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

[User]
Target lemma: student
Target surface form: students
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with <t>students</t> who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

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

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

reasoning_content:
The target word is "students" in the context: "with <t>students</t> who ca not add or subtract 'learning 'the conceptual basis of mathematical theory"

Let me analyze the context:
- These students are described as people who "cannot add or subtract"
- They are being taught "the conceptual basis of mathematical theory"
- The context discusses American students doing poorly in math tests compared to students from other countries
- The context is about education, schools, textbooks, and teaching methods
- The sentence is criticizing how students who lack basic arithmetic skills are being taught abstract mathematical concepts

Sense 1: "a learner who is enrolled in an educational institution" - synonyms: pupil, educatee
This refers to students in the conventional sense - people (likely young) who are enrolled in school and learning.

Sense 2: "a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines" - synonyms: scholar, scholarly person, bookman
This refers to someone who has already achieved mastery through study - a scholar.

In this context, the students are clearly learners enrolled in educational institutions who cannot even do basic math. They are not scholars or learned people who have gained mastery. The context explicitly states they "cannot add or subtract" - this is clearly referring to students in the educational sense, not scholars.

The correct sense is Sense 1.


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: add
Target surface form: add
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not <t>add</t> or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=add%2:30:00:: | definition=make an addition (to); join or combine or unite with others; increase the quality, quantity, size or scope of | examples=We added two students to that dorm room; She added a personal note to her letter
2. sense_key=add%2:32:01:: | definition=state or say further | synonyms=append, supply | examples=`It doesn't matter,' he supplied
3. sense_key=add%2:40:00:: | definition=bestow a quality on | synonyms=lend, impart, bestow, contribute, bring | examples=Her presence lends a certain cachet to the company; The music added a lot to the play
4. sense_key=add%2:31:00:: | definition=make an addition by combining numbers | synonyms=add together | examples=Add 27 and 49, please!
5. sense_key=add%2:32:00:: | definition=determine the sum of | synonyms=total, tot, tot up, sum, sum up, summate | examples=Add all the people in this town to those of the neighboring town
6. sense_key=add%2:42:00:: | definition=constitute an addition | examples=This paper will add to her reputation

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": 4}
```

finish_reason: stop

content:
```json
{"sense_index": 4}
```

role: assistant

reasoning_content:
1.  **Analyze the context:**
    *   The sentence is: "...with students who ca not <t>add</t> or subtract 'learning' the conceptual basis of mathematical theory..."
    *   Key phrase: "add or subtract".
    *   Domain: Mathematics, education, basic skills.
    *   The context refers to students performing basic arithmetic operations.

2.  **Analyze the candidate senses:**
    *   **Sense 1:** `make an addition (to); join or combine or unite with others; increase the quality, quantity, size or scope of`.
        *   Examples: "We added two students to that dorm room", "She added a personal note to her letter".
        *   Analysis: This is a general sense of adding things to a group or container. While arithmetic involves combining numbers, this sense seems broader (physical addition/joining) rather than specifically the mathematical operation.
    *   **Sense 2:** `state or say further`.
        *   Synonyms: append, supply.
        *   Examples: "`It doesn't matter,' he supplied".
        *   Analysis: This is about speaking/communication. Not relevant here.
    *   **Sense 3:** `bestow a quality on`.
        *   Synonyms: lend, impart, bestow, contribute, bring.
        *   Examples: "Her presence lends a certain cachet to the company".
        *   Analysis: This is abstract/metaphorical. Not relevant here.
    *   **Sense 4:** `make an addition by combining numbers`.
        *   Synonyms: add together.
        *   Examples: "Add 27 and 49, please!".
        *   Analysis: This specifically mentions "combining numbers" and fits the context of "add or subtract" in a math education setting. This describes the arithmetic operation.
    *   **Sense 5:** `determine the sum of`.
        *   Synonyms: total, tot, tot up, sum, sum up, summate.
        *   Examples: "Add all the people in this town to those of the neighboring town".
        *   Analysis: This is about calculating a total sum. While close to Sense 4, Sense 4 focuses on the operation itself ("combining numbers"), whereas Sense 5 focuses on the result ("determine the sum"). In the context "students who can not add or subtract", it refers to the basic ability to perform the operation of addition, often paired with subtraction. Sense 4 describes the process/skill better than Sense 5, which often implies summing up a list. However, WordNet distinctions can be subtle. Let's look at Sense 4 vs Sense 5 again.
        *   Sense 4 gloss: "make an addition by combining numbers". This is the core arithmetic operation.
        *   Sense 5 gloss: "determine the sum of". This is often used transitively with a list of items (Add A, B, and C).
        *   The context "add or subtract" highlights the basic mathematical operations taught in school. "Combining numbers" (Sense 4) captures the essence of the operation of addition as a counterpart to subtraction.
    *   **Sense 6:** `constitute an addition`.
        *   Examples: "This paper will add to her reputation".
        *   Analysis: Intransitive use regarding contribution. Not relevant here.

3.  **Select the best sense:**
    *   The phrase "add or subtract" refers to basic arithmetic.
    *   Sense 4 is explicitly defined as "make an addition by combining numbers". The example "Add 27 and 49, please!" fits the instructional/educational context perfectly.
    *   Sense 1 is too general (adding students to a room).
    *   Sense 5 is close (determine the sum), but usually implies the calculation of a total of a collection. Sense 4 is the standard definition for the arithmetic operation of addition. When a student learns to "add", they learn to combine numbers.

    Let's check the specific definitions in WordNet 3.0 or 3.1 (which these look like).
    *   WN 3.0:
        *   add#1: make an addition (to); join or combine or unite with others; increase the quality, quantity, size or scope of.
        *   add#2: state or say further.
        *   add#3: bestow a quality on.
        *   add#4: make an addition by combining numbers.
        *   add#5: determine the sum of.
        *   add#6: constitute an addition.

    The context contrasts "add" with "subtract". This is the domain of arithmetic operations. Sense 4 ("make an addition by combining numbers") is the most precise fit for the arithmetic operation.

    Let's refine the choice between Sense 4 and Sense 5.
    Sense 4 example: "Add 27 and 49, please!" (Binary/operation focus).
    Sense 5 example: "Add all the people in this town..." (Summation/totaling focus).
    The text talks about students who cannot perform the basic operation of addition. This aligns with Sense 4.

4.  **Final Conclusion:**
    The target word refers to the mathematical operation of addition. Sense 4 is defined as "make an addition by combining numbers" and has the example "Add 27 and 49, please!", which matches the context of basic math skills ("add or subtract").

    Therefore, Sense 4 is the correct choice.

    Wait, let me double check the indices.
    1. make an addition (to)...
    2. state or say further...
    3. bestow a quality on...
    4. make an addition by combining numbers...
    5. determine the sum of...
    6. constitute an addition...

    Yes, Sense 4.

format: unknown

native_finish_reason: stop

provider: DigitalOcean

currency: USD


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

[User]
Target lemma: subtract
Target surface form: subtract
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or <t>subtract</t> "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=subtract%2:31:00:: | definition=make a subtraction | synonyms=deduct, take off | examples=subtract this amount from my paycheck
2. sense_key=subtract%2:30:00:: | definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French

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: *subtract*
    *   Context sentence: "...students who ca not add or subtract..."
    *   Broader context: The text discusses American students' poor performance in math compared to other nations, mentioning the "New Math" influence. The specific phrase is "students who ca not add or subtract".

2.  **Analyze the candidate senses:**
    *   **Sense 1:** `subtract%2:31:00::` | Definition: "make a subtraction" | Synonyms: deduct, take off | Examples: "subtract this amount from my paycheck". This refers to the arithmetic operation of subtraction.
    *   **Sense 2:** `subtract%2:30:00::` | Definition: "take off or away" | Examples: "this prefix was subtracted when the word was borrowed from French". This refers to removing something (linguistic or physical) or taking it away, not necessarily in a mathematical calculation context.

3.  **Evaluate the fit:**
    *   The context is explicitly about "math tests", "mathematical theory", and basic arithmetic operations. The phrase "add or subtract" is a collocation referring to basic math skills.
    *   Sense 1 fits perfectly because it defines the arithmetic operation.
    *   Sense 2 refers to removal (like a prefix), which is not what the text is discussing. The students aren't failing to remove prefixes; they are failing to perform basic arithmetic calculations.

4.  **Select the best sense:**
    *   Sense 1 is the correct definition for the mathematical operation described in the context.

5.  **Format the output:**
    *   The instructions ask for a JSON object with the index.
    *   Sense 1 corresponds to index 1.

provider: Baidu


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

[User]
Target lemma: learn
Target surface form: learning
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "<t>learning</t> "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=learn%2:31:00:: | definition=gain knowledge or skills | synonyms=larn, acquire | examples=She learned dancing from her sister; I learned Sanskrit
2. sense_key=learn%2:31:01:: | definition=get to know or become aware of, usually accidentally | synonyms=hear, get word, get wind, pick up, find out, get a line | examples=I learned that she has two grown-up children; I see that you have been promoted
3. sense_key=learn%2:31:03:: | definition=commit to memory; learn by heart | synonyms=memorize, memorise, con | examples=Have you memorized your lines for the play yet?
4. sense_key=learn%2:31:02:: | definition=be a student of a certain subject | synonyms=study, read, take | examples=She is reading for the bar exam
5. sense_key=learn%2:32:00:: | definition=impart skills or knowledge to | synonyms=teach, instruct | examples=I taught them French; He instructed me in building a boat
6. sense_key=learn%2:32:02:: | definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | synonyms=determine, check, find out, see, ascertain, watch | examples=I want to see whether she speaks French; See whether it works

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 lemma is "learn" and the surface form is "learning". It's a present participle or gerund.
2.  **Analyze the context:**
    *   Sentence: "Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "<t>learning</t> "the conceptual basis of mathematical theory -- should read the article..."
    *   The subject is "students".
    *   The object is "the conceptual basis of mathematical theory".
    *   The context describes a situation where students are doing "learning" but they lack basic skills ("cannot add or subtract").
    *   The tone is critical of the "New Math" approach where students are taught abstract concepts ("conceptual basis") without basic skills.
    *   Grammar: "learning" functions as a present participle modifying "students" (students who... are learning...). It describes the activity the students are engaged in.

3.  **Evaluate Candidate Senses:**
    *   **Sense 1 (gain knowledge or skills):** This is the most general definition. "Students learning the conceptual basis..." fits well here. They are acquiring knowledge about the conceptual basis. However, is there a more specific fit regarding *how* they are learning or the nature of the activity?
    *   **Sense 2 (get to know or become aware of...):** This usually implies discovering a fact (e.g., "I learned that she has two children"). Here the object is "the conceptual basis", which is a subject matter, not a fact discovered accidentally. Not a good fit.
    *   **Sense 3 (commit to memory; learn by heart):** While students might memorize, "learning the conceptual basis" implies understanding or studying a subject, not just rote memorization of a list. "The conceptual basis" is complex. Not the primary meaning here.
    *   **Sense 4 (be a student of a certain subject):** Synonyms: study, read, take. "Students... studying the conceptual basis". This fits very well. The context describes the educational process/subject matter students are engaged in. "New Math" is a subject/method. Students are studying it.
    *   **Sense 5 (impart skills...):** This is the causative sense (teach). The subject is "students", who are the recipients, not the teachers. "Learning" cannot mean "teaching" in active voice with "students" as the subject (unless it's a dialectal "I'll learn you!", which isn't the case here).
    *   **Sense 6 (find out... determine with certainty):** Similar to Sense 2. "I want to see whether...". Not applicable to "learning the conceptual basis".

4.  **Compare Sense 1 and Sense 4:**
    *   Sense 1: "gain knowledge or skills". "She learned dancing".
    *   Sense 4: "be a student of a certain subject". "She is reading for the bar exam". Synonyms: study, read, take.
    *   The sentence says "students... learning 'the conceptual basis of mathematical theory'".
    *   Is it the *acquisition* (Sense 1) or the *activity/subject engagement* (Sense 4)?
    *   The context contrasts the *activity* of learning abstract concepts with the inability to perform basic operations. It describes the curriculum/content the students are engaged in. "New Math" is the subject. The students are studying it.
    *   Let's look at WordNet examples.
        *   Sense 1: "I learned Sanskrit". (Implies acquisition/mastery).
        *   Sense 4: "She is reading for the bar exam". "He is studying biology".
    *   In the snippet, "students who cannot add or subtract [are] learning the conceptual basis...". This describes the ongoing educational activity within a specific subject domain.
    *   However, Sense 1 ("gain knowledge or skills") is often the default for "learn + [Subject]".
    *   Let's look at the nuance. "Learning the conceptual basis" sounds like "Acquiring knowledge of the conceptual basis".
    *   Sense 4 usually implies "studying" or "taking a course".
    *   "I learned Sanskrit" (Sense 1) vs "I studied Sanskrit" (Sense 4).
    *   The sentence describes the bizarre situation where students are *engaged in the activity* of learning this stuff.
    *   Often, Sense 4 (study) is used for the process, and Sense 1 is used for the result (acquisition).
    *   The text says: "...with students who cannot add or subtract 'learning' the conceptual basis..."
    *   It emphasizes the content acquisition. They are gaining this 'knowledge' (which the author implies is silly).
    *   Actually, let's reconsider Sense 1 vs Sense 4.
    *   If I say "I am learning math", it usually maps to Sense 1 (gaining knowledge). If I say "I study math", it maps to Sense 4.
    *   WordNet Sense 1 examples: "She learned dancing", "I learned Sanskrit". This fits "learning the conceptual basis". It implies coming to know/understand it.
    *   WordNet Sense 4 examples: "She is reading for the bar exam". "He is taking history".
    *   "Learning the conceptual basis" feels more like "acquiring knowledge (Sense 1)" than just "being a student of (Sense 4)", though the line is thin.
    *   Wait, look at Sense 4 synonyms: "study, read, take". Would "students... studying the conceptual basis" fit? Yes.
    *   But Sense 1 is the primary sense for "learn" as a cognitive process of gaining knowledge.
    *   Let's check the specific word "learning" (participle).
    *   "Students learning the conceptual basis" -> They are in the process of acquiring this knowledge.
    *   Sense 4 "be a student of" often implies a more formal registration or broad field engagement ("study", "read"). "Learning" focuses on the mental uptake.
    *   Sense 1 covers "gaining knowledge". The students are gaining (or trying to gain) the conceptual basis.
    *   Let's check other senses just in case.
    *   Sense 2: No.
    *   Sense 3: No.
    *   Sense 5: No.
    *   Sense 6: No.
    *   It's between 1 and 4.
    *   Sense 4 is defined as "be a student of a certain subject". "Learning" is not listed as a synonym in the definition text for Sense 4 in the prompt (it lists study, read, take). The target word *is* "learn". Sense 4 is a specific usage where "learn" means "study".
    *   Sense 1 is defined as "gain knowledge or skills". Examples: "She learned dancing...".
    *   In the context, the author complains that students are "learning" abstract theory instead of basic skills. They are acquiring this knowledge.
    *   Most WSD systems and manual mappings for "learn + [Topic]" default to Sense 1 (gain knowledge) unless the context specifically highlights the *activity of studying* (e.g., "learning for the exam").
    *   "Learning the conceptual basis" -> Acquiring the concept.
    *   Also, Sense 4 in WordNet (2:31:02 in some versions, here 2:31:04?) usually requires specific contexts like "learn music" (study) vs "learn a song" (memorize? or master?).
    *   Let's look at the specific wording: "students... learning the conceptual basis".
    *   The prompt lists Sense 4 synonyms as "study, read, take".
    *   If I substitute: "students... studying the conceptual basis". This makes perfect sense.
    *   If I substitute Sense 1: "students... gaining knowledge of the conceptual basis". This also makes perfect sense.
    *   However, the criticism is that they are *being taught* this content.
    *   Sense 1 is the generic "get to know" / "acquire".
    *   Sense 4 is "study".
    *   Is "New Math" a subject? Yes. Is "the conceptual basis" a subject? It's a topic within the subject.
    *   Let's look at Sense 1's examples again. "I learned Sanskrit". Sanskrit is a subject.
    *   Let's look at Sense 4's examples. "She is reading for the bar exam".
    *   "Learn" in Sense 4 is often archaic or dialectal ("He learned him his letters") or used synonymously with "study". But "study" is the primary synonym.
    *   The most standard interpretation of "learning X" is "acquiring knowledge of X" (Sense 1).
    *   Sense 4 is typically used when "learn" acts like "study". e.g. "He is learning to be a doctor" (maybe?). No, that's usually Sense 1.
    *   Usually, the distinction in WordNet is:
        *   Sense 1: Acquisition (cognitive change).
        *   Sense 4: Activity (engagement with subject).
    *   In the phrase "students... learning the conceptual basis", the focus is on what they are *doing* (the activity) in the classroom context, rather than the successful acquisition.
    *   BUT, "gain knowledge" (Sense 1) is the prototypical meaning of "learn".
    *   Let's check the provided sense keys order.
    *   1: gain knowledge...
    *   2: get to know... (accidental)
    *   3: memorize
    *   4: be a student... (study)
    *   Let's consider the specific context of "New Math".
    *   The students are engaged in the curriculum.
    *   However, Sense 1 ("gain knowledge") is generally preferred for "learn + direct object" unless the "study" meaning is forced by the verb's aspect or context (like "learning at the library").
    *   Let's look at the gloss of Sense 1: "gain knowledge or skills".
    *   Example: "She learned dancing".
    *   Context: "students ... learning the conceptual basis".
    *   This matches Sense 1 perfectly. They are acquiring/acquiring knowledge of the conceptual basis.
    *   Does it match Sense 4 ("be a student of")? "Students who cannot add... [being students of] the conceptual basis". It's awkward. You "study" a subject. You don't typically "be a student of" a specific topic like "the conceptual basis". You "study" math. You "learn" a topic.
    *   Wait, if Sense 4 is synonymous with "study": "Students... studying the conceptual basis". That works.
    *   But Sense 1 "gaining knowledge" works just as well or better because they are presumably "picking it up" (or failing to, or doing it instead of adding).
    *   Let's check Sense 1 vs Sense 4 frequency and applicability.
    *   In "I learned Sanskrit", Sanskrit is the subject matter.
    *   In "learning the conceptual basis", the conceptual basis is the subject matter.
    *   Usually, if the focus is on the *process of attending classes/reading*, Sense 4 is used. If the focus is on the *internalization*, Sense 1 is used.
    *   The sentence criticizes the *content* they are receiving. They are "learning" (receiving/acquiring) this bizarre stuff.
    *   Sense 1 is the most robust choice. "Learning" here means coming to understand/know (or being taught) the basis.
    *   Sense 4 is often distinct in WordNet for things like "I am learning French" (meaning I am a student of French, I study it) vs "I learned French" (I acquired it).
    *   However, "learn" in the progressive ("learning") often encompasses both the activity and the acquisition.
    *   Let's look at the Synonyms for Sense 4: study, read, take.
    *   Let's look at Synonyms for Sense 1: larn, acquire.
    *   "Students acquiring the conceptual basis" fits the semantics well.
    *   "Students studying the conceptual basis" fits the semantics well.
    *   Which is better? The context opposes "learning conceptual basis" vs "add or subtract". Adding/subtracting are skills. "Conceptual basis" is knowledge.
    *   Sense 1 covers "gain knowledge OR SKILLS".
    *   Example for Sense 1: "She learned dancing" (skill). "I learned Sanskrit" (knowledge).
    *   The contrast implies they should be learning skills (add/subtract) but are learning knowledge (conceptual basis).
    *   This aligns perfectly with Sense 1's definition "gain knowledge or skills".
    *   Therefore, Sense 1 is the correct choice because it explicitly contrasts the acquisition of knowledge vs skills, both covered by Sense 1.
    *   Sense 4 is "be a student of a certain subject". While they are students, the meaning of "learn" in this sentence is about what they are gaining/holding in their minds (the content), fitting the "gain knowledge" definition.

    Let's double check Sense 5 (teach).
    Sometimes "learn" is used to mean "teach" in some dialects ("I'll learn you!"). The context is formal/academic criticism ("American Spectator"). The usage "students ... learning ... theory" is standard active voice. The students are the learners. It is not Sense 5.

    Let's double check Sense 3 (memorize).
    "Conceptual basis" isn't something one typically memorizes by rote (Sense 3), but understands. "New Math" was about understanding concepts rather than rote calculation. So Sense 3 is incorrect.

    So it is Sense 1.
    Definition: gain knowledge or skills.
    Context: Students learning knowledge (conceptual basis) instead of skills (add/subtract).
    Matches perfectly.

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: basis
Target surface form: basis
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual <t>basis</t> of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=basis%1:24:00:: | definition=a relation that provides the foundation for something | synonyms=footing, ground | examples=they were on a friendly footing; he worked on an interim basis
2. sense_key=basis%1:09:00:: | definition=the fundamental assumptions from which something is begun or developed or calculated or explained | synonyms=base, foundation, fundament, groundwork, cornerstone | examples=the whole argument rested on a basis of conjecture
3. sense_key=basis%1:24:01:: | definition=the most important or necessary part of something | synonyms=base | examples=the basis of this drink is orange juice

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

reasoning_content:
1.  **Analyze the context:**
    *   The text is discussing education, specifically textbooks and teaching methods in math.
    *   The target sentence is: "Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract 'learning 'the conceptual <t>basis</t> of mathematical theory -- should read the article..."
    *   Key phrase: "conceptual basis of mathematical theory".
    *   Meaning implied: The foundational concepts underlying mathematical theory. It refers to the fundamental principles or starting points from which the theory is developed or understood.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `basis%1:24:00::` | definition="a relation that provides the foundation for something" | synonyms=footing, ground | examples="they were on a friendly footing; he worked on an interim basis".
        *   *Analysis:* This sense often appears in phrases like "on a ... basis" (interim basis, daily basis) or refers to a status/standing ("footing"). It doesn't fit "conceptual basis of mathematical theory" well. "Conceptual relation" doesn't quite capture the "foundation of a theory" aspect as well as the next sense.

    *   **Sense 2:** `basis%1:09:00::` | definition="the fundamental assumptions from which something is begun or developed or calculated or explained" | synonyms=base, foundation, fundament, groundwork, cornerstone | examples="the whole argument rested on a basis of conjecture".
        *   *Analysis:* This sense focuses on the foundational nature of something abstract like a theory or an argument. The synonyms "foundation", "groundwork", "base" align perfectly with the "conceptual basis of mathematical theory". Mathematical theory is developed from fundamental assumptions/concepts. The example "the whole argument rested on a basis of conjecture" is structurally similar to "the conceptual basis of mathematical theory" (abstract noun + basis + of + abstract noun).

    *   **Sense 3:** `basis%1:24:01::` | definition="the most important or necessary part of something" | synonyms=base | examples="the basis of this drink is orange juice".
        *   *Analysis:* This sense refers to the main ingredient or constituent part of a mixture or physical object (like the base of a drink or a sauce). While "base" is a synonym, the definition implies a constituent element rather than a foundational principle or set of assumptions. Mathematical theory isn't a mixture where "concepts" are an ingredient in that specific way; they are the foundation.

3.  **Compare and Select:**
    *   The context refers to the fundamental principles (assumptions/concepts) underlying a theory (mathematical theory).
    *   Sense 2 defines "the fundamental assumptions from which something is ... developed or ... explained".
    *   Sense 2 synonyms (foundation, groundwork) fit "conceptual basis" perfectly.
    *   Sense 1 is about status/relations ("on a ... basis").
    *   Sense 3 is about ingredients/components.

    Therefore, Sense 2 is the correct choice.

4.  **Format Output:**
    *   The user wants a JSON object: `{"sense_index": 2}`.

provider: Parasail


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

[User]
Target lemma: mathematical
Target surface form: mathematical
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of <t>mathematical</t> theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=mathematical%3:01:00:: | definition=of or pertaining to or of the nature of mathematics | examples=a mathematical textbook; slide rules and other mathematical instruments
2. sense_key=mathematical%3:00:00:: | definition=relating to or having ability to think in or work with numbers | synonyms=numerical | examples=tests for rating numerical aptitude; a mathematical whiz
3. sense_key=mathematical%5:00:00:unquestionable:00 | definition=beyond question | examples=a mathematical certainty
4. sense_key=mathematical%5:00:00:possible:00 | definition=statistically possible though highly improbable | examples=have a mathematical chance of making the playoffs
5. sense_key=mathematical%5:00:00:exact:00 | definition=characterized by the exactness or precision of mathematics | examples=mathematical precision

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

reasoning_content:
1.  **Analyze the Context:** The target word is "mathematical" in the phrase "learning 'the conceptual basis of mathematical theory'". The context discusses "New Math" in American textbooks, students who can't add or subtract, and the abstract nature of what they are being taught. The phrase "mathematical theory" refers to the theory belonging to the discipline of mathematics.

2.  **Analyze the Candidate Senses:**

    *   **Sense 1:** "of or pertaining to or of the nature of mathematics". Examples: "a mathematical textbook", "mathematical instruments".
    *   **Sense 2:** "relating to or having ability to think in or work with numbers". Synonyms: "numerical". Examples: "numerical aptitude", "a mathematical whiz". This sense is about aptitude or working with numbers, not the abstract discipline itself.
    *   **Sense 3:** "beyond question". Example: "a mathematical certainty". This is a metaphorical usage (idiomatic).
    *   **Sense 4:** "statistically possible though highly improbable". Example: "mathematical chance". Also specific idiomatic usage.
    *   **Sense 5:** "characterized by the exactness or precision of mathematics". Example: "mathematical precision". Again, a specific metaphorical/specific attribute usage.

3.  **Match Context to Senses:**
    The phrase is "mathematical theory". This refers to the theory *of* the field of mathematics (or theories constructed using mathematical methods).
    *   Sense 1 defines the relation "of or pertaining to ... mathematics". This fits perfectly. A "mathematical theory" is a theory pertaining to the nature of mathematics.
    *   Sense 2 deals with "ability to think in or work with numbers". A theory isn't an ability or a person ("whiz"). It's an object/entity within the field.
    *   Senses 3, 4, and 5 are metaphorical extensions regarding certainty, probability, or precision. While theories are precise, the usage here is taxonomic/classificatory (referring to the domain), not descriptive of the quality of precision (e.g., it's not saying the theory is "precise", it's saying it belongs to "math").

    Comparing Sense 1 and Sense 5: Sense 5 ("characterized by the exactness...") is usually applied to things like "mathematical precision" or "mathematical proof" (in a strict sense). However, "mathematical theory" is standardly a theory *of mathematics*. The definition "of or pertaining to or of the nature of mathematics" (Sense 1) covers the domain. The example "a mathematical textbook" in Sense 1 is analogous to "mathematical theory" (a textbook about mathematics vs a theory about/of mathematics).

    Therefore, Sense 1 is the correct 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: read
Target surface form: read
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should <t>read</t> the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=read%2:31:00:: | definition=interpret something that is written or printed | examples=read the advertisement; Have you read Salman Rushdie?
2. sense_key=read%2:42:00:: | definition=have or contain a certain wording or form | synonyms=say | examples=The passage reads as follows; What does the law say?
3. sense_key=read%2:31:01:: | definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon
4. sense_key=read%2:31:06:: | definition=obtain data from magnetic tapes | synonyms=scan | examples=This dictionary can be read by the computer
5. sense_key=read%2:31:02:: | definition=interpret the significance of, as of palms, tea leaves, intestines, the sky; also of human behavior | examples=She read the sky and predicted rain; I can't read his strange behavior
6. sense_key=read%2:31:09:: | definition=interpret something in a certain way; convey a particular meaning or impression | synonyms=take | examples=I read this address as a satire; How should I take this message?
7. sense_key=read%2:31:05:: | definition=be a student of a certain subject | synonyms=learn, study, take | examples=She is reading for the bar exam
8. sense_key=read%2:32:02:: | definition=indicate a certain reading; of gauges and instruments | synonyms=register, show, record | examples=The thermometer showed thirteen degrees below zero; The gauge read `empty'
9. sense_key=read%2:36:05:: | definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year
10. sense_key=read%2:31:08:: | definition=to hear and understand | examples=I read you loud and clear!
11. sense_key=read%2:31:04:: | definition=make sense of a language | synonyms=understand, interpret, translate | examples=She understands French; Can you read Greek?

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 "read" and the surface form is "read". It is a verb.
2.  **Analyze the context:**
    *   Sentence: "Anyone who wants to appreciate just how bizarre this situation is ... should <t>read</t> the article by Caleb Nelson ... in the November American Spectator."
    *   Subject: "Anyone"
    *   Action: "should read"
    *   Object: "the article by Caleb Nelson"
    *   Purpose: "to appreciate just how bizarre this situation is".
    *   Context clues: "article", "American Spectator", "appreciate", "textbooks". This implies consuming written content to gain understanding.
3.  **Evaluate candidate senses:**
    *   *Sense 1: interpret something that is written or printed.* Examples: "read the advertisement", "Have you read Salman Rushdie?".
        *   Fit: This is the most general sense of reading text to understand it. The context says one should "read the article". This fits perfectly. The action is looking at and interpreting written text (an article).
    *   *Sense 2: have or contain a certain wording or form.* Examples: "The passage reads as follows".
        *   Fit: This is intransitive/ergative usage where the text does the reading. Here, the subject is "Anyone" reading the article. Incorrect.
    *   *Sense 3: look at, interpret, and say out loud something that is written or printed.* Examples: "The King will read the proclamation at noon".
        *   Fit: Implies vocalization. The context suggests understanding a situation, likely done privately or intellectually, not necessarily performing a public reading. While possible, Sense 1 is the broader and more standard definition for reading an article for appreciation. Usually, unless specified as "read aloud", "read" means silent reading/interpretation. Sense 1 is better.
    *   *Sense 4: obtain data from magnetic tapes.* Synonyms: scan.
        *   Fit: Refers to computing/magnetic media. The object is an "article" in a magazine, not a tape. Incorrect.
    *   *Sense 5: interpret the significance of... (palms, tea leaves).* Examples: "She read the sky".
        *   Fit: Divination or interpreting non-standard signs. Reading an article is reading standard text. Incorrect.
    *   *Sense 6: interpret something in a certain way; convey a particular meaning.* Synonyms: take. Examples: "I read this address as a satire".
        *   Fit: This means "interpret X as Y". The context doesn't say "read the article as [metaphor]". It says read the article to appreciate the situation. While interpretation is involved, this sense usually implies a specific construal, whereas Sense 1 is the act of reading itself.
    *   *Sense 7: be a student of a certain subject.* Synonyms: learn, study. Examples: "reading for the bar exam".
        *   Fit: Academic study context exists in the text generally, but the specific target is reading a specific article. Incorrect.
    *   *Sense 8: indicate a certain reading; of gauges.* Synonyms: register.
        *   Fit: Instrument reading. Incorrect.
    *   *Sense 9: audition for a stage role.*
        *   Fit: Theater context. Incorrect.
    *   *Sense 10: to hear and understand.* Examples: "I read you loud and clear!".
        *   Fit: Radio communication context. Incorrect.
    *   *Sense 11: make sense of a language.* Synonyms: understand. Examples: "Can you read Greek?".
        *   Fit: Ability to decode a language system. The context is reading a specific text, not the ability to read English. Incorrect.

4.  **Compare Sense 1 and Sense 3:**
    *   Sense 3 requires saying out loud ("The King will read the proclamation").
    *   Sense 1 is general interpretation ("read the advertisement").
    *   The context implies gaining information ("appreciate just how bizarre this situation is"). One reads an article in a magazine to understand the content. This aligns with Sense 1.

5.  **Conclusion:** Sense 1 is the correct definition for reading a written article.

6.  **Format output:** 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: article
Target surface form: article
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=article%1:10:00:: | definition=nonfictional prose forming an independent part of a publication
2. sense_key=article%1:03:00:: | definition=one of a class of artifacts | examples=an article of clothing
3. sense_key=article%1:10:02:: | definition=a separate section of a legal document (as a statute or contract or will) | synonyms=clause
4. sense_key=article%1:10:01:: | definition=(grammar) a determiner that may indicate the specificity of reference of a noun phrase

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: "article"
    *   Target surface form: "article"
    *   Context snippet: "...should read the <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."
    *   The context talks about textbooks, teaching methods, "New Math", and academic potential.
    *   The specific sentence mentions reading an "article by Caleb Nelson... in the November American Spectator."
    *   "The American Spectator" is a known conservative magazine/journal.
    *   Caleb Nelson is the author.
    *   The user is being instructed to read this specific piece of writing contained within a publication (The American Spectator).

2.  **Analyze the candidate senses:**
    *   Sense 1: `article%1:10:00::` | Definition: "nonfictional prose forming an independent part of a publication". This fits perfectly. It is a piece of writing by an author (Caleb Nelson) published in a magazine (American Spectator).
    *   Sense 2: `article%1:03:00::` | Definition: "one of a class of artifacts". Examples: "an article of clothing". This refers to an item/thing/object. It does not fit a piece of writing.
    *   Sense 3: `article%1:10:02::` | Definition: "a separate section of a legal document (as a statute or contract or will)". Synonyms: clause. This refers to legal language (e.g., "Article I, Section 8"). The context is a magazine publication, not a legal document.
    *   Sense 4: `article%1:10:01::` | Definition: "(grammar) a determiner that may indicate the specificity of reference of a noun phrase". This refers to the grammatical words "a", "an", "the". Not the noun usage here.

3.  **Select the best sense:**
    *   Sense 1 describes a nonfictional prose piece in a publication. The context explicitly links the "article" to an author (Caleb Nelson) and a publication (American Spectator).
    *   Therefore, Sense 1 is the correct choice.

4.  **Format the output:**
    *   The user wants a JSON object: `{"sense_index": 1}`.

provider: Novita


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

[User]
Target lemma: recent
Target surface form: recent
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a <t>recent</t> math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=recent%5:00:00:new:00 | definition=new | examples=recent graduates; a recent addition to the house
2. sense_key=recent%5:00:00:past:00 | definition=of the immediate past or just previous to the present time | synonyms=late | examples=a late development; their late quarrel

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:** "recent" (adjective).
2.  **Analyze the Context:** "...Caleb Nelson (himself a recent math major at Harvard)...".
    *   Caleb Nelson is a person who was a math major at Harvard.
    *   The word "recent" modifies "math major".
    *   Meaning: He finished his degree not long ago. He is a new graduate, or a recent graduate.

3.  **Analyze the Candidate Senses:**
    *   **Sense 1:** `recent%5:00:00:new:00`
        *   Definition: "new"
        *   Examples: "recent graduates", "a recent addition to the house"
    *   **Sense 2:** `recent%5:00:00:past:00`
        *   Definition: "of the immediate past or just previous to the present time"
        *   Synonyms: "late"
        *   Examples: "a late development", "their late quarrel"

4.  **Compare Context with Senses:**
    *   The phrase in the text is "a recent math major".
    *   This is semantically equivalent to "a recent graduate" or someone who recently held the status of a math major.
    *   Sense 1 examples include "recent graduates". This fits perfectly with someone who has just completed their major/degree.
    *   Sense 2 focuses on "just previous to the present time" in a way often associated with events or occurrences (like a development or a quarrel). While being a major is a state in the past, the specific idiomatic usage "recent [role/graduate]" aligns with Sense 1's example "recent graduates".
    *   Sense 1 defines it simply as "new". A recent math major is a *new* math major (in terms of holding the status or having just completed it). The example "recent graduates" is the strongest clue.

5.  **Selection:**
    *   Context: "recent math major" -> similar to "recent graduate".
    *   Sense 1 Example: "recent graduates".
    *   Sense 2 Examples: "late development", "late quarrel". (Sense 2 seems to capture the temporal proximity aspect, but Sense 1 captures the specific usage regarding people/status/objects defined by newness or arrival).
    *   WordNet structure often splits "new" vs "immediate past". "Recent graduates" (Sense 1) is the closest match to "recent math major". "Recent" here implies he is a *new* graduate.
    *   Therefore, Sense 1 is the best fit.

6.  **Formulate Output:**
    *   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: major
Target surface form: major
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math <t>major</t> at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=major%1:18:00:: | definition=a commissioned military officer in the United States Army or Air Force or Marines; below lieutenant colonel and above captain
2. sense_key=major%1:18:02:: | definition=British statesman who was prime minister from 1990 until 1997 (born in 1943) | synonyms=John Major, John R. Major, John Roy Major
3. sense_key=major%1:18:01:: | definition=a university student who is studying a particular field as the principal subject | examples=she is a linguistics major
4. sense_key=major%1:09:00:: | definition=the principal field of study of a student at a university | examples=her major is linguistics

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 word is "major" used as a noun in the phrase "math major".

2.  **Analyze the context:** The context talks about American students, textbooks, and academic performance. It specifically mentions "Caleb Nelson (himself a recent math major at Harvard)".
    *   "Himself a recent math major at Harvard" describes Caleb Nelson.
    *   This refers to a student studying mathematics as their primary field at a university (Harvard).

3.  **Evaluate candidate senses:**
    *   *Sense 1:* "a commissioned military officer..." - This refers to a military rank. The context is about Harvard, math, and academic articles. No mention of the military. Incorrect.
    *   *Sense 2:* "British statesman who was prime minister..." - This refers to John Major. The context refers to a specific person "Caleb Nelson" and describes him as a "math major". Incorrect.
    *   *Sense 3:* "a university student who is studying a particular field as the principal subject" - Example: "she is a linguistics major". The context says "math major at Harvard". This fits perfectly. It describes a person (student) specializing in a field.
    *   *Sense 4:* "the principal field of study of a student at a university" - Example: "her major is linguistics". This refers to the subject/field itself, not the student. The context says "himself a recent math major", referring to the person (Caleb Nelson), not the field of study. "He is a major" (person) vs "His major is math" (field). The context uses "major" to describe the person ("himself").

4.  **Select the best sense:** Sense 3 matches the meaning of a student specializing in a field. The context phrase "himself a recent math major" identifies the person as the student.

5.  **Format output:** The user wants a JSON object with the sense_index.
    *   Sense 3 corresponds to index 3.

    Let's double check the indices provided in the prompt.
    1. sense_key=major%1:18:00:: (Military officer)
    2. sense_key=major%1:18:02:: (John Major)
    3. sense_key=major%1:18:01:: (Student)
    4. sense_key=major%1:09:00:: (Field of study)

    Context: "...Caleb Nelson (himself a recent math major...)"
    Here "major" refers to the person (Caleb Nelson), a student specializing in math.
    Sense 3 definition: "a university student who is studying a particular field as the principal subject".
    Sense 4 definition: "the principal field of study...".
    Since "himself" refers back to "a recent math major", "major" refers to the person/student. Therefore, Sense 3 is correct.

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

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

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

reasoning_content:
1.  **Analyze the target word:** The target word is "Most" (capitalized because it starts the sentence). The lemma is "most".
2.  **Analyze the context:** The sentence is: "<t>Most</t> important of all, schools should have principals with a large measure of authority..."
    *   The phrase is "Most important of all".
    *   This construction is a superlative adjective phrase acting as an adverbial or modifier indicating the highest degree of importance among a list of reasons or points.
    *   The text lists reasons why older textbooks are better and criticizes new ones, then introduces a final, significant point: "Most important of all..."
3.  **Analyze the candidate senses:**
    *   **Sense 1:** `most%4:02:00::` | definition="used to form the superlative" | synonyms="to the highest degree" | examples="the king cobra is the most dangerous snake".
        *   This sense covers the grammatical function of forming the superlative degree of adjectives/adverbs. "Most important" means "the highest degree of important". This fits the syntax perfectly.
    *   **Sense 2:** `most%4:02:01::` | definition="very" | examples="a most welcome relief".
        *   This sense is the "intensifier" usage, synonymous with "very". For example, "a most interesting book" means "a very interesting book". In the context "Most important of all", does it mean "Very important of all"? No, it implies comparison or ranking among the points made (or simply the superlative nature of the importance). While related, "Most important" is standardly the superlative form of "important".
    *   **Sense 3:** `most%4:02:02::` | definition="(of actions or states) slightly short of or not quite accomplished; all but" | synonyms="about, almost, nearly" | examples="the job is (just) about done".
        *   This is the "almost" sense (e.g., "most everyone"). This does not fit the context at all. "Almost important of all" makes no sense.
4.  **Compare Sense 1 and Sense 2:**
    *   Sense 2 is used when "most" modifies an adjective that isn't technically superlative in that context or acts as a strong intensifier, often with indefinite articles ("a most...").
    *   Sense 1 is the standard superlative. The phrase "Most important of all" is a fixed expression where "most" functions as the superlative marker for "important", indicating this is the highest ranking point.
    *   Therefore, Sense 1 is the correct choice. It fits the definition "used to form the superlative".
5.  **Construct the output:** The user wants a JSON object `{"sense_index": X}`. Since Sense 1 is the correct one, the index is 1.

provider: Chutes


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

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}.

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

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

reasoning_content:
The target word is "important" in the phrase "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
The author is arguing for the most significant/crucial factor for good schools: having principals with authority.
Sense 1: of great significance or value
Sense 2: important in effect or meaning (significant)
Sense 3: of extreme importance; vital to the resolution of a crisis (crucial)
Sense 4: having authority or ascendancy or influence (authoritative)
Sense 5: having or suggesting a consciousness of high position

"Most important of all" means "most significantly" or "most crucially".
Is it Sense 1 or Sense 3?
Sense 3 specifies "vital to the resolution of a crisis". There's no real crisis mentioned here, just a general statement of what is most significant.
Wait, Sense 1 is "of great significance or value". "Most important of all" usually just means "of the greatest significance".
Sense 2 is "important in effect or meaning; significant".
Let's look at the examples for Sense 1: "important people; the important questions of the day".
Let's look at the examples for Sense 2: "a significant change in tax laws".
"Most important of all" is a common idiom meaning "above all" or "most significantly".
Sense 1 is the most general and fits perfectly. It doesn't fit the "crisis" aspect of Sense 3, nor the "effect or meaning" of Sense 2. Sense 4 is "authoritative". Sense 5 is "immodest".

Let's verify Sense 1: "of great significance or value"
Sense 2: "important in effect or meaning" - usually used for events/changes (e.g., significant change).
Sense 3: "vital to the resolution of a crisis" - too specific to a crisis.
Therefore, Sense 1 is the best fit.

provider: SiliconFlow


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

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

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

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

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

The context is discussing educational institutions and their management, specifically talking about:
- Textbooks and teaching methods
- American students performing poorly in math tests compared to other countries
- "New Math" influence on textbooks and teaching methods
- Principals having authority over faculty, curriculum, and student discipline
- Studies showing that the best schools are those free from outside interference

The target word "schools" appears in the sentence: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

This is clearly referring to educational institutions as organizations or systems that have principals, faculty, curriculum, and student discipline. The passage is discussing how schools should be managed and structured, not referring to the physical buildings, the process of education, or any other sense.

Let's examine the candidate senses:

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

Sense 1 (educational institution) seems to match best. The context is discussing schools as institutions that have authority structures (principals), faculty, curriculum, and disciplinary policies. The passage is about how these institutions should be organized and managed, not about the physical buildings or the process of education.

Sense 6 (an educational institution's faculty and students) is close but doesn't quite fit because the context is talking about schools as institutions with principals having authority "over the faculty," suggesting the school is an entity separate from and encompassing the faculty.

Sense 2 (building) doesn't fit because the context is about organizational structure and authority, not physical structures.

Sense 3 (process of education) doesn't fit because the context is discussing schools as entities that have principals, faculty, and policies.

Sense 4 (body of artists/thinkers) is not relevant here.

Sense 5 (period of instruction) doesn't fit because the context is about organizational structure, not time periods.

Sense 7 (group of fish) is clearly not relevant.

Therefore, sense 1 (an educational institution) is the best match for the context.

My answer is {"sense_index": 1}.


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

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

Candidate senses:
1. sense_key=principal%1:21:01:: | definition=the original amount of a debt on which interest is calculated
2. sense_key=principal%1:18:00:: | definition=the educator who has executive authority for a school | synonyms=school principal, head teacher, head | examples=she sent unruly pupils to see the principal
3. sense_key=principal%1:18:01:: | definition=an actor who plays a principal role | synonyms=star, lead
4. sense_key=principal%1:21:02:: | definition=capital as contrasted with the income derived from it | synonyms=corpus, principal sum
5. sense_key=principal%1:18:03:: | definition=(criminal law) any person involved in a criminal offense, regardless of whether the person profits from such involvement
6. sense_key=principal%1:18:02:: | definition=the major party to a financial transaction at a stock exchange; buys and sells for his own account | synonyms=dealer

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

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

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

reasoning_content:
1. > with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   Task: Choose the single best indexed sense from the provided list.
    *   Output format: JSON object `{"sense_index": X}`.

2.  **Analyze the Context:**
    *   The text discusses "schools", "faculty", "curriculum", "student discipline", "textbooks", "teaching methods".
    *   The specific sentence talks about the authority figure in a school who oversees the faculty and curriculum.
    *   The phrase "governed by a powerful head" later in the text reinforces the role of the leader/head of the school.

3.  **Evaluate Candidate Senses:**

    *   *Sense 1:* "the original amount of a debt on which interest is calculated".: Financial/Math *   *Sense 2:* "the educator who has executive authority for a school". Synonyms: school principal, head teacher, head. Examples: "she sent unruly pupils to see the principal".
        *   Evaluation: This matches perfectly. The context explicitly mentions "authority over the faculty, the curriculum... student discipline". The synonym "head" appears in the subsequent sentence ("governed by a powerful head").
    *   *Sense 3:* "an actor who plays a principal role". Synonyms: star, lead. Context: Theater/Performance. Does not fit.
    *   *Sense 4:* "capital as contrasted with the income derived from it". Context: Finance. Does not fit.
    *   *Sense 5:* "(criminal law) any person involved in a criminal offense". Context: Law/Crime. Does not fit.
    *   *Sense 6:* "the major party to a financial transaction at a stock exchange". Context: Finance/Stocks. Does not fit.

4.  **Select the Best Sense:**
    *   Sense 2 is the clear choice. It refers to the head of a school, which aligns with the surrounding words ("schools", "faculty", "curriculum").

5.  **Format Output:**
    *   The user requested a JSON object with the key `sense_index`.
    *   The index corresponds to the number in thefinancial)
        2. sense_key=principal%1:18:00:: (school educator) -> This is index 2.

6.  **Final Output Construction:**
    *   `{"sense_index": 2}`

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

Candidate senses:
1. sense_key=measure%1:04:01:: | definition=any maneuver made as part of progress toward a goal | synonyms=step | examples=the situation called for strong measures; the police took steps to reduce crime
2. sense_key=measure%1:03:00:: | definition=how much there is or how many there are of something that you can quantify | synonyms=quantity, amount
3. sense_key=measure%1:10:02:: | definition=a statute in draft before it becomes law | synonyms=bill | examples=they held a public hearing on the bill
4. sense_key=measure%1:04:00:: | definition=the act or process of assigning numbers to phenomena according to a rule | synonyms=measurement, measuring, mensuration | examples=the measurements were carefully done; his mental measurings proved remarkably accurate
5. sense_key=measure%1:10:03:: | definition=a basis for comparison; a reference point against which other things can be evaluated | synonyms=standard, criterion, touchstone | examples=the schools comply with federal standards; they set the measure for all subsequent work
6. sense_key=measure%1:10:01:: | definition=(prosody) the accent in a metrical foot of verse | synonyms=meter, metre, beat, cadence
7. sense_key=measure%1:10:00:: | definition=musical notation for a repeating pattern of musical beats | synonyms=bar | examples=the orchestra omitted the last twelve bars of the song
8. sense_key=measure%1:06:00:: | definition=measuring instrument having a sequence of marks at regular intervals; used as a reference in making measurements | synonyms=measuring stick, measuring rod
9. sense_key=measure%1:06:01:: | definition=a container of some standard capacity that is used to obtain fixed amounts of a substance

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: "Most important of all, schools should have principals with a large <t>measure</t> of authority over the faculty, the curriculum, and all matters of student discipline."
    *   Target word: "measure".
    *   Syntactic role: Noun, object of the preposition "of". Phrase: "a large measure of authority".
    *   Meaning in context: The sentence talks about principals needing a significant amount or degree of authority. "Measure" here implies a quantity, degree, or portion of something abstract (authority).

2.  **Analyze the Candidate Senses:**

    *   Sense 1 (measure%1:04:01::): "any maneuver made as part of progress toward a goal" (synonyms: step).
        *   *Check:* Does "a large step of authority" make sense? No. This refers to actions taken (e.g., "safety measures").

    *   Sense 2 (measure%1:03:00::): "how much there is or how many there are of something that you can quantify" (synonyms: quantity, amount).
        *   *Check:* Does "a large quantity/amount of authority" make sense? Yes. This fits perfectly. "Measure" often functions as a synonym for "amount" or "degree" in phrases like "a measure of success," "a measure of respect," or "a large measure of authority."

    *   Sense 3 (measure%1:10:02::): "a statute in draft before it becomes law" (synonyms: bill).
        *   *Check:* "A large bill of authority"? No.

    *   Sense 4 (measure%1:04:00::): "the act or process of assigning numbers to phenomena..." (synonyms: measurement, measuring).
        *   *Check:* "A large measurement of authority"? No.

    *   Sense 5 (measure%1:10:03::): "a basis for comparison; a reference point..." (synonyms: standard, criterion).
        *   *Check:* "A large standard of authority"? No. While "measure" can mean standard (e.g., "the final measure of a man"), that doesn't fit the quantifier usage here ("a large measure").

    *   Sense 6 (measure%1:10:01::): "(prosody) the accent in a metrical foot of verse".
        *   *Check:* Irrelevant context.

    *   Sense 7 (measure%1:10:00::): "musical notation...".
        *   *Check:* Irrelevant context.

    *   Sense 8 (measure%1:06:00::): "measuring instrument...".
        *   *Check:* Irrelevant context.

    *   Sense 9 (measure%1:06:01::): "a container of some standard capacity...".
        *   *Check:* Irrelevant context.

3.  **Select the Best Sense:**
    *   Sense 2 matches the meaning of "quantity" or "amount". The phrase "a large measure of authority" means "a large amount of authority".

4.  **Format the Output:**
    *   The instruction asks for a JSON object: {"sense_index": X}.
    *   The chosen sense is Sense 2.

    *   Double check Sense 1 vs Sense 2.
    *   Sense 1 is about steps/actions ("drastic measures"). Not applicable here.
    *   Sense 2 is about quantity/amount. Applicable here.

    *   Is there any ambiguity?
    *   Sometimes "measure" is defined as "degree" or "extent" specifically.
    *   Let's look at WordNet 3.0 or 3.1 definitions usually associated with these keys.
    *   Key `measure%1:03:00::` corresponds to "quantity, amount". Definition: "how much there is or how many there are of something that you can quantify".
    *   Context: "a large *measure* of authority". This means a large amount/quantity/degree.
    *   This fits Sense 2 perfectly.

    *   Wait, let me check if there is a specific "degree" sense.
    *   Sense 1: maneuver/step.
    *   Sense 2: quantity/amount.
    *   Sense 3: bill.
    *   Sense 4: measurement act.
    *   Sense 5: standard.
    *   None of the others fit "degree" better than Sense 2. Sense 2 covers "amount/quantity". In English, "measure" is often used for "an amount of something immaterial" (e.g., "a measure of comfort"). This falls under the broad "quantity/amount" category (Sense 2).

    *   Therefore, Sense 2 is the correct choice.

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

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

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

reasoning_content:
1.  **Analyze the Target Word and Context:**
    *   Target lemma: *authority*
    *   Context: "Most important of all, schools should have principals with a large measure of <t>authority</t> over the faculty, the curriculum, and all matters of student discipline."
    *   Key phrases: "principals with a large measure of authority over the faculty...".
    *   The context discusses the power principals should have to control or manage the school environment (faculty, curriculum, discipline). It describes a "powerful head" later in the sentence.

2.  **Analyze Candidate Senses:**

    *   **Sense 1:** `authority%1:07:00::` | definition=the power or right to give orders or make decisions | synonyms=authorization, authorisation, potency, dominance, say-so.
        *   *Analysis:* The text says principals should have authority *over* the faculty and curriculum. This implies the power to command or control. A "large measure of authority" fits well with "a large measure of power/right to give orders." The context mentions being "free of outside interference" and being governed by a "powerful head," reinforcing the concept of control and power.

    *   **Sense 2:** `authority%1:18:01::` | definition=(usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew.
        *   *Analysis:* This refers to a group of people ("the authorities"). The context uses "authority" as an abstract noun possessed by the principals ("principals with... authority"), not as a plural noun referring to the police or government.

    *   **Sense 3:** `authority%1:18:00::` | definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law.
        *   *Analysis:* While principals might be experts, the context is about their administrative role ("over the faculty, the curriculum..."). The phrase "authority over" usually denotes power/control (Sense 1), whereas "authority on" denotes expertise (Sense 3). The preposition "over" is a strong cue for Sense 1.

    *   **Sense 4:** `authority%1:09:00::` | definition=freedom from doubt; belief in yourself and your abilities | synonyms=assurance, self-assurance, confidence...
        *   *Analysis:* This is an internal psychological state. While a principal needs confidence, having "authority over the faculty" means having the power to manage them, not just believing in oneself.

    *   **Sense 5:** `authority%1:14:00::` | definition=an administrative unit of government | synonyms=agency...
        *   *Analysis:* Refers to an organization (e.g., Housing Authority). Not applicable here.

    *   **Sense 6:** `authority%1:07:02::` | definition=official permission or approval | synonyms=authorization, authorisation, sanction.
        *   *Analysis:* Refers to the act of authorizing something. "Authority to issue warrants" fits here. The context refers to the ongoing power/right to control, not a specific act of permission.

    *   **Sense 7:** `authority%1:10:00::` | definition=an authoritative written work.
        *   *Analysis:* Refers to a book or document. Not applicable.

3.  **Compare Best Candidates:**
    *   Sense 1 (Power/Right) vs Sense 3 (Expert).
    *   Context: "...authority *over* the faculty..."
    *   Usage: "Authority over X" denotes the power to command X. "Authority on X" denotes expertise regarding X.
    *   The text discusses "principals with a large measure of... control/governance" (implied by "governed by a powerful head").
    *   Sense 1 is the clear fit.

4.  **Final Selection:**
    *   The sense index corresponds to the order provided in the prompt.
    *   Sense 1 is the first item in the list.

    *   Sense 1: `authority%1:07:00::` -> definition=the power or right to give orders or make decisions.

    *   JSON Output: {"sense_index": 1}