[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: result
Target surface form: result
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials <t>result</t> in educational differentials. If there were such evidence, you can be sure you would have heard of it.

Candidate senses:
1. sense_key=result%2:42:00:: | definition=issue or terminate (in a specified way, state, etc.); end | synonyms=ensue | examples=result in tragedy
2. sense_key=result%2:42:02:: | definition=have as a result or residue | synonyms=leave, lead | examples=The water left a mark on the silk dress; Her blood left a stain on the napkin
3. sense_key=result%2:30:00:: | definition=come about or follow as a consequence | examples=nothing will result from this meeting

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: `result`
    *   Target surface form: `result`
    *   Context sentence: "But there is not one shred of evidence that, other things being equal, salary differentials <t>result</t> in educational differentials."
    *   Syntactic frame: [NP] result [preposition: in] [NP].
    *   Meaning in context: Salary differentials cause or lead to educational differentials. The relationship is causal.

2.  **Analyze the candidate senses**:

    *   **Sense 1**: `result%2:42:00::`
        *   Definition: "issue or terminate (in a specified way, state, etc.); end"
        *   Synonyms: `ensue`
        *   Examples: "result in tragedy"
        *   Analysis: This sense often implies a final outcome or how something ends up. "The argument resulted in tragedy." The synonym "ensue" usually implies a temporal sequence or consequence, often without a strong direct transitive causation force (though "result in" creates that transitive link). This sense focuses on the outcome state.

    *   **Sense 2**: `result%2:42:02::`
        *   Definition: "have as a result or residue"
        *   Synonyms: `leave`, `lead`
        *   Examples: "The water left a mark...", "Her blood left a stain..."
        *   Analysis: This sense focuses on what is left behind (residue) or what is led to. The synonym "lead" is very strong here. "A leads to B". In the context, "salary differentials result in educational differentials" is equivalent to "salary differentials lead to educational differentials". This sense captures the causation aspect.

    *   **Sense 3**: `result%2:30:00::`
        *   Definition: "come about or follow as a consequence"
        *   Examples: "nothing will result from this meeting"
        *   Analysis: This sense is intransitive and typically takes "from" (or implies a consequence arising *from* a source). The example "result from" is the opposite direction of causality compared to the target sentence "result in". The target sentence has the structure [Cause] result in [Effect]. Sense 3 describes the [Effect] resulting from [Cause]. Therefore, this is the wrong direction/usage.

3.  **Compare Sense 1 and Sense 2**:
    *   The target sentence is: "salary differentials result in educational differentials."
    *   This means salary differentials *cause* or *lead to* educational differentials.
    *   Sense 1 definition ("issue or terminate") and synonym ("ensue") feel slightly more about the nature of the ending or the sequence of events. While "result in tragedy" fits Sense 1, the distinction in WordNet usually separates the "end/outcome" (Sense 1) from the "produce/leave/lead to" (Sense 2).
    *   Sense 2 definition: "have as a result or residue". Synonym: "lead".
    *   Let's look closely at the WordNet 3.0 (or 3.1) hierarchy for the verb "result".
        *   (Verb) result, ensue -- (issue or terminate (in a specified way, state, etc.); end; "result in tragedy") -> This is Sense 1.
        *   (Verb) leave, result, lead -- (have as a result or residue; "The water left a mark on the silk dress"; "Her blood left a stain on the napkin") -> This is Sense 2.
    *   Contextual fit: "Salary differentials *lead to* educational differentials." This aligns perfectly with the synonym "lead" in Sense 2.
    *   Sense 1 ("issue or terminate... end") focuses on the termination point. While valid ("The game resulted in a draw"), Sense 2 seems broader for "produce an effect/result". The examples for Sense 2 involve physical residue (stains), but the definition "have as a result" and synonym "lead" covers abstract causal relationships (A leads to B).
    *   Let's reconsider Sense 1. Is "result in" exclusively Sense 1? WordNet examples often use "result in" for Sense 1 ("result in tragedy").
    *   Let's reconsider Sense 2. The examples provided in the prompt for Sense 2 ("water left a mark") strongly emphasize "leave" (residue). However, the synonym "lead" is listed.
    *   Let's look at the grouping.
        *   Sense 1 is `result%2:42:00`. Frame 42 is "change". `issue or terminate`.
        *   Sense 2 is `result%2:42:02`. Frame 42 is "change". `have as a result or residue`.
    *   In the context of "salary differentials result in educational differentials", we are talking about one state of affairs producing another.
    *   Often, Sense 1 is used for "final states" (e.g., "result in failure"). Sense 2 is often used for "producing an effect" or "leaving a trace".
    *   However, there is a nuance here. The phrase "result in" is the test case for Sense 1 in many dictionaries (including WordNet examples). The example for Sense 1 is "result in tragedy". The example for Sense 2 is physical residue.
    *   Let's check if "lead" maps to Sense 2 in standard WordNet. Yes, `lead%2:42:00` is often linked or they share definitions.
    *   Let's evaluate the semantic weight. Does the salary differential "terminate" in an educational differential? Or does it "have it as a result"? Both are technically true.
    *   However, WordNet Sense 1 ("issue or terminate") is the standard definition for the construction "result in".
    *   Let's look at Sense 2 again. "have as a result or residue". The synonym "leave" is prominent.
    *   Let's check the synonyms of Sense 1 again: `ensue`.
    *   Let's check the synonyms of Sense 2 again: `leave, lead`.
    *   The target sentence: "...salary differentials result in educational differentials."
    *   Can we substitute "lead"? Yes. "Salary differentials lead to educational differentials."
    *   Can we substitute "ensue"? No. "*Salary differentials ensue in educational differentials" is ungrammatical. "Ensue" is intransitive. The synonym "ensue" for Sense 1 suggests the definition relies on the subject being the consequence, but the gloss says "issue or terminate (in)". Wait.
    *   Let's re-read Sense 1: "issue or terminate (in a specified way, state, etc.); end". Example: "result in tragedy". The subject is the cause (the process). "The game resulted in tragedy."
    *   Why is "ensue" a synonym? "ensue" usually means "follow as a consequence". If X results in Y, Y ensues from X. The synonym mapping in WordNet can sometimes be for the "result" meaning where the subject is the effect (Sense 3: "result from"). But Sense 1 explicitly says "issue or terminate".
    *   Let's look at Sense 2 synonyms: `leave, lead`.
    *   Substitute in sentence: "Salary differentials *lead* [to] educational differentials." (Note: "lead" usually requires "to", but "result" takes "in". "Lead" as a synonym for "result" here implies direct object relation? "This leads me to believe..." vs "This results in...". WordNet examples for Sense 2 use "left a mark". Direct object.
    *   Structure: X results in Y.
    *   Sense 1: X results in Y (ends in Y).
    *   Sense 2: X leaves Y. (Direct object). "Salary differentials result educational differentials"? No, that's ungrammatical. The target uses "in".
    *   Therefore, Sense 2 (which focuses on "leave" and "residue" often taking direct objects or implying specific physical traces) might be less appropriate than Sense 1, which explicitly handles the "result in" construction.
    *   Let's look at Sense 1 again. Gloss: "issue or terminate (in a specified way...)". This matches the construction "result in".
    *   Let's look at Sense 2. Gloss: "have as a result or residue". Examples use "left". "Left" takes a direct object. "Result" in Sense 2 seems to be synonymous with "leave" (transitive). "The water left a mark" = "The water resulted a mark"? No.
    *   Wait, if Sense 2 synonym is "lead", does "lead" take "in"? No, "lead" takes "to". "Result" in the target sentence takes "in".
    *   Sense 1 example is "result in tragedy". This matches the prepositional object construction of the target sentence exactly.
    *   Sense 2 examples are transitive ("left a mark").
    *   The target sentence is: "...salary differentials <t>result</t> in educational differentials."
    *   This is a Prepositional Object construction.
    *   Sense 1: `issue or terminate (in ...)`. Matches.
    *   Sense 2: `have as a result or residue`. Examples are direct objects.
    *   Conclusion: Sense 1 is the correct sense. It captures the abstract causal outcome described by "result in".

    Let's double check Sense 3.
    Sense 3: "come about or follow as a consequence". Example: "nothing will result from this meeting".
    This is for the subject being the effect. "Educational differentials result from salary differentials."
    The target sentence is the opposite: "Salary differentials result in..."
    So Sense 3 is definitely out.

    Back to Sense 1 vs Sense 2.
    Sense 1 gloss: "issue or terminate (in a specified way, state, etc.); end".
    Context: Salary differentials cause educational differentials.
    Is this an "ending"? A termination? "Salary differentials terminate in educational differentials"? It sounds a bit odd but "result in" is the standard phrasing.
    Sense 2 gloss: "have as a result or residue".
    Is "result" in Sense 2 transitive?
    WordNet usually distinguishes between the verb meaning "to happen as an effect" (intransitive, usually *from*) and the verb meaning "to bring about" (transitive or *in*).
    In WordNet 3.x:
    1. result, ensue -- (issue or terminate (in a specified way, state, etc.); end; "result in tragedy")
    2. leave, result, lead -- (have as a result or residue; "The water left a mark...")

    Why is Sense 2 distinct from Sense 1?
    Sense 2 examples are specifically about *residue* (physical traces).
    Sense 1 examples are about abstract outcomes (tragedy).
    The target context is an abstract outcome (educational differentials).
    Therefore, Sense 1 fits better than Sense 2. Sense 2 seems specialized for "leave behind" (residue) or perhaps used in British English where "result" can mean "achieve" (result a win)? No, that's not implied here.
    The synonym "lead" in Sense 2 is tricky. "This leads to that." "This results in that."
    However, the examples and the specific gloss "residue" pull Sense 2 towards physical remnants or specific objects left behind.
    The gloss for Sense 1 "terminate... end" and the example "result in tragedy" pull Sense 1 towards abstract final states or consequences.
    The target sentence is about an abstract consequence (educational differentials).
    "Salary differentials result in educational differentials" parallels "The game resulted in tragedy".
    Thus, Sense 1 is the best fit.

    Final check:
    Target: salary differentials result in educational differentials.
    Sense 1: result in tragedy. (Matches structure and abstract domain).
    Sense 2: water left a mark. (Mismatched structure - transitive vs prepositional, and physical vs abstract).
    Sense 3: result from. (Mismatched directionality).

    Decision: 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: educational
Target surface form: educational
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in <t>educational</t> differentials. If there were such evidence, you can be sure you would have heard of it.

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

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

finish_reason: stop

role: assistant

reasoning_content:
Let me analyze the target word "educational" in the given context.

The target sentence is:
"But there is not one shred of evidence that, other things being equal, salary differentials result in <t>educational</t> differentials."

Let me understand the context:
- The passage is discussing teachers' salaries and their relationship to educational outcomes.
- It argues that paying teachers more doesn't necessarily lead to better education for children.
- The target sentence is saying there's no evidence that salary differences result in "educational differentials" (differences in educational outcomes/quality).

Now let me examine the two candidate senses:

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

Sense 1 refers to something "relating to the process of education" - this is about the system, methodology, or processes involved in education.

Sense 2 refers to something "providing knowledge" - this is about something being instructive or informative.

In the context, "educational differentials" refers to differences in educational outcomes or the quality of education provided. The phrase is talking about the educational system/process itself, not about whether something is instructive or informative.

The phrase "educational differentials" in this context means differences in educational outcomes or the quality of education - it's about the educational process, not about something being instructive.

Therefore, sense 1 ("relating to the process of education") is the better fit for this context.

The answer should be {"sense_index": 1}.

format: unknown

native_finish_reason: stop

provider: Novita

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: differential
Target surface form: differentials
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational <t>differentials</t>. If there were such evidence, you can be sure you would have heard of it.

Candidate senses:
1. sense_key=differential%1:09:00:: | definition=the result of mathematical differentiation; the instantaneous change of one quantity relative to another; df(x)/dx | synonyms=derived function, derivative, differential coefficient, first derivative
2. sense_key=differential%1:07:00:: | definition=a quality that differentiates between similar things
3. sense_key=differential%1:06:00:: | definition=a bevel gear that permits rotation of two shafts at different speeds; used on the rear axle of automobiles to allow wheels to rotate at different speeds on curves | synonyms=differential gear

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

reasoning_content:
The context uses "salary differentials" and "educational differentials", which refers to differences or distinctions between similar things (salaries, educational outcomes). This matches sense 2: "a quality that differentiates between similar things".

Sense 1 is about mathematical differentiation (calculus), and sense 3 is about a mechanical gear. Neither fits the context.

The answer is sense 2.

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: evidence
Target surface form: evidence
Context:
Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such <t>evidence</t>, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do.

Candidate senses:
1. sense_key=evidence%1:09:00:: | definition=your basis for belief or disbelief; knowledge on which to base belief | synonyms=grounds | examples=the evidence that smoking causes lung cancer is very compelling
2. sense_key=evidence%1:10:01:: | definition=an indication that makes something evident | examples=his trembling was evidence of his fear
3. sense_key=evidence%1:10:00:: | definition=(law) all the means by which any alleged matter of fact whose truth is investigated at judicial trial is established or disproved

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 for the word "evidence" in this passage:

The passage discusses whether teachers being underpaid is an educational problem or a problem of equity. It mentions that there's "not one shred of evidence that, other things being equal, salary differentials result in educational differentials." Then it says "If there were such evidence, you can be sure you would have heard of it."

Let's examine the three candidate senses:

1. sense_key=evidence%1:09:00:: | definition=your basis for belief or disbelief; knowledge on which to base belief | synonyms=grounds | examples="the evidence that smoking causes lung cancer is very compelling"

2. sense_key=evidence%1:10:01:: | definition=an indication that makes something evident | examples="his trembling was evidence of his fear"

3. sense_key=evidence%1:10:00:: | definition=(law) all the means by which any alleged matter of fact whose truth is investigated at judicial trial is established or disproved

Looking at the context, the author is talking about evidence in the sense of facts or information that would support a claim (that salary differentials result in educational differentials). This is about having grounds for belief or disbelief in a proposition.

The context is not about evidence in a legal sense (sense 3), so we can eliminate that option.

Between senses 1 and 2:
- Sense 1 is about "basis for belief or disbelief; knowledge on which to base belief" with the example about smoking causing lung cancer.
- Sense 2 is about "an indication that makes something evident" with the example about trembling being evidence of fear.

In this passage, the author is referring to evidence as factual support for a claim or hypothesis (that salary differentials result in educational differentials). This matches sense 1 better - it's about having grounds or a basis for believing something.

The example for sense 1 ("the evidence that smoking causes lung cancer is very compelling") is particularly relevant, as it shows evidence used in a similar way - supporting or failing to support a causal relationship, just like in our passage (where evidence would support or fail to support the relationship between salary differentials and educational differentials).

Therefore, sense 1 is the best match for how "evidence" is used in this context.

provider: Friendli


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

[User]
Target lemma: sure
Target surface form: sure
Context:
Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be <t>sure</t> you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do.

Candidate senses:
1. sense_key=sure%3:00:00:: | definition=having or feeling no doubt or uncertainty; confident and assured | synonyms=certain | examples=felt certain of success; was sure (or certain) she had seen it
2. sense_key=sure%5:00:00:careful:00 | definition=exercising or taking care great enough to bring assurance | synonyms=certain | examples=be certain to disconnect the iron when you are through; be sure to lock the doors
3. sense_key=sure%3:00:04:: | definition=certain to occur; destined or inevitable; ; ; - Benjamin Franklin | synonyms=certain | examples=he was certain to fail; his fate is certain
4. sense_key=sure%5:00:00:secure:02 | definition=physically secure or dependable | examples=a sure footing; was on sure ground
5. sense_key=sure%5:00:00:reliable:00 | definition=reliable in operation or effect | synonyms=certain | examples=a quick and certain remedy; a sure way to distinguish the two
6. sense_key=sure%5:00:00:trustworthy:00 | definition=(of persons) worthy of trust or confidence | synonyms=trusted | examples=a sure (or trusted) friend
7. sense_key=sure%5:00:00:true:00 | definition=infallible or unfailing | examples=a sure (or true) sign of one's commitment
8. sense_key=sure%5:00:00:steady:00 | definition=certain not to fail | examples=a sure hand on the throttle
9. sense_key=sure%5:00:02:certain:01 | definition=impossible to doubt or dispute | synonyms=indisputable | examples=indisputable (or sure) proof

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: sense_index": 1}

content: sense_index": 1}

reasoning_content:
1.  **Analyze the target word and context:**
    *   **Target lemma:** sure
    *   **Target surface form:** sure
    *   **Context sentence:** "If there were such evidence, you can be <t>sure</t> you would have heard of it."
    *   **Full passage context:** The text discusses teacher salaries and educational outcomes. It argues there's no evidence that higher salaries lead to better education. It says: "If there were such evidence, you can be <t>sure</t> you would have heard of it."

2.  **Analyze the meaning in context:**
    *   The speaker is asserting that the listener (or the general public) would definitely know about something if it existed.
    *   "You can be sure" is functioning as a modal-like expression indicating certainty of a prediction or knowledge state.
    *   It implies: "You can be confident/certain that you would have heard of it."
    *   It's about the mental state of the subject ("you") being confident in the truth of the proposition ("you would have heard of it").

3.  **Evaluate the candidate senses:**

    *   **Sense 1:** `having or feeling no doubt or uncertainty; confident and assured`.
        *   *Examples:* "felt certain of success", "was sure she had seen it".
        *   *Analysis:* This fits well. "You can be sure" means "You can have no doubt". It describes the epistemic state of the subject. The construction "be sure [that clause]" typically aligns with this sense (feeling no doubt about a fact).

    *   **Sense 2:** `exercising or taking care great enough to bring assurance`.
        *   *Examples:* "be certain to disconnect the iron", "be sure to lock the doors".
        *   *Analysis:* This is usually used in imperatives ("Be sure to...") meaning "make certain to do X". The context here is not an instruction to take care, but a prediction/statement of fact about what the listener would know. This doesn't fit.

    *   **Sense 3:** `certain to occur; destined or inevitable`.
        *   *Examples:* "he was certain to fail", "his fate is certain".
        *   *Analysis:* This is predictive. "You can be sure you would have heard of it" is predictive in a way, but it frames it through the subject's certainty. However, "you can be sure" functions more like "you can be confident" (Sense 1) rather than describing the event itself as destined (though the outcome is presented as certain). Let's look at the syntax. "He is sure to fail" = "It is sure that he "You can be sure [that] you would have heard of it" = "You can feel certain that...". Sense 1 captures the psychological state of the subject, which is the primary thrust of "you can be sure". Sense 3 is usually "sure to [verb]" where the subject is the agent of the inevitable event. Here, "you" is the experiencer of the certainty. Sense 1 seems stronger for "be sure that...".

    *   **Sense 4:** `physically secure or dependable`.
        *   *Examples:* "sure footing".
        *   *Analysis:* Physical/locational. Not relevant.

    *   **Sense 5:** `reliable in operation or effect`.
        *   *Examples:* "a sure way to distinguish".
        *   *Analysis:* Describes methods/paths. Not relevant.

    *   **Sense 6:** `(of persons) worthy of trust or confidence`.
        *   *Examples:* "a sure friend".
        *   *Analysis:* Describes character. Not relevant.

    *   **Sense 7:** `infallible or unfailing`.
        *   *Examples:* "a sure sign".
        *   *Analysis:* Describes signs/indicators. Not relevant.

    *   **Sense 8:** `certain not to fail`.
        *   *Examples:* "a sure hand".
        *   *Analysis:* Metaphorical. Not relevant.

    *   **Sense 9:** `impossible to doubt or dispute`.
        *   *Examples:* "indisputable proof".
        *   *Analysis:* Usually attributive ("sure proof"). Here it's predicative ("be sure").

4.  **Refine between Sense 1 and Sense 3:**
    *   Sense 1: "having or feeling no doubt or uncertainty".
    *   Sense 3: "certain to occur; destined or inevitable".

    *   Sentence: "you can be sure you would have heard of it."
    *   Syntactically: "be sure [that]..."
    *   If I say "I am sure that he is coming", I am describing my mental state (Sense 1).
    *   If I say "He is sure to come", I am describing the inevitability of the event (Sense 3).
    *   The target sentence is "you can be sure [that] you would have heard of it".
    *   The speaker is telling the listener that they can possess a state of certainty. "You can feel confident that..."
    *   Therefore, Sense 1 is the correct classification. It describes the absence of doubt in the mind of the subject ("you").

5.  **Final Check:**
    *   Definition: "having or feeling no doubt or uncertainty; confident and assured".
    *   Synonym: "certain".
    *   Example match: "was sure (or certain) she had seen it" aligns well with "you can be sure... you would have heard of it". Both involve a subject being certain about a proposition.

6.  **Construct Output:**
    *   Index: 1.

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: sure
Target surface form: sure
Context:
Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be <t>sure</t> you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do.

Candidate senses:
1. sense_key=sure%3:00:00:: | definition=having or feeling no doubt or uncertainty; confident and assured | synonyms=certain | examples=felt certain of success; was sure (or certain) she had seen it
2. sense_key=sure%5:00:00:careful:00 | definition=exercising or taking care great enough to bring assurance | synonyms=certain | examples=be certain to disconnect the iron when you are through; be sure to lock the doors
3. sense_key=sure%3:00:04:: | definition=certain to occur; destined or inevitable; ; ; - Benjamin Franklin | synonyms=certain | examples=he was certain to fail; his fate is certain
4. sense_key=sure%5:00:00:secure:02 | definition=physically secure or dependable | examples=a sure footing; was on sure ground
5. sense_key=sure%5:00:00:reliable:00 | definition=reliable in operation or effect | synonyms=certain | examples=a quick and certain remedy; a sure way to distinguish the two
6. sense_key=sure%5:00:00:trustworthy:00 | definition=(of persons) worthy of trust or confidence | synonyms=trusted | examples=a sure (or trusted) friend
7. sense_key=sure%5:00:00:true:00 | definition=infallible or unfailing | examples=a sure (or true) sign of one's commitment
8. sense_key=sure%5:00:00:steady:00 | definition=certain not to fail | examples=a sure hand on the throttle
9. sense_key=sure%5:00:02:certain:01 | definition=impossible to doubt or dispute | synonyms=indisputable | examples=indisputable (or sure) proof

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}.

[Assistant] sense_index": 1}

[User] Your previous answer was invalid. Choose one candidate index between 1 and 9. Return only valid JSON exactly like {"sense_index": 1}.

reasoning_content:
The target word is "sure" in the context: "If there were such evidence, you can be sure you would have heard of it."

Let's analyze the candidate senses:
1. having or feeling no doubt or uncertainty; confident and assured (synonyms: certain, examples: felt certain of success; was sure she had seen it)
2. exercising or taking care great enough to bring assurance (synonyms: certain, examples: be certain to disconnect the iron; be sure to lock the doors)
3. certain to occur; destined or inevitable (synonyms: certain, examples: he was certain to fail)
4. physically secure or dependable (examples: a sure footing)
5. reliable in operation or effect (synonyms: certain, examples: a sure way to distinguish)
6. worthy of trust or confidence (synonyms: trusted, examples: a trusted friend)
7. infallible or unfailing (examples: a sure sign)
8. certain not to fail (examples: a sure hand)
9. impossible to doubt or dispute (synonyms: indisputable, examples: indisputable proof)

The phrase is "you can be sure you would have heard of it".
This means "you can be confident/certain that you would have heard of it".
Sense 1: "having or feeling no doubt or uncertainty; confident and assured". Example: "was sure she had seen it". This fits perfectly. "Be sure" here means to feel no doubt about the proposition.

Sense 3: "certain to occur; destined or inevitable". Example: "he was certain to fail". Could it be "you are certain to hear of it"? The context says "you can be sure you would have heard of it", which means you can have no doubt about it. It describes the person's state of confidence/assurance regarding a fact, not an event being destined to occur. Wait, "you can be sure" means "you can feel confident". Thus, it is about feeling no doubt.

Sense 9: "impossible to doubt or dispute". Applies to proof/facts, not a person's state of mind ("you can be sure").

Therefore, Sense 1 is the best fit. "you can be sure" -> you can be confident/have no doubt.

Let's double check.
"you can be sure" = you can be certain/confident. This aligns with Sense 1.


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

[User]
Target lemma: wish
Target surface form: wish
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we <t>wish</t> to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

Candidate senses:
1. sense_key=wish%2:37:00:: | definition=hope for; have a wish | examples=I wish I could go home now
2. sense_key=wish%2:37:02:: | definition=prefer or wish to do something | synonyms=care, like | examples=Do you care to try this dish?; Would you like to come along to the movies?
3. sense_key=wish%2:32:02:: | definition=make or express a wish | examples=I wish that Christmas were over
4. sense_key=wish%2:37:01:: | definition=feel or express a desire or hope concerning the future or fortune of | synonyms=wish well
5. sense_key=wish%2:32:01:: | definition=order politely; express a wish for
6. sense_key=wish%2:32:00:: | definition=invoke upon | synonyms=bid | examples=wish you a nice evening; bid farewell

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

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

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

reasoning_content:
1.  **Analyze the context:**
    *   Sentence: "If we <t>wish</t> to be serious about American education, we know exactly what to do..."
    *   Grammar: The verb "wish" is followed by the infinitive marker "to" and a verb phrase ("be serious"). This structure "wish to [verb]" is crucial.
    *   Meaning: The sentence suggests a preference or a desire to undertake a specific action (being serious about education). It implies intent or volition. It's not just hoping for something to happen by magic (sense 1), but choosing a course of action.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `wish%2:37:00::` | definition=hope for; have a wish | examples=I wish I could go home now.
        *   Analysis: This usually involves a state of desire, often for something currently impossible or hypothetical ("I wish I could..."). The target context "wish to be serious" is an infinitival complement expressing intent to act, not necessarily a hypothetical desire for an impossible state. While related, the syntax "wish to [verb]" usually maps to a different sense in WordNet.

    *   **Sense 2:** `wish%2:37:02::` | definition=prefer or wish to do something | synonyms=care, like | examples=Do you care to try this dish?; Would you like to come along to the movies?
        *   Analysis: The definition is "prefer or wish to do something". The structure "wish to [verb]" matches the context perfectly. The synonyms "care, like" suggest volition or preference in choosing an action. The examples show polite offers or inquiries about desire/willingness to act. The context "If we wish to be serious..." is equivalent to "If we want/choose/intend to be serious...". This fits the volitional aspect of the infinitive construction.

    *   **Sense 3:** `wish%2:32:02::` | definition=make or express a wish | examples=I wish that Christmas were over.
        *   Analysis: This often implies the performative aspect of wishing (like blowing out candles) or the subjunctive structure ("wish that..."). The context doesn't fit this.

    *   **Sense 4:** `wish%2:37:01::` | definition=feel or express a desire or hope concerning the future or fortune of | synonyms=wish well.
        *   Analysis: This is transitive regarding a person (wish someone well). The context is intransitive regarding the subject's action (wish to do something).

    *   **Sense 5:** `wish%2:32:01::` | definition=order politely; express a wish for.
        *   Analysis: This implies an imperative or request context (like "I wish to see the manager" in a demanding way). While "If we wish to be serious" involves intent, it's not really an order or a polite demand to a third party.

    *   **Sense 6:** `wish%2:32:00::` | definition=invoke upon | synonyms=bid | examples=wish you a nice evening; bid farewell.
        *   Analysis: This is the "wish someone something" structure (ditransitive-like). Not applicable here.

3.  **Comparison of Sense 1 and Sense 2:**
    *   Sense 1 is general "hope for / have a wish". The example "I wish I could go home now" uses the modal "could", indicating a hypothetical situation.
    *   Sense 2 specifically defines "prefer or wish to do something". The target sentence uses "wish to be serious". This "wish + infinitive" construction is a specific syntactic pattern. It aligns best with the definition "prefer or wish to do something". It denotes the will or volition to act.

4.  **Conclusion:**
    The phrase "wish to [verb]" (infinitive) maps most accurately to Sense 2 ("prefer or wish to do something"). Sense 1 is broader and often associated with the subjunctive ("wish that...") or simple desire ("wish for..."). The specific construction here indicates a choice or intent to act, which is captured by Sense 2.

    Let's double-check WordNet mapping (mental check):
    *   WordNet 3.1 or 3.0 usually splits "wish" (v) into:
        *   "wish" (hope/desire) -> usually the 'wish that' or 'wish for' construction.
        *   "wish, care, like" (prefer to do something) -> usually the 'wish to' construction.
    *   Context: "If we wish to be serious..." -> "If we want/choose to be serious".
    *   This matches Sense 2.

5.  **Final Output Generation:**
    The request asks for a JSON object with the index. The best index is 2.

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

Candidate senses:
1. sense_key=serious%3:00:00:: | definition=concerned with work or important matters rather than play or trivialities | examples=a serious student of history; a serious attempt to learn to ski
2. sense_key=serious%5:00:00:important:00 | definition=of great consequence | examples=marriage is a serious matter
3. sense_key=serious%5:00:00:critical:03 | definition=causing fear or anxiety by threatening great harm | synonyms=dangerous, grave, grievous, severe, life-threatening | examples=a dangerous operation; a grave situation
4. sense_key=serious%5:00:00:intellectual:00 | definition=appealing to the mind | synonyms=good | examples=good music; a serious book
5. sense_key=serious%3:00:02:: | definition=completely lacking in playfulness | synonyms=unplayful, sober
6. sense_key=serious%5:00:00:difficult:00 | definition=requiring effort or concentration; complex and not easy to answer or solve | examples=raised serious objections to the proposal; the plan has a serious flaw

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 "serious" in the context: "If we wish to be serious about American education, we know exactly what to do..."
Here "serious" means genuinely concerned with the issue, dealing with it in a concerted, workmanlike, non-trivial way, rather than just play-acting or paying lip service.
Sense 1: concerned with work or important matters rather than play or trivialities. "serious about American education" fits this perfectly. It means being genuinely dedicated to improving it, treating it as an important matter rather than a triviality.
Sense 2: of great consequence. "marriage is a serious matter". Here "serious about" doesn't mean the matter is of great consequence, but that *we* are treating it with the gravity it deserves, acting effectively rather than trivially.
Sense 6: requiring effort or concentration. "raised serious objections". Not fitting "serious about".

Comparing Sense 1 and Sense 2:
"If we wish to be serious about American education" means if we wish to actually address it as an important matter, rather than playing political games (the context mentions politicians finding libel useful, unions spreading libel for narrow purposes - these are trivial/political games compared to actually solving the problem).
Sense 1 definition: "concerned with work or important matters rather than play or trivialities". Examples: "a serious student of history", "a serious attempt". "Serious about X" strongly aligns with Sense 1.

Let's verify sense 1. Sense 1 is an adjective related to being earnest and focused on important matters, not play/trivialities. The context contrasts being "serious about American education" with the trivial/political posturing described earlier. So Sense 1 fits best.

Index 1: sense_key=serious%3:00:00:: | definition=concerned with work or important matters rather than play or trivialities


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

Candidate senses:
1. sense_key=american%3:01:01:: | definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. sense_key=american%3:01:00:: | definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

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 "american" (adjective), and the surface form is "American". The context is discussing education in the United States, mentioning "our teachers," "teachers' unions," "politicians," "this nation," and "ghettos."

2.  **Analyze the context:**
    *   Sentence: "If we wish to be serious about American education..."
    *   Broader context: The text talks about "our teachers," "teachers' unions" (a US-centric political dynamic usually), "politicians," "this nation" (referring to the country where the speaker is), and "ghettos" (often used in US sociological contexts).
    *   The phrase "American education" refers to the education system within the United States.

3.  **Analyze the candidate senses:**
    *   **Sense 1:** `american%3:01:01::` | Definition: "of or relating to the United States of America or its people or language or culture" | Examples: "American citizens", "American English". This sense is specific to the USA.
    *   **Sense 2:** `american%3:01:00::` | Definition: "of or relating to or characteristic of the continents and islands of the Americas" | Examples: "the American hemisphere", "American flora and fauna". This sense refers to the continents (North and South America).

4.  **Disambiguate:**
    *   The phrase "American education" in the context of teachers' unions, salary differentials, and "this nation" (implied to be the speaker's nation) clearly refers to the education system of the United States.
    *   The text discusses "our teachers" and "our children," implying the speaker is American (US) speaking about the US.
    *   Sense 2 refers to the entire Western Hemisphere (North, Central, South America and the Caribbean). "American education" in Sense 2 would imply the education systems of Canada, Brazil, Mexico, Argentina, etc., all combined. This does not fit the context of a specific political debate about teachers' unions and salary differentials typical of US discourse.
    *   Therefore, Sense 1 is the correct fit. It relates to the United States of America.

5.  **Formulate output:** The instructions ask for a JSON object with the key "sense_index". Sense 1 is the first option provided in the list.

    *   Candidate sense 1 is the best fit.
    *   JSON format: `{"sense_index": 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: education
Target surface form: education
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American <t>education</t>, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

Candidate senses:
1. sense_key=education%1:04:00:: | definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
2. sense_key=education%1:09:00:: | definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. sense_key=education%1:09:01:: | definition=the gradual process of acquiring knowledge | examples=education is a preparation for life; a girl's education was less important than a boy's
4. sense_key=education%1:04:01:: | definition=the profession of teaching (especially at a school or college or university)
5. sense_key=education%1:07:01:: | definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. sense_key=education%1:14:00:: | definition=the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979 | synonyms=Department of Education, Education Department

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

reasoning_content:
1.  **Analyze the context:**
    *   **Sentence:** "If we wish to be serious about American <t>education</t>, we know exactly what to do..."
    *   **Broader context:** The text discusses teachers' salaries, teachers' unions, politicians, successful schools, and the quality of schooling. It talks about "educating our children," "formal education" (implied via schools), and "American education" as a system or concept involving schools and instruction.
    *   **Key phrase:** "American education". This phrase usually refers to the system, the process, or the set of activities involved in schooling in the country.
    *   **Specific clues:** The mention of "teachers," "schools," "ghettos," "salary differentials," and "educational differentials" points towards the *activity* or *process* of schooling rather than just the knowledge possessed by an individual or the government department.

2.  **Evaluate the candidate senses:**

    *   **Sense 1:** `education%1:04:00::` -> "the activities of educating or instructing; activities that impart knowledge or skill" (synonyms: instruction, teaching, pedagogy).
        *   *Fit:* "American education" is often used to denote the collective activities of teaching and instruction in the country. The context discusses how to improve schools and teaching (paying teachers more, successful schools). This sense focuses on the act/process. This seems like a strong candidate.

    *   **Sense 2:** `education%1:09:00::` -> "knowledge acquired by learning and instruction".
        *   *Fit:* "American knowledge acquired by learning"? No, that doesn't fit the phrase "American education". We don't say "American education" to mean "the knowledge Americans have". We mean the system or the process.

    *   **Sense 3:** `education%1:09:01::` -> "the gradual process of acquiring knowledge".
        *   *Fit:* This is similar to Sense 1 but focuses on the *process* from the learner's perspective or the abstract concept. "American education" can be viewed as the system/process. However, Sense 1 highlights "activities of educating," which aligns well with the discussion of teachers and schools *doing* the educating.

    *   **Sense 4:** `education%1:04:01::` -> "the profession of teaching (especially at a school or college or university)".
        *   *Fit:* "American profession of teaching"? While related, the text talks about the *system* and the *outcome* (successful schools), not just the job market aspect of teaching. "American education" encompasses schools, students, and the act of teaching, not just the profession itself. Sense 1 is broader and covers the activities within the schools.

    *   **Sense 5:** `education%1:07:01::` -> "the result of good upbringing (especially knowledge of correct social behavior)".
        *   *Fit:* This refers to "breeding" or manners. The text is about academic schooling, teachers, and ghettos. This is clearly incorrect.

    *   **Sense 6:** `education%1:14:00::` -> "the United States federal department...".
        *   *Fit:* The context talks about "American education" in a general sense, involving teachers, unions, and local schools. While the Department of Education is a proper noun entity, here "education" is used as a common noun referring to the field/endeavor. It is not referring to the specific government body (which would usually be capitalized as "Department of Education" or "Education Department").

3.  **Refine decision between Sense 1 and Sense 3:**
    *   Sense 1: "the activities of educating or instructing" (activities that impart knowledge).
    *   Sense 3: "the gradual process of acquiring knowledge".
    *   The context emphasizes *teachers*, *unions*, *schools*, and *salaries*. These are the agents and institutions performing the activities. The phrase "American education" here acts as a metonym for the schooling system and the activities of instruction occurring within it.
    *   Sense 1's synonyms (instruction, teaching, pedagogy) fit very well with the discussion of teachers and what they do. Sense 3's examples ("education is a preparation for life") are a bit more abstract/philosophical.
    *   "American education" is usually defined as the system of schools and instruction (Sense 1/Activity). The text discusses "educating our children," which maps directly to the definition of Sense 1 ("activities of educating").
    *   Let's look at the examples for Sense 1: "he received no formal education". This fits the "schooling" aspect.
    *   Let's look at the definition of Sense 1 again. "activities of educating or instructing". The text asks to be serious about American *schooling/instruction*.
    *   Therefore, Sense 1 is the best fit. It captures the systemic activity of teaching/instruction provided by the schools mentioned in the text.

4.  **Final check:**
    *   Target: "American education".
    *   Context: Schools, teachers, salaries, instruction.
    *   Sense 1 (Activities of educating/instructing) covers the systemic activities performed by the teachers and schools described.
    *   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: know
Target surface form: know
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we <t>know</t> exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

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

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

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

reasoning_content:
1.  **Analyze the Context:**
    *   Sentence: "If we wish to be serious about American education, we <t>know</t> exactly what to do -- and, just as important, what not to do."
    *   Meaning: The sentence is arguing that the solutions for improving American education are already clear or established. The subject "we" (society/people) possesses the information regarding the correct course of action ("what to do"). It implies possession of knowledge or information about a specific fact/methodology.
    *   Focus: The phrase "know exactly what to do" suggests having the information or knowledge necessary to perform a task or solve a problem.

2.  **Evaluate the Candidate Senses:**

    *   **Sense 1 (know%2:31:01::):** "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about". Examples: "I know that the President lied...", "I want to know who is winning...".
        *   *Fit:* This is a strong candidate. The context implies we possess the information about what needs to be done. We are aware of the solution.

    *   **Sense 2 (know%2:31:03::):** "know how to do or perform something". Examples: "She knows how to knit".
        *   *Fit:* The sentence says "know exactly what to do". This looks like "know how". However, usually, "know how to [verb]" maps to this sense. Here, the object is a noun clause "what to do". It's very close to Sense 1 (possession of information), but there is a nuance of skill vs. knowledge. The text says we know the *steps* (the message from successful schools). It's slightly ambiguous between Sense 1 (awareness of facts/info) and Sense 2 (practical knowledge).
        *   Let's look at Sense 1 again. "possess knowledge or information about". "What to do" is a piece of information. Sense 2 is often "know how to [verb]". "Know what to do" usually falls under general cognitive awareness/knowledge (Sense 1). For example, "I know what to do in case of a fire" is usually Sense 1 (I have the procedural information stored), whereas "I know how to swim" (skill) is Sense 2. The sentence discusses policy and methods ("what not to do"), which is information/procedural knowledge.

    *   **Sense 3 (know%2:31:02::):** "be aware of the truth of something; have a belief or faith in something". Examples: "Galileo knew that the earth moves..."
        *   *Fit:* This is about conviction or certainty of a proposition. The context is about knowing a course of action, not just the truth of a proposition.

    *   **Sense 4 (know%2:31:00::):** "be familiar or acquainted with a person or an object".
        *   *Fit:* Not applicable.

    *   **Sense 7 (know%2:31:15::):** "have fixed in the mind". Examples: "I know Latin".
        *   *Fit:* This is about memorization or mastery of a subject. Not the best fit for "know what to do".

    *   **Sense 10 (know%2:31:12::):** "be able to distinguish...".
        *   *Fit:* Not applicable.

3.  **Refining the choice between Sense 1 and Sense 2:**
    *   The phrase is "know ... what to do".
    *   Sense 1: "aware of a fact or a specific piece of information".
    *   Sense 2: "know how to do or perform something".
    *   In WordNet, "know how to" examples map to Sense 2. "Know what to do" is slightly different. Knowing "what to do" implies having the information regarding the correct procedure. It is cognitive.
    *   However, let's look at the distinction often made in WSD.
    *   If I say "I know how to fix this," it's Sense 2 (skill/ability).
    *   If I say "I know what to do," it's often treated as Sense 1 (awareness of facts/information). "What to do" acts as the fact/information.
    *   Let's check the examples for Sense 1: "I know that...", "I want to know who...".
    *   Let's check the examples for Sense 2: "She knows how to knit".
    *   The text says "we know exactly what to do". This is about the *content* of the knowledge (the solution). It fits "possess knowledge or information about" (Sense 1) very well. It isn't necessarily a skill like knitting or cooking (Sense 2), but a set of actions based on information (successful schools). We have the information.
    *   Is there a better fit? Sense 7 ("have fixed in the mind") is possible if interpreted as "we have the solution in mind", but Sense 1 is the general "cognizant/aware" sense which covers knowing information.
    *   "What to do" functions as a specific piece of information (a fact about the correct procedure).
    *   Therefore, Sense 1 is the most appropriate general cognitive sense covering the possession of specific information.

    *   *Self-Correction/Double Check:* Does "know what to do" imply ability (Sense 2)?
    *   "We know what to do" = We know the solution. This is knowledge *about* the solution.
    *   "We know how to do it" = We have the skill to execute it.
    *   The context mentions "successful schools... sending us the same message." The message is information. We possess this information. We know the facts about what works. This aligns with Sense 1 (possess knowledge/information). Sense 2 is usually reserved for "know how to X" where X is a verb. Here the complement is a nominal clause "what to do".

    *   Sense 1 seems the most robust choice for "being aware of/possessing information".

4.  **Final Decision:** Sense 1 covers the possession of knowledge regarding facts or information. The context describes knowing the solution ("what to do"), which constitutes information/facts.

    Let's double check Sense 7 ("have fixed in the mind"). Example: "I know Latin". This usually implies rote learning or memorization. "We know exactly what to do" doesn't fit the "memorized" nuance as well as the "awareness/information" nuance of Sense 1.

    Let's double check Sense 2 ("know how to..."). Example: "She knows how to knit". This implies procedural skill. While "knowing what to do" is procedural knowledge, in WordNet granularity, "know + wh-clause" (know what/where/who) usually falls under Sense 1 (cognizant/aware), whereas "know + how + infinitive" falls under Sense 2.
    Example: "I know where he is" -> Sense 1.
    Example: "I know who is winning" -> Sense 1 (example text for Sense 1).
    Example: "I know what to do" -> Structure matches Sense 1 (know + wh-clause). "What to do" is the piece of information.

    Therefore, Sense 1 is the correct index.

    Reference check on WordNet definitions:
    Sense 1: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about.
    Context: "we know exactly what to do". "What to do" is the specific piece of information. We possess this knowledge.

    Sense 2: know how to do or perform something.
    Context: "what to do" vs "how to do".
    If the text was "we know how to educate children," Sense 2 might be stronger. But "we know what to do" is about the *identity* of the correct actions, which is information.

    Conclusion: Sense 1.


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

[User]
Target lemma: exactly
Target surface form: exactly
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know <t>exactly</t> what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

Candidate senses:
1. sense_key=exactly%4:02:01:: | definition=indicating exactness or preciseness | synonyms=precisely, just | examples=he was doing precisely (or exactly) what she had told him to do; it was just as he said--the jewel was gone
2. sense_key=exactly%4:02:04:: | definition=just as it should be | synonyms=precisely, on the nose, on the dot, on the button | examples=`Precisely, my lord,' he said
3. sense_key=exactly%4:02:02:: | definition=in a precise manner | synonyms=precisely, incisively | examples=she always expressed herself precisely

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

reasoning_content:
Let me analyze the context to determine which sense of "exactly" is being used:

Context: "If we wish to be serious about American education, we know <t>exactly</t> what to do -- and, just as important, what not to do."

In this sentence, "exactly" is modifying "what to do." The author is saying that we know precisely what needs to be done regarding American education.

Let me look at the candidate senses:

1. sense_key=exactly%4:02:01:: | definition=indicating exactness or preciseness | synonyms=precisely, just | examples="he was doing precisely (or exactly) what she had told him to do; it was just as he said--the jewel was gone"

2. sense_key=exactly%4:02:04:: | definition=just as it should be | synonyms=precisely, on the nose, on the dot, on the button | examples="`Precisely, my lord,' he said"

3. sense_key=exactly%4:02:02:: | definition=in a precise manner | synonyms=precisely, incisively | examples="she always expressed herself precisely"

Looking at these senses:

Sense 1 is about indicating exactness or preciseness. The example shows someone doing "precisely (or exactly) what she had told him to do" which is similar to our context "we know exactly what to do." This sense emphasizes that we know with precision and exactness what actions need to be taken.

Sense 2 is about being "just as it should be" and seems more related to confirming something is correct, like in the example "Precisely, my lord" which is an expression of agreement.

Sense 3 is about doing something "in a precise manner" which would typically modify a verb describing how something is done. The example shows "she always expressed herself precisely" which is about the manner of expression.

In our context, "we know exactly what to do," the word "exactly" is modifying what we know - it's emphasizing that our knowledge is precise and exact. This aligns most closely with Sense 1, which is about indicating exactness or preciseness. The structure is similar to the example: "he was doing exactly what she had told him to do" - both involve knowing/doing something with precision.

Therefore, I believe Sense 1 is the correct choice.

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

Candidate senses:
1. sense_key=just%4:02:00:: | definition=and nothing more | synonyms=merely, simply, only, but | examples=I was merely asking; it is simply a matter of time
2. sense_key=just%4:02:05:: | definition=indicating exactness or preciseness | synonyms=precisely, exactly | examples=he was doing precisely (or exactly) what she had told him to do; it was just as he said--the jewel was gone
3. sense_key=just%4:02:01:: | definition=only a moment ago | synonyms=just now | examples=he has just arrived; the sun just now came out
4. sense_key=just%4:02:03:: | definition=absolutely | synonyms=simply | examples=I just can't take it anymore; he was just grand as Romeo
5. sense_key=just%4:02:04:: | definition=only a very short time before; ; ; ; ; - W.B.Yeats | synonyms=barely, hardly, scarcely, scarce | examples=they could barely hear the speaker; we hardly knew them
6. sense_key=just%4:02:06:: | definition=exactly at this moment or the moment described | examples=we've just finished painting the walls, so don't touch them

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 is "just" in the sentence: "If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do."

2.  **Analyze the context:**
    *   The phrase is "and, just as important, what not to do."
    *   The structure is "just as [adjective]". Here, "as important" is a comparison or a phrase modifying the importance of the second clause ("what not to do").
    *   The meaning is that knowing what *not* to do is *equally* or *exactly* as important as knowing what to do.
    *   It implies precision or equality in the degree of importance.

3.  **Evaluate candidate senses:**

    *   **Sense 1 (just%4:02:00::):** "and nothing more" (synonyms: merely, simply, only).
        *   *Test:* "and, merely as important..." or "and, only as important..."
        *   *Result:* This doesn't fit the intended meaning of emphasizing equal importance. "Only as important" would actually diminish the second part, implying it isn't *more* important, or perhaps less. The context is emphasizing the validity of the second point, equating it to the first. "Merely as important" sounds awkward and changes the meaning to something dismissive, which contradicts the context of "and... [adding another crucial point]".

    *   **Sense 2 (just%4:02:05::):** "indicating exactness or preciseness" (synonyms: precisely, exactly).
        *   *Test:* "and, precisely as important..." or "and, exactly as important..."
        *   *Result:* This fits perfectly. The author is saying knowing what not to do is *exactly* as important as knowing what to do. The phrase "just as [adj]" is a standard construction meaning "equally [adj]" or "exactly [adj]". For example, "just as good", "just as fast". This maps well to "exactly" or "precisely".

    *   **Sense 3 (just%4:02:01::):** "only a moment ago" (synonyms: just now).
        *   *Test:* Temporal sense.
        *   *Result:* No temporal aspect here. The text isn't talking about time relative to the utterance.

    *   **Sense 4 (just%4:02:03::):** "absolutely" (synonyms: simply).
        *   *Test:* "and, absolutely as important..."
        *   *Result:* While related in intensity, "absolutely" doesn't quite capture the comparative structure "just as...". "Just as important" is a comparative equality structure. "Simply as important" is possible but less precise than "exactly". Sense 2 is the standard definition for the "just as X" construction meaning "equally X" or "exactly X".

    *   **Sense 5 (just%4:02:04::):** "only a very short time before" (synonyms: barely, hardly).
        *   *Result:* Incorrect. This implies scarcity or recent timing, neither applies here.

    *   **Sense 6 (just%4:02:06::):** "exactly at this moment".
        *   *Result:* Incorrect. Temporal sense.

4.  **Compare Sense 1 and Sense 2 closely:**
    *   Sometimes "just" acts as a limiter (Sense 1: "only").
    *   Sometimes "just" acts as a precision marker (Sense 2: "exactly").
    *   Sentence: "...just as important..."
    *   If it were Sense 1 ("only"): "only as important". This would suggest "it is important, but no more than that." However, the context adds this as a corollary to "we know exactly what to do". The structure "and, [adverb] as important, what not to do" suggests an additive point of equal weight.
    *   If it were Sense 2 ("exactly"): "exactly as important". This equates the value of the two points. "We know what to do -- and, [exactly] as important, [we know] what not to do."
    *   The standard idiomatic phrase "just as [adjective]" maps to Sense 2. Example from Sense 2's own examples: "it was just as he said". This shows the usage in comparative structures.
    *   Therefore, Sense 2 is the correct choice.

5.  **Final Decision:** The target word functions to emphasize the equality/precision of the comparison ("as important"). This matches the definition "indicating exactness or preciseness" and synonyms "precisely, exactly".

    *   Sense Index: 2.


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

[User]
Target lemma: important
Target surface form: important
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as <t>important</t>, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

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

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

reasoning_content:
I need to analyze the context and determine which sense of "important" fits best.

The sentence is: "If we wish to be serious about American education, we know exactly what to do -- and, just as **important**, what not to do."

Let me analyze each sense:

1. "of great significance or value" - This suggests something that matters, has weight or value
2. "important in effect or meaning" - This is about significance in meaning or effect
3. "of extreme importance; vital to the resolution of a crisis" - This suggests crucial, vital importance
4. "having authority or ascendancy or influence" - This is about people being authoritative/influential
5. "having or suggesting a consciousness of high position" - This is about someone's demeanor suggesting importance

Senses 4 and 5 clearly don't fit - they're about people having an air of importance or being authoritative figures. The target "important" is not describing a person here.

The context is saying that knowing "what not to do" is just as significant/consequential as knowing "what to do" when it comes to American education. It's making a comparison about the value or significance of two things (what to do vs. what not to do).

Let me consider senses 1, 2, and 3:

Sense 1: "of great significance or value" - The idea is that knowing what not to do is valuable/significant, just as much as knowing what to do. This fits well - it's saying both things have great value.

Sense 2: "important in effect or meaning" - This also could work, as it's about significance. But the synonym "significant" here seems more about meaningful interpretation rather than practical value.

Sense 3: "of extreme importance; vital to the resolution of a crisis" - The word "crisis" and "vital" suggest something more urgent and extreme. While education is important, the context doesn't seem to suggest a crisis situation or something "vital" in that extreme sense. The synonym "crucial" also suggests a pivotal, decisive moment.

I think sense 1 is the best fit. The author is saying that knowing what not to do has great significance or value - it's just as valuable/significant as knowing what to do. This is a general statement about value and significance, not about a crisis moment or about meaningful interpretation.

The phrase "just as important" is a common expression meaning "equally valuable/significant" which aligns with sense 1's definition of "of great significance or value."

provider: AtlasCloud


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

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

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

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

reasoning_content:
1.  **Analyze the target lemma and context:**
    *   Target lemma: *school*
    *   Target surface form: *schools* (plural noun)
    *   Context snippet: "There are many successful <t>schools</t> scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand."

2.  **Analyze the context clues:**
    *   The text discusses "American education," "educational reform," "teachers' unions," "salary differentials," and "successful" vs. "unsuccessful" entities.
    *   The phrase "scattered throughout this nation" implies physical locations or institutions distributed geographically.
    *   The phrase "some of them in the poorest of ghettos" implies physical presence in specific locations/neighborhoods.
    *   The contrast between "successful" and "unsuccessful" schools refers to the performance/outcome of the educational process happening within these entities.
    *   Crucially, these are institutions where education takes place, comprising teachers, students, administration, and facilities.

3.  **Evaluate the candidate senses:**

    *   **Sense 1 (school%1:14:00::):**
        *   Definition: *an educational institution*
        *   Examples: "the school was founded in 1900"
        *   Analysis: This fits well. An institution can be "successful" or "unsuccessful" in terms of educational outcomes. Institutions are "scattered throughout this nation." It encompasses the organization, the people (faculty/students implicitly as part of the institution), and the function.

    *   **Sense 2 (school%1:06:00::):**
        *   Definition: *a building where young people receive education*
        *   Synonyms: schoolhouse
        *   Examples: "the school was built in 1932"
        *   Analysis: While schools are often buildings, saying "successful schools" usually refers to the educational program, the staff, and the outcomes, not just the bricks and mortar. A building itself isn't usually described as "successful" in an educational reform context; the institution running inside it is. However, "scattered throughout this nation" fits buildings well. But "educational reform" targets institutions, not just buildings. Sense 1 is broader and more appropriate for the organizational success described.

    *   **Sense 3 (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?"
        *   Analysis: The target is plural ("schools"). "Schooling" is usually an uncountable abstract noun. You don't say "There are many successful schoolings." This sense is incorrect for the plural form used here.

    *   **Sense 4 (school%1:14:02::):**
        *   Definition: *a body of creative artists or writers or thinkers...*
        *   Examples: "the Venetian school of painting"
        *   Analysis: Context is clearly about general education ("teachers' unions," "salary differentials"), not art history or philosophy. Incorrect.

    *   **Sense 5 (school%1:28:00::):**
        *   Definition: *the period of instruction...*
        *   Synonyms: schooltime, school day
        *   Examples: "stay after school"
        *   Analysis: Again, this is a time period (usually uncountable or used in singular phrases like "after school"). You don't have "many successful schools" referring to time periods in this context. Incorrect.

    *   **Sense 6 (school%1:14:03::):**
        *   Definition: *an educational institution's faculty and students*
        *   Examples: "the whole school turned out for the game"
        *   Analysis: This is a specific metonymy (institution -> people). While "schools" are made of people, the context discusses "educational reform," "salary differentials," and institutions existing in "ghettos." When we talk about "successful schools" in the context of reform and standards, we usually refer to the institution as an organizational unit (Sense 1), though Sense 6 is close. However, Sense 1 is the hypernym for the institution itself, which is the standard citation form for "school" when referring to the entity (e.g., "public schools," "private schools"). Sense 6 is usually triggered by collective nouns or phrases like "the whole school." Here, the text counts them ("many schools"). You count institutions (Sense 1), not groups of people in the way Sense 6 implies (which is often a mass noun usage). If I say "There are five schools in this district," I am usually referring to the institutions (Sense 1), not five groups of people.

    *   **Sense 7 (school%1:14:01::):**
        *   Definition: *a large group of fish*
        *   Analysis: Context is education. Incorrect.

4.  **Refine the choice between Sense 1 and Sense 2:**
    *   Is it the building (Sense 2) or the institution (Sense 1)?
    *   The text mentions "educational reform" and "successful" schools.
    *   Success in education is an attribute of the institution (the system, teachers, curriculum), not the physical building. A "school" in a ghetto is an institution operating in a specific location.
    *   Sense 1 ("an educational institution") covers the abstract organization and the physical locus, which aligns best with "successful" and "educational reform."
    *   Sense 2 is limited to the physical structure. While you can say "the school is on fire" (building) or "the school was built in 1932," you usually don't say "many successful schools" to mean "many successful buildings." You mean the educational entities.
    *   Therefore, Sense 1 is the best fit.

5.  **Final check:**
    *   Context: "There are many successful schools scattered throughout this nation..."
    *   Sense 1: "an educational institution".
    *   Matches perfectly.

    *   Result: Sense 1.


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

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

Candidate senses:
1. sense_key=scattered%5:00:00:distributed:00 | definition=occurring or distributed over widely spaced and irregular intervals in time or space | examples=scattered showers; scattered villages
2. sense_key=scattered%5:00:00:incoherent:00 | definition=lacking orderly continuity | synonyms=confused, disconnected, disjointed, disordered, garbled, illogical | examples=a confused set of instructions; a confused dream about the end of the world

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:** scattered
    *   **Target surface form:** scattered
    *   **Context sentence:** "There are many successful schools <t>scattered</t> throughout this nation, some of them in the poorest of ghettos..."
    *   **Context meaning:** The sentence describes the physical location of successful schools. They exist in various places across the country ("throughout this nation"). The phrase "some of them in the poorest of ghettos" reinforces the idea of them being distributed in various locations, potentially irregularly or dispersed.

2.  **Analyze the candidate senses:**

    *   **Sense 1:**
        *   **Definition:** "occurring or distributed over widely spaced and irregular intervals in time or space"
        *   **Examples:** "scattered showers", "scattered villages"
        *   **Match check:** This sense deals with distribution in space (or time). The context discusses schools located "throughout this nation". The examples "scattered villages" fit the semantic pattern of "schools scattered throughout the nation". This sense implies physical dispersion.

    *   **Sense 2:**
        *   **Definition:** "lacking orderly continuity"
        *   **Synonyms:** confused, disconnected, disjointed, disordered, garbled, illogical
        *   **Examples:** "a confused set of instructions", "a confused dream..."
        *   **Match check:** This sense deals with abstract disorganization, logic, or coherence. It applies to arguments, thoughts, instructions, or narratives. The context is about the physical location of schools, not the coherence of the schools or the argument.

3.  **Select the best sense:**
    *   Sense 1 describes the distribution of entities in space.
    *   Sense 2 describes a state of confusion or lack of continuity in abstract concepts or sequences.
    *   The context "schools scattered throughout this nation" clearly refers to spatial distribution.
    *   Therefore, Sense 1 is the correct choice.

4.  **Format the output:**
    *   The user wants a JSON object like `{"sense_index": X}`.
    *   The chosen sense is the first one listed (index 1).

    Result: `{"sense_index": 1}`