[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: competent
Target surface form: competent
Context:
But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely <t>competent</t> and conscientious. In this sense, a teacher can be compared to one's family doctor.

Candidate senses:
1. sense_key=competent%3:00:00:: | definition=properly or sufficiently qualified or capable or efficient | examples=a competent typist
2. sense_key=competent%5:00:00:adequate:00 | definition=adequate for the purpose | examples=a competent performance
3. sense_key=competent%3:00:02:: | definition=legally qualified or sufficient | examples=a competent court; competent testimony

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: `competent`
    *   Target surface form: `competent`
    *   Context snippet: "But our education proceeded at the hands of those others, who were merely `<t>competent</t>` and conscientious."
    *   Contextual analysis: The text contrasts "truly inspiring teachers" with "those others". The "others" are described as "merely competent and conscientious". The author argues that while they aren't the "best and brightest", they "do their jobs well". The teacher is compared to a family doctor—someone who does the job adequately/properly but isn't necessarily a genius or superstar.

2.  **Analyze the candidate senses:**
    *   Sense 1: `competent%3:00:00::` | Definition: properly or sufficiently qualified or capable or efficient | Examples: a competent typist.
        *   This sense focuses on capability and qualification. A competent typist can type well/correctly.
    *   Sense 2: `competent%5:00:00:adequate:00` | Definition: adequate for the purpose | Examples: a competent performance.
        *   This sense focuses on adequacy. "Merely competent" often implies a baseline of acceptability rather than excellence. The example "a competent performance" aligns well with the idea of doing a job adequately but not exceptionally.
    *   Sense 3: `competent%3:00:02::` | Definition: legally qualified or sufficient | Examples: a competent court; competent testimony.
        *   This is a legal technical sense. The context is about schoolteachers and teaching quality, not legal standing. This can be immediately discarded.

3.  **Compare Sense 1 and Sense 2:**
    *   The context uses the phrase "merely competent". This construction ("merely" + adjective) often signals a lowering of expectations from excellence to acceptability. It suggests that while they are good enough to do the job ("do their jobs well"), they lack the "best and brightest" status.
    *   Sense 1 ("properly or sufficiently qualified or capable") fits the general idea of being able to do the job.
    *   Sense 2 ("adequate for the purpose") specifically highlights the "adequacy" aspect, often with a nuance of being "good enough" but not necessarily great.
    *   The comparison to a family doctor reinforces this. A family doctor treats patients effectively (adequately) for general needs, but might not be a world-renowned specialist or "inspiring" researcher.
    *   The distinction in WordNet between adjective satellites (Sense 2) and adjectives (Sense 1) can sometimes be subtle. Sense 1 emphasizes the *capability* of the person ("a competent typist" = a typist who has the skill). Sense 2 emphasizes the *result* relative to the standard ("a competent performance" = a performance that meets the standard).
    *   Let's look closer at the glosses. Sense 1: "properly or sufficiently qualified...". Sense 2: "adequate for the purpose".
    *   In the context: "who were merely competent...". Is the author saying they were merely "qualified/capable"? Or merely "adequate"?
    *   "Merely adequate" is a very common collocation. "Merely capable" is less common. The usage here suggests "good enough to teach, but not inspiring".
    *   However, Sense 1 includes "sufficiently qualified". "Sufficient" is a synonym for "adequate".
    *   Let's check the examples again. Sense 1 example: "a competent typist". Sense 2 example: "a competent performance".
    *   The target describes the *person* (the teachers): "those others, who were merely competent...". This aligns syntactically with "a competent typist" (Sense 1).
    *   Sense 2 usually modifies actions/performances (e.g., performance, attempt) rather than agents directly, though WordNet mappings can vary. Wait, let's check the POS and usage. Sense 2 is often considered a satellite of 'adequate'. 'Adequate' usually describes the fit for a purpose.
    *   But in the text, the teachers *are* competent. The author says they "do their jobs well". Sense 1 emphasizes the capability/efficiency of the agent. Sense 2 emphasizes the adequacy of the output.
    *   Let's re-evaluate the phrase "merely competent". It implies "no more than competent". The standard definition of a "competent professional" usually aligns with Sense 1 (qualified/capable/efficient). The word "merely" just limits the extent (not excellent).
    *   Sense 1 definition: "properly or sufficiently qualified or capable or efficient". This captures the essence of a professional doing a job well. They are capable and efficient enough to teach effectively.
    *   Sense 2 definition: "adequate for the purpose". This feels slightly weak for a person description in this specific context, although the "merely" pushes toward "adequate".
    *   However, WordNet Sense 1 is the primary sense for "competent" applied to people (like a typist). Sense 2 is often applied to performances or things (like a performance). The target is "they [teachers] were merely competent". Since "they" refers to people, Sense 1 ("competent typist") is the better structural match than Sense 2 ("competent performance").
    *   The distinction: Is the teacher "competent" because they possess the skill (Sense 1) or because they are "adequate" (Sense 2)? Usually, when describing a person's professional ability, we use Sense 1. The "merely" modifies the degree of competence, defining it as "sufficient" rather than "exceptional". Sense 1 includes "sufficiently qualified".
    *   Therefore, Sense 1 is the most appropriate choice. It describes the capability of the agent (teacher). Sense 2 is more about the evaluation of an event/performance.

    Let's double-check Sense 2's applicability to agents.
    If I say "He is a competent mechanic", that is Sense 1.
    If I say "His work is competent", that is Sense 2.
    Context: "they [teachers] ... were ... competent".
    Predicate adjective usage.
    "They are capable" (Sense 1).
    "They are adequate" (Sense 2).
    While "they are adequate" makes sense, "competent" as a personal attribute usually defaults to the first sense (having the requisite ability/qualification).
    Example from Sense 1: "a competent typist". This is very close to "a competent teacher".
    The use of "merely" suggests they are not *outstandingly* competent, just *sufficiently* competent.
    Sense 1 allows for "sufficiently qualified".
    Therefore, Sense 1 fits best.

4.  **Final Decision:**
    *   Target: "they [teachers] were merely competent".
    *   Sense 1 applies to people/agents (typist).
    *   Sense 2 applies to performances/processes (performance).
    *   Although "merely" hints at adequacy (Sense 2's gloss), the word describes the teachers' capability/qualification level. The teachers are competent agents.
    *   Sense 1 is the standard agentive sense.

    Result: Sense 1.

provider: StreamLake


attempt_kind: initial

status: success

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

[User]
Target lemma: sense
Target surface form: sense
Context:
I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this <t>sense</t>, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Candidate senses:
1. sense_key=sense%1:09:05:: | definition=a general conscious awareness | examples=a sense of security; a sense of happiness
2. sense_key=sense%1:10:00:: | definition=the meaning of a word or expression; the way in which a word or expression or situation can be interpreted | synonyms=signified | examples=the dictionary gave several senses for the word; in the best sense charity is really a duty
3. sense_key=sense%1:09:02:: | definition=the faculty through which the external world is apprehended | synonyms=sensation, sentience, sentiency, sensory faculty | examples=in the dark he had to depend on touch and on his senses of smell and hearing
4. sense_key=sense%1:09:04:: | definition=sound practical judgment | synonyms=common sense, good sense, gumption, horse sense, mother wit | examples=Common sense is not so common; he hasn't got the sense God gave little green apples
5. sense_key=sense%1:09:06:: | definition=a natural appreciation or ability | examples=a keen musical sense; a good sense of timing

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}
```

finish_reason: stop

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

role: assistant

reasoning_content:
1.  **Analyze the target word and context:**
    *   Target lemma: sense
    *   Context sentence: "In this <t>sense</t>, a teacher can be compared to one's family doctor."
    *   Broader context: The author is discussing schoolteachers. They might not be brilliant, but they are conscientious and competent. The author is making a specific point or interpretation about the role/nature of a teacher.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `sense%1:09:05::` | Definition: "a general conscious awareness" | Examples: "a sense of security", "a sense of happiness".
        *   *Analysis:* This usually refers to an internal feeling or state (sense of doom, sense of pride). The context "In this sense" doesn't refer to a feeling or awareness, but rather a specific way of viewing or interpreting a situation.

    *   **Sense 2:** `sense%1:10:00::` | Definition: "the meaning of a word or expression; the way in which a word or expression or situation can be interpreted" | Synonyms: signified | Examples: "the dictionary gave several senses for the word", "in the best sense charity is really a duty".
        *   *Analysis:* The phrase "In this sense" is a classic discourse marker used to indicate a specific way of interpreting a previous statement or situation. The author has just described a specific scenario (teachers don't need to be brilliant to be good). They are saying "If you interpret the role of a teacher in this specific way (as someone who needs to be competent/conscientious rather than brilliant), they can be compared to a family doctor." This fits the definition "the way in which a word or expression or situation can be interpreted".

    *   **Sense 3:** `sense%1:09:02::` | Definition: "the faculty through which the external world is apprehended" | Synonyms: sensation, sentience | Examples: "senses of smell and hearing".
        *   *Analysis:* This refers to physical senses (sight, hearing, etc.). "In this faculty..." makes no sense here.

    *   **Sense 4:** `sense%1:09:04::` | Definition: "sound practical judgment" | Synonyms: common sense, good sense | Examples: "Common sense is not so common".
        *   *Analysis:* This refers to intelligence or wisdom. "In this sound practical judgment..." does not fit the syntactic frame "In this sense...".

    *   **Sense 5:** `sense%1:09:06::` | Definition: "a natural appreciation or ability" | Examples: "a keen musical sense".
        *   *Analysis:* This refers to a talent or faculty. "In this natural appreciation..." does not fit.

3.  **Compare Sense 1 vs Sense 2:**
    *   The phrase "In this sense" is the key. It functions to define the scope or meaning of the preceding argument.
    *   Example provided for Sense 2: "in the best sense charity is really a duty".
    *   Context usage: "In this sense [way of interpreting the situation/role], a teacher can be compared..."
    *   This matches Sense 2's definition: "the way in which a word or expression or situation can be interpreted".

4.  **Select the correct index:**
    *   Sense 2 corresponds to index 2 (based on the list provided in the prompt).

5.  **Final Check:**
    *   Does "In this sense" mean "In this meaning/interpretation"? Yes.
    *   Does it fit the definition "the way in which a ... situation can be interpreted"? Yes.
    *   The comparison follows the interpretation of the teacher's role defined in the previous sentences.

    Result: Sense 2.

format: unknown

native_finish_reason: stop

provider: Baidu

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: teacher
Target surface form: teacher
Context:
I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a <t>teacher</t> can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Candidate senses:
1. sense_key=teacher%1:18:00:: | definition=a person whose occupation is teaching | synonyms=instructor
2. sense_key=teacher%1:09:00:: | definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

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**: The target lemma is "teacher", and the surface form is "teacher". The context is a paragraph discussing the nature of schoolteachers, their competence, and their role compared to family doctors.

2.  **Analyze the Context**:
    *   "I know many schoolteachers..." establishes the topic as human professionals.
    *   "...conscientious teaching." implies an occupation.
    *   "But they need not be to do their jobs well." confirms it's a job/occupation.
    *   "Yes, we all can remember one or two truly inspiring teachers from our school days." Refers to actual people who taught in schools.
    *   "In this sense, a <t>teacher</t> can be compared to one's family doctor." This is the specific instance. It compares the role of a teacher to a family doctor. Family doctors are human professionals. Therefore, the "teacher" here refers to a human professional.
    *   The paragraph talks about competence, being "merely competent and conscientious," and professional roles (family doctor). It does not talk about books, experiences, or abstract concepts teaching lessons.

3.  **Analyze the Candidate Senses**:
    *   Sense 1: `teacher%1:18:00::` | definition=a person whose occupation is teaching | synonyms=instructor. This fits perfectly. It refers to a human being with a job (occupation).
    *   Sense 2: `teacher%1:09:00::` | definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher. This refers to metaphorical teachers (experience, books, etc.). The context is clearly talking about people (schoolteachers, family doctors), not abstractions.

4.  **Compare Context and Senses**:
    *   Context mentions "schoolteachers", "teaching", "jobs", "family doctor".
    *   Sense 1 describes a person with an occupation.
    *   Sense 2 describes an abstraction.
    *   The match is clearly Sense 1.

5.  **Format Output**: The user wants a JSON object with the index. Sense 1 is index 1.

    *   Target: "In this sense, a teacher can be compared to one's family doctor."
    *   Sense 1 definition: "a person whose occupation is teaching".
    *   Match: Yes.

    *   Target: Sense 2.
    *   Sense 2 definition: "a personified abstraction that teaches".
    *   Match: No.

    Choice: Sense 1.

    JSON: `{"sense_index": 1}`.

provider: DeepInfra


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

[User]
Target lemma: compare
Target surface form: compared
Context:
I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be <t>compared</t> to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Candidate senses:
1. sense_key=compare%2:31:00:: | definition=examine and note the similarities or differences of | examples=John compared his haircut to his friend's; We compared notes after we had both seen the movie
2. sense_key=compare%2:42:00:: | definition=be comparable | examples=This car does not compare with our line of Mercedes
3. sense_key=compare%2:31:01:: | definition=consider or describe as similar, equal, or analogous | synonyms=liken, equate | examples=We can compare the Han dynasty to the Romans; You cannot equate success in financial matters with greed
4. sense_key=compare%2:32:00:: | definition=to form the comparative or superlative form on an adjective or adverb

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**: The target word is "compared" (past tense/participle of "compare") in the sentence:, a teacher can be compared to one's family doctor."

2.  **Analyze the Context**:
    *   The author is discussing schoolteachers.
    *   The argument is that teachers don't need to be "best and brightest" (brilliant) to do a good job; they just need to be competent and conscientious.
    *   The sentence in question draws an analogy: "a teacher can be compared to one's family doctor."
    *   The follow-up sentence reinforces this analogy: "If he were brilliant, he probably would not be a family doctor in the first place."
    *   The core meaning here is establishing a similarity or analogy between two roles (teacher and family doctor) based on their function/competence level, not necessarily examining differences or judging quality directly. It's saying "A is like B".

3.  **Evaluate Candidate Senses**:
    *   **Sense 1**: `compare%2:31:00::` | definition="examine and note the similarities or differences of" | examples="John compared his haircut to his friend's".
        *   *Fit*: This usually implies an active process of analysis or looking for details. While the author is making a comparison, the passive construction "can be compared to" functions more as a statement of equivalence/analogy ("X is like Y") rather than an instruction to examine them. However, one could argue the author is inviting the reader to make the comparison. Let's look at the other senses.

    *   **Sense 2**: `compare%2:42:00::` | definition="be comparable" | examples="This car does not compare with our line of Mercedes".
        *   *Fit*: This usually appears in negative constructions ("cannot compare", "does not compare") or implies a comparison of quality/status where one falls short or stands equal. The context here isn't saying they "measure up" in a competition; it's drawing a functional analogy.

    *   **Sense 3**: `compare%2:31:01::` | definition="consider or describe as similar, equal, or analogous" | synonyms="liken, equate" | examples="We can compare the Han dynasty to the Romans".
        *   *Fit*: The definition "consider or describe as similar, equal, or analogous" fits perfectly. The synonyms "liken" fits perfectly ("a teacher can be likened to one's family doctor"). The example "We can compare the Han dynasty to the Romans" is an analogy, similar to the teacher/doctor analogy here. The author is asserting that the teacher situation is analogous to the family doctor situation. This is the strongest match.

    *   **Sense 4**: `compare%2:32:00::` | definition="to form the comparative or superlative form on an adjective or adverb".
        *   *Fit*: This is a grammatical sense (morphological). Not relevant here.

4.  **Conclusion**: Sense 3 is the best fit because the context is drawing an analogy ("likening" the teacher to the doctor) rather than performing a detailed examination of differences (Sense 1) or evaluating worthiness (Sense 2).

5.  **Format Output**: The user wants a JSON object `{"sense_index": X}` where X corresponds to the numbered list provided in the prompt.
    *   Sense 1 -> index 1
    *   Sense 2 -> index 2
    *   Sense 3 -> index 3
    *   Sense 4 -> index 4

    I selected Sense 3.

    Final check: The phrase "can be compared to" roughly equals "can be likened to". Sense 3 has the synonym "liken". It fits. Sense 1 ("examine") is about the process, Sense 3 ("describe as analogous") is about the assertion. The text makes an assertion.

provider: Amazon Bedrock


[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: one
Target surface form: one
Context:
I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to <t>one</t>'s family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Candidate senses:
1. sense_key=one%1:23:00:: | definition=the smallest whole number or a numeral representing this number | synonyms=1, I, ace, single, unity | examples=he has the one but will need a two and three to go with it; they had lunch at one
2. sense_key=one%1:09:00:: | definition=a single person or thing | examples=he is the best one; this is the one I ordered

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

reasoning_content:
1.  **Analyze the Target Lemma and Context**:
    *   Target lemma: one
    *   Target surface form: one
    *   Context: "In this sense, a teacher can be compared to <t>one</t>'s family doctor."
    *   Sentence context analysis: The sentence is discussing a comparison between a teacher and a family doctor. The phrase is "compared to one's family doctor."
    *   "One's" here acts as an indefinite pronoun or a generic reference to a person. It refers to "a person" or "people in general".
    *   It is a possessive form ("one's"), implying ownership or relationship (the doctor belonging to a person).
    *   Let's look at the candidates.

2.  **Analyze Candidate Senses**:
    *   Sense 1: "the smallest whole number or a numeral representing this number" (Synonyms: 1, I, ace, single, unity).
        *   Does "one" mean the number 1 here? No. "Compared to one's family doctor" doesn't mean compared to the number 1's family doctor.
    *   Sense 2: "a single person or thing".
        *   Definition: "a single person or thing".
        *   Examples: "he is the best one; this is the one I ordered".
        *   Does this fit? "One's family doctor" -> "A person's family doctor". "One" refers to an indefinite person. This falls under the category of the indefinite pronoun use of "one".
        *   WordNet often groups the indefinite pronoun usage under specific lemmas. Let's check if there are more candidates provided or if I have to choose between these two.
        *   The prompt only provides two candidates.
        *   Sense 2 is "a single person or thing". While often "one" as an indefinite pronoun (meaning "people in general") is a separate sense in some dictionaries (often sense 3 or 4 in standard dictionaries like OALD), WordNet's organization needs to be checked.
        *   Let's look closely at Sense 2's definition: "a single person or thing".
        *   In the phrase "one's family doctor", "one" refers to "any person" or "you/people".
        *   Is Sense 2 broad enough to cover the indefinite pronoun? Or is Sense 1 the only other option?
        *   Sense 1 is clearly the number.
        *   Sense 2 is a pronoun/noun usage. "He is the best one." "One" replaces a noun.
        *   In "one's family doctor", "one" functions as a generic person.
        *   Is there a specific sense for the indefinite pronoun in WordNet?
        *   Looking up WordNet structure for "one" (noun vs pronoun).
        *   WordNet 3.1 entries for "one":
            *   n01: the smallest whole number...
            *   n02: a single person or thing...
            *   Is there a pronoun entry? Often, function words are tricky in WordNet. Sometimes "one" as a pronoun is linked to n02.
        *   Let's re-read Sense 2: "a single person or thing". The examples are "he is the best one", "this is the one I ordered". These are specific instances of selection (identifying a specific item among a group).
        *   However, the text "compared to one's family doctor" uses "one" to mean "any person".
        *   Does Sense 1 fit? No, definitely not the number.
        *   Does Sense 2 fit? It refers to a person. "A single person or thing". If I interpret "one's" as "a person's", it fits the definition "a single person or thing" loosely, though the usage is generic/indefinite.
        *   Is there a third option? No, only 1 and 2 are provided.
        *   Comparing the two:
            *   Sense 1: Number. Definitely wrong.
            *   Sense 2: Person/Thing. Closer. "One" refers to a person here.
        *   Let's check if "indefinite pronoun" sense is usually mapped to Sense 2 in this specific WSD task format or if Sense 2 is strictly for "the specific item".
        *   In many WSD datasets (like SemCor), "one" as an indefinite pronoun (generic "one") is often tagged with the sense corresponding to "a single person or thing" (or a specific pronoun sense if available). Since only two senses are provided, and Sense 1 is the number, Sense 2 must be the intended choice, despite the slight mismatch between the examples ("the best one") and the context ("one's" = generic person).
        *   Actually, let's look deeper. "One's" is the possessive of the pronoun "one". The pronoun "one" refers to "any person".
        *   If Sense 2 is defined as "a single person or thing", does it cover the indefinite pronoun? Yes, it's a person.
        *   Let's assume Sense 2 is the correct choice because it refers to a person, whereas Sense 1 refers to a number.

3.  **Refining the decision**:
    *   Context: "a teacher can be compared to **one's** family doctor."
    *   Meaning: A teacher can be compared to **any person's** family doctor. / **your** family doctor.
    *   Sense 1: Number 1. Incorrect.
    *   Sense 2: A single person or thing.
    *   Even though "generic one" might feel like a distinct sense in a learner's dictionary, in WordNet (which focuses on synsets), the distinction isn't always drawn that finely for function words, or Sense 2 is the bucket for the pronoun usage referring to a person.
    *   Sense 2 (Synset: {one}) - definition "a single person or thing".
    *   Therefore, index 2 is the correct choice.

4.  **Final Check**:
    *   Target: one.
    *   Context: generic possessive pronoun usage.
    *   Option 1: Number. Wrong.
    *   Option 2: Person/thing. Correct bucket.
    *   Result: Index2.

provider: Venice


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

[User]
Target lemma: brilliant
Target surface form: brilliant
Context:
They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were <t>brilliant</t>, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well.

Candidate senses:
1. sense_key=brilliant%5:00:00:superior:02 | definition=of surpassing excellence | synonyms=superb | examples=a brilliant performance; a superb actor
2. sense_key=brilliant%5:00:00:intelligent:00 | definition=having or marked by unusual and impressive intelligence | synonyms=brainy, smart as a whip | examples=some men dislike brainy women; a brilliant mind
3. sense_key=brilliant%5:00:00:impressive:00 | definition=characterized by grandeur | synonyms=glorious, magnificent, splendid | examples=the brilliant court life at Versailles; a glorious work of art
4. sense_key=brilliant%5:00:00:colorful:00 | definition=having striking color | synonyms=bright, vivid | examples=bright dress; brilliant tapestries
5. sense_key=brilliant%5:00:00:bright:00 | definition=full of light; shining intensely | examples=a brilliant star; brilliant chandeliers
6. sense_key=brilliant%5:00:00:reverberant:00 | definition=clear and sharp and ringing | synonyms=bright | examples=the bright sound of the trumpet section; the brilliant sound of the trumpets

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

reasoning_content:
1.  **Analyze the target word and context:**
    *   Target word: "brilliant" (adjective).
    *   Context: "If he were <t>brilliant</t>, he probably would not be a family doctor in the first place."
    *   Full passage context: The passage discusses the quality of professionals (teachers, doctors). It contrasts "best and brightest" (exceptional people) with "merely competent and conscientious" people. It argues that one doesn't need to be among the "best and brightest" to do a job well.
    *   Specific sentence: "If he [the family doctor] were <t>brilliant</t>, he probably would not be a family doctor..."
    *   Meaning implied: If the doctor possessed exceptional intellectual ability or talent (high caliber), he would likely be in a more specialized or prestigious position (like a surgeon at a top research hospital) rather than a general practitioner/family doctor. The passage explicitly mentions "best and brightest" earlier, linking to the concept of high intelligence or talent.

2.  **Evaluate candidate senses:**

    *   **Sense 1:** `brilliant%5:00:00:superior:02` | definition="of surpassing excellence" | synonyms=[superb] | examples=["a brilliant performance", "a superb actor"].
        *   Evaluation: This refers to general excellence or performance quality. While a doctor could be brilliant in this sense (excellent doctor), the context links "brilliant" to the "best and brightest" and implies a level of talent/intellect that would drive someone out of a "family doctor" role into something perceived as higher status or requiring "best and brightest" minds. It's close, but usually "brilliant" applied to a person (noun) implies intellect rather than just performance quality (which sense 1 leans towards).

    *   **Sense 2:** `brilliant%5:00:00:intelligent:00` | definition="having or marked by unusual and impressive intelligence" | synonyms=["brainy", "smart as a whip"] | examples=["some men dislike brainy women", "a brilliant mind"].
        *   Evaluation: This fits perfectly. The passage starts with "best and brightest" (idiom referring to the smartest/most talented people). The contrast is between being "brilliant" (high intellect/talent) and being "merely competent." If a doctor is "brilliant" (highly intelligent/gifted), the text argues they wouldn't settle for being a family doctor. This maps directly to the definition "unusual and impressive intelligence."

    *   **Sense 3:** `brilliant%5:00:00:impressive:00` | definition="characterized by grandeur" | synonyms=["glorious", "magnificent", "splendid"] | examples=["the brilliant court life at Versailles"].
        *   Evaluation: This refers to visual splendor or grandeur. Incorrect for describing a doctor's capability.

    *   **Sense 4:** `brilliant%5:00:00:colorful:00` | definition="having striking color" | synonyms=["bright", "vivid"] | examples=["bright dress"].
        *   Evaluation: Refers to color. Incorrect.

    *   **Sense 5:** `brilliant%5:00:00:bright:00` | definition="full of light; shining intensely" | examples=["a brilliant star"].
        *   Evaluation: Refers to light emission. Incorrect.

    *   **Sense 6:** `brilliant%5:00:00:reverberant:00` | definition="clear and sharp and ringing" | examples=["brilliant sound of the trumpets"].
        *   Evaluation: Refers to sound quality. Incorrect.

3.  **Final Selection:**
    *   The context contrasts "brilliant" with "competent" and links it to the phrase "best and brightest" (intelligence/talent). The implication is about the doctor's intellect or capability level. Sense 2 defines "brilliant" as having "unusual and impressive intelligence" (synonyms: brainy). This is the exact nuance intended by the author.

4.  **Formatting Output:**
    *   Must be JSON: `{"sense_index": 2}`.


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

[User]
Target lemma: probably
Target surface form: probably
Context:
They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he <t>probably</t> would not be a family doctor in the first place. If he is competent and conscientious, he serves us well.

Candidate senses:
1. sense_key=probably%4:02:00:: | definition=with considerable certainty; without much doubt | synonyms=likely, in all likelihood, in all probability, belike | examples=He is probably out of the country; in all likelihood we are headed for war
2. sense_key=probably%4:02:01:: | definition=easy to believe on the basis of available evidence | synonyms=credibly, believably, plausibly | examples=he talked plausibly before the committee; he will probably win the election

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: "probably"
    *   Context sentence: "If he were brilliant, he <t>probably</t> would not be a family doctor in the first place."
    *   Full context summary: The text discusses the competence of teachers and doctors. It argues that teachers don't need to be the "best and brightest" to do their jobs well; competence and conscientiousness are sufficient. It compares teachers to family doctors, suggesting that if a doctor were "brilliant," they would likely be in a different, more specialized or prestigious field (implied).

2.  **Analyze the candidate senses:**
    *   **Sense 1:** `probably%4:02:00::`
        *   Definition: "with considerable certainty; without much doubt"
        *   Synonyms: likely, in all likelihood, in all probability, belike
        *   Examples: "He is probably out of the country", "in all likelihood we are headed for war"
        *   Core meaning: High probability/prediction based on inference.

    *   **Sense 2:** `probably%4:02:01::`
        *   Definition: "easy to believe on the basis of available evidence"
        *   Synonyms: credibly, believably, plausibly
        *   Examples: "he talked plausibly before the committee", "he will probably win the election"
        *   Core meaning: Plausibility/Credibility. Note: The example "he will probably win the election" seems to overlap with Sense 1 (prediction), but the definition emphasizes "easy to believe".

3.  **Disambiguate:**
    *   In the sentence "If he were brilliant, he **probably** would not be a family doctor...", the author is making an inference or a deduction about the likelihood of a hypothetical situation.
    *   The speaker is asserting that, given the premise (he is brilliant), there is a high probability/certainty that the consequence (he is not a family doctor) follows.
    *   Is the speaker saying it is "plausible" or "credible" that he wouldn't be a family doctor? Or is the speaker saying it is "highly likely"?
    *   The tone is assertive about the general state of affairs: brilliance leads people away from general practice (in the author's view). This aligns with "with considerable certainty; without much doubt".
    *   Sense 2's synonyms "credibly" and "plausibly" don't fit well here. We wouldn't say "If he were brilliant, he *plausibly* would not be a family doctor" in the same way. The sentence expresses a strong expectation of probability, not just that the statement is believable.
    *   Sense 2 often has a nuance of "on the surface" or "appearances" (plausibly). Sense 1 is about actual probability/likelihood of events.
    *   The context implies a causal link: Brilliance -> (likely) -> not a family doctor. This is a prediction of high probability.
    *   Sense 1 is the standard definition of "probably" denoting a high degree of likelihood.

4.  **Compare:**
    *   Sense 1: "He is probably out of the country" (High probability).
    *   Target: "He probably would not be a family doctor" (High probability of a hypothetical consequence).
    *   Match: Excellent.

    *   Sense 2: "he talked plausibly" (manner of speaking).
    *   Target: "He probably would not be..."
    *   Match: Poor. "He plausibly would not be..." sounds slightly off. "He credibly would not be..." sounds very off. The definition "easy to believe" fits a statement, but "probably" here modifies the auxiliary "would" indicating the likelihood of the event, not the credibility of the assertion.

5.  **Conclusion:**
    The usage is the standard adverbial modifier indicating high likelihood/certainty. This corresponds to Sense 1.

    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: competent
Target surface form: competent
Context:
But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is <t>competent</t> and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis.

Candidate senses:
1. sense_key=competent%3:00:00:: | definition=properly or sufficiently qualified or capable or efficient | examples=a competent typist
2. sense_key=competent%5:00:00:adequate:00 | definition=adequate for the purpose | examples=a competent performance
3. sense_key=competent%3:00:02:: | definition=legally qualified or sufficient | examples=a competent court; competent testimony

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: "competent"
    *   Context: The text discusses teachers and family doctors. It contrasts "truly inspiring" teachers with those who are "merely competent and conscientious." It says if a family doctor is "competent and conscientious, he serves us well."
    *   The context implies a level of skill or capability that is sufficient to do the job well, but not necessarily "brilliant" or "inspiring." It's a positive evaluation of capability, distinguishing it from higher levels of excellence (brilliant/inspiring).

2.  **Analyze the candidate senses:**

    *   **Sense 1 (competent%3:00:00::):** "properly or sufficiently qualified or capable or efficient". Example: "a competent typist".
        *   This sense focuses on the person being capable or qualified. The example "a competent typist" fits well with "a competent teacher" or "a competent doctor". It refers to the person's ability/skill.

    *   **Sense 2 (competent%5:00:00:adequate:00):** "adequate for the purpose". Example: "a competent performance".
        *   This sense focuses on the outcome or the adequacy of something (often a performance or an act) relative to a purpose. While a doctor's service can be a "performance," the text describes the *person* ("If he is competent... he serves us well"). The distinction between Sense 1 and Sense 3 is often Adjective vs Adjective (Satellite) in WordNet. Sense 1 is usually the main cognitive state/capability of a person. Sense 2 is often used for things like performances, translations, etc.
        *   However, the definition "adequate for the purpose" is semantically close. The text says "If he is competent... he serves us well." Let's look closer. Is it describing the person's general qualification (Sense 1) or just that they are adequate (Sense 2)?
        *   Usually, when describing a professional (doctor, teacher), WordNet maps "competent" describing a person to Sense 1 ("a competent typist"). Sense 2 often applies to "competent performance", "competent work". Here, the target is "If he is [competent]...", referring to the doctor himself.

    *   **Sense 3 (competent%3:00:02::):** "legally qualified or sufficient". Example: "a competent court; competent testimony".
        *   This is legal terminology. The context is about skill and ability in a profession, not legal standing or jurisdiction. This sense is clearly incorrect.

3.  **Compare Sense 1 and Sense 2:**
    *   Sense 1 definition: "properly or sufficiently qualified or capable or efficient".
    *   Sense 2 definition: "adequate for the purpose".
    *   The context contrasts "brilliant" with "competent".
    *   "Brilliant" refers to high intelligence/skill. "Competent" refers to sufficient skill.
    *   WordNet hierarchy:
        *   Sense 1 is the head synset. It means "capable, competent".
        *   Sense 2 is a satellite synset (in some versions of WN, it's similar to "adequate"). It implies "sufficient".
    *   The phrase "merely competent" suggests a baseline of capability. "He is competent" referring to a professional usually falls under Sense 1 (characteristic of a person).
    *   Let's check the example mapping in WordNet.
        *   "a competent typist" -> Sense 1.
        *   "a competent performance" -> Sense 2.
    *   The text says "If he is competent". "He" is the doctor. This matches "a competent typist" (Sense 1) more than "a competent performance" (Sense 2), although semantically they overlap heavily.
    *   Sense 2 is often a satellite of "adequate". The text uses "merely", implying the lower end of the scale of capability, which overlaps with "adequate", but the core meaning of being "capable" or "qualified" (Sense 1) fits the description of a professional's status.
    *   However, looking at the "adequate for the purpose" definition in Sense 2. Is the doctor "adequate for the purpose"? Yes. Is he "capable" (Sense 1)? Yes.
    *   Which is the *primary* sense for describing a professional's ability? Sense 1. Sense 2 is usually restricted to results/performances in WordNet fine-graining.
    *   Let's double-check the POS tags in WordNet structure mentally. Sense 1 is an adjective. Sense 2 is an adjective satellite.
    *   "Competent" in Sense 1 means having the requisite skills. In Sense 2, it means meeting requirements (satellite to "adequate").
    *   The text contrasts "brilliant" vs "competent".
    *   If a doctor is "competent", he has the necessary skills (Sense 1). If a performance is "competent", it meets the standard (Sense 2).
    *   Since the target describes a person (the doctor/teacher), Sense 1 is the standard choice.

4.  **Conclusion:**
    *   Sense 3 is out (legal).
    *   Sense 2 applies to performances or outcomes ("competent performance").
    *   Sense 1 applies to people ("competent typist").
    *   The target phrase is "he is competent" (referring to a person).
    *   Therefore, Sense 1 is the correct choice.

5.  **Final Check:**
    *   Context: "If he is competent... he serves us well."
    *   Subject: He (the doctor).
    *   Sense 1 Example: "a competent typist".
    *   Match: Yes.

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: serve
Target surface form: serves
Context:
But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he <t>serves</t> us well. Our teachers are not an important factor in our educational crisis.

Candidate senses:
1. sense_key=serve%2:42:03:: | definition=serve a purpose, role, or function | synonyms=function | examples=The tree stump serves as a table; The female students served as a control group
2. sense_key=serve%2:33:00:: | definition=do duty or hold offices; serve in a specific function | examples=He served as head of the department for three years; She served in Congress for two terms
3. sense_key=serve%2:42:01:: | definition=contribute or conduce to | examples=The scandal served to increase his popularity
4. sense_key=serve%2:41:00:: | definition=be used by; as of a utility | synonyms=service | examples=The sewage plant served the neighboring communities; The garage served to shelter his horses
5. sense_key=serve%2:34:01:: | definition=help to some food; help with food or drink | synonyms=help | examples=I served him three times, and after that he helped himself
6. sense_key=serve%2:34:00:: | definition=provide (usually but not necessarily food) | synonyms=serve up, dish out, dish up, dish | examples=We serve meals for the homeless; She dished out the soup at 8 P.M.
7. sense_key=serve%2:41:02:: | definition=devote (part of) one's life or efforts to, as of countries, institutions, or ideas | examples=She served the art of music; He served the church
8. sense_key=serve%2:42:02:: | definition=promote, benefit, or be useful or beneficial to | synonyms=serve well | examples=Art serves commerce; Their interests are served
9. sense_key=serve%2:42:00:: | definition=spend time in prison or in a labor camp | synonyms=do | examples=He did six years for embezzlement
10. sense_key=serve%2:41:01:: | definition=work for or be a servant to | synonyms=attend to, wait on, attend, assist | examples=May I serve you?; She attends the old lady in the wheelchair
11. sense_key=serve%2:35:00:: | definition=deliver a warrant or summons to someone | synonyms=process, swear out | examples=He was processed by the sheriff
12. sense_key=serve%2:42:12:: | definition=be sufficient; be adequate, either in quality or quantity | synonyms=suffice, do, answer | examples=A few words would answer; This car suits my purpose well
13. sense_key=serve%2:41:13:: | definition=do military service | examples=She served in Vietnam; My sons never served, because they are short-sighted
14. sense_key=serve%2:35:01:: | definition=mate with | synonyms=service | examples=male animals serve the females for breeding purposes
15. sense_key=serve%2:33:01:: | definition=put the ball into play | examples=It was Agassi's turn to serve

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

reasoning_content:
1.  **Analyze the Context**:
    *   Sentence: "If he is competent and conscientious, he serves us well."
    *   Subject: "he" (referring to a family doctor).
    *   Object: "us" (the patients/clients).
    *   Adverbial: "well" (indicating the quality of the action).
    *   Meaning: The doctor performs his duties effectively for our benefit. He is useful/beneficial to us.

2.  **Analyze the Candidate Senses**:

    *   *Sense 1 (serve%2:42:03::)*: "serve a purpose, role, or function" (e.g., "The tree stump serves as a table").
        *   Structure: [Subject] serves as [Role]. The context is "he serves *us* well", not "he serves *as* a doctor". This doesn't fit the syntax or the core meaning of benefiting someone directly.

    *   *Sense 2 (serve%2:33:00::)*: "do duty or hold offices; serve in a specific function".
        *   Structure: [Subject] serves in/as [Office/Institution]. Context is "serves *us*". Mismatch.

    *   *Sense 3 (serve%2:42:01::)*: "contribute or conduce to".
        *   Example: "The scandal served to increase his popularity." Structure: serves to [Verb phrase]. Context is "serves us well". Mismatch.

    *   *Sense 4 (serve%2:41:00::)*: "be used by; as of a utility".
        *   Example: "The sewage plant served the neighboring communities". This is close in structure (Subject serves Object). However, the "utility" aspect (inanimate objects usually) differs slightly from a human doctor performing a service, though related. Let's keep looking for a better fit regarding "benefit".

    *   *Sense 5 (serve%2:34:01::)*: "help to some food".
        *   Specific to food. Not applicable.

    *   *Sense 6 (serve%2:34:00::)*: "provide (usually but not necessarily food)".
        *   Not food.

    *   *Sense 7 (serve%2:41:02::)*: "devote (part of) one's life or efforts to...".
        *   Example: "She served the art of music". This implies devotion to a cause. "He serves us well" is more about performance and benefit than devotion/loyalty to an abstract concept.

    *   *Sense 8 (serve%2:42:02::)*: "promote, benefit, or be useful or beneficial to".
        *   Synonyms: "serve well".
        *   Examples: "Art serves commerce", "Their interests are served".
        *   Context match: "he serves us well".
        *   Analysis: The doctor is beneficial to us. The adverb "well" is a key clue here ("serves us well" vs "serves a purpose"). The synonym listed in the gloss is literally "serve well". This captures the nuance of doing a good job for someone's benefit perfectly.

    *   *Sense 9 (serve%2:42:00::)*: "spend time in prison".
        *   Irrelevant.

    *   *Sense 10 (serve%2:41:01::)*: "work for or be a servant to".
        *   Synonyms: "attend to", "wait on".
        *   Context: While a doctor provides a service, describing a family doctor as "serving" in the sense of "waiting on" or being a "servant" (Sense 10) is too subservient/technical compared to the general notion of providing a benefit/performing a role well (Sense 8). However, "work for" is close. Let's compare Sense 8 and Sense 10.
        *   Sense 10 examples: "May I serve you?", "She attends the old lady". This is specific service/waiting.
        *   Sense 8 definition: "promote, benefit, or be useful or beneficial to".
        *   The context emphasizes competence and the result ("well"). "He serves us well" means he benefits us or is useful to us. The phrase "serves [someone] well" aligns strongly with the "benefit/be useful" definition found in Sense 8. Sense 10 is more about the act of waiting on someone or being a servant. A doctor isn't necessarily a "servant" in the Sense 10 sense, but they certainly "serve the patient" (Sense 8 - benefit).
        *   Wait, let's look closer at Sense 8: "promote, benefit, or be useful or beneficial to". Example: "Their interests are served". Example: "Art serves commerce".
        *   Let's look at Sense 10: "work for or be a servant to".
        *   The sentence "He serves us well" is a common collocation. Does it mean "He benefits us well" or "He works for us well"? In professional contexts, it usually borders on both. However, Sense 8 explicitly lists the synonym "serve well". This is a very strong indicator.
        *   Let's re-read Sense 8. Definition: "promote, benefit, or be useful or beneficial to". Synonyms: "serve well".
        *   Let's re-read Sense 10. Definition: "work for or be a servant to".
        *   The sentence "If he is competent... he serves us well" suggests that his functioning results in a benefit. The "well" modifies the degree of service/benefit.
        *   Sense 8 seems the most precise fit for "being beneficial/useful" to someone, especially with the adverb "well". Sense 10 implies a hierarchical relationship (servant/master) or specific acts of attendance, whereas a doctor-patient relationship is professional, and the text emphasizes "competent and conscientious" leading to a good outcome (benefit).

    *   *Sense 11 (serve%2:35:00::)*: "deliver a warrant".
        *   Irrelevant.

    *   *Sense 12 (serve%2:42:12::)*: "be sufficient; be adequate".
        *   Example: "This car suits my purpose well".
        *   Structure: usually intransitive or "serves as". "He serves us well" is transitive. Not a match.

    *   *Sense 13 (serve%2:41:13::)*: "do military service".
        *   Irrelevant.

    *   *Sense 14 (serve%2:35:01::)*: "mate with".
        *   Irrelevant.

    *   *Sense 15 (serve%2:33:01::)*: "put the ball into play".
        *   Irrelevant.

3.  **Refining the choice**:
    *   Contest between Sense 8 and Sense 10? Or Sense 4?
    *   Sense 4 ("be used by"): "The sewage plant served the neighboring communities". This works for utilities. Can a person be a utility? "He serves us well" usually implies active work, not just passive usage.
    *   Sense 10 ("work for"): "May I serve you?" is the classic retail/service interaction. A doctor asks "How can I help you?". However, saying "He serves us well" regarding a professional usually implies that he fulfills his function effectively for our benefit.
    *   Sense 8 ("benefit/be useful"): The synonym "serve well" is right there. The definition "promote, benefit, or be useful or beneficial to" fits the logic: A competent doctor provides a benefit.
    *   Comparison: Sense 10 focuses on the role (servant/worker). Sense 8 focuses on the effect (benefit/usefulness). The context is about "competent and conscientious" work leading to a good outcome. "He serves us well" = "He is beneficial to us".
    *   Example in Sense 8: "Their interests are served". This is abstract, but "He serves us well" applies the benefit to the person.
    *   Let's check other dictionary definitions for "serve someone well". It usually means to treat them well or be of good service/use to them.
    *   WordNet Sense 8 is the only one containing "serve well" as a synonym. This is the "smoking gun" for this specific disambiguation task.
    *   Sense 8 Index: 8.

4.  **Final Verification**:
    *   Context: "If he is competent... he serves us well."
    *   Sense 8: "promote, benefit, or be useful or beneficial to". Synonyms: "serve well".
    *   The semantic match is exact. The doctor performs his duty in a way that benefits the patients.


[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: well
Target surface form: well
Context:
But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us <t>well</t>. Our teachers are not an important factor in our educational crisis.

Candidate senses:
1. sense_key=well%4:02:00:: | definition=(often used as a combining form) in a good or proper or satisfactory manner or to a high standard (`good' is a nonstandard dialectal variant for `well') | synonyms=good | examples=the children behaved well; a task well done
2. sense_key=well%4:02:05:: | definition=thoroughly or completely; fully; often used as a combining form; ; ; ; ; , | examples=The problem is well understood; she was well informed
3. sense_key=well%4:02:03:: | definition=indicating high probability; in all likelihood | synonyms=easily | examples=I might well do it; a mistake that could easily have ended in disaster
4. sense_key=well%4:02:15:: | definition=(used for emphasis or as an intensifier) entirely or fully | examples=a book well worth reading; was well aware of the difficulties ahead
5. sense_key=well%4:02:08:: | definition=to a suitable or appropriate extent or degree | examples=the project was well underway; the fetus has well developed organs
6. sense_key=well%4:02:07:: | definition=favorably; with approval | examples=their neighbors spoke well of them; he thought well of the book
7. sense_key=well%4:02:11:: | definition=to a great extent or degree | synonyms=considerably, substantially | examples=I'm afraid the film was well over budget; painting the room white made it seem considerably (or substantially) larger
8. sense_key=well%4:02:14:: | definition=with great or especially intimate knowledge | synonyms=intimately | examples=we knew them well
9. sense_key=well%4:02:13:: | definition=with prudence or propriety | examples=You would do well to say nothing more; could not well refuse
10. sense_key=well%4:02:12:: | definition=with skill or in a pleasing manner | examples=she dances well; he writes well
11. sense_key=well%4:02:10:: | definition=in a manner affording benefit or advantage | synonyms=advantageously | examples=she married well; The children were settled advantageously in Seattle
12. sense_key=well%4:02:09:: | definition=in financial comfort | synonyms=comfortably | examples=They live well; she has been able to live comfortably since her husband died
13. sense_key=well%4:02:01:: | definition=without unusual distress or resentment; with good humor | examples=took the joke well; took the tragic news 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}.

reasoning_content:
The target word is "well" in the context: "If he is competent and conscientious, he serves us well."

Let me analyze the context:
- The sentence is talking about a family doctor who is "competent and conscientious"
- The phrase "he serves us well" means he does his job properly/satisfactorily
- This is about performing a job or duty in a good manner

Let me look at the candidate senses:

1. sense_key=well%4:02:00:: | definition=(often used as a combining form) in a good or proper or satisfactory manner or to a high standard | examples=the children behaved well; a task well done

This sense is about doing something in a good or satisfactory manner. The examples "the children behaved well" and "a task well done" are very similar to "he serves us well" - both describe performing an action properly/satisfactorily.

10. sense_key=well%4:02:12:: | definition=with skill or in a pleasing manner | examples=she dances well; he writes well

This is about skill and pleasing manner, but "serves us well" is more about doing the job satisfactorily, not necessarily with special skill.

The context says the doctor is "competent and conscientious" - meaning satisfactory, doing the job properly. This aligns best with sense 1, which is about doing something in a "good or proper or satisfactory manner."

Sense 1 seems like the best fit. The phrase "he serves us well" parallels "a task well done" - both indicate doing something properly/satisfactorily.


[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: teacher
Target surface form: teachers
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our <t>teachers</t> are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Candidate senses:
1. sense_key=teacher%1:18:00:: | definition=a person whose occupation is teaching | synonyms=instructor
2. sense_key=teacher%1:09:00:: | definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

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

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

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

reasoning_content:
1.  **Analyze the Request:**
    *   Target lemma: "teacher"
    *   Target surface form: "teachers"
    *   Context: A passage discussing school education, mentioning "inspiring teachers from our school days," "competent and conscientious," comparing them to a "family doctor," discussing "underpaid," and "educational crisis."
    *   Candidate senses:
        *   Sense 1: "a person whose occupation is teaching" (Synonyms: instructor).
        *   Sense 2: "a personified abstraction that teaches" (Examples: "books were his teachers", "experience is a demanding teacher").
    *   Constraints: Choose the single best indexed sense, do not hedge, do not output the sense key, return only a JSON object `{"sense_index": X}`.

2.  **Analyze the Context:**
    *   The sentence containing the target word is: "Our <t>teachers</t> are not an important factor in our educational crisis."
    *   The broader context refers to "school days," "education," "occupation" (implied by "underpaid," "competent," "conscientious"), and comparisons to a "family doctor" (a professional role).
    *   The text discusses the professional capacity and societal role of these individuals within the school system.

3.  **Analyze the Senses:**
    *   Sense 1 (Index 1): "a person whose occupation is teaching".
        *   This fits perfectly with the context of school days, educational crisis, payment (occupation), and the comparison to a doctor (another occupation).
    *   Sense 2 (Index 2): "a personified abstraction that teaches".
        *   Examples given are "books were his teachers" or "experience is a demanding teacher".
        *   This is a metaphorical sense. The context here is literal, referring to human beings working in schools.

4.  **Compare and Select:**
    *   The "teachers" mentioned here are human agents ("one or two truly inspiring teachers," "competent and conscientious," "underpaid").
    *   They are definitely not abstractions like "experience" or "books."
    *   Therefore, Sense 1 is the correct choice.

5.  **Format the Output:**
    *   The user wants a JSON object: `{"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: important
Target surface form: important
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an <t>important</t> factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Candidate senses:
1. sense_key=important%3:00:00:: | definition=of great significance or value | synonyms=of import | examples=important people; the important questions of the day
2. sense_key=important%3:00:04:: | definition=important in effect or meaning | synonyms=significant | examples=a significant change in tax laws; a significant change in the Constitution
3. sense_key=important%3:00:02:: | definition=of extreme importance; vital to the resolution of a crisis | synonyms=crucial | examples=a crucial moment in his career; a crucial election
4. sense_key=important%5:00:00:influential:00 | definition=having authority or ascendancy or influence | synonyms=authoritative | examples=an important official; the captain's authoritative manner
5. sense_key=important%5:00:00:immodest:02 | definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air; took long important strides in the direction of his office

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

reasoning_content:
Let me analyze the context to determine the best sense of "important" in this passage.

The sentence is: "Our teachers are not an important factor in our educational crisis."

The context is discussing whether teachers are a significant or crucial element in causing or resolving the educational crisis. The author is arguing that teachers (specifically their competence or pay) are not the main issue driving the educational crisis.

Let me examine each sense:

1. **sense_key=important%3:00:00::** - "of great significance or value"
   - Examples: "important people; the important questions of the day"
   - Synonyms: "of import"
   - This is a general sense of importance/significance

2. **sense_key=important%3:00:04::** - "important in effect or meaning"
   - Examples: "a significant change in tax laws; a significant change in the Constitution"
   - Synonyms: "significant"
   - This emphasizes meaningful effect or significance

3. **sense_key=important%3:00:02::** - "of extreme importance; vital to the resolution of a crisis"
   - Examples: "a crucial moment in his career; a crucial election"
   - Synonyms: "crucial"
   - This specifically relates to crisis resolution and is about being vital/crucial

4. **sense_key=important%5:00:00:influential:00** - "having authority or ascendancy or influence"
   - Examples: "an important official; the captain's authoritative manner"
   - Synonyms: "authoritative"
   - This is about social/positional authority

5. **sense_key=important%5:00:00:immodest:02** - "having or suggesting a consciousness of high position"
   - Examples: "recited the decree with an important air; took long important strides"
   - This is about demeanor/attitude

The context is about an "educational crisis" and whether teachers are an important factor in it. The author is saying teachers are NOT an important factor in the crisis.

Sense 3 specifically mentions "vital to the resolution of a crisis" which directly connects to the "educational crisis" mentioned in the text. The word "factor" combined with "crisis" suggests we're talking about something crucial or vital to the crisis situation.

However, I should also consider sense 1 - "of great significance or value" - which is more general but could apply here. The question is whether the crisis context makes sense 3 more appropriate.

The phrase "important factor in our educational crisis" suggests the author is questioning whether teachers play a crucial/causal role in the crisis. This aligns well with sense 3's emphasis on being "vital to the resolution of a crisis" and its synonym "crucial."

Sense 3 seems like the best fit because:
- The context explicitly mentions a "crisis"
- The discussion is about whether teachers are a decisive/vital element in that crisis
- The synonym "crucial" fits well with "factor in a crisis"
- The definition explicitly mentions "vital to the resolution of a crisis"

Sense 1 is too general. Sense 2 is about meaningful effect but doesn't capture the crisis-critical nature. Senses 4 and 5 are about social influence or demeanor, which don't fit at all.

I'll go with sense 3.


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

[User]
Target lemma: factor
Target surface form: factor
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important <t>factor</t> in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Candidate senses:
1. sense_key=factor%1:11:00:: | definition=anything that contributes causally to a result | examples=a number of factors determined the outcome
2. sense_key=factor%1:09:00:: | definition=an abstract part of something | synonyms=component, constituent, element, ingredient | examples=jealousy was a component of his character; two constituents of a musical composition are melody and harmony
3. sense_key=factor%1:23:00:: | definition=one of two or more integers that can be exactly divided into another integer | synonyms=divisor | examples=what are the 4 factors of 6?
4. sense_key=factor%1:18:00:: | definition=a businessman who buys or sells for another in exchange for a commission | synonyms=agent, broker
5. sense_key=factor%1:23:01:: | definition=any of the numbers (or symbols) that form a product when multiplied together
6. sense_key=factor%1:09:01:: | definition=an independent variable in statistics
7. sense_key=factor%1:08:00:: | definition=(genetics) a segment of DNA that is involved in producing a polypeptide chain; it can include regions preceding and following the coding DNA as well as introns between the exons; it is considered a unit of heredity | synonyms=gene, cistron | examples=genes were formerly called factors

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 "factor" (noun). The context is discussing the role of teachers in an "educational crisis."

2.  **Analyze the Context Sentence:** "Our teachers are not an important <t>factor</t> in our educational crisis."
    *   Meaning: The sentence argues that teachers (their quality, pay, etc.) are not a significant cause or element contributing to the crisis. The author is dismissing the idea that teachers are the root cause of the problem.
    *   Key semantic field: Causality, influence, contribution to a situation/result.

3.  **Evaluate Candidate Senses:**

    *   **Sense 1:** `factor%1:11:00::` | definition=anything that contributes causally to a result | examples="a number of factors determined the outcome"
        *   Analysis: This fits perfectly. The text discusses whether teachers are a cause ("contributing causally") to the educational crisis. It aligns with the example usage "determined the outcome."
        *   Fit: Excellent.

    *   **Sense 2:** `factor%1:09:00::` | definition=an abstract part of something | synonyms=component, constituent, element, ingredient | examples="jealousy was a component of his character..."
        *   Analysis: While a factor can be a "part" of a situation, Sense 1 specifically highlights the *causal* aspect ("contributes causally"). Sense 2 is more about composition (constituent parts). Is a teacher an "abstract part" of the crisis? You could argue they are an element, but the context is about the *cause* of the crisis. Sense 1 is more precise regarding "cause vs. result". Sense 1 is "causal contribution". Sense 2 is "constituent part". In the context of a crisis, one looks for causes/factors that drive it. "Causal factor" is the standard collocation. Sense 1 is the standard definition for this usage.
        *   Comparison: Sense 1 focuses on *causality*. Sense 2 focuses on *composition*. An educational crisis is an event/situation, not a composite object where teachers are an abstract part of its makeup like melody in music. Teachers are a *cause* (or not) of the crisis. Therefore, Sense 1 is better.

    *   **Sense 3:** `factor%1:23:00::` | definition=one of two or more integers that can be exactly divided into another integer | synonyms=divisor
        *   Analysis: Mathematical context. Irrelevant.

    *   **Sense 4:** `factor%1:18:00::` | definition=a businessman who buys or sells for another in exchange for a commission | synonyms=agent, broker
        *   Analysis: Business context. Irrelevant.

    *   **Sense 5:** `factor%1:23:01::` | definition=any of the numbers (or symbols) that form a product when multiplied together
        *   Analysis: Mathematical context. Irrelevant.

    *   **Sense 6:** `factor%1:09:01::` | definition=an independent variable in statistics
        *   Analysis: Statistical context. Irrelevant.

    *   **Sense 7:** `factor%1:08:00::` | definition=genetics...
        *   Analysis: Biological context. Irrelevant.

4.  **Final Selection:** Sense 1 is the correct sense. It captures the meaning of "factor" as a contributing cause to a situation (the educational crisis).

    *   Context match: "educational crisis" (result) <- "teachers" (potential factor/cause).
    *   Definition match: "anything that contributes causally to a result".

5.  **Output Formatting:** The user wants a JSON object `{"sense_index": 1}`.

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: educational
Target surface form: educational
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our <t>educational</t> crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

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:
Let me analyze the context to determine which sense of "educational" is being used.

The context is discussing teachers and education systems. Let me look at the specific sentence where "educational" appears:

"Our teachers are not an important factor in our educational crisis."

Here, "educational" is modifying "crisis" - referring to a crisis in the education system or educational process. The sentence is talking about a systemic crisis in education, not about something that provides knowledge.

Let me compare the two candidate senses:

Sense 1: "relating to the process of education" with example "educational psychology"
This sense describes something that relates to education as a process or system.

Sense 2: "providing knowledge" with example "an educational film"
This sense describes something that is instructive or provides knowledge.

In the sentence "Our teachers are not an important factor in our educational crisis," the word "educational" is describing a crisis that relates to the education system or process. It's not describing something that provides knowledge. The crisis itself isn't "providing knowledge" - it's a crisis related to education.

This matches sense 1 much better - "relating to the process of education." The educational crisis is a crisis relating to the educational process or system.

So the correct sense is sense 1, with index 1.

provider: Friendli


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

[User]
Target lemma: crisis
Target surface form: crisis
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational <t>crisis</t>. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Candidate senses:
1. sense_key=crisis%1:26:00:: | definition=an unstable situation of extreme danger or difficulty | examples=they went bankrupt during the economic crisis
2. sense_key=crisis%1:11:00:: | definition=a crucial stage or turning point in the course of something | examples=after the crisis the patient either dies or gets better

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 context is about education, specifically discussing whether teachers are responsible for an "educational crisis." The author is arguing that teachers (competent and conscientious ones) are not the problem in the educational system's crisis.

Let me analyze the two senses:

1. Sense 1: "an unstable situation of extreme danger or difficulty" - This refers to a problematic situation, a state of affairs that is in trouble.

2. Sense 2: "a crucial stage or turning point in the course of something" - This refers to a decisive moment or turning point.

In this context, "educational crisis" refers to a problematic situation in education - a state of difficulty or trouble in the educational system. The author is discussing what factors contribute to this problematic situation. This aligns with sense 1.

Sense 2 (turning point) doesn't fit well here. The text isn't talking about a crucial moment or decisive point in the course of education. It's talking about an ongoing problematic situation in the educational system.

So the best sense is sense 1: "an unstable situation of extreme danger or difficulty."


[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: problem
Target surface form: problem
Context:
But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a <t>problem</t> of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Candidate senses:
1. sense_key=problem%1:26:00:: | definition=a state of difficulty that needs to be resolved | synonyms=job | examples=she and her husband are having problems; it is always a job to contact him
2. sense_key=problem%1:10:00:: | definition=a question raised for consideration or solution | examples=our homework consisted of ten problems to solve
3. sense_key=problem%1:09:00:: | definition=a source of difficulty | synonyms=trouble | examples=one trouble after another delayed the job; what's the problem?

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 "problem" in the context: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."

Let me analyze the context:
- The sentence is discussing whether teachers being underpaid is a "problem of equity" rather than an "educational problem"
- The word "problem" here is being used to describe an issue or matter that needs consideration
- It's being contrasted with "educational problem" - suggesting different types of issues/matters to consider

Let me look at the senses:

1. sense_key=problem%1:26:00:: | definition=a state of difficulty that needs to be resolved | synonyms=job | examples=she and her husband are having problems; it is always a job to contact him
   - This sense is about a difficult situation that needs resolution, like marital problems or difficulties contacting someone

2. sense_key=problem%1:10:00:: | definition=a question raised for consideration or solution | examples=our homework consisted of ten problems to solve
   - This sense is about a question or matter for consideration/solution, like math problems or homework problems

3. sense_key=problem%1:09:00:: | definition=a source of difficulty | synonyms=trouble | examples=one trouble after another delayed the job; what's the problem?
   - This sense is about something causing difficulty or trouble

In the context "Whether they are or are not underpaid is a problem of equity; it is not an educational problem", the word "problem" is being used to categorize an issue - it's a matter/question of equity rather than an educational question. The author is saying the underpayment issue falls into the category of an equity issue to consider, not an educational issue.

This seems closest to sense 2 - "a question raised for consideration or solution". The sentence is classifying what type of question/matter the underpayment issue is - it's an equity question/matter, not an educational one.

However, let me reconsider sense 1 and sense 3:
- Sense 1 is about a state of difficulty needing resolution - the underpayment could be seen as a difficulty needing resolution
- Sense 3 is about a source of difficulty/trouble - similar to sense 1

But sense 2 with "a question raised for consideration" seems to fit best because the sentence is about categorizing what type of issue/matter/question this is. It's an equity matter/question, not an educational one. The use parallels how we'd say "this is a question of equity" or "this is a matter of equity."

Actually, wait. Let me reconsider. The phrase "a problem of equity" is being used similarly to "a matter of equity" or "a question of equity." The author is saying that teacher compensation is an issue that belongs to the realm of equity/fairness considerations, not educational considerations.

This aligns most closely with sense 2 - "a question raised for consideration or solution." The author is essentially saying this is a question/matter for equity considerations.

Let me double-check:
- "a problem of equity" = a question/matter concerning equity
- The parallel structure "it is not an educational problem" = it is not a question/matter concerning education

Sense 2 seems like the best fit.


[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: equity
Target surface form: equity
Context:
But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of <t>equity</t>; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Candidate senses:
1. sense_key=equity%1:21:01:: | definition=the difference between the market value of a property and the claims held against it
2. sense_key=equity%1:21:00:: | definition=the ownership interest of shareholders in a corporation
3. sense_key=equity%1:07:00:: | definition=conformity with rules or standards | synonyms=fairness | examples=the judge recognized the fairness of my claim

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: *equity*
    *   Context: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   The sentence discusses teachers' pay (underpaid) and frames it as a "problem of equity."
    *   The broader context talks about competence, conscience, and fairness in treatment (comparing teachers to doctors). The sentence contrasts "educational problem" with "problem of equity." The issue of pay raises questions about what is fair or right, rather than what is pedagogically effective.

2.  **Analyze the candidate senses:**
    *   Sense 1: `equity%1:21:01::` | definition=the difference between the market value of a property and the claims held against it.
        *   *Analysis:* This is a financial definition regarding mortgages or real estate. Does the context talk about houses or assets? No, it talks about teacher salaries.
    *   Sense 2: `equity%1:21:00::` | definition=the ownership interest of shareholders in a corporation.
        *   *Analysis:* This is a financial definition regarding stocks/companies. Does the context talk about shares or ownership? No.
    *   Sense 3: `equity%1:07:00::` | definition=conformity with rules or standards | synonyms=fairness | examples=the judge recognized the fairness of my claim.
        *   *Analysis:* This relates to fairness and justice. The context discusses whether teachers are underpaid. Is that an issue of fairness? Yes. Determining fair compensation is a matter of fairness/justice/equity. The author is saying the *fairness* of the pay is a separate issue from the *educational* effectiveness.

3.  **Compare context to senses:**
    *   The phrase "Whether they are or are not underpaid is a problem of equity" implies that the question of pay is a question of what is fair or just, not necessarily what helps education.
    *   Sense 3 (fairness/conformity with rules/standards) fits the moral/social judgment regarding salary levels.
    *   Senses 1 and 2 are financial/technical terms (home equity, shareholder equity) which are irrelevant to the discussion of teacher salaries in this abstract sense of "fairness".

4.  **Select the best sense:**
    *   Sense 3 is the clear winner.

5.  **Format the output:**
    *   JSON object: `{"sense_index": 3}`.


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

[User]
Target lemma: educational
Target surface form: educational
Context:
But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an <t>educational</t> problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

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:
Let me analyze the context to determine which sense of "educational" is being used.

The context is discussing teachers, education systems, and problems related to education. The key sentence is: "Whether they are or are not underpaid is a problem of equity; it is not an <t>educational</t> problem."

Here, "educational" is used to describe a type of problem - specifically, a problem related to the process or system of education itself, as opposed to a problem of equity (fairness in compensation).

Let me compare the two candidate senses:

1. "relating to the process of education" - This sense describes something that pertains to the educational process/system itself.
2. "providing knowledge" - This sense describes something that is instructive or teaches something.

In the context, the author is distinguishing between:
- A problem of equity (about fair pay)
- An educational problem (about the process/system of education)

The phrase "educational problem" refers to a problem related to the education system or process itself, not something that provides knowledge. The contrast is between a compensation/equity issue versus an issue inherent to how education works.

Therefore, sense 1 ("relating to the process of education") is the correct choice here. The word "educational" in "educational problem" is describing something that pertains to the education system/process, not something that provides knowledge or instruction.

Sense 2 would apply in contexts like "an educational film" or "an educational experience" where something is being described as instructive or knowledge-providing. But here, the focus is on the domain/field of education.

My answer is sense_index: 1.

provider: Chutes