculum."

2.  **Analyze the candidate senses:**
    *   Sense 1: `faculty%1:09:00::` | Definition: "one of the inherent cognitive or perceptual powers of the mind" | Synonyms: mental faculty, module.
        *   *Evaluation:* Does this fit the context? The text talks about principals having authority over "faculty". Can a principal have authority over a cognitive power (like memory or sight)? No. They have authority over people (teachers).
    *   Sense 2: `faculty%1:14:00::` | Definition: "the body of teachers and administrators at a school" | Synonyms: staff | Examples: "the dean addressed the letter to the entire staff of the university".
        *   *Evaluation:* Does this fit the context? The text says principals should have authority over the "faculty". Principals are school administrators. They manage the teachers/staff. This fits perfectly. The text mentions "schools," "principals," "curriculum," and "student discipline," all of which are institutional components managed by a principal, alongside the teaching staff (faculty).

3.  **Compare and Decide:**
    *   Context clues: "schools should have principals", "authority over the faculty".
    *   Sense 1 is about mental abilities (e.g., "faculty of sight").
    *   Sense 2 is about people/teachers (e.g., "school faculty").
    *   The context clearly refers to the group of people working at the school who are subject to the principal's authority. Therefore, Sense 2 is the correct choice.

4.  **Format Output:**
    *   The user wants a JSON object `{"sense_index": X}`.
    *   Since Sense 2 is the second item in the list (indexing usually starts at 1 for these tasks unless specified otherwise, but the prompt asks for "indexed sense" and usually implies the position in the provided list).
    *   The list is numbered 1 and 2.
    *   The correct choice is the second one (index 2).

    Wait, let me check the indexing instruction. "Choose the single best indexed sense." The list provided is:
    1. ...
    2. ...
    So, I should return index 2.

    *Self-Correction/Verification:* The prompt says "Return only a JSON object exactly like {"sense_index": 3}." This example implies the integer value corresponds to the list number.

    Final check:
    Context: "principals with a large measure of authority over the faculty" -> Faculty = teachers/staff.
    Sense 2 definition: "the body of teachers and administrators at a school".
    Match is exact.

    Result: Sense 2.

provider: StreamLake


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: matter
Target surface form: matters
Context:
-- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. 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 <t>matters</t> 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.

Candidate senses:
1. sense_key=matter%1:09:01:: | definition=a vaguely specified concern | synonyms=affair, thing | examples=several matters to attend to; it is none of your affair
2. sense_key=matter%1:09:00:: | definition=some situation or event that is thought about | synonyms=topic, subject, issue | examples=he kept drifting off the topic; he had been thinking about the subject for several years
3. sense_key=matter%1:03:00:: | definition=that which has mass and occupies space | examples=physicists study both the nature of matter and the forces which govern it
4. sense_key=matter%1:09:02:: | definition=a problem | examples=is anything the matter?
5. sense_key=matter%1:07:00:: | definition=(used with negation) having consequence | examples=they were friends and it was no matter who won the games
6. sense_key=matter%1:10:00:: | definition=written works (especially in books or magazines) | examples=he always took some reading matter with him on the plane

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}.

finish_reason: stop

role: assistant

reasoning_content:
1.  **Analyze the target word and context:**
    *   Target lemma: *matter*
    *   Target surface form: *matters*
    *   Context snippet: "...principals with a large measure of authority over the faculty, the curriculum, and all <t>matters</t> of student discipline."
    *   The phrase is "all matters of student discipline". The word *matters* is plural here.
    *   The sentence discusses the scope of a principal's authority: faculty, curriculum, and student discipline issues.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** "a vaguely specified concern" | synonyms: affair, thing | examples: "several matters to attend to".
        *   This fits the general idea of "concerns" or "issues" that a principal deals with. "Student discipline" is a specific domain, but within that domain, there are various specific "matters" (concerns/affairs) to handle. The synonym "affair" matches the register of "matters of student discipline".

    *   **Sense 2:** "some situation or event that is thought about" | synonyms: topic, subject, issue | examples: "he kept drifting off the topic".
        *   This sense leans more towards cognitive subjects or topics of conversation/discussion. While discipline can be discussed, the context implies *authority over* and *handling* these things, not just thinking about them or discussing them as topics. It's closer to "business" or "affairs" than "topics".

    *   **Sense 3:** "that which has mass and occupies space" (physical matter).
        *   Clearly incorrect.

    *   **Sense 4:** "a problem" | examples: "is anything the matter?".
        *   Usually used in the singular with "the" or in specific idioms like "what's the matter?". Here, "all matters of student discipline" doesn't mean "all problems of student discipline" in the sense of something being wrong; it means the various issues or affairs related to discipline.

    *   **Sense 5:** "(used with negation) having consequence".
        *   Not relevant here.

    *   **Sense 6:** "written works (especially in books or magazines)".
        *   Not relevant here.

3.  **Compare Sense 1 and Sense 2 closely:**
    *   Context: "authority over ... all matters of student discipline."
    *   Sense 1 Synonyms: affair, thing. Sense 1 Examples: "several matters to attend to".
    *   Sense 2 Synonyms: topic, subject, issue. Sense 2 Examples: "he kept drifting off the topic".

    *   The usage "matters of [topic/field]" (e.g., matters of state, matters of the heart, matters of discipline) usually refers to specific *concerns*, *business*, or *affairs* within that field, rather than abstract subjects of thought.
    *   A principal has authority over the *handling* of these concerns (affairs).
    *   If I say "matters of state", I mean affairs/concerns of the government.
    *   If I say "matters of discipline", I mean specific instances or general affairs regarding discipline.
    *   Sense 1 definition "a vaguely specified concern" fits "matters of [X]" constructions well. It captures the notion of "business" or "affair".
    *   Sense 2 is more about "topic". A principal doesn't have authority over a "topic"; they have authority over the *handling* of the affairs/concerns related to that topic.
    *   Therefore, Sense 1 ("concern/affair") is the better fit than Sense 2 ("topic/subject").

4.  **Final Selection:**
    *   Sense 1 corresponds to the first candidate.

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

format: unknown

native_finish_reason: stop

provider: DigitalOcean

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: student
Target surface form: student
Context:
-- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. 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 <t>student</t> 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.

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}.

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

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

reasoning_content:
The target word is "student" in the context of "student discipline".
Context analysis: The text discusses American students doing poorly in math tests compared to other countries, and how they cannot add or subtract but are learning the conceptual basis. It then mentions "student discipline" in the context of schools having principals with authority over the faculty, curriculum, and student discipline.
Sense 1: a learner who is enrolled in an educational institution (pupil, educatee)
Sense 2: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (scholar, scholarly person, bookman)

In the context of "student discipline" in a school, "student" refers to a learner enrolled in an educational institution, i.e., a pupil. Sense 1 is clearly the right choice.

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: study
Target surface form: Study
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. <t>Study</t> 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.

Candidate senses:
1. sense_key=study%1:04:00:: | definition=a detailed critical inspection | synonyms=survey
2. sense_key=study%1:09:03:: | definition=applying the mind to learning and understanding a subject (especially by reading) | synonyms=work | examples=mastering a second language requires a lot of work; no schools offer graduate study in interior design
3. sense_key=study%1:10:00:: | definition=a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale
4. sense_key=study%1:09:04:: | definition=a state of deep mental absorption | examples=she is in a deep study
5. sense_key=study%1:06:00:: | definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. sense_key=study%1:09:02:: | definition=a branch of knowledge | synonyms=discipline, subject, subject area, subject field, field, field of study | examples=in what discipline is his doctorate?; teachers should be well trained in their subject
7. sense_key=study%1:06:01:: | definition=preliminary drawing for later elaboration | synonyms=sketch | examples=he made several studies before starting to paint
8. sense_key=study%1:09:01:: | definition=attentive consideration and meditation | synonyms=cogitation | examples=after much cogitation he rejected the offer
9. sense_key=study%1:18:00:: | definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. sense_key=study%1:10:01:: | definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

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:**
    *   The target phrase is "Study after study".
    *   The sentence is: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference..."
    *   The phrase "Study after study" refers to research efforts, reports, or investigations conducted by organizations (like the Brookings Institution).
    *   The context implies that these "studies" produce findings ("tells us that...").
    *   The mention of the Brookings Institution (a think tank) reinforces the idea of a research report or investigation.

2.  **Evaluate the candidate senses:**

    *   **Sense 1: `study%1:04:00::` | definition=a detailed critical inspection | synonyms=survey**
        *   This refers to the act of inspecting or surveying. While related, the context "Study after study... tells us" suggests a concrete output (a report) rather than just the abstract act of inspection. However, it's close.
    *   **Sense 2: `study%1:09:03::` | definition=applying the mind to learning and understanding a subject...**
        *   This refers to academic studying/learning. "Study after study" in this context does not mean "learning session after learning session". It refers to research.
    *   **Sense 3: `study%1:10:00::` | definition=a written document describing the findings of some individual or group | synonyms=report, written report**
        *   Let's look at the context: "the most recent from the Brookings Institution". The Brookings Institution publishes reports. The studies "tell us" things. This fits the definition of a written document describing findings. "Study after study" is a common idiom meaning "report after report" or "investigation after investigation".
        *   Let's compare Sense 1 and Sense 3.
            *   Sense 1 is "a detailed critical inspection" (act/event).
            *   Sense 3 is "a written document" (artifact/result).
            *   Often, "study" is used metonymically. A study (the act of investigating) produces a study (the report).
            *   The example in Sense 3 is: "this accords with the recent study by Hill and Dale".
            *   The context here is: "the most recent from the Brookings Institution". This implies a specific document or released publication.
            *   Usually, in WordNet, when "study" refers to the published research output found in a journal or released by an institution, it aligns with the "written report" sense (Sense 3) or sometimes the "detailed critical inspection" (Sense 1).
            *   Let's look at Sense 1's synonyms: "survey". This is often used for the action or the data collection method.
            *   Let's look at Sense 3's synonyms: "report, written report". "Study after study... tells us..." implies the *results* of the investigation as presented in a document.
            *   Let's check the hierarchy. In WordNet 3.0/3.1:
                *   Sense 1 (inspection) -> `study%1:04:00::` is under `examination, inspection`. It is an act.
                *   Sense 3 (document) -> `study%1:10:00::` is under `document, written document`. It is a communication/artifact.
            *   "The most recent from the Brookings Institution" strongly suggests a physical or digital document produced. You cite a study. You read a study. The Brookings Institution releases a study.
            *   Therefore, Sense 3 seems the most precise fit for a specific research output cited as evidence ("tells us"). However, Sense 1 is also a strong contender because "study" often means the research project itself.
            *   Let's look at the definition of Sense 1 again: "a detailed critical inspection". If I say "The study showed X", it refers to the result of the inspection.
            *   Let's look at the definition of Sense 3 again: "a written document describing the findings".
            *   In the phrase "Study after study", it emphasizes the accumulation of research *outputs* or *investigations*.
            *   Usually, when referring to scientific work published or cited (like from Brookings), it is mapped to the "written document" sense in many annotation schemes if the focus is on the citation. But often, it's ambiguous between the act and the artifact.
            *   Let's re-evaluate based on WordNet gloss examples.
                *   Sense 1 example: None listed in the prompt provided, just synonyms.
                *   Sense 3 example: "this accords with the recent study by Hill and Dale". This matches the structure "the most recent from the Brookings Institution".
            *   Sense 3 seems the best fit for "a study from an institution".

    *   **Sense 4: `study%1:09:04::` | definition=a state of deep mental absorption...**
        *   Not relevant.
    *   **Sense 5: `study%1:06:00::` | definition=a room used for reading...**
        *   Not relevant.
    *   **Sense 6: `study%1:09:02::` | definition=a branch of knowledge...**
        *   Not relevant.
    *   **Sense 7: `study%1:06:01::` | definition=preliminary drawing...**
        *   Not relevant.
    *   **Sense 8: `study%1:09:01::` | definition=attentive consideration...**
        *   Not relevant.
    *   **Sense 9: `study%1:18:00::` | definition=someone who memorizes quickly...**
        *   Not relevant.
    *   **Sense 10: `study%1:10:01::` | definition=a composition intended to develop...**
        *   Not relevant.

3.  **Refining the choice between Sense 1 and Sense 3.**
    *   Context: "Study after study -- the most recent from the Brookings Institution -- tells us..."
    *   Sense 1: "detailed critical inspection". An inspection doesn't "come from" an institution in the same way a document does, though the *project* does.
    *   Sense 3: "written document describing the findings". Documents definitely "come from" institutions.
    *   The sentence discusses findings and authority/accountability based on what these studies "tell us". This implies the transmission of information, which aligns with the artifact/document sense.
    *   Furthermore, the specific example provided for Sense 3 ("recent study by Hill and Dale") parallels the context ("recent from the Brookings Institution").
    *   Therefore, Sense 3 is the correct choice. It captures the nature of "study" as a report/paper published by an entity.

    *   Let's double check indices.
    *   Index 1: sense_key=study%1:04:00::
    *   Index 2: sense_key=study%1:09:03::
    *   Index 3: sense_key=study%1:10:00::

    Wait, I need to make sure I am looking at the *list provided in the prompt*.
    The prompt lists:
    1. sense_key=study%1:04:00:: | definition=a detailed critical inspection...
    2. sense_key=study%1:09:03:: | definition=applying the mind...
    3. sense_key=study%1:10:00:: | definition=a written document describing the findings...

    Okay, the indices in my thought process correspond to the list order.
    Sense 3 corresponds to `study%1:10:00::` (written document).

    Is there any ambiguity?
    Sometimes WordNet distinguishes between the *act* of studying (researching) and the *result* (the paper).
    The act is usually Sense 1 (inspection) or Sense 2 (learning).
    The result is Sense 3 (report).
    "The most recent from the Brookings Institution" refers to a specific publication. Publications are documents. Thus, Sense 3.

    Example match:
    Target context: "most recent from the Brookings Institution"
    Sense 3 example: "this accords with the recent study by Hill and Dale"
    The semantic proximity is high.

    Final check:
    Sense 1: "detailed critical inspection".
    Sense 3: "written document describing the findings".
    In academic or policy contexts ("Brookings Institution"), "a study" almost always refers to the published report.
    Therefore, index 3 is the correct selection.


[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: study
Target surface form: study
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 <t>study</t> -- 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.

Candidate senses:
1. sense_key=study%1:04:00:: | definition=a detailed critical inspection | synonyms=survey
2. sense_key=study%1:09:03:: | definition=applying the mind to learning and understanding a subject (especially by reading) | synonyms=work | examples=mastering a second language requires a lot of work; no schools offer graduate study in interior design
3. sense_key=study%1:10:00:: | definition=a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale
4. sense_key=study%1:09:04:: | definition=a state of deep mental absorption | examples=she is in a deep study
5. sense_key=study%1:06:00:: | definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. sense_key=study%1:09:02:: | definition=a branch of knowledge | synonyms=discipline, subject, subject area, subject field, field, field of study | examples=in what discipline is his doctorate?; teachers should be well trained in their subject
7. sense_key=study%1:06:01:: | definition=preliminary drawing for later elaboration | synonyms=sketch | examples=he made several studies before starting to paint
8. sense_key=study%1:09:01:: | definition=attentive consideration and meditation | synonyms=cogitation | examples=after much cogitation he rejected the offer
9. sense_key=study%1:18:00:: | definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. sense_key=study%1:10:01:: | definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

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:** The sentence is "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."
    *   The phrase is "Study after study".
    *   The parenthetical phrase "-- the most recent from the Brookings Institution --" is crucial. The Brookings Institution is a research organization/think tank. They produce reports.
    *   The verb "tells us" suggests the study communicates findings.
    *   The context discusses "influence," "American students," "math tests," and educational policy. These are topics of research.

2.  **Evaluate Candidate Senses:**

    *   **Sense 1: detailed critical inspection (synonyms: survey).**
        *   "Study after detailed critical inspection" sounds clunky but possible. However, usually, when we say "a study from [Institution]," we mean a document or report, not just the act of inspecting.

    *   **Sense 2: applying the mind to learning... (synonyms: work).**
        *   "Study after work"? No. This refers to the act of a student learning. The context refers to research outputs.

    *   **Sense 3: a written document describing the findings of some individual or group (synonyms: report, written report).**
        *   Context: "Study after study... tells us..."
        *   Context: "the most recent from the Brookings Institution". Think tanks produce reports.
        *   Context: "this accords with the recent study by Hill and Dale" (example fits well).
        *   Synonyms: "report".
        *   This fits perfectly. A study is a document/research output here.

    *   **Sense 4: state of deep mental absorption.**
        *   Does not fit "Study after study".

    *   **Sense 5: a room used for reading...**
        *   "Room after room"? No.

    *   **Sense 6: branch of knowledge (synonyms: discipline).**
        *   "Discipline after discipline"? No. The context is about specific research findings, not fields of academic inquiry generally.

    *   **Sense 7: preliminary drawing.**
        *   No relevance.

    *   **Sense 8: attentive consideration and meditation.**
        *   No.

    *   **Sense 9: someone who memorizes quickly.**
        *   No.

    *   **Sense 10: musical composition.**
        *   No.

3.  **Compare Sense 1 and Sense 3:**
    *   Sense 1 refers to the *process* or *activity* ("detailed critical inspection").
    *   Sense 3 refers to the *product* ("written document").
    *   The text says "the most recent [study] from the Brookings Institution". Institutions "release" or "produce" documents. One cites a study. The study "tells us" findings. While the process (Sense 1) leads to findings, the entity being referred to as coming from the Brookings Institution and telling us something is the document/report (Sense 3).
    *   Common usage: "A recent study showed that..." usually refers to the report/paper published by the researchers.

4.  **Conclusion:** Sense 3 is the correct choice. The "study" is a report from the Brookings Institution.

5.  **Format Output:** {"sense_index": 3}

provider: Phala


[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: most
Target surface form: most
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 <t>most</t> 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.

Candidate senses:
1. sense_key=most%4:02:00:: | definition=used to form the superlative | synonyms=to the highest degree | examples=the king cobra is the most dangerous snake
2. sense_key=most%4:02:01:: | definition=very | examples=a most welcome relief
3. sense_key=most%4:02:02:: | definition=(of actions or states) slightly short of or not quite accomplished; all but | synonyms=about, almost, nearly, near, nigh, virtually | examples=the job is (just) about done; the baby was almost asleep when the alarm sounded

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 context:**
    *   Target lemma: `most`.
    *   Target surface form: `most`.
    *   Context snippet: "Study after study -- the <t>most</t> recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference..."
    *   Sentence structure: "the [most] recent [study]". This construction modifies the adjective "recent".

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `most%4:02:00::`
        *   Definition: "used to form the superlative"
        *   Synonyms: "to the highest degree"
        *   Examples: "the king cobra is the most dangerous snake"
        *   Analysis: This is the standard grammatical usage of "most" to create the superlative form of a long adjective (adjectives with two or more syllables, generally, though there are exceptions). "Recent" is a two-syllable adjective. The superlative of "recent" is "most recent". This fits perfectly with "the most recent [study]". It indicates the highest degree of recentness compared to the other studies mentioned ("Study after study").

    *   **Sense 2:** `most%4:02:01::`
        *   Definition: "very"
        *   Examples: "a most welcome relief"
        *   Analysis: This sense is used as an intensifier for an adjective, often in indefinite contexts or expressing a high degree, but *not* necessarily making a comparison with a group (superlative). For example, "a most interesting book" implies the book is very interesting, but not necessarily the most interesting of all books in the universe. In the context "the most recent", we are dealing with a definite article ("the") and a specific comparison (the latest one in a series), pointing to a superlative function, not just an intensifier.

    *   **Sense 3:** `most%4:02:02::`
        *   Definition: "(of actions or states) slightly short of or not quite accomplished; all but"
        *   Synonyms: "about, almost, nearly..."
        *   Examples: "the job is (just) about done"
        *   Analysis: This usage is usually distinct (often appearing as "most all" or "most everyone" in dialect, or confused with "almost"). In standard written English, "most" is rarely used this way unless it's a specific dialectal colloquialism or a misuse of "almost". The context here is standard academic/formal prose ("Study after study -- the most recent from the Brookings Institution..."). "The almost recent" makes no sense.

3.  **Evaluate the match:**
    *   The phrase is "the most recent".
    *   "Recent" is an adjective.
    *   The function is to single out one study from the series as being the latest in time.
    *   This is the textbook definition of forming the superlative.
    *   Sense 1 is the correct choice.

4.  **Formulate the output:**
    *   The correct index is 1.
    *   The required format is JSON: `{"sense_index": 1}`.

provider: Friendli


[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: tell
Target surface form: tells
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 -- <t>tells</t> 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.

Candidate senses:
1. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late
3. sense_key=tell%2:32:01:: | definition=narrate or give a detailed account of | synonyms=narrate, recount, recite | examples=Tell what happened; The father told a story to his child
4. sense_key=tell%2:32:02:: | definition=give instructions to or direct somebody to do something with authority | synonyms=order, enjoin, say | examples=I said to him to go home; She ordered him to do the shopping
5. sense_key=tell%2:31:00:: | definition=discern or comprehend | examples=He could tell that she was unhappy
6. sense_key=tell%2:32:08:: | definition=inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!
7. sense_key=tell%2:32:03:: | definition=give evidence | synonyms=evidence | examples=he was telling on all his former colleague
8. sense_key=tell%2:31:01:: | definition=mark as different | synonyms=distinguish, separate, differentiate, secern, secernate, severalize | examples=We distinguish several kinds of maple

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:
The target word is "tells" in the context: "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."

Let me analyze each sense:

1. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
- This is about expressing something in words, a general statement.

2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late
- This is about conveying information, letting something be known.

3. sense_key=tell%2:32:01:: | definition=narrate or give a detailed account of | synonyms=narrate, recount, recite | examples=Tell what happened; The father told a story to his child
- This is about narrating a story or detailed account.

4. sense_key=tell%2:32:02:: | definition=give instructions to or direct somebody to do something with authority | synonyms=order, enjoin, say | examples=I said to him to go home; She ordered him to do the shopping
- This is about giving orders or instructions.

5. sense_key=tell%2:31:00:: | definition=discern or comprehend | examples=He could tell that she was unhappy
- This is about perceiving or understanding something.

6. sense_key=tell%2:32:08:: | definition=inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!
- This is about asserting something with confidence.

7. sense_key=tell%2:32:03:: | definition=give evidence | synonyms=evidence | examples=he was telling on all his former colleague
- This is about giving evidence or reporting on someone.

8. sense_key=tell%2:31:01:: | definition=mark as different | synonyms=distinguish, separate, differentiate, secern, secernate, severalize | examples=We distinguish several kinds of maple
- This is about distinguishing or differentiating.

Now, let's look at the context again:
"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."

Here, "tells" is used with "us" as the object, and "that the best schools are those..." as the content being communicated. The subject is "Study after study" (a study/studies).

The studies are conveying information or letting something be known to us. The studies are informing us about findings.

Sense 1 (express in words) is very general and could work.
Sense 2 (let something be known) seems to fit well - the studies are letting something be known to us.
Sense 6 (inform positively and with certainty and confidence) also could fit - studies often present findings with confidence.

Looking at the examples:
- Sense 1: "He said that he wanted to marry her" - similar structure with "that" clause
- Sense 2: "Tell them that you will be late" - also similar structure

The key difference between sense 1 and sense 2:
- Sense 1 is more about expressing in words (synonyms: state, say)
- Sense 2 is about letting something be known

In this context, a study "tells us" something - it's conveying information, letting findings be known. This seems to align with sense 2 (let something be known) more than sense 1 (express in words), because a study doesn't exactly "express in words" - a study presents findings or information.

However, sense 1's synonyms include "state" and "say" which could also work here. A study can "state" or "say" something.

Let me reconsider. The phrase "tells us that..." is about conveying information. Looking at sense 2's example "Tell them that you will be late" - this is very similar to the structure in our context.

Sense 2 seems the best fit because:
- The definition "let something be known" captures what a study does when it presents findings
- The example structure is similar: "Tell [someone] that [something]"

I'll go with sense 2 (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: best
Target surface form: best
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 <t>best</t> 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.

Candidate senses:
1. sense_key=best%3:00:00:: | definition=(superlative of `good') having the most positive qualities | examples=the best film of the year; the best solution
2. sense_key=best%5:00:00:advisable:00 | definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | synonyms=better | examples=it would be better to speak to him; the White House thought it best not to respond
3. sense_key=good%3:00:01:: | definition=having desirable or positive qualities especially those suitable for a thing specified | synonyms=good | examples=good news from the hospital; a good report card
4. sense_key=full%5:00:00:ample:00 | definition=having the normally expected amount | synonyms=full, good | examples=gives full measure; gives good measure
5. sense_key=good%3:00:02:: | definition=morally admirable | synonyms=good
6. sense_key=estimable%5:00:00:reputable:00 | definition=deserving of esteem and respect | synonyms=estimable, good, honorable, respectable | examples=all respectable companies give guarantees; ruined the family's good name
7. sense_key=beneficial%5:00:00:advantageous:00 | definition=promoting or enhancing well-being | synonyms=beneficial, good | examples=an arms limitation agreement beneficial to all countries; the beneficial effects of a temperate climate
8. sense_key=good%5:00:00:nice:00 | definition=agreeable or pleasing | synonyms=good | examples=we all had a good time; good manners
9. sense_key=good%5:00:00:righteous:00 | definition=of moral excellence | synonyms=good, just, upright | examples=a genuinely good person; a just cause
10. sense_key=adept%5:00:00:skilled:00 | definition=having or showing knowledge and skill and aptitude | synonyms=adept, expert, good, practiced, proficient, skillful | examples=adept in handicrafts; an adept juggler
11. sense_key=good%5:00:00:complete:00 | definition=thorough | synonyms=good | examples=had a good workout; gave the house a good cleaning
12. sense_key=dear%5:00:00:close:02 | definition=with or in a close or intimate relationship | synonyms=dear, good, near | examples=a good friend; my sisters and brothers are near and dear
13. sense_key=dependable%5:00:00:sound:00 | definition=financially sound | synonyms=dependable, good, safe, secure | examples=a good investment; a secure investment
14. sense_key=good%5:00:00:opportune:00 | definition=most suitable or right for a particular purpose | synonyms=good, right, ripe | examples=a good time to plant tomatoes; the right time to act
15. sense_key=good%5:00:00:fortunate:00 | definition=resulting favorably | synonyms=good, well | examples=it's a good thing that I wasn't there; it is good that you stayed
16. sense_key=effective%5:00:00:operative:00 | definition=exerting force or influence | synonyms=effective, good, in effect, in force | examples=the law is effective immediately; a warranty good for two years
17. sense_key=good%5:00:00:pleasing:00 | definition=capable of pleasing | synonyms=good | examples=good looks
18. sense_key=good%5:00:00:intellectual:00 | definition=appealing to the mind | synonyms=good, serious | examples=good music; a serious book
19. sense_key=good%5:00:00:healthy:00 | definition=in excellent physical condition | synonyms=good, sound | examples=good teeth; I still have one good leg
20. sense_key=good%5:00:00:healthful:00 | definition=tending to promote physical well-being; beneficial to health | synonyms=good, salutary | examples=beneficial effects of a balanced diet; a good night's sleep
21. sense_key=good%5:00:00:genuine:00 | definition=not forged | synonyms=good, honest | examples=a good dollar bill
22. sense_key=good%5:00:00:fresh:01 | definition=not left to spoil | synonyms=good, undecomposed, unspoiled, unspoilt | examples=the meat is still good
23. sense_key=good%5:00:00:discriminating:00 | definition=generally admired | synonyms=good | examples=good taste

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:
The target word is "best" in the context: "the best schools are those that are free of outside interference and are governed by a powerful head."

Let me analyze the context:
- The sentence is talking about schools that perform well, that are effective, that have positive qualities
- "the best schools" refers to schools that are most effective, highest quality, most successful
- The context is about educational quality and effectiveness

Let me look at the candidate senses:

1. sense_key=best%3:00:00:: | definition=(superlative of `good') having the most positive qualities | examples=the best film of the year; the best solution

This is the superlative form of "good" meaning having the most positive qualities. The context talks about "the best schools" - schools with the most positive qualities, the most effective schools.

2. sense_key=best%5:00:00:advisable:00 | definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | synonyms=better | examples=it would be better to speak to him; the White House thought it best not to respond

This is about being advisable. The context is not about what is advisable - it's describing which schools are the best.

3. sense_key=good%3:00:01:: | definition=having desirable or positive qualities especially those suitable for a thing specified | synonyms=good

This is for "good" not the superlative "best". But the form is "best" in the text.

4-23: These are all senses for "good" or other adjectives, not the superlative form "best."

The key here is that the word is "best" (superlative form) not "good." The sense should be for "best" specifically.

Sense 1 is specifically for "best" - the superlative of 'good' meaning having the most positive qualities. This fits perfectly: "the best schools" = the schools with the most positive qualities (most effective, highest quality).

Sense 2 is also for "best" but it's about being advisable, which doesn't fit here. The sentence isn't saying "it would be best to choose these schools" but rather describing which schools are the best (highest quality, most effective).

So sense 1 is the correct answer: best%3:00:00:: | definition=(superlative of `good') having the most positive qualities

The answer should be {"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: school
Target surface form: schools
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 <t>schools</t> are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation (WSD) for the target lemma "school" (surface form: "schools") in a given context.

**Context Analysis:**
The text discusses educational quality, teaching methods, and school administration.
The specific sentence containing the target is: "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."
The next sentence says: "With that authority, of course, goes an unambiguous accountability."
The previous sentence mentions principals, faculty, curriculum, and student discipline.

**Candidate Senses Analysis:**

1.  `sense_index: 1` | definition: "an educational institution" | examples: "the school was founded in 1900"
    *   Does this fit? The context talks about "the best schools", referring to institutions that have principals, faculty, curricula, and students. It talks about being free of outside interference and having accountability. This fits the concept of an educational institution (an organization/establishment).

2.  `sense_index: 2` | definition: "a building where young people receive education" | synonyms: "schoolhouse" | examples: "the school was built in 1932"
    *   Does this fit? While schools have buildings, the context focuses on management, authority, curriculum, and accountability (being "governed by a powerful head"). These are attributes of an organization/institution, not just the physical building. One wouldn't typically say a building is "free of outside interference" in this administrative sense, or that a building has a "faculty". The context strongly implies the organizational entity.

3.  `sense_index: 3` | definition: "the process of being formally educated at a school" | synonyms: "schooling" | examples: "what will you do when you finish school?"
    *   Does this fit? No. The text compares "schools" (plural entities) based on their governance. It treats them as countable entities that can be "best" or poor. This is not the abstract process of education.

4.  `sense_index: 4` | definition: "a body of creative artists or writers or thinkers..."
    *   Does this fit? No. This refers to artistic movements (e.g., Venetian school). The context is clearly about general education (math tests, students, principals).

5.  `sense_index: 5` | definition: "the period of instruction..."
    *   Does this fit? No. It refers to a time period.

6.  `sense_index: 6` | definition: "an educational institution's faculty and students" | examples: "the whole school turned out for the game"
    *   Does this fit? The context mentions principals having authority over "the faculty", and "schools" having principals. While sense 6 refers to the collective people, the context here discusses the "schools" as entities that can be "governed," have authority, and be accountable. Usually, when distinguishing between the "institution" (sense 1) and the "people" (sense 6), administrative governance refers to the institution as an entity. However, let's look closer at sense 1. Sense 1 is "an educational institution". The sentence "the best schools are those that are free of outside interference" refers to the institutions.
    *   Is there ambiguity between sense 1 and sense 6?
        *   Sense 1 (Institution): The school was founded in 1900.
        *   Sense 6 (People): The whole school turned out for the game.
        *   The context says "schools should have principals...". A principal governs the institution (and its people). The sentence "the best schools are those that are free of outside interference" refers to the institutions. You don't say "the faculty and students" are free of outside interference; you say the institution is. You don't say "the faculty and students" are governed by a powerful head; the institution is. So sense 1 is a much better fit than sense 6.

7.  `sense_index: 7` | definition: "a large group of fish"
    *   Does this fit? No.

**Conclusion:**
The target refers to the educational institutions themselves—the organizations that operate with principals, faculties, and curricula. They are being evaluated and compared.
Sense 1 ("an educational institution") is the standard sense for referring to schools as entities that exist, operate, and are administered.

Final check:
Context: "Most important of all, schools should have principals..." -> Institutions have principals.
Context: "...the best schools are those that are free of outside interference..." -> Institutions are subject to interference/governance.
This aligns perfectly with Sense 1.

provider: DeepInfra


[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: outside
Target surface form: outside
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 <t>outside</t> interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=outside%3:00:00:: | definition=relating to or being on or near the outer side or limit | examples=an outside margin
2. sense_key=outside%5:00:00:extrinsic:00 | definition=coming from the outside | synonyms=external, extraneous | examples=extraneous light in the camera spoiled the photograph; relying upon an extraneous income
3. sense_key=outside%5:00:00:external:00 | definition=originating or belonging beyond some bounds: | examples=the outside world; outside interests
4. sense_key=outside%3:00:04:: | definition=located, suited for, or taking place in the open air | synonyms=outdoor, out-of-door | examples=outdoor clothes; badminton and other outdoor games
5. sense_key=outside%5:00:00:extramural:00 | definition=functioning outside the boundaries or precincts of an organized unit | examples=extramural hospital care and treatment; extramural studies
6. sense_key=outside%5:00:00:exterior:00 | definition=leading to or from the outside | examples=an outside door
7. sense_key=outside%5:00:00:foreign:02 | definition=from or between other countries | synonyms=external, international | examples=external commerce; international trade
8. sense_key=outside%5:00:00:unlikely:00 | definition=very unlikely | synonyms=remote | examples=an outside chance; a remote possibility
9. sense_key=outside%5:00:00:outer:00 | definition=on or toward an outer edge | examples=an outer lane; the outside lane
10. sense_key=outside%5:00:00:inaccurate:00 | definition=(of a baseball pitch) on the far side of home plate from the batter | synonyms=away | examples=the pitch was away (or wide); an outside pitch

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:
I need to determine the correct sense of "outside" in this context.

The context is about schools being free from "outside interference" and governed by a powerful head. The sentence is: "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."

Let me analyze the candidate senses:

1. "relating to or being on or near the outer side or limit" - This is about physical location on an outer side. Example: "an outside margin". This doesn't seem right for "outside interference".

2. "coming from the outside" with synonyms "external, extraneous" - This could work. "Outside interference" could mean interference coming from outside the school. Example given is about extraneous light.

3. "originating or belonging beyond some bounds" - This could also work. "Outside interference" could mean interference originating beyond the bounds of the school. Example: "the outside world; outside interests".

4. "located, suited for, or taking place in the open air" - This is about outdoor activities. Not relevant.

5. "functioning outside the boundaries or precincts of an organized unit" - This could work too, as the interference is coming from outside the school organization.

6. "leading to or from the outside" - This is about physical doors/entrances. Not relevant.

7. "from or between other countries" - This is about international matters. Not relevant.

8. "very unlikely" - Not relevant.

9. "on or toward an outer edge" - This is about physical position. Not relevant.

10. "(of a baseball pitch) on the far side of home plate from the batter" - Not relevant.

Now I'm trying to distinguish between senses 2, 3, and 5, which all seem potentially relevant.

Sense 2: "coming from the outside" with synonyms "external, extraneous"
Sense 3: "originating or belonging beyond some bounds"
Sense 5: "functioning outside the boundaries or precincts of an organized unit"

The context is about schools and their governance. "Outside interference" here refers to interference from external sources - likely from outside the school system, such as government bureaucrats, outside organizations, etc.

Sense 3 seems the most fitting because it describes something "originating or belonging beyond some bounds" - the interference is originating from beyond the bounds of the school itself. The example "the outside world" is similar conceptually - something external to the entity being discussed.

Sense 2 "coming from the outside" is also close, but the examples given (extraneous light, extraneous income) seem to focus more on unwanted or incidental things rather than organizational boundaries.

Sense 5 "functioning outside the boundaries or precincts of an organized unit" could work, but the examples (extramural hospital care, extramural studies) seem to be about activities/services rather than interference.

I think sense 3 is the best fit because:
- The context is about organizational boundaries (schools)
- The interference is described as "outside" meaning originating from beyond the school's domain
- The example "the outside world" parallels this well - something external to the entity being discussed

Let me select sense 3.


[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: interference
Target surface form: interference
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 <t>interference</t> and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=interference%1:10:00:: | definition=a policy of intervening in the affairs of other countries | synonyms=intervention
2. sense_key=interference%1:04:00:: | definition=the act of hindering or obstructing or impeding | synonyms=hindrance, hinderance
3. sense_key=interference%1:11:00:: | definition=electrical or acoustic activity that can disturb communication | synonyms=noise, disturbance
4. sense_key=interference%1:04:01:: | definition=(American football) blocking a player's path with your body | examples=he ran interference for the quarterback
5. sense_key=interference%1:06:00:: | definition=any obstruction that impedes or is burdensome | synonyms=hindrance, hinderance, hitch, preventive, preventative, encumbrance

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 word and context:**
    *   Target lemma: "interference"
    *   Context snippet: "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."
    *   Key phrase: "outside interference".
    *   Domain: Education administration, school governance.
    *   Meaning in context: The sentence talks about principals having authority. The "best schools" are free of "outside interference". This implies external entities (like school boards, government officials, parents, or other bureaucratic bodies) meddling in the school's operations (faculty, curriculum, discipline). It is an abstract act of hindering or intervening in the internal affairs of the school.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `interference%1:10:00::` | definition="a policy of intervening in the affairs of other countries" | synonyms=intervention.
        *   *Analysis:* The definition specifies "other countries". This is the geopolitical sense of interference (e.g., "foreign interference in the election"). The context is about schools, not international relations. This is not the right sense.

    *   **Sense 2:** `interference%1:04:00::` | definition="the act of hindering or obstructing or impeding" | synonyms=hindrance, hinderance.
        *   *Analysis:* This refers to the general act of hindering. "Outside interference" in school governance acts as a hindrance to the principal's authority or the school's autonomy. It fits the abstract concept of getting in the way of the school's internal management. It is an act/process.

    *   **Sense 3:** `interference%1:11:00::` | definition="electrical or acoustic activity that can disturb communication" | synonyms=noise, disturbance.
        *   *Analysis:* This is the physical/scientific sense (radio interference, signal interference). The context is educational administration, not physics or engineering. Incorrect.

    *   **Sense 4:** `interference%1:04:01::` | definition="(American football) blocking a player's path with your body" | examples=he ran interference for the quarterback.
        *   *Analysis:* Specific sports jargon. Incorrect.

    *   **Sense 5:** `interference%1:06:00::` | definition="any obstruction that impedes or is burdensome" | synonyms=hindrance, hinderance, hitch, preventive, preventative, encumbrance.
        *   *Analysis:* This refers to an "obstruction" (often an object or a specific obstacle). The context refers to "outside interference" as an abstract influence or act of meddling, not a physical obstruction. While Sense 2 and Sense 5 are close (both involve hindrance), Sense 2 is defined as "the *act* of hindering", whereas Sense 5 is defined as "any obstruction" (entity/object focus). "Outside interference" usually refers to the *act* of intervening/meddling by outside parties, rather than a specific physical encumbrance.

3.  **Differentiate between Sense 2 and Sense 5:**
    *   Sense 2: Act of hindering/obstructing.
    *   Sense 5: Obstruction that is burdensome.
    *   In the sentence, "free of outside interference", the word refers to the *action* of external bodies intervening in school affairs. The school board or government *acts* in a way that hinders the principal's autonomy. This aligns best with Sense 2 (the act).
    *   Sense 5 usually implies a thing that is in the way (like a hurdle, a burden, or an obstacle). While "interference" can be an obstacle, in administrative contexts, it usually denotes the *act* of meddling.
    *   Let's check WordNet hierarchies if possible (mentally). 1:04:00 vs 1:06:00.
    *   1:04:00 is under "Act" (likely).
    *   1:06:00 is under "Object/Entity" (likely "Obstruction").
    *   "Outside interference" describes the *activity* of outsiders. Therefore, Sense 2 is the correct choice.

4.  **Final Selection:** Sense 2.

    *   Context: Schools free of outside interference.
    *   Meaning: The act of outsiders hindering/meddling with school operations.
    *   Match: Sense 2 (the act of hindering or obstructing).

5.  **Formatting Output:** JSON object {"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: govern
Target surface form: governed
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 <t>governed</t> by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=govern%2:41:02:: | definition=bring into conformity with rules or principles or usage; impose regulations | synonyms=regulate, regularize, regularise, order | examples=We cannot regulate the way people dress; This town likes to regulate
2. sense_key=govern%2:41:01:: | definition=direct or strongly influence the behavior of | examples=His belief in God governs his conduct
3. sense_key=govern%2:41:00:: | definition=exercise authority over; as of nations | synonyms=rule | examples=Who is governing the country now?
4. sense_key=govern%2:42:00:: | definition=require to be in a certain grammatical case, voice, or mood | examples=most transitive verbs govern the accusative case in German

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 Context:**
    *   Target lemma: *govern* (past participle form: *governed*).
    *   Context sentence: "Study after study ... tells us that the best schools are those that are free of outside interference and are governed by a powerful head."
    *   Meaning in context: The schools are managed, controlled, or directed by a powerful head (principal/leader). The head has authority over the school.

2.  **Analyze the Candidate Senses:**

    *   **Sense 1:** `govern%2:41:02::` | Definition: bring into conformity with rules or principles or usage; impose regulations. | Synonyms: regulate, regularize, order. | Examples: "We cannot regulate the way people dress..."
        *   *Evaluation:* This sense is about imposing specific rules or regulations on a specific activity (like dress code). While a principal does this, the sentence says the school itself is *governed* by the head. It's about the general management/leadership structure, not just imposing regulations.

    *   **Sense 2:** `govern%2:41:01::` | Definition: direct or strongly influence the behavior of. | Examples: "His belief in God governs his conduct."
        *   *Evaluation:* This is often used for abstract concepts influencing behavior (beliefs, motives). While a principal influences behavior, the context here is about administrative authority and structure ("authority over the faculty..."), which is more concrete than just "influencing behavior."

    *   **Sense 3:** `govern%2:41:00::` | Definition: exercise authority over; as of nations. | Synonyms: rule. | Examples: "Who is governing the country now?"
        *   *Evaluation:* This sense focuses on exercising authority/ruling. Although the example mentions "nations," the definition says "exercise authority over." In the context of a school being "governed" by a powerful head, this implies the exercise of administrative authority and control, akin to ruling an organization or entity. The text explicitly mentions "authority over the faculty... accountability." This fits the concept of "exercising authority over" an institution (the school). This is the closest fit for a leader "ruling" an organization.

    *   **Sense 4:** `govern%2:42:00::` | Definition: require to be in a certain grammatical case... | Examples: "most transitive verbs govern the accusative case..."
        *   *Evaluation:* Linguistics context only. Clearly incorrect.

3.  **Compare Sense 1 vs Sense 3:**
    *   Sense 1 (`regulate`) is about imposing rules. One regulates a market or a process. Does a head "regulate" a school? Not exactly. They "run" or "lead" it.
    *   Sense 3 (`rule`, `exercise authority over`) is about leadership and control. The sentence talks about a "powerful head" having "authority." The parallel to governing a country is stylistic (the head "governs" the school like a leader governs a nation), but the core meaning is exercising authority/control over the entity.
    *   WordNet mappings often treat "governing" an organization (like a school or university) under the broader sense of exercising authority/rule. Sense 2 is usually reserved for abstract influence ("motives govern actions"). Sense 3 is used for entities (nations, organizations, bodies).
    *   Let's check the definition of Sense 3 again: "exercise authority over; as of nations." The "as of nations" is an illustrative example/usage restriction in the gloss, but the core definition "exercise authority over" fits the school principal context perfectly. The synonyms include "rule."
    *   Sense 1 synonyms are "regulate." A principal regulates student discipline (mentioned earlier in the text), but the school itself is *governed* (run/ruled) by the head.

4.  **Final Decision:**
    *   The text describes a structural relationship where the head has "authority" and accountability. This aligns with the definition of Sense 3: "exercise authority over."
    *   Sense 2 ("direct or strongly influence") is too weak/abstract (often used for beliefs).
    *   Sense 1 ("impose regulations") is too specific to rule-setting behavior rather than general leadership/control.

    Therefore, Sense 3 is the best fit.

provider: Baidu


[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: powerful
Target surface form: powerful
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 <t>powerful</t> head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=powerful%3:00:00:: | definition=having great power or force or potency or effect | examples=the most powerful government in western Europe; his powerful arms
2. sense_key=powerful%5:00:02:strong:00 | definition=strong enough to knock down or overwhelm | synonyms=knock-down | examples=a knock-down blow
3. sense_key=powerful%5:00:00:influential:00 | definition=having great influence | synonyms=potent
4. sense_key=powerful%5:00:01:strong:00 | definition=(of a person) possessing physical strength and weight; rugged and powerful | synonyms=brawny, hefty, muscular, sinewy | examples=a hefty athlete; a muscular boxer
5. sense_key=powerful%5:00:00:superhuman:00 | definition=displaying superhuman strength or power | synonyms=herculean | examples=herculean exertions

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:** powerful
    *   **Context snippet:** "...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."
    *   **Key surrounding words:** "governed by", "head" (principal/school leader), "authority", "accountability".
    *   **Meaning in context:** The text discusses school administration. It argues that principals should have a large measure of authority. It states the best schools are governed by a "powerful" head. The next sentence mentions "With that authority...". This indicates that "powerful" here refers to the ability to make decisions, control the school environment, and wield authority/influence, rather than physical strength.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `having great power or force or potency or effect`. Examples: "powerful government", "powerful arms". This is a very general sense. While "powerful government" fits the domain of authority, the examples "powerful arms" suggest physical force is also included here. It's a broad hypernym.

    *   **Sense 2:** `strong enough to knock down or overwhelm`. Synonyms: `knock-down`. Examples: "a knock-down blow". This refers to physical force/impact. Incorrect context.

    *   **Sense 3:** `having great influence`. Synonyms: `potent`. Examples: (none provided, but definition is clear). This sense relates to social or political power, the ability to effect change or make decisions. A school head needs influence and authority over faculty, curriculum, and discipline.

    *   **Sense 4:** `possessing physical strength and weight; rugged and powerful`. Synonyms: `brawny, hefty, muscular`. Examples: "hefty athlete". This refers to physique. Incorrect context.

    *   **Sense 5:** `displaying superhuman strength or power`. Synonyms: `herculean`. Examples: "herculean exertions". Incorrect context.

3.  **Compare Sense 1 and Sense 3:**
    *   Sense 1 is the general definition. "having great power...". The example "powerful government" is close.
    *   Sense 3 specifically targets "having great influence".
    *   In WordNet hierarchies, Sense 1 is often the most general "direct" sense, but Sense 3 captures the specific semantic nuance of institutional or administrative power better than Sense 1 (which covers physical force as well).
    *   Let's look at the sentence: "governed by a powerful head". Does "head" have physical power? No. Does "head" have influence/authority? Yes.
    *   Sense 3 is defined as "having great influence".
    *   Sense 1 is defined as "having great power or force...".
    *   Is a principal "influential" or "having power"? They have power (authority).
    *   Let's look at the WordNet 3.0 structure (since this looks like WordNet data).
    *   `powerful` (adj)
        *   Sense 1: having great power or force or potency or effect. (The most general sense).
        *   Sense 3: having great influence. (Often mapped to `influential`).
    *   In many WSD frameworks, if a word refers to a person in a position of authority, "having great influence" (Sense 3) is often the preferred fine-grained sense over the generic Sense 1. However, "powerful" usually implies actual *power* (authority/control) rather than just *influence*. Influence is the ability to affect things without necessarily having the authority; power is the authority.
    *   Let's re-read Sense 1: "having great power...". The example "most powerful government" is very similar to "powerful head" (institutional power).
    *   Let's re-read Sense 3: "having great influence". Synonyms: "potent". "Potent" usually implies efficacy or strong effect, though WordNet maps it here.
    *   Let's consider the distinction. A "powerful head" implies they have the power to govern. Sense 1 includes "powerful government". Sense 3 is "influential".
    *   Usually, in WordNet, Sense 1 is the "catch-all" for institutional power unless there is a specific "powerful = influential" sense.
    *   Let's check WordNet 3.1/3.0 definitions again mentally.
    *   WordNet 3.0:
        *   S: (adj) powerful (having great power or force or potency or effect) "the most powerful government in western Europe"; "his powerful arms"; "a powerful bomb"; "a powerful argument"
        *   S: (adj) powerful, knock-down (strong enough to knock down or overwhelm)
        *   S: (adj) brawny, hefty, muscular, powerful, sinewy (having great power or force or potency or effect) -- Wait, WordNet sometimes messes up definitions in different versions. Let's look at the provided candidate senses carefully.
    *   Provided Sense 1: `powerful%3:00:00::` -> definition=having great power or force or potency or effect. Examples: "most powerful government...", "his powerful arms".
    *   Provided Sense 3: `powerful%5:00:00:influential:00` -> definition=having great influence. Synonyms: `potent`.

    *   **Evaluation:** A school principal/head governing a school has "authority". The text says "With that authority...". Authority is power. Sense 1 says "having great power". Sense 3 says "having great influence".
    *   While a powerful head is influential, the core meaning here is the possession of *authority/power* to govern, which aligns perfectly with the "power" definition in Sense 1 (specifically the "powerful government" example).
    *   However, often WSD models prefer the specific "influential" sense for social figures. But is a principal "influential" or "in charge"?
    *   Let's look at Sense 1 again. It includes "powerful government". A government is an entity with authority. A head of a school is an entity (person) with authority.
    *   Sense 3 "influential" might be too weak or specific to persuasion. A "powerful head" here means they can fire teachers, change curriculum, etc. That is *power* (Sense 1), not just *influence* (Sense 3).
    *   However, looking at Sense 3's synonyms in other contexts, `potent` usually means effective. But here WordNet links `powerful` to `influential` in Sense 3.
    *   Let's check standard WSD mappings (e.g., SemCor).
    *   In SemCor, "powerful leaders" or "powerful men" often get mapped to Sense 3 (influential) or Sense 1.
    *   Let's look at the definitions again.
    *   Sense 1: "having great power... or effect". Covers governments (authority) and arms (physical).
    *   Sense 3: "having great influence".
    *   The text emphasizes "authority over the faculty...". This is institutional power.
    *   The example in Sense 1 is "the most powerful government". A principal is a governing figure.
    *   The example in Sense 3 (if we look up `potent` or `influential`) might be "influential person".
    *   Does "powerful" mean "influential"? Yes. Does "powerful" mean "having authority/power"? Yes.
    *   The prompt says "WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense."
    *   Sense 1's example "most powerful government" is structurally the closest parallel to "powerful head [of a school]". Both are heads of organizations/bodies with governing power.
    *   Sense 3 defines it as "having great influence". While true, the context emphasizes "authority" (governing, discipline, curriculum). Authority is power. Influence is often a subset or a result of power, but in WSD, if there is a sense for "having great power" and an example "powerful government", it fits "powerful head" (an executive role) better than "influential" (which might apply to a lobbyist or advisor who has no actual authority).
    *   The "head" has *authority*. They are not just influencing; they are governing. Therefore, Sense 1 is the strongest fit because it covers "powerful government" (governing authority) rather than just "influence".

    Let's double check Sense 3 again. Is it possible Sense 3 is the intended "social power" sense?
    In WordNet 3.0:
    1. powerful -- (having great power or force or potency or effect; "the most powerful government in western Europe"; "his powerful arms"; "a powerful bomb"; "a powerful argument")
    ...
    The adjective "powerful" has 3 senses in WordNet (older versions).
    1. powerful (having great power...)
    2. potent, powerful (having great influence)
    3. knock-down, powerful (strong enough to knock down...)

    Wait, in the provided list, Sense 3 is defined as "having great influence". Synonyms: "potent".
    Sense 1 is defined as "having great power...". is an authority figure.
    Is a "powerful head" similar to a "powerful government" (Sense 1) or an "influential person" (Sense 3)?
    The text says "governed by a powerful head". The head governs. The government governs.
    The semantic link between "governed by..." and "powerful" strongly points to the possession of power/authority, which is Sense 1. Sense 3 (influence) is slightly different; an influential person might not govern. A powerful head in this context *governs*.

    Therefore, Sense 1 seems the most appropriate because the example "powerful government" maps perfectly to the concept of a "powerful head" (executive authority) and the definition includes "power", which is explicitly referenced in the text as "authority".

    Let's verify the "influential" sense. If I say "He is a powerful senator", is he influential or does he have power? Both. But Sense 1 covers "powerful government".
    The prompt says "governed by a powerful head".
    "Authority" is the keyword.
    Sense 1: "great power".
    Sense 3: "great influence".
    Authority = Power.
    Therefore Sense 1.

    Let's check if Sense 3 is better. Synonyms for Sense 3: `potent`. "Potent" usually means effective or strong. "Potent liquor". "Potent argument".
    Actually, looking at WordNet 3.0 online:
    Sense 1: powerful (having great power...)
    Sense 2: knock-down, powerful ...
    Sense 3: cogent, potent, powerful (having great influence) -- *Wait, the provided list has synonyms "potent".*
    In the provided list:
    Sense 3: definition=having great influence | synonyms=potent.

    Let's consider "potent" vs "powerful".
    A "powerful head" of a school.
    Is this "influential"? Yes.
    Is this "having great power"? Yes.
    Usually, Sense 1 is the primary sense. It covers "powerful government".
    A school head is a mini-government.
    Sense 3 covers "influence".
    In the context of "authority over faculty, curriculum, discipline", this is *power* (control), not just influence. A consultant might have influence. A head has power.
    Therefore, Sense 1 fits "power/control" better than Sense 3 "influence".

    Final check.
    Context: "authority over the faculty", "matters of student discipline".
    This is institutional power.
    Sense 1 definition: "having great power...". Example: "powerful government".
    Sense 3 definition: "having great influence".
    Match: Authority ~ Power ~ Sense 1.
    Match: Influence ~ Sense 3.
    Since the context is about authority and governing, Sense 1 is superior.

    One might argue that "influence" is a type of "power", so Sense 3 is hyponym? But usually, WSD tasks want the most specific sense that fits.
    However, does "influence" cover the authority to discipline or set curriculum? Yes, in a broad sense.
    But Sense 1's example "powerful government" is the strongest semantic clue. A head of school is to a school what a government is to a country (in terms of governance).
    The word "governed" appears in the text.
    Sense 1 example: "powerful **government**".
    This is a very strong signal.

    Therefore, Sense 1 is the correct choice.

    Wait, looking at the candidate senses list again.
    Sense 3 is `powerful%5:00:00:influential:00`.
    Sense 1 is `powerful%3:00:00::`.
    (Indices 1 and 3).

    Let's confirm Sense 1 is not restricted to *physical* force. The examples for Sense 1 are "powerful government" (institutional) and "powerful arms" (physical). It covers both.
    The target context is institutional (school head).
    Sense 3 is strictly "influence".
    While a head has influence, the text emphasizes "authority". Authority is power.
    Sense 1 includes "power".
    Sense 1 example "powerful government" matches "powerful head" (leader of an institution) much better than Sense 3.
    Therefore, Sense 1.

provider: Amazon Bedrock