[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: poor
Target surface form: poorest
Context:
It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the <t>poorest</t> of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand.

Candidate senses:
1. sense_key=poor%5:00:00:unfortunate:00 | definition=deserving or inciting pity; ; ; - Galsworthy | synonyms=hapless, miserable, misfortunate, pathetic, piteous, pitiable | examples=a hapless victim; miserable victims of war
2. sense_key=poor%3:00:00:: | definition=having little money or few possessions | examples=deplored the gap between rich and poor countries; the proverbial poor artist living in a garret
3. sense_key=poor%3:00:03:: | definition=characterized by or indicating poverty | examples=the country had a poor economy; they lived in the poor section of town
4. sense_key=poor%3:00:02:: | definition=lacking in specific resources, qualities or substances | examples=a poor land; the area was poor in timber and coal
5. sense_key=poor%5:00:00:insufficient:00 | definition=not sufficient to meet a need | synonyms=inadequate, short | examples=an inadequate income; a poor salary
6. sense_key=poor%5:00:00:bad:00 | definition=unsatisfactory | examples=a poor light for reading; poor morale

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": 3}
```

content:
```json
{"sense_index": 3}
```

reasoning_content:
1.  **Analyze the context:** The target word is "poorest" (superlative of "poor"). The sentence is: "There are many successful schools scattered throughout this nation, some of them in the <t>poorest</t> of ghettos, and they are all sending us the same message." The context refers to "ghettos," which are typically associated with areas of low socioeconomic status, poverty, and lack of financial resources.

2.  **Evaluate the candidate senses:**

    *   **Sense 1:** "deserving or inciting pity" (synonyms: hapless, miserable).
        *   *Analysis:* While people might pity those in ghettos, "poorest of ghettos" refers to the socioeconomic condition of the area, not just the emotional response of pity. "Hapless ghettos" doesn't fit.

    *   **Sense 2:** "having little money or few possessions" (examples: poor artist, gap between rich and poor).
        *   *Analysis:* This sense refers to the financial status of individuals or groups. "Poorest of ghettos" implies an area where residents have little money or possessions. It denotes the socioeconomic status.

    *   **Sense 3:** "characterized by or indicating poverty" (examples: poor economy, poor section of town).
        *   *Analysis:* This sense is very close to Sense 2 but often applies to places or conditions. The example "poor section of town" is almost identical to "poorest of ghettos." This sense specifically describes the *characteristics* of the place (the ghetto) as indicating poverty. However, let's look at the definitions closely.
        *   Sense 2 is "having little money..." (usually applied to animate entities, though WordNet examples sometimes include countries).
        *   Sense 3 is "characterized by or indicating poverty". A "ghetto" is a place. Can a place "have little money"? Often, we say a place is poor because the people in it are poor (Sense 2) or because the infrastructure/economy of the place is poor (Sense 3).
        *   Let's check the hierarchy/usage. In WordNet 3.0/3.1:
            *   Sense 2 (adj.all): having little money...
            *   Sense 3 (adj.all): characterized by or indicating poverty...
        *   Is a "ghetto" described by Sense 2 or Sense 3?
        *   Example for Sense 3 is "they lived in the poor section of town".
        *   Example for Sense 2 is "poor countries". (Countries are entities/places).
        *   The phrase "poorest of ghettos" implies a location defined by the poverty of its inhabitants. Both Sense 2 and Sense 3 are strong candidates.
        *   Let's differentiate. Sense 2 focuses on the lack of wealth (money/possessions). Sense 3 focuses on the *signs* or *character* of poverty.
        *   Usually, when referring to a neighborhood or ghetto as "poor", we mean the residents lack money (Sense 2) OR the area is characterized by poverty (Sense 3).
        *   Let's look at the examples again.
            *   Sense 2 example: "the proverbial poor artist" (person), "poor countries" (place/entity).
            *   Sense 3 example: "poor economy" (attribute of a system), "poor section of town" (place).
        *   "Poorest of ghettos" is a place. The example "poor section of town" under Sense 3 matches "ghettos" (a type of section of town/city) perfectly.
        *   Does "poorest" mean "having the least money"? Yes. Does it mean "most characterized by poverty"? Yes.
        *   However, WordNet often distinguishes between the *attribute of possessing little* (Sense 2) and the *characteristic appearance/state* (Sense 3).
        *   A "poor section of town" is Sense 3. A "ghetto" is a section of town. Therefore, "poorest of ghettos" aligns most strongly with Sense 3 based on the specific example provided in the dictionary entry.
        *   Let's double-check Sense 2's applicability to places. "Poor countries" is listed under Sense 2. This creates ambiguity. Why is "poor countries" Sense 2 and "poor section of town" Sense 3?
            *   Countries are political/economic entities that can "possess" wealth.
            *   A "section of town" isn't an entity that possesses money in the same way; it is a geographical area characterized by the poverty of its infrastructure/inhabitants.
            *   A "ghetto" is a geographical area, similar to a "section of town".
        *   Therefore, Sense 3 is the precise match for geographic locations/neighborhoods described as poor.

    *   **Sense 4:** "lacking in specific resources..." (examples: poor land, poor in timber).
        *   *Analysis:* This usually refers to natural resources (land, soil). While a ghetto might lack resources, "poorest" here refers to economic poverty, not soil quality or mineral deposits.

    *   **Sense 5:** "not sufficient to meet a need" (synonyms: inadequate, short).
        *   *Analysis:* Refers to amounts or salaries ("poor salary"). Not applicable to a "ghetto".

    *   **Sense 6:** "unsatisfactory" (examples: poor light, poor morale).
        *   *Analysis:* Refers to quality or performance. Not the primary meaning here (though there is a moral judgment often involved, the lexical meaning is socioeconomic).

3.  **Refining the choice between Sense 2 and Sense 3:**
    *   Sense 2: having little money...
    *   Sense 3: characterized by or indicating poverty...
    *   Context: "poorest of ghettos".
    *   WordNet 3.1 distinctions:
        *   Sense 2 examples: "deplored the gap between rich and poor countries", "poor artist".
        *   Sense 3 examples: "poor economy", "poor section of town".
    *   A ghetto is a "section of town". The mapping to the example "poor section of town" in Sense 3 is nearly exact. The defining feature of Sense 3 is the *character* of the place indicating poverty.
    *   If I say "a poor man", it's Sense 2.
    *   If I say "a poor neighborhood", it's Sense 3 (because the neighborhood itself doesn't have a bank account, it is characterized by the poverty within it).
    *   Therefore, Sense 3 is the correct index.

4.  **Final check:**
    *   Target: "poorest of ghettos".
    *   Sense 3 definition: characterized by or indicating poverty.
    *   Sense 3 example: "poor section of town".
    *   Conclusion: The ghetto is characterized by poverty. Sense 3 is the best fit.

5.  **Output formatting:** JSON object. `{"sense_index": 3}`.


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: same
Target surface form: same
Context:
It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the <t>same</t> message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand.

Candidate senses:
1. sense_key=same%3:00:02:: | definition=same in identity | examples=the same man I saw yesterday; never wore the same dress twice
2. sense_key=same%3:00:00:: | definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls; two girls of the same age
3. sense_key=same%3:00:04:: | definition=equal in amount or value | synonyms=like | examples=like amounts; equivalent amounts
4. sense_key=same%5:00:00:unchanged:00 | definition=unchanged in character or nature | examples=the village stayed the same; his attitude is the same as ever

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: "same"
    *   Context snippet: "...There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the <t>same</t> message."
    *   Sentence meaning: Various successful schools are conveying a message that is identical in content or theme. It implies that while the schools are different (scattered, different locations), the message coming from them is identical or consistent across these instances.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `same in identity`.
        *   Examples: "the same man I saw yesterday", "never wore the same dress twice".
        *   Analysis: This usually refers to a single specific entity being referenced again (numerical identity). While the "message" is an abstract entity, "same message" here usually means the content is identical, not that it's literally the exact same physical utterance. However, sometimes abstract concepts are treated as identical. Let's look at the other options.

    *   **Sense 2:** `closely similar or comparable in kind or quality or quantity or degree`.
        *   Examples: "curtains the same color as the walls", "two girls of the same age".
        *   Analysis: This refers to properties or attributes matching. Is the message "similar" or "identical"? The context says they are *all* sending "the same message". This usually implies a stronger unity than just "similar". It implies the core content is identical. However, WordNet often distinguishes "identity" (Sense 1) from "similarity" (Sense 2). "Same message" often falls under "identical in content".

    *   **Sense 3:** `equal in amount or value`.
        *   Synonyms: `like`, `equivalent`.
        *   Examples: "like amounts", "equivalent amounts".
        *   Analysis: This is usually quantitative. A message isn't usually measured in "amount" or "value" in this sense.

    *   **Sense 4:** `unchanged in character or nature`.
        *   Examples: "the village stayed the same", "his attitude is the same as ever".
        *   Analysis: This refers to persistence over time. The context is about multiple schools sending a message, not one school sending a message that hasn't changed over time.

3.  **Differentiating Sense 1 vs. Sense 2:**
    *   Context: "they are all sending us the same message."
    *   If I say "John and Mary have the same car", it usually means they have cars of the same make/model (Sense 2 - similar), unless they are sharing one physical car (Sense 1 - identity).
    *   If I say "John and Mary told me the same story", it usually means the content of the story was identical.
    *   WordNet Sense 1 definition: "same in identity". Example: "the same man".
    *   WordNet Sense 2 definition: "closely similar or comparable...". Example: "same color", "same age".
    *   Is a "message" an identity or a similarity?
    *   In WordNet, Sense 1 is often used for the specific object ("the same book I lost").
    *   Sense 2 is for attributes ("same height").
    *   However, abstract content is often treated as identity. "We have the same idea." "We are saying the same thing."
    *   Let's check how WordNet handles "same idea" or "same message". Usually, when different subjects produce a result that is identical in content, it leans toward the "identical" sense (Sense 1) or the "similar" sense (Sense 2) depending on nuance.
    *   Actually, looking closely at the WordNet definitions provided:
        *   Sense 1: "same in identity". Examples imply numerical identity (one specific man, one specific dress).
        *   Sense 2: "closely similar...". Examples imply qualitative identity (color, age).
    *   Does "same message" mean identical content? Yes. Are the messages numerically identical (one utterance)? No, different schools are sending it. Are the messages qualitatively identical? Yes.
    *   Therefore, it fits Sense 2 best according to the strict WordNet examples provided ("same color", "same age" are qualitative similarities). "Same message" here means the content is identical across instances, which aligns with the qualitative/comparative definition of Sense 2 ("closely similar... in kind").
    *   *Self-Correction/Refinement:* Sometimes "same message" is treated as Sense 1 (identity of type/concept). But Sense 1 examples in WordNet ("the same man", "the same dress") strongly suggest *numerical* identity (referencing the unique specific entity). Sense 2 examples ("same color", "same age") suggest *qualitative* identity (matching properties). Since the message from School A and the message from School B are distinct utterances with matching content, it matches the "similar/comparable" definition (Sense 2) better than the "identity of a specific object" definition (Sense 1).

    *   Let's re-evaluate Sense 3. "Equal in amount or value". While the messages might be of "equal value", Sense 3 examples are strictly quantitative ("like amounts"). This is not a quantitative context.

    *   Let's re-evaluate Sense 1 again. Is it possible that "same message" is Sense 1?
        *   If I say "We heard the same song", it's usually Sense 2 (same title/arrangement) unless it's the same recording.
        *   If I say "We read the same book", it's usually Sense 2 (same title/content).
        *   The examples for Sense 1 ("the same man I saw yesterday") refer to a specific entity. The examples for Sense 2 ("curtains the same color") refer to a property. The "message" is the content/property of the communication.
        *   Therefore, the content of the message is matching across schools. This is closest to the "same color" example logic. The messages are comparable/similar in kind (identical content).

    *   Wait, let's look at common usages annotated in corpora (like SemCor).
        *   "They are saying the same thing." -> usually Sense 2.
        *   "The same mistake." -> usually Sense 2.
        *   "The same man." -> Sense 1.
    *   The context "they are all sending us the same message" implies that the content is identical across these multiple sources.
    *   If Sense 1 is strictly numerical identity (one single object), then this is Sense 2. If Sense 1 allows for identity of type (conceptual identity), it could be Sense 1.
    *   However, the provided examples for Sense 1 are strictly numerical identity ("never wore the same dress twice" - referring to one specific dress item).
    *   The provided examples for Sense 2 are strictly qualitative/similarity ("same color", "same age").
    *   The messages are separate instances (numerically different) but identical in content (qualitatively same).
    *   Therefore, Sense 2 fits the "qualitative matching" pattern best.

    *   Let's check Sense 3 again. "Equal in amount or value". Synonyms: "like". "Like amounts". This doesn't fit "message".

    *   Conclusion: Sense 2 is the best fit. "The same message" means the message from each school is comparable/similar in kind/content to the others. They are sending a message that matches the message of the other schools.

    *   Wait, let me double check standard WSD annotations for "same message".
    *   Often, "same" with abstract nouns like "idea", "way", "message" is tricky.
    *   If I say "He did it the same way", WordNet often maps to Sense 2 (similar manner).
    *   If I say "It's the same movie" (meaning same title), it's Sense 2.
    *   If I say "It's the same movie I watched yesterday" (referring to the physical DVD), it's Sense 1.
    *   Here, "sending us the same message". The schools are distinct. They send distinct communications. The content is identical. This is a matching of qualities/content.
    *   Sense 2: "closely similar or comparable in kind".
    *   The messages are comparable in kind (content).

    *   Decision: Sense 2.

    Let's check if Sense 1 could be argued.
    "Same in identity". If "the message" is viewed as a singular abstract concept (The Message of Success), then all schools are sending *that* message. In this metaphorical view, the Message is a single entity (identity).
    However, the strict WordNet examples for Sense 1 ("same man", "same dress") usually contrast with the type/token distinction. Sense 1 is the token. Sense 2 is the type matching.
    Since the schools are "scattered" (plural) and they are "all sending" (plural agents), they are sending tokens of a type.
    Sense 2 covers "same color" (property matching). "Same message" (content matching) is structurally analogous to property matching.
    Sense 1 would imply the schools are sharing one single physical letter or transmission, which is not the case.
    Thus, Sense 2 is the correct choice.

format: unknown

native_finish_reason: stop

provider: StreamLake

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: majority
Target surface form: majority
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the <t>majority</t> of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=majority%1:07:00:: | definition=the property resulting from being or relating to the greater in number of two parts; the main part | synonyms=bulk | examples=the majority of his customers prefer it; the bulk of the work is finished
2. sense_key=majority%1:23:00:: | definition=(elections) more than half of the votes | synonyms=absolute majority
3. sense_key=majority%1:28:00:: | definition=the age at which persons are considered competent to manage their own affairs | synonyms=legal age

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**: The target lemma is "majority", and the surface form is "majority".

2.  **Analyze the context**:
    *   "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand."
    *   The context discusses successful schools vs. unsuccessful schools.
    *   The phrase is "the majority of unsuccessful schools".
    *   This refers to the greater number or part of the group of unsuccessful schools.

3.  **Analyze the candidate senses**:
    *   **Sense 1**: `majority%1:07:00::` | definition: "the property resulting from being or relating to the greater in number of two parts; the main part" | synonyms: "bulk" | examples: "the majority of his customers prefer it", "the bulk of the work is finished".
        *   This sense refers to the greater part or larger number of a group. The example "the majority of his customers" parallels "the majority of unsuccessful schools" perfectly. It's about quantity/number relative to a whole.
    *   **Sense 2**: `majority%1:23:00::` | definition: "(elections) more than half of the votes" | synonyms: "absolute majority".
        *   This sense is specific to voting and elections. The context is about schools and education, not an election or voting process.
    *   **Sense 3**: `majority%1:28:00::` | definition: "the age at which persons are considered competent to manage their own affairs" | synonyms: "legal age".
        *   This sense refers to legal adulthood (e.g., "age of majority"). The context has nothing to do with age or legal status.

4.  **Evaluate fit**:
    *   Sense 1 fits the grammatical structure "the majority of [noun phrase]" and the semantic meaning of "the greater part/number".
    *   Sense 2 and 3 are semantically unrelated to the context.

5.  **Select the best index**: Sense 1 corresponds to index 1.

6.  **Format Output**: The user requested a specific JSON format: `{"sense_index": 1}`.

provider: DigitalOcean


[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:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful <t>schools</t>, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

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:
1.  **Analyze the Context**:
    *   The sentence is: "Conversely, there are the majority of unsuccessful <t>schools</t>, and we know which efforts at educational reform are doomed beforehand."
    *   The surrounding text discusses education, politicians, salary differentials, and educational differentials.
    *   It mentions "successful schools scattered throughout this nation, some of them in the poorest of ghettos".
    *   It contrasts successful schools with "unsuccessful schools".
    *   Key phrases: "scattered throughout this nation", "ghettos", "educational reform".

2.  **Analyze the Candidate Senses**:

    *   *Sense 1 (school%1:14:00::)*: Definition="an educational institution". Example="the school was founded in 1900". This refers to the organization or the abstract entity of the school (e.g., Harvard, or Lincoln High School). It can be "scattered throughout the nation". It can be "successful" or "unsuccessful" in its educational mission.

    *   *Sense 2 (school%1:06:00::)*: Definition="a building where young people receive education". Synonyms="schoolhouse". Example="he walked to school every morning". While schools have buildings, the context talks about them being "scattered throughout this nation" and "unsuccessful". A building itself isn't usually described as "unsuccessful" in a deep educational sense, though it could be metaphorically. However, the text focuses on the entity providing education ("educational reform", "efforts at educational reform"). "Scattered throughout this nation" fits institutions better than specific physical buildings in a generic list, although buildings are also scattered. The critical distinction usually lies between the physical structure (Sense 2) and the institution/organization (Sense 1). When discussing reform, success/failure rates, and entities existing in ghettos, we usually refer to the institution (the school as an organization), not just the brick-and-mortar building.

    *   *Sense 3 (school%1:09:00::)*: Definition="the process of being formally educated". Synonyms="schooling". Example="finish school". This is an abstract mass noun concept. You can't count "unsuccessful schools" if "school" means "the process of education". The plural "schools" strongly argues against this sense.

    *   *Sense 4 (school%1:14:02::)*: Definition="a body of creative artists...". Example="Venetian school". Not relevant to education in ghettos.

    *   *Sense 5 (school%1:28:00::)*: Definition="the period of instruction...". Synonyms="schooltime". Example="stay after school". Again, the plural "schools" makes this unlikely. You don't have "majority of unsuccessful schooltimes".

    *   *Sense 6 (school%1:14:03::)*: Definition="an educational institution's faculty and students". Example="the whole school turned out". This refers to the people. While an argument could be made that the people make the school successful, the phrase "scattered throughout this nation" usually refers to the institutions themselves (Sense 1). When we say "there are many successful schools," we usually mean the institutions are successful. If we meant the people, we might say "successful student bodies" or similar. However, Sense 1 (institution) encompasses the function and existence. Sense 6 is a specific metonymy (people for institution). Usually, "institution" (Sense 1) is the default for "school" as a countable entity in a list, unless the context specifically highlights the gathering of people (e.g., "the school cheered"). Here, the context highlights educational outcomes and reform, which are attributes of the institution.

    *   *Sense 7 (school%1:14:01::)*: Definition="a large group of fish". Not relevant.

3.  **Select the Best Sense**:
    *   The choice is primarily between Sense 1 (institution) and Sense 2 (building).
    *   The text discusses "educational reform", "salary differentials", and "educational differentials". These are systemic/organizational issues.
    *   "Successful schools" and "unsuccessful schools" are entities that can be reformed. While they reside in buildings, the focus is on the institution's performance.
    *   WordNet distinguishes Sense 1 (Institution) and Sense 2 (Building).
    *   Example in text: "scattered throughout this nation". Institutions are scattered.
    *   Example in text: "unsuccessful schools". An institution fails or succeeds. A building is just a structure.
    *   Sense 1 is the standard hypernym for a school as an organizational entity.
    *   Is there any reason to pick Sense 6 (Faculty and students)? "There are many successful schools... sending us a message". Institutions send messages (metaphorically). Faculty/students send messages. But "scattered throughout this nation" applies more naturally to the geographic distribution of institutions. The primary sense for a countable school entity functioning in an educational system is Sense 1.

4.  **Final Verification**:
    *   Target: "schools" (plural).
    *   Context: Educational reform, successful/unsuccessful entities.
    *   Sense 1: Educational institution. Fits "successful", "unsuccessful", "scattered", "ghettos" (as locations of institutions), "reform".
    *   Sense 2: Building. Too physical. "Unsuccessful building" is a strange collocation for educational outcomes.
    *   Sense 3, 4, 5, 7: Ruled out by semantic fit or number.

    Therefore, Sense 1 is the correct choice.

    Wait, let me double check Sense 1 vs Sense 2 again.
    WordNet Sense 1: "an educational institution". Example: "the school was founded in 1900".
    WordNet Sense 2: "a building where young people receive education". Example: "he walked to school".
    In the context "There are many successful schools...", we are talking about the organizations/institutions. If the text said "The schools in this district are crumbling," Sense 2 would be better. Since it talks about success in education and reform, Sense 1 is appropriate.

    Let's check Sense 6 again. "an educational institution's faculty and students". If the context was "The whole school was excited," Sense 6 fits. Here, "successful schools" refers to the collective entity functioning as an educational provider, which aligns with the definition of "institution".

    Result: Sense 1.

provider: Novita


[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: know
Target surface form: know
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we <t>know</t> which efforts at educational reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=know%2:31:01:: | definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game!
2. sense_key=know%2:31:03:: | definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
3. sense_key=know%2:31:02:: | definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun
4. sense_key=know%2:31:00:: | definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
5. sense_key=know%2:31:04:: | definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
6. sense_key=know%2:31:06:: | definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods
7. sense_key=know%2:31:15:: | definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
8. sense_key=know%2:35:00:: | definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve
9. sense_key=know%2:31:11:: | definition=know the nature or character of | examples=we all knew her as a big show-off
10. sense_key=know%2:31:12:: | definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. sense_key=know%2:31:14:: | definition=perceive as familiar | examples=I know this voice!

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: know
    *   Context sentence: "Conversely, there are the majority of unsuccessful schools, and we <t>know</t> which efforts at educational reform are doomed beforehand."
    *   Broader context: The text discusses American education, reform efforts, and evidence regarding salary/educational differentials. It asserts that we have knowledge about what works and what doesn't. "We know exactly what to do... We know which efforts... are doomed."

2.  **Analyze the meaning in context:**
    *   The sentence means: We possess information/understanding about specific reform efforts and their inevitable failure.
    *   It's about possessing factual knowledge or being cognizant of a specific piece of information (which reforms fail).
    *   It is not about knowing a person (sense 4).
    *   It is not about knowing how to do a skill (sense 2) - although "what to do" is mentioned earlier, the specific target sentence is about knowing "which efforts... are doomed".
    *   It is not about "experience" (sense 5).
    *   It is not sexual (sense 8).
    *   It is not "perceive as familiar" (sense 11).
    *   It is not "have fixed in mind" (rote memorization, sense 7) - though close, it's more about understanding consequences/outcomes than memorizing facts like Latin verbs.
    *   It is not distinguishing right from wrong (sense 10).

3.  **Evaluate candidate senses:**
    *   **Sense 1:** `be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about`. Examples: "I know that the President lied...", "I want to know who is winning...".
        *   Analysis: This fits perfectly. The sentence implies being aware of the fact that specific reform efforts fail. We possess information about them.
    *   **Sense 3:** `be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt`. Examples: "I know that I left the key...", "Galileo knew that the earth moves...".
        *   Analysis: This is also very close. However, Sense 1 is the general "possession of knowledge/information" sense, while Sense 3 often implies a stronger conviction about a truth proposition (often subjective or contested truth, like Galileo's example). Here, it's about awareness of outcomes in a practical/administrative sense. Sense 1 covers "possess knowledge or information about," which aligns well with the practical knowledge of school reforms mentioned in the text ("we know exactly what to do... what not to do"). Sense 1 is the broader, general cognitive sense of having information.
    *   **Sense 10:** `be able to distinguish, recognize as being different`. Example: "The child knows right from wrong".
        *   Analysis: The text mentions distinguishing "what to do... and what not to do", but the specific target instance is "we know which efforts... are doomed". This is knowing a fact about specific items, not just distinguishing abstract concepts.

4.  **Compare Sense 1 and Sense 3:**
    *   Context: "we know which efforts at educational reform are doomed beforehand."
    *   Sense 1 focuses on "possess knowledge or information about" and being "aware of a fact".
    *   Sense 3 focuses on "regard as true beyond any doubt".
    *   The author is arguing that the knowledge exists and is available ("If we wish to be serious... we know exactly what to do"). It is about possessing that specific piece of information (which reforms fail). Sense 1 seems to fit the "awareness of a specific piece of information" aspect better than Sense 3's "faith/belief" aspect. Sense 1 is the standard epistemic use of 'know' with a complement clause (or wh-clause "know which...").
    *   WordNet fine-grained distinctions: Sense 1 is the general "be cognizant or aware". Sense 3 is often used for "knowing a truth" where there is an element of conviction or overcoming doubt. The text presents this as established knowledge ("we really do know all we need to know").
    *   Let's look at the syntax: "know which efforts...". This is a wh-complement.
    *   Sense 1 examples: "I know that the President lied" (that-clause). "I want to know who is winning" (wh-clause). This example in Sense 1 is structurally identical.
    *   Sense 3 examples: "I know that I left the key...", "Galileo knew that...". These are that-clauses emphasizing the truth of the proposition.
    *   Therefore, Sense 1 is the better fit for "know which efforts...".

5.  **Refine selection:**
    *   The target sentence is: "we know which efforts at educational reform are doomed beforehand."
    *   This is an instance of having specific knowledge/information.
    *   Sense 1 definition: "be cognizant or aware of a fact or a specific piece of information".
    *   This matches exactly.

6.  **Final decision:** Sense 1.

    *   Index 1.
    *   Wait, let me double-check the indices.
    *   Sense 1 is `know%2:31:01::`.
    *   Is there a better fit?
    *   Sense 7 (`have fixed in the mind`) implies memorization. "This student knows her irregular verbs." Not applicable here.
    *   Sense 10 (`distinguish`) implies contrast. While we distinguish success from failure, the target sentence says we *know which efforts* fail. This is knowledge of specific items, not just the ability to distinguish.

    Result: Sense 1.


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

[User]
Target lemma: effort
Target surface form: efforts
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which <t>efforts</t> at educational reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=effort%1:04:00:: | definition=earnest and conscientious activity intended to do or accomplish something | synonyms=attempt, endeavor, endeavour, try | examples=made an effort to cover all the reading material; wished him luck in his endeavor
2. sense_key=effort%1:04:01:: | definition=use of physical or mental energy; hard work | synonyms=elbow grease, exertion, travail, sweat | examples=he got an A for effort; they managed only with great exertion
3. sense_key=effort%1:04:02:: | definition=a notable achievement | synonyms=feat, exploit | examples=he performed a great feat; the book was her finest effort
4. sense_key=effort%1:04:03:: | definition=a series of actions advancing a principle or tending toward a particular end | synonyms=campaign, cause, crusade, drive, movement | examples=he supported populist campaigns; they worked in the cause of world peace

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: "effort"
    *   Target surface form: "efforts"
    *   Context snippet: "...we know which <t>efforts</t> at educational reform are doomed beforehand."
    *   Full context analysis: The text discusses educational reform. It contrasts successful and unsuccessful schools. It mentions "efforts at educational reform". These efforts are described as things that can be "doomed beforehand". This implies organized attempts, initiatives, or programs to change the system.

2.  **Analyze the Candidate Senses:**

    *   **Sense 1:** "earnest and conscientious activity intended to do or accomplish something" (synonyms: attempt, endeavor, try).
        *   *Evaluation:* This refers to the act of trying. An "effort at educational reform" could be an attempt. However, "efforts" in the plural here refers to specific initiatives or programs (projects/programs of reform) rather than just the abstract mental/physical exertion of trying. While related, sense 1 feels slightly too focused on the *act* of an individual trying.

    *   **Sense 2:** "use of physical or mental energy; hard work" (synonyms: elbow grease, exertion, travail).
        *   *Evaluation:* This is about the expenditure of energy. "We know which hard works at educational reform are doomed" doesn't fit grammatically or semantically well. We don't talk about "an exertion at reform". This sense is about the intensity of work, not the organized initiative.

    *   **Sense 3:** "a notable achievement" (synonyms: feat, exploit).
        *   *Evaluation:* The text says these efforts are "doomed beforehand," meaning they failed or will fail. Therefore, they cannot be "notable achievements" or "feats". This contradicts the context.

    *   **Sense 4:** "a series of actions advancing a principle or tending toward a particular end" (synonyms: campaign, cause, crusade, drive, movement).
        *   *Evaluation:* The context speaks of "educational reform". Reform is a goal or principle. "Efforts at educational reform" refers to organized initiatives, campaigns, or movements attempting to change the education system. The phrase "efforts at educational reform" aligns perfectly with "a series of actions advancing a principle or tending toward a particular end". Synonyms like "campaign" or "drive" fit the concept of reform initiatives well. Even if "campaign" isn't the perfect synonym, the definition "series of actions... tending toward a particular end" describes a reform program/initiative better than a single "attempt" (Sense 1) or "hard work" (Sense 2).

3.  **Compare Sense 1 vs. Sense 4:**
    *   Sense 1 (Attempt/Try): "He made an effort to fix the door." Focus on the personal act of trying.
    *   Sense 4 (Campaign/Movement/Series of actions): "Relief efforts," "Reform efforts."
    *   The context mentions "efforts at educational reform". These are typically complex initiatives involving policy changes, funding, etc. They are distinct entities/actions. "We know which efforts... are doomed". This treats "efforts" as countable initiatives or drives. Sense 4 captures the organized, goal-oriented nature of these initiatives better than Sense 1, which is more about the immediate exertion or intent to do something.
    *   Let's look at the synonyms for Sense 4: "campaign, cause, crusade, drive, movement". "Reform efforts" are often synonymous with "reform drives" or "reform movements".
    *   Let's look at Sense 1 synonyms: "attempt, endeavor, try". "Reform attempts" is a valid phrase. However, in the context of public policy and large-scale reform discussed here, "efforts" usually implies the organized campaigns or series of actions (Sense 4). For example, "Relief efforts" maps to Sense 4 in WordNet hierarchies usually. "Efforts at reform" maps to the organized attempt to achieve that end.

    *   Let's re-read the definition of Sense 4: "a series of actions advancing a principle or tending toward a particular end". Educational reform is an end. The efforts are the series of actions tending toward that end. This fits perfectly.

    *   Let's check WordNet mapping conventions. "Reform efforts" or similar plural "efforts" denoting programs often map to Sense 4 (campaign/drive). "He made an effort" maps to Sense 1. Here, "which efforts... are doomed" implies specific initiatives or drives.

    *   Therefore, Sense 4 is the best fit.

4.  **Final Decision:**
    *   Sense 4 matches the idea of organized actions towards a goal (reform).

5.  **Construct Output:**
    *   JSON format: {"sense_index": 4}

provider: AtlasCloud


[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: educational
Target surface form: educational
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at <t>educational</t> reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=educational%3:01:00:: | definition=relating to the process of education | examples=educational psychology
2. sense_key=educational%5:00:00:instructive:00 | definition=providing knowledge | examples=an educational film

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:** educational
    *   **Target surface form:** educational
    *   **Context snippet:** "...we know which efforts at **educational** reform are doomed beforehand."
    *   **Broader context:** The text discusses American education, schools, salary differentials vs. educational differentials, successful vs. unsuccessful schools, and reform efforts.

2.  **Analyze the candidate senses:**

    *   **Sense 1:**
        *   **Definition:** relating to the process of education
        *   **Examples:** educational psychology
        *   **Analysis:** This sense pertains to the system, process, or field of education. In the phrase "educational reform," the word modifies "reform." The reform is about the system of education itself (schools, teaching, administration, etc.).

    *   **Sense 2:**
        *   **Definition:** providing knowledge
        *   **Examples:** an educational film
        *   **Analysis:** This sense describes something that teaches or instructs. An educational film teaches you something. Is "educational reform" a reform that teaches you something? No, it is a reform *of* the educational system.

3.  **Disambiguation:**
    *   The phrase is "educational reform".
    *   Does this mean a reform that provides knowledge (Sense 2)? No. You wouldn't say "a reform that is instructive." You would say "a reform of the education system."
    *   Does this mean a reform relating to the process of education (Sense 1)? Yes. "Educational reform" is a standard collocation referring to changes in the education system (policy, curriculum, etc.).
    *   The broader context confirms this: the text talks about schools, ghettos, salary differentials, and the process/knowledge of how to fix schools. It is discussing the *field* or *process* of education.

4.  **Comparison with examples:**
    *   Sense 1 example: "educational psychology" -> psychology relating to the process of education. Matches "educational reform" -> reform relating to the process of education.
    *   Sense 2 example: "an educational film" -> a film that provides knowledge. Does not match "educational reform".

5.  **Conclusion:** The correct sense is Sense 1.

6.  **Formatting:** The user wants a JSON object `{"sense_index": X}`.

    *   Sense 1 corresponds to index 1.
    *   Result: `{"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: reform
Target surface form: reform
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=reform%1:04:00:: | definition=a change for the better as a result of correcting abuses | examples=justice was for sale before the reform of the law courts
2. sense_key=reform%1:04:01:: | definition=a campaign aimed to correct abuses or malpractices | examples=the reforms he proposed were too radical for the politicians
3. sense_key=reform%1:04:02:: | definition=self-improvement in behavior or morals by abandoning some vice | examples=the family rejoiced in the drunkard's reform

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: reform
    *   Context sentence: "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand."
    *   Broader context: The text discusses education, specifically "efforts at educational reform" aimed at fixing unsuccessful schools. It talks about politicians, evidence, and knowing what to do to improve education.

2.  **Analyze the candidate senses**:
    *   **Sense 1**: `reform%1:04:00::` | Definition: "a change for the better as a result of correcting abuses" | Example: "justice was for sale before the reform of the law courts".
        *   Focus: The *result* or the *act* of improving a system by correcting abuses. It's often used as a noun referring to the improvement itself.
    *   **Sense 2**: `reform%2:03:00::` (Wait, I need to look at the provided senses). Ah, the prompt lists:
        *   Sense 1: `reform%1:04:00::` -> "a change for the better as a result of correcting abuses" (noun, result).
        *   Sense 2: `reform%1:04:01::` -> "a campaign aimed to correct abuses or malpractices" (noun, process/effort).
        *   Sense 3: `reform%1:04:02::` -> "self-improvement in behavior or morals by abandoning some vice" (noun, personal).
    *   **Sense 2 Analysis**: Definition: "a campaign aimed to correct abuses or malpractices". Example: "the reforms he proposed were too radical for the politicians".
        *   Focus: The *effort*, *campaign*, or *proposal* to change things. The context mentions "efforts at educational reform".

3.  **Compare context with senses**:
    *   The context says: "...we know which efforts at educational **reform** are doomed beforehand."
    *   Here, "reform" is modified by "educational" and is the object of "efforts at".
    *   Sense 3 (self-improvement/morals) is clearly incorrect. We are talking about schools and education systems, not personal vices like alcoholism.
    *   The choice is between Sense 1 (change for the better/result) and Sense 2 (campaign aimed to correct/effort).
    *   Let's look at the collocation: "efforts at ... reform".
    *   Is "reform" here the result (the better state) or the effort/campaign?
    *   Sentence: "...we know which efforts at educational reform are doomed..."
    *   Usually, "efforts at X" implies X is the goal or the process. If X were just the result, one might say "efforts to achieve reform".
    *   However, WordNet sense distinctions for nouns can be subtle.
    *   Sense 1 definition: "a change for the better as a result of correcting abuses".
    *   Sense 2 definition: "a campaign aimed to correct abuses or malpractices".
    *   The text discusses "efforts at educational reform". The "reform" is something that can be "doomed". If a reform is "doomed", it fails to happen or fails to succeed.
    *   Does "reform" refer to the campaign/effort here?
        *   "efforts at educational reform" could be read as "efforts at [campaigning for change]" or "efforts at [making changes]".
    *   Let's check the examples again.
        *   Sense 1 example: "justice was for sale before the reform of the law courts". Here "reform" refers to the event/change that happened.
        *   Sense 2 example: "the reforms he proposed were too radical". Here "reforms" refers to the proposals/campaign items.
    *   In the context, we are looking at "efforts at educational reform". The context implies a broad movement or attempts to fix the system.
    *   Often, "educational reform" refers to the *movement* or the specific *policy changes* proposed (Sense 2). The text mentions "efforts... are doomed". It implies the *attempts* to reform.
    *   Sense 2 specifically mentions "campaign aimed to correct...". This fits "efforts at...".
    *   Let's reconsider Sense 1. If Sense 1 is the result ("a change for the better"), can you have an "effort at a change for the better"? Yes, but "campaign" (Sense 2) aligns better with the concept of "efforts at". "Reform" as a campaign implies the activity/process.
    *   Let's look at the broader text. "There are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand." This suggests that specific types of reform *efforts* (campaigns/plans) don't work.
    *   Synonyms for Sense 2: "reform movement". This aligns well with "efforts at".
    *   Synonyms for Sense 1: "improvement", "betterment". "Efforts at educational improvement" makes sense. "Efforts at educational betterment" makes sense.
    *   However, the phrase "educational reform" usually refers to the policy domain or the movement (Sense 2: a campaign).
    *   Wait, let's look closer at the Sense 2 example: "the reforms he proposed". This treats "reforms" as countable objects (proposals).
    *   In the context: "efforts at educational reform". Here "reform" is uncountable (mass noun).
    *   WordNet 3.0/3.1 distinctions:
        *   1:04:00 (Sense 1): "a change for the better..." (The abstract result/event).
        *   1:04:01 (Sense 2): "a campaign aimed to correct..." (The activity/movement).
    *   "Efforts at..." suggests an activity. Therefore, "efforts at educational reform" refers to the activity of trying to change the system.
    *   Sense 2 defines it as "a campaign". A campaign is an effort.
    *   So, "efforts at [campaign to fix schools]" seems redundant? Or is "reform" the abstract concept of improvement?
    *   If I say "efforts at improvement", "improvement" is the result.
    *   If I say "efforts at reform", is reform the result or the process? "Prison reform", "Education reform" are often movements (Sense 2).
    *   Let's look at the modifier "educational".
    *   Context: "efforts at educational reform".
    *   If the author meant Sense 1 (result), they might say "efforts to bring about educational reform" or "efforts at educational improvement".
    *   If the author meant Sense 2 (campaign), "efforts at educational reform" fits "efforts at [the activity of reforming]".
    *   Let's consider the phrasing "efforts at X".
    *   X = reform.
    *   Is reform a campaign here? "We know which efforts at educational reform are doomed". The reform *is* the effort? If reform = campaign, then "efforts at campaign" is awkward.
    *   Perhaps the context treats "educational reform" as the *goal* (Sense 1: a change for the better). "Efforts at [achieving] reform".
    *   Let's re-read Sense 1: "a change for the better as a result of correcting abuses".
    *   Let's re-read Sense 2: "a campaign aimed to correct abuses or malpractices".
    *   The sentence says "efforts at educational reform". This phrasing is slightly ambiguous between the process (Sense 2) and the goal (Sense 1).
    *   However, usually "Education Reform" as a field/concept refers to the *movement* or the set of proposals (Sense 2). The example "the reforms he proposed" (Sense 2) uses the plural. Here "reform" is singular mass.
    *   Let's look at the specific wording "educational reform". This is a standard term for the *movement* to improve schools. "Education reform" is a crusade or campaign.
    *   Sentence: "...we know which efforts at educational reform are doomed..."
    *   If it were Sense 1 (the result), one would say "We know which educational reforms [specific changes] are doomed".
    *   Using the mass noun "reform" often leans towards the abstract activity/movement.
    *   Let's look at the examples in WordNet.
        *   Sense 1: "justice was for sale before the reform of the law courts". Here it's a specific event/result.
        *   Sense 2: "the reforms he proposed were too radical". Here it's specific measures/proposals (campaign items).
    *   In the context, "educational reform" is presented as a general endeavor. "Efforts at educational reform". This sounds like Sense 2 (Campaign/Aimed effort). The definition "a campaign aimed to correct..." matches the nature of "educational reform" as a socio-political activity.
    *   Also, the context discusses politicians and constituencies. Politicians engage in *campaigns* for reform. The "libel politicians find useful" suggests the political aspect of reform (Sense 2).
    *   Therefore, Sense 2 seems stronger because "educational reform" functions as a movement/campaign context here, and the sentence discusses the success/failure of these efforts/campaigns.

    *   Let's double check Sense 1. Could it be "efforts at [the result]"? "We tried to achieve the result." "Efforts at improvement" -> improvement = result. "Efforts at reform" -> reform = result.
    *   BUT, Sense 2 exists for a reason. The distinction in WordNet is Result vs Campaign.
    *   "Educational reform" is almost always defined as the movement to improve education. It is an ongoing effort.
    *   The text says "efforts at educational reform". The word "efforts" implies the action.
    *   Is the target word "reform" referring to the result (Sense 1) or the effort (Sense 2)?
    *   If "reform" = "campaign/effort", then "efforts at reform" is "efforts at effort".
    *   If "reform" = "change for the better", then "efforts at reform" is "efforts at [change]".
    *   Let's check standard usage. "The movement for reform", "efforts at reform".
    *   Sense 2 example: "the reforms he proposed". These are the *instruments* of the campaign.
    *   Often, mass noun "reform" (without 's') refers to the improvement (Sense 1). "We need reform." (We need improvement).
    *   However, Sense 2 definition "a campaign..." is usually "reform movement".
    *   Let's look at the phrase "educational reform". Does it mean "educational improvement" or "educational campaign"?
    *   Context: "we know which efforts at educational reform are doomed".
    *   If we substitute Sense 1: "efforts at educational [change for the better]". This makes sense.
    *   If we substitute Sense 2: "efforts at educational [campaign]". This is pleonastic ("efforts at campaign").
    *   However, WordNet definitions can be schematic. Sense 2 examples: "the reforms he proposed".
    *   Let's consider the target "reform". The context is about fixing unsuccessful schools.
    *   Is "educational reform" the *change* or the *campaign*?
    *   Usually, "education reform" refers to the *policy changes* (plural reforms) or the *concept* of improving education.
    *   Let's look at the synonyms provided in WordNet usually.
    *   Sense 1 (Change): improvement, betterment.
    *   Sense 2 (Campaign): reform movement.
    *   The text says "efforts at educational reform".
    *   If I say "efforts at educational improvement", it fits perfectly.
    *   If I say "efforts at educational reform movement", it is clumsy.
    *   This points to Sense 1.
    *   *Counter-argument*: "Educational reform" is a specific genre of political activity. The sentence talks about "efforts at...". Maybe "educational reform" acts as the abstract noun for the process?
    *   Let's check the example for Sense 2 again: "the reforms he proposed were too radical". Plural. This sense often handles specific reform measures (countable).
    *   The context has singular "reform" (mass).
    *   Sense 1 example: "justice was for sale before the reform of the law courts". Singular mass.
    *   This grammatical distinction (singular mass vs plural count) might be relevant.
    *   "Educational reform" (singular) often refers to the general improvement (Sense 1).
    *   "Educational reforms" (plural) often refers to specific measures (Sense 2).
    *   The text uses "educational reform" (singular).
    *   Thus, Sense 1 ("a change for the better") seems the better fit for the singular mass usage, denoting the goal/result of improving the system.
    *   However, look at the context again: "we know which efforts at educational reform are doomed beforehand".
    *   Is the *reform* doomed? Or the *effort* doomed?
    *   If the reform is doomed, it means the improvement doesn't happen.
    *   If the campaign is doomed, it fails.
    *   Semantically, "efforts at educational reform" means "attempts to achieve educational improvement".
    *   Substitute Sense 1: "attempts to achieve educational [change for the better]". Makes sense.
    *   Substitute Sense 2: "attempts to achieve educational [campaign]". Doesn't make sense.
    *   Substitute Sense 2 (interpreting reform as specific proposals, but text is singular mass): "attempts to achieve [campaign]". No.
    *   Let's reconsider if "reform" can mean the *act* of reforming (correcting abuses). Sense 1 definition: "a change... as a result of correcting abuses". It emphasizes the result.
    *   What about the *process*? WordNet 3.0 doesn't have a specific "process" sense separate from campaign or result.
    *   Let's look at Sense 2 again. "a campaign aimed to correct...".
    *   "Educational reform" is a campaign.
    *   "Efforts at [the campaign]"? No.
    *   "Efforts at [reforming]"? (Using reform as the verbal noun).
    *   Sense 1 definition includes "as a result of correcting abuses".
    *   Let's go with Sense 1 (Change/Improvement) because "efforts at X" usually takes the goal/result as X. You make efforts at *improvement* (Sense 1 synonym). You don't make efforts at a *campaign*.
    *   Wait, let me check the examples for Sense 2 again. "the reforms he proposed". Here "reforms" = proposals/ideas.
    *   If the text said "educational reforms", I would pick Sense 2 (proposals/measures).
    *   The text says "educational reform" (mass).
    *   Could it be Sense 1?
    *   "Justice was for sale before the reform..." (Sense 1). Here "reform" is the event.
    *   "Efforts at educational reform" -> "Efforts at [the event of] educational improvement".
    *   This seems consistent.

    *   Let's try to find a reason to pick Sense 2.
    *   Sometimes "reform" refers to the *agenda* of reform.
    *   But "efforts at agenda"? No.
    *   Let's assume the target is "reform" in "efforts at educational reform".
    *   Core meaning: Improvement by removing faults.
    *   Sense 1: The improvement (result).
    *   Sense 2: The movement/campaign.
    *   Does "efforts at" modify "reform"?
    *   "Efforts at educational reform" = "Efforts to reform education".
    *   "To reform" (verb) -> To improve by change/removal of faults.
    *   Noun Sense 1 covers the abstract noun derived from the verb's result.
    *   Noun Sense 2 covers the collective action (campaign).
    *   Context: "efforts at educational reform".
    *   It seems to mean "efforts directed toward achieving educational improvement".
    *   Therefore "reform" = "improvement".
    *   Synonyms for Sense 1: improvement, betterment.
    *   Synonyms for Sense 2: reform movement.
    *   "Efforts at educational improvement" -> Valid.
    *   "Efforts at educational reform movement" -> Invalid syntax.
    *   Therefore, Sense 1 is the correct choice.

    *   Let's double check if I am misinterpreting Sense 2.
    *   Sense 2: "a campaign aimed to correct abuses".
    *   Does "educational reform" refer to the campaign?
    *   "Educational reform is a complex issue." Yes, it refers to the topic/movement.
    *   But in the phrase "efforts at educational reform", the syntax "efforts at X" demands X be the goal or the activity.
    *   If X is "reform" (the campaign), it's an activity.
    *   "Efforts at [activity]" -> "Efforts at campaigning".
    *   Is "reform" campaigning? No, reform is the change itself. The *reform movement* is the campaign.
    *   The word "reform" by itself usually means the change (Sense 1), unless specified as "the Reform movement" or used in a context explicitly denoting the movement.
    *   In "educational reform", it refers to the subject matter: the improvement of education.
    *   Therefore Sense 1 fits.

    *   Final check:
    *   Context: "...efforts at educational reform..."
    *   Candidate 1: A change for the better... (Result/Goal).
    *   Candidate 2: A campaign... (Activity group).
    *   Candidate 3: Self-improvement... (Irrelevant).
    *   "Efforts at [Change]" makes sense (efforts to achieve the change).
    *   "Efforts at [Campaign]" is less standard (efforts to achieve a campaign?).
    *   Also, the singular mass usage aligns with Sense 1 example ("before the reform"). Sense 2 example uses plural ("reforms").
    *   Conclusion: Sense 1 is the best fit.

    Let me confirm with another angle.
    The sentence contrasts "successful schools" vs "unsuccessful schools".
    "Educational reform" is what is attempted to fix unsuccessful schools.
    The goal is to fix them. The "reform" is the fixing/improvement.
    Sense 1: "change for the better".
    Sense 2: "campaign".
    Usually, one attempts "reform" (the change). "The school needs reform".
    If Sense 2 were meant, it might be phrased "efforts at educational reform *activism*" or similar. "Reform" itself is the change.
    So Sense 1 is appropriate.

    One complication: "we know which efforts at educational reform are doomed".
    If reform = change, and the change is doomed, it means the change won't happen.
    If reform = campaign, and the campaign is doomed, it means the movement fails.
    Both work semantically.
    But the structural argument "efforts at X" -> X as goal (Sense 1) vs X as process (Sense 2).
    And the mass/count distinction (Singular reform -> Sense 1; Plural reforms -> Sense 2).
    Sense 1 example: "the reform" (singular).
    Sense 2 example: "the reforms" (plural).
    Target: "reform" (singular).
    This strongly supports Sense 1.

    Final decision process:
    1. Target is singular mass "reform".
    2. Sense 1 is defined as a change (noun, often mass or singular event). Example uses singular.
    3. Sense 2 is defined as a campaign (noun, usually countable or specific movement). Example uses plural "reforms" referring to proposals.
    4. Context uses singular. Sense 1 is the best match.
    5. Sense 3 is irrelevant (personal morals).

    Result: Sense1.

provider: Together


[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: doomed
Target surface form: doomed
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are <t>doomed</t> beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=doomed%5:00:00:dead:01 | definition=marked for certain death | examples=the black spot told the old sailor he was doomed
2. sense_key=doomed%5:00:00:lost:02 | definition=in danger of the eternal punishment of Hell | synonyms=cursed, damned, unredeemed, unsaved | examples=poor damned souls
3. sense_key=doomed%5:00:00:unfortunate:00 | definition=marked by or promising bad fortune; ; ; ; - W.H.Prescott | synonyms=ill-fated, ill-omened, ill-starred, unlucky | examples=their business venture was doomed from the start; an ill-fated business venture
4. sense_key=doomed%5:00:00:certain:03 | definition=(usually followed by `to') determined by tragic fate | synonyms=fated | examples=doomed to unhappiness; fated to be the scene of Kennedy's assassination

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": 3}
```

reasoning_content:
The context is about educational reform efforts that are "doomed beforehand." This means these efforts are destined to fail or marked for bad fortune.
Sense 1: marked for certain death. Not applicable here, as it's about efforts/reforms, not people dying.
Sense 2: in danger of eternal punishment of Hell. Not applicable.
Sense 3: marked by or promising bad fortune. Examples: "their business venture was doomed from the start". The context mentions "efforts at educational reform are doomed beforehand". This fits perfectly with a venture being doomed from the start.
Sense 4: determined by tragic fate. Examples: "doomed to unhappiness". This is also close, but Sense 3's example "their business venture was doomed from the start" is a very close parallel to "efforts at educational reform are doomed beforehand". "Ill-fated" applies well to ventures and efforts.

Comparing 3 and 4:
Sense 3 focuses on "promising bad fortune" (failure), matching "unsuccessful schools" and "doomed beforehand" (just like "doomed from the start").
Sense 4 focuses on "tragic fate" and is usually followed by "to". In the text, it's "doomed beforehand", not "doomed to...".

Therefore, Sense 3 is the best fit.

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: really
Target surface form: really
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We <t>really</t> do know all we need to know, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=really%4:02:03:: | definition=in accordance with truth or fact or reality | synonyms=truly, genuinely | examples=she was now truly American; a genuinely open society
2. sense_key=really%4:02:04:: | definition=in actual fact | synonyms=actually | examples=to be nominally but not actually independent; no one actually saw the shark
3. sense_key=really%4:02:02:: | definition=in fact (used as intensifiers or sentence modifiers) | synonyms=in truth, truly | examples=in truth, moral decay hastened the decline of the Roman Empire; really, you shouldn't have done it
4. sense_key=really%4:02:00:: | definition=used as intensifiers; `real' is sometimes used informally for `really'; `rattling' is informal | synonyms=very, real, rattling | examples=she was very gifted; he played very well

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": 2}
```

content:
```json
{"sense_index": 2}
```

reasoning_content:
1.  **Analyze the Target Word and Context:**
    *   Target lemma: *really*
    *   Context sentence: "We <t>really</t> do know all we need to know, if only we could assimilate this knowledge into our thinking."
    *   Surrounding context: The author argues that there is evidence about what works in education (successful schools) and what doesn't. They claim "we know exactly what to do". The sentence in question emphasizes that this knowledge is definite and actual.

2.  **Analyze the Candidate Senses:**

    *   **Sense 1:** `really%4:02:03::`
        *   Definition: "in accordance with truth or fact or reality"
        *   Synonyms: truly, genuinely
        *   Examples: "she was now truly American", "a genuinely open society"
        *   Analysis: This sense often implies a state of being or authenticity. Is the author saying "We genuinely know..." (as opposed to pretending to know)? Or "We truly know..."? This is a strong possibility. It emphasizes the reality of the situation.

    *   **Sense 2:** `really%4:02:04::`
        *   Definition: "in actual fact"
        *   Synonyms: actually
        *   Examples: "to be nominally but not actually independent", "no one actually saw the shark"
        *   Analysis: This sense is often used to contrast with what is supposed, expected, or claimed. "We *actually* know". It emphasizes the factual nature of the statement. It is very close to Sense 1. Let's look at the distinction. Sense 1 is "truth/reality", Sense 2 is "in actual fact" (often contrasting with appearance). The sentence says "We really do know". The "do" is an auxiliary used for emphasis. "We actually know" fits well here.

    *   **Sense 3:** `really%4:02:02::`
        *   Definition: "in fact (used as intensifiers or sentence modifiers)"
        *   Synonyms: in truth, truly
        *   Examples: "in truth, moral decay hastened the decline of the Roman Empire", "really, you shouldn't have done it"
        *   Analysis: This sense acts as a sentence adverb (sentence modifier). In the context "We really do know...", "really" modifies the verb phrase "do know". It is not sitting at the start of the sentence modifying the whole proposition (e.g., "Really, we know..."). Therefore, this sense is less likely.

    *   **Sense 4:** `really%4:02:00::`
        *   Definition: "used as intensifiers; `real' is sometimes used informally for `really'; `rattling' is informal"
        *   Synonyms: very, real, rattling
        *   Examples: "she was very gifted", "he played very well"
        *   Analysis: This is the degree adverb meaning "very much". Can we paraphrase as "We *very* know"? No, that's ungrammatical in standard English. We don't "very know". We "really know". While it is intensifying the verb, Sense 4 is specifically for degree modification of adjectives or verbs where "very" fits (e.g., "really tired" = "very tired"). "Know" is a stative verb; you don't "very know". Therefore, Sense 4 is incorrect.

3.  **Disambiguate between Sense 1, Sense 2, and Sense 3.**

    *   Sense 3 is out because "really" is modifying "do know" inside the clause, not functioning as a sentential modifier like "Really, you shouldn't have done it."
    *   Sense 4 is out because it means "very" (degree), and "very" does not modify "know".
    *   We are left with Sense 1 ("in accordance with truth/fact") and Sense 2 ("in actual fact").

    *   Let's look at the subtle nuance between Sense 1 and Sense 2 in WordNet.
        *   Sense 1 examples: "truly American", "genuinely open society". These refer to states of being/authenticity.
        *   Sense 2 examples: "nominally but not actually independent", "no one actually saw the shark". These refer to facts occurring versus expectations/names.
        *   The sentence is: "We **really** do know all we need to know..."
        *   Is it emphasizing the *truth* of the knowledge (Sense 1/truly)? Or is it emphasizing the *fact* that we know, contrary to the apparent confusion in the debate (Sense 2/actually)?
        *   The context implies a debate about educational reform. People act like they don't know what to do. The author says: "We **really** do know". This is a contrast to the appearance of not knowing. "Actually" fits perfectly here. "We *actually* know".
        *   Sense 2 synonyms: `actually`.
        *   Sense 1 synonyms: `truly, genuinely`.
        *   "We genuinely know" is possible. "We truly know" is possible. "We actually know" is very natural for correcting a misconception (that we need more research).
        *   However, let's look closer at WordNet structure.
        *   Sense 2 (actually) usually contrasts expectation.
        *   Sense 1 (truly) usually affirms truth.
        *   Let's check the auxiliary "do". "We really *do* know". The "do" emphasizes the reality/factuality of the verb. This combination usually aligns with "actually". "We actually do know."
        *   Let's consider if Sense 3 is a better fit. "In fact (used as intensifiers or sentence modifiers)". The definition mentions "intensifiers". "We really do know" uses "really" as an intensifier for the verb "know". The example for Sense 3 is "really, you shouldn't have done it" (sentential). But the definition includes "intensifiers". If "really" modifies the verb intensively, is it Sense 3 or Sense 4? Sense 4 is clearly "very". Sense 3 is "in truth/truly" used as intensifier.
        *   Wait, let's look at Sense 1 again. "in accordance with truth or fact or reality". This is the general sense of "really".
        *   Let's look at Sense 2 again. "in actual fact".
        *   Let's look at Sense 3 again. "in fact (used as intensifiers or sentence modifiers)".

    *   Let's try to map standard usage to these specific WordNet 3.0 senses (the numbers vary by version, but usually, the definitions guide us).
    *   Often, "really" modifying a verb like "know", "like", "want" where "very" doesn't fit is classified under the "actually" or "truly" sense.
    *   Let's differentiate Sense 1 and Sense 2 in WordNet.
        *   Sense 1: "truly American" (authenticity).
        *   Sense 2: "actually saw" (factuality).
        *   "We really do know": This is asserting the factuality of the knowledge. We possess the knowledge. It is a fact.
        *   Does it mean "We genuinely know" (Sense 1)? Or "We actually know" (Sense 2)?
        *   Given the argument "If we wish to be serious... we know exactly what to do... We really do know...", the author is countering the claim or implication that we don't know. "You might think we don't know, but we actually do."
        *   This specific pragmatic function (counter-expectation) maps very well to Sense 2 ("in actual fact" / synonyms=actually).
        *   Sense 1 "truly/genuinely" often implies emotional depth or authenticity of a state (truly happy, truly sorry). "Truly know" is possible, but "Actually know" fits the argumentative context of contrasting reality with political rhetoric better.

    *   Let's re-evaluate Sense 3. "in fact (used as intensifiers or sentence modifiers)". WordNet sometimes groups "truly/in truth" together. Is it Sense 3?
        *   Example: "In truth, moral decay hastened..." -> Sentence modifier.
        *   Example: "Really, you shouldn't have done it" -> Sentence modifier.
        *   Can "really" be Sense 3 inside a sentence modifying a verb?
        *   "We really know". Is this an intensifier sense distinct from Sense 1/2?
        *   Usually, WordNet separates the "degree/very" sense (Sense 4) from the "factuality" sense.
        *   Sense 3's definition "in fact" overlaps heavily with Sense 2's "in actual fact". The differentiator in the examples is the position (sentence modifier).
        *   Our target is *not* a sentence modifier. It is a VP modifier.
        *   Therefore, it should be Sense 1 or Sense 2.

    *   Let's compare Sense 1 and Sense 2 again.
        *   Sense 1: `truly, genuinely`.
        *   Sense 2: `actually`.
        *   Context: "We really do know all we need to know".
        *   Substitute: "We **actually** do know..." vs "We **truly** do know...".
        *   "Actually" is the most natural synonym here. The author is cutting through the noise. "Actually" counters the previous frustration with political leaders or the lack of action.
        *   Therefore, Sense 2 seems the best fit.

    *   Let's double check Sense 4.
        *   Definition: "used as intensifiers... `real' is sometimes used informally for `really`... `rattling` is informal".
        *   Synonyms: `very, real, rattling`.
        *   Examples: "very gifted", "played very well".
        *   This is for intensity/degree. "Really good" = "Very good". "Really fast" = "Very fast".
        *   "Really know" does not equal "Very know". Sense 4 is rejected.

    *   So it's between Sense 1 and Sense 2.
    *   WordNet 3.0 distinctions (assumed based on standard versions):
        *   Sense 1 often covers "truly" (authenticity).
        *   Sense 2 often covers "actually" (reality/fact).
        *   Senses can be subtle. "We really know" is a claim of fact. "We actually know" feels right.
        *   Is there a distinction in the gloss?
        *   Sense 1: "in accordance with truth or fact or reality".
        *   Sense 2: "in actual fact".
        *   These glosses are almost identical.
        *   Let's look at the examples again.
        *   Sense 1 Ex: "she was now truly American" (State).
        *   Sense 2 Ex: "no one actually saw the shark" (Event/Fact).
        *   Knowledge ("knowing") is a state, but in this context, it is the fact of possession of knowledge that is being asserted against a lack of action.
        *   "Actually" is the specific synonym for Sense 2.
        *   "Truly" is the specific synonym for Sense 1.
        *   "We truly know" sounds slightly more emphatic/emotional.
        *   "We actually know" sounds more objective/argumentative.
        *   The text is an argumentative essay.
        *   Also, WordNet often separates "really" (intensifier) into "really%4:02:00::" (Sense 4 here) vs "really" (fact).
        *   Wait, looking at the provided list:
            1. really%4:02:03:: (truly, genuinely) - truth/reality
            2. really%4:02:04:: (actually) - in actual fact
            3. really%4:02:02:: (in truth, truly) - sentence modifiers
            4. really%4:02:00:: (very, real) - degree intensifier
        *   Why is the ordering shifted? Usually, WordNet orders by frequency. The numbers (sense_keys) suggest specific mappings.
        *   Let's stick to the provided definitions and examples.
        *   Sense 2: "in actual fact", synonyms=actually. This fits the "we have the knowledge despite the mess" meaning best. "Actually" corrects a potential misconception or emphasizes a reality in an argument.
        *   Sense 1: "in accordance with truth...", synonyms=truly. "We truly know". This is acceptable but "actually" is usually the distinct marker for Sense 2 in WSD datasets when contrasting with "truly" (authenticity). "Truly" often involves feeling or sincerity ("truly sorry"). We don't usually talk about "sincerely/genuinely" knowing facts in an educational reform essay; we talk about *actually* possessing the data.
        *   Therefore, Sense 2 is the better fit.

    Let's verify Sense 3 again. "used as intensifiers". Does "We really know" count as an intensifier usage distinct from Sense 2?
    If Sense 3 is "sentence modifier", the position "We <t>really</t> do know" is not a sentence modifier position (which is usually initial). So Sense 3 is unlikely.

    Choice: Sense 2.
    Reasoning: The word "really" modifies "do know". It emphasizes the factuality of the statement, synonymous with "actually". It counters the implication that we are ignorant. Sense 4 (intensifier "very") doesn't fit with "know". Sense 3 is for sentence modifiers. Sense 1 ("truly/genuinely") refers more to authenticity of state, whereas Sense 2 ("actually") refers to the reality of a fact/situation, which fits the argumentative context "We *actually* know all we need to know".

    Final check of Sense Index:
    1. really%4:02:03:: (truly)
    2. really%4:02:04:: (actually)
    3. really%4:02:02:: (sentence modifier)
    4. really%4:02:00:: (very)

    I will select Sense 2.
    The index number corresponds to the order in the prompt.
    1 -> Sense 1
    2 -> Sense 2
    3 -> Sense 3
    4 -> Sense 4

    Target: Sense 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: know
Target surface form: know
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do <t>know</t> all we need to know, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=know%2:31:01:: | definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game!
2. sense_key=know%2:31:03:: | definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
3. sense_key=know%2:31:02:: | definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun
4. sense_key=know%2:31:00:: | definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
5. sense_key=know%2:31:04:: | definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
6. sense_key=know%2:31:06:: | definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods
7. sense_key=know%2:31:15:: | definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
8. sense_key=know%2:35:00:: | definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve
9. sense_key=know%2:31:11:: | definition=know the nature or character of | examples=we all knew her as a big show-off
10. sense_key=know%2:31:12:: | definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. sense_key=know%2:31:14:: | definition=perceive as familiar | examples=I know this voice!

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 "know" in the context: "We really do know all we need to know, if only we could assimilate this knowledge into our thinking."

Let me analyze the context. The sentence is saying that "we really do know all we need to know" about educational reform - specifically, what works and what doesn't work in education. The author is claiming that the knowledge already exists (about successful vs unsuccessful schools, what reforms are doomed, etc.) and that this is factual information that people possess.

Let me go through the candidate senses:

1. "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about" - This seems to fit well. The author is saying people possess knowledge/information about education.

2. "know how to do or perform something" - Not quite right. This is about procedural knowledge (like knowing how to knit), not what's being discussed here.

3. "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt" - This is about being certain of a truth or proposition. Could potentially fit, but let's look at others.

4. "be familiar or acquainted with a person or an object" - No, this is about knowing people or things personally.

5. "have firsthand knowledge of states, situations, emotions, or sensations" - No, this is about experiencing something.

6. "accept (someone) to be what is claimed or accept his power and authority" - No, not relevant.

7. "have fixed in the mind" - Examples are "I know Latin" - this is about memorized knowledge. Not quite the same as what's being discussed.

8. "have sexual intercourse with" - No, not relevant.

9. "know the nature or character of" - Not quite right.

10. "be able to distinguish, recognize as being different" - No, this is about distinguishing between things.

11. "perceive as familiar" - No, not relevant.

The main contenders are sense 1 and sense 3. Let me distinguish:

Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about" - Examples are "I know that the President lied to the people; I want to know who is winning the game!"

Sense 3: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt" - Examples are "I know that I left the key on the table; Galileo knew that the earth moves around the sun"

Looking at the context again: "We really do know all we need to know" - The author is talking about possessing information about what works in education and what doesn't. This is about having knowledge/information (about successful schools, failed reforms, etc.), not about being certain of a single truth.

The sentence "we know exactly what to do -- and, just as important, what not to do" and "we know which efforts at educational reform are doomed beforehand" suggests possessing specific knowledge about facts and information regarding education.

Sense 1 fits better because the emphasis is on possessing knowledge/information about education (facts, evidence, what works, what doesn't), rather than being absolutely certain of a particular truth or proposition. The context is about having awareness of information (the message from successful schools, what reforms fail), which aligns with sense 1's "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about."

I'll choose sense 1.

provider: Chutes