[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: realize
Target surface form: realize
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to <t>realize</t> their full academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=realize%2:31:01:: | definition=be fully aware or cognizant of | synonyms=recognize, recognise, realise, agnize, agnise
2. sense_key=realize%2:31:00:: | definition=perceive (an idea or situation) mentally | synonyms=understand, realise, see | examples=Now I see!; I just can't see your point
3. sense_key=realize%2:36:00:: | definition=make real or concrete; give reality or substance to | synonyms=realise, actualize, actualise, substantiate | examples=our ideas must be substantiated into actions
4. sense_key=realize%2:40:01:: | definition=earn on some commercial or business transaction; earn as salary or wages | synonyms=gain, take in, clear, make, earn, realise | examples=How much do you make a month in your new job?; She earns a lot in her new job
5. sense_key=realize%2:40:00:: | definition=convert into cash; of goods and property | synonyms=realise
6. sense_key=realize%2:36:07:: | definition=expand or complete (a part in a piece of baroque music) by supplying the harmonies indicated in the figured bass | synonyms=realise

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": 3}

[User] Your previous answer was invalid. Choose one candidate index between 1 and 6. Return only valid JSON exactly like {"sense_index": 1}.

reasoning_content:
1.  **Analyze the Request:**
    *   **Task:** Fine-grained Word Sense Disambiguation (WSD).
    *   **Target Lemma:** realize.
    *   **Target Surface Form:** realize.
    *   **Context:** A text discussing education, tracking, and academic potential. The specific sentence is: "The purpose of education is to encourage young men and women to <t>realize</t> their full academic potential."
    *   **Candidate Senses:**
        1.  be fully aware or cognizant of.
        2.  perceive (an idea or situation) mentally.
        3.  make real or concrete; give reality or substance to.
        4.  earn on some commercial or business transaction.
        5.  convert into cash.
        6.  expand or complete (a part in a piece of baroque music).
    *   **Constraints:** Choose the single best indexed sense. Do not hedge. Return *only* a JSON object `{"sense_index": X}`.

2.  **Analyze the Context:**
    *   The sentence is: "The purpose of education is to encourage young men and women to <t>realize</t> their full academic potential."
    *   The object of "realize" is "their full academic potential".
    *   The broader context talks about "moving up the educational ladder", "permit the gifted youngsters to flourish", "grounding for further study". It discusses actualizing capabilities.

3.  **Analyze the Candidate Senses:**

    *   *Sense 1 (be fully aware/cognizant of):* Can you "realize your potential" in the sense of becoming aware of it? Technically, yes, you can become aware of what your potential is. However, does the purpose of education encourage students to *know* their potential, or to *achieve* it? The context "move up the educational ladder", "flourish", "grounding for further study" implies achievement and development, not just awareness.
    *   *Sense 2 (perceive mentally):* Similar to Sense 1. "Realize their potential" doesn't fit "perceive an idea" well here.
    *   *Sense 3 (make real or concrete; give reality or substance to):* Synonyms: *actualize, substantiate*. Example: "our ideas must be substantiated into actions".
        *   Does "realize their full academic potential" mean "make their potential real" or "actualize their potential"? Yes. This is the standard idiom "realize one's potential" (meaning to fulfill it, to achieve it). The context supports this: education leads to flourishing and work. The potential becomes actual ability.
    *   *Sense 4 (earn money):* No, the object is "potential", not money/salary.
    *   *Sense 5 (convert into cash):* No, "potential" is not goods or property to be liquidated.
    *   *Sense 6 (baroque music):* Irrelevant context.

4.  **Compare Sense 1 and Sense 3:**
    *   Sense 1 suggests cognitive awareness (realizing a fact). Example: "I realized I was wrong."
    *   Sense 3 suggests bringing something into existence/actuality (realizing a project/goal). Example: "He realized his lifelong ambition."
    *   The phrase "realize their full academic potential" is a classic collocation meaning to *achieve* or *fulfill* that potential.
    *   Therefore, Sense 3 is the correct choice. The definition "make real or concrete" fits perfectly with "potential" turning into "actual" skills/knowledge.

5.  **Formulate Output:**
    *   The user requires a JSON object `{"sense_index": X}`.
    *   I selected Sense 3.
    *   The previous error was a formatting issue (I wrote `sense_index": 3}` instead of `{"sense_index": 3}`). I must ensure strict JSON format this time.

6.  **Final Check:**
    *   Target: realize.
    *   Context: "...encourage young men and women to realize their full academic potential."
    *   Definition selected: make real or concrete; give reality or substance to.
    *   Index: 3.

provider: Baidu


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: full
Target surface form: full
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their <t>full</t> academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=full%3:00:00:: | definition=containing as much or as many as is possible or normal | examples=a full glass; a sky full of stars
2. sense_key=full%5:00:01:whole:00 | definition=constituting the full quantity or extent; complete | synonyms=entire, total | examples=an entire town devastated by an earthquake; gave full attention
3. sense_key=full%5:00:00:complete:00 | definition=complete in extent or degree and in every particular | synonyms=total | examples=a full game; a total eclipse
4. sense_key=full%5:00:00:nourished:00 | definition=filled to satisfaction with food or drink | synonyms=replete | examples=a full stomach
5. sense_key=full%3:00:01:: | definition=(of sound) having marked deepness and body | examples=full tones; a full voice
6. sense_key=full%5:00:00:ample:00 | definition=having the normally expected amount | synonyms=good | examples=gives full measure; gives good measure
7. sense_key=full%5:00:00:high:02 | definition=being at a peak or culminating point | synonyms=broad | examples=broad daylight; full summer
8. sense_key=full%5:00:02:ample:00 | definition=having ample fabric | synonyms=wide, wide-cut | examples=the current taste for wide trousers; a full skirt

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

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

finish_reason: stop

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

role: assistant

reasoning_content:
The user wants me to perform Word Sense Disambiguation on the word "full" in a specific sentence context.

**Context Analysis:**
Sentence: "The purpose of education is to encourage young men and women to realize their **full** academic potential."
Target phrase: "full academic potential"

**Candidate Sense Analysis:**

1.  **sense_key=full%3:00:00:: | definition=containing as much or as many as is possible or normal**
    *   Examples: "a full glass", "a sky full of stars".
    *   Analysis: This refers to volume or capacity filled to the brim. "Potential" isn't really a container in the physical sense. It implies completeness, not volume.

2.  **sense_key=full%5:00:01:whole:00 | definition=constituting the full quantity or extent; complete**
    *   Synonyms: entire, total
    *   Examples: "an entire town devastated by an earthquake"; "gave full attention".
    *   Analysis: This sense emphasizes "wholeness" or the "entirety" of something. "Full potential" means the *complete* or *entire* extent of one's potential. This fits well. "Realize their full potential" means realizing the maximum extent or the complete capability they possess.

3.  **sense_key=full%5:00:00:complete:00 | definition=complete in extent or degree and in every particular**
    *   Synonyms: total
    *   Examples: "a full game"; "a total eclipse".
    *   Analysis: This is very similar to sense 2. It often applies to events (full game) or phenomena (total eclipse). It emphasizes completeness of detail. However, "full potential" usually refers to the *extent* or *magnitude* of the potential, which aligns well with sense 2's "constituting the full quantity or extent". Let's compare sense 2 and 3 carefully.
        *   Sense 2 (whole/entire): Focuses on the quantity or extent. "Full attention" (example in sense 2) is semantically close to "full potential". It implies not holding back, reaching the limit.
        *   Sense 3 (complete/total): Focuses on "every particular". A "full game" is complete in all its parts. "Full potential" isn't usually about "every particular" in a structural sense, but rather the maximum amount or extent.
        *   WordNet hierarchy often distinguishes "whole/entire" (undivided/total extent) from "complete" (lacking no part). Here, realizing "full potential" means reaching the maximum *extent* (sense 2). It is synonymous with "entire potential" or "total potential".

4.  **sense_key=full%5:00:00:nourished:00 | definition=filled to satisfaction with food or drink**
    *   Analysis: Irrelevant context.

5.  **sense_key=full%3:00:01:: | definition=(of sound) having marked deepness and body**
    *   Analysis: Irrelevant context.

6.  **sense_key=full%5:00:00:ample:00 | definition=having the normally expected amount**
    *   Synonyms: good
    *   Examples: "gives full measure".
    *   Analysis: This implies sufficiency or reaching a standard. "Full potential" isn't just the "expected" amount; it's the maximum amount possible.

7.  **sense_key=full%5:00:00:high:02 | definition=being at a peak or culminating point**
    *   Synonyms: broad
    *   Examples: "broad daylight"; "full summer".
    *   Analysis: This refers to time/stage (full moon, full summer). Not applicable to "potential" in this abstract sense.

8.  **sense_key=full%5:00:02:ample:00 | definition=having ample fabric**
    *   Analysis: Irrelevant context (clothing).

**Re-evaluating Sense 2 vs Sense 3:**
Let's look at the provided list again.
Index 2: `constituting the full quantity or extent; complete` (synonyms: entire, total). Examples: "gave full attention".
Index 3: `complete in extent or degree and in every particular` (synonyms: total). Examples: "a full game".

The phrase "full potential" is a fixed collocation. It means the complete or maximum extent of one's capability.
Sense 2 focuses on "quantity or extent". Potential is often viewed as a quantity or capacity. "Realize their full potential" is very similar semantically to "gave full attention" (example in sense 2)—both involve utilizing the total extent of a capability or focus. Sense 3 examples ("full game", "total eclipse") describe things that are complete instances of their type.
"Full potential" is about the *extent* of the capability. Therefore, sense 2 ("constituting the full quantity or extent") seems the most precise fit among the options provided.

Sense 2: "constituting the full quantity or extent; complete".
Sense 3: "complete in extent or degree and in every particular".

Actually, looking at WordNet 3.0/3.1 mappings:
The adjective "full" has a sense "full(a), entire, intact" (often mapped to 'whole').
Another sense is "full, full-blown" (complete).
Another sense is "full, replete" (food).

Let's look at the definitions provided in the prompt specifically.
Index 2: `constituting the full quantity or extent; complete`. Synonyms `entire, total`. Example `gave full attention`.
Index 3: `complete in extent or degree and in every particular`. Synonyms `total`. Example `a full game`.

"Full potential" is synonymous with "entire potential" or "total potential".
Sense 2 explicitly lists synonyms "entire" and "total".
Sense 3 explicitly lists synonym "total".

The example "gave full attention" under Index 2 is conceptually closer to "realize full potential" (both are about utilizing a capacity) than "a full game" (Index 3).
"Full attention" = whole attention / undivided attention.
"Full potential" = whole potential / maximum potential.

Let's check the synonym "whole" which is usually distinct.
Wait, Sense 2 has the synset `[entire, full, total]`.
Sense 3 has the synset `[full, total]`.

In WordNet, the distinction between "entire/whole" and "complete" can be subtle.
Sense 2 seems to correspond to the "whole/entire" meaning. "Realize their full academic potential" implies realizing the *whole* or *entire* extent of it, not leaving any part unrealized.
Sense 3 seems to correspond to "complete" as in "finished" or "lacking no member/part".

"Realize potential" implies reaching the extent.
Therefore, Index 2 seems the better choice. The gloss "constituting the full quantity or extent" matches "full potential" (constituting the maximum extent of one's ability).

Let's double check if Sense 1 applies.
Sense 1: "containing as much or as many as is possible or normal".
Example: "a full glass".
This is the physical containment sense. While "potential" acts as a container conceptually, WordNet usually separates the physical "filled" sense (Sense 1) from the abstract "entire/complete" sense (Sense 2/3). "Full potential" is a degree/extent modifier, not a physical filler. However, Sense 1 is "containing as much... as possible". "Potential" is the capacity. "Full potential" = the capacity holding as much as possible?
Actually, in many WSD systems, "full potential" is often tagged with the sense synonymous with "complete/entire" (Sense 2 or 3 depending on specific WordNet version hierarchy).
Sense 1 is usually for "full cup", "full room", "full tank".
Sense 2 is usually for "full extent", "full measure", "full speed", "full life", "full attention".
"Full potential" aligns with "full extent" or "full measure".
Sense 2 example: "gave full measure" / "gave full attention". This matches the abstract degree/extent nature of "full potential".
Sense 2 definition: "constituting the full quantity or extent".
This fits perfectly. "Full potential" constitutes the full extent of one's capability.

Sense 3 definition: "complete in extent or degree and in every particular".
This is slightly different. It implies structural completeness. "A full report", "a full game". "Full potential" isn't "every particular" of a potential, it is the *total quantity* of it.

Thus, Index 2 is the correct choice.

Final check:
Context: "...realize their full academic potential."
Meaning: The complete or maximum extent of their capability.
Sense 2 Gloss: "constituting the full quantity or extent; complete".
Sense 2 Examples: "gave full attention" (similar usage pattern: degree/extent of an abstract concept).

The match is strong.

Selected Index: 2.

format: unknown

native_finish_reason: stop

provider: Friendli

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: academic
Target surface form: academic
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full <t>academic</t> potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=academic%3:01:00:: | definition=associated with academia or an academy | examples=the academic curriculum; academic gowns
2. sense_key=academic%5:00:00:theoretical:01 | definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion; an academic question
3. sense_key=academic%5:00:00:scholarly:00 | definition=marked by a narrow focus on or display of learning especially its trivial aspects | synonyms=donnish, pedantic

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 surface form**: The target lemma is "academic" (adjective). The surface form in the text is "academic".
2.  **Analyze the context**:
    *   Context sentence: "The purpose of education is to encourage young men and women to realize their full <t>academic</t> potential. No one in his right mind actually believes that we all have an equal academic potential."
    *   Broader context: The text discusses students moving up the "educational ladder", mastering the "3 R's", "tracking" based on ability ("gifted" vs "less gifted"), and preparing for "further study".
    *   Key phrase: "academic potential".
    *   Meaning in context: The text is talking about schooling, education systems, and intellectual development within a school/university setting. "Academic potential" refers to a student's capacity to succeed in educational pursuits (learning subjects like reading, writing, math, etc.).
3.  **Evaluate the candidate senses**:
    *   **Sense 1**: `academic%3:01:00::` | Definition: "associated with academia or an academy" | Examples: "the academic curriculum; academic gowns".
        *   Fit: This fits very well. The context is about schools, education, curriculum, and learning. "Academic potential" is potential related to schooling and formal learning. The broader context mentions "educational ladder", "elementary school", "mastering the 3 R's".
    *   **Sense 2**: `academic%5:00:00:theoretical:01` | Definition: "hypothetical or theoretical and not expected to produce an immediate or practical result" | Examples: "an academic discussion; an academic question".
        *   Fit: This is often used for things like "an academic point" or "an academic question" (meaning moot or irrelevant to reality). Here, the text is discussing "academic potential" as a real capacity for learning and school success, not a theoretical or moot point. This is the wrong sense.
    *   **Sense 3**: `academic%5:00:00:scholarly:00` | Definition: "marked by a narrow focus on or display of learning especially its trivial aspects" | Synonyms: donnish, pedantic.
        *   Fit: This refers to a personality trait or style of speaking/writing (being pedantic). "Academic potential" is not a "pedantic potential". This is the wrong sense.
4.  **Select the best sense**: Sense 1 is the clear choice. It relates to the educational environment (academia/academy).
5.  **Formatting**: The user requested a JSON object `{"sense_index": X}` where X is the index number (1, 2, or 3).
    *   Sense 1 corresponds to index 1.

Final check:
Context: "realize their full academic potential."
Sense 1: associated with academia (school/education). Matches perfectly.
Sense 2: hypothetical/not practical. Does not match.
Sense 3: pedantic/donnish. Does not match.

Result: Index 1.

provider: StreamLake


[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: potential
Target surface form: potential
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic <t>potential</t>. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=potential%1:26:00:: | definition=the inherent capacity for coming into being | synonyms=potentiality, potency
2. sense_key=potential%1:19:00:: | definition=the difference in electrical charge between two points in a circuit expressed in volts | synonyms=electric potential, potential difference, potential drop, voltage

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: "potential"
    *   Target surface form: "potential"
    *   Context snippet: "Students should move up the educational ladder as their academic potential allows... encourage young men and women to realize their full academic potential... we all have an equal academic potential."
    *   Key modifiers: "academic potential". This refers to a student's capacity or ability to learn and achieve in an educational setting.

2.  **Analyze the candidate senses:**
    *   Sense 1: `potential%1:26:00::` | Definition: "the inherent capacity for coming into being" | Synonyms: potentiality, potency.
    *   Sense 2: `potential%1:19:00::` | Definition: "the difference in electrical charge between two points in a circuit expressed in volts" | Synonyms: electric potential, potential difference, potential drop, voltage.

3.  **Evaluate Sense 1:**
    *   Definition: "inherent capacity for coming into being."
    *   Does it fit? Yes. "Academic potential" refers to a student's inherent capacity to develop skills, learn, and succeed academically. It is a capability that currently exists in a latent form but can be realized. The context talks about "gifted youngsters," "realize their full academic potential," and moving up the educational ladder based on ability. This aligns perfectly with the abstract concept of capacity or possibility.

4.  **Evaluate Sense 2:**
    *   Definition: "difference in electrical charge... expressed in volts."
    *   Does it fit? No. The context is about education, students, and academic achievement. There is no mention of circuits, electricity, or physics.

5.  **Select the best sense:**
    *   Sense 1 is clearly the correct choice. It captures the abstract meaning of ability/capacity found in the text.

6.  **Format the output:**
    *   The instruction asks for a specific JSON format: `{"sense_index": X}`.
    *   The instructions say "Return only a JSON object exactly like {"sense_index": 3}".
    *   I need to map the chosen sense to the index provided in the prompt.
    *   Sense 1 corresponds to index 1.

7.  **Final check:**
    *   Context: Education, students, academic ability.
    *   Sense 1: Capacity/ability (Abstract).
    *   Sense 2: Electrical charge (Physics).
    *   Match: Sense 1.
    *   JSON: `{"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: actually
Target surface form: actually
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind <t>actually</t> believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=actually%4:02:01:: | definition=in actual fact | synonyms=really | examples=to be nominally but not actually independent; no one actually saw the shark
2. sense_key=actually%4:02:00:: | definition=used to imply that one would expect the fact to be the opposite of that stated; surprisingly | synonyms=in reality | examples=you may actually be doing the right thing by walking out; she actually spoke Latin
3. sense_key=actually%4:02:03:: | definition=at the present moment | examples=the transmission screen shows the picture that is actually on the air
4. sense_key=actually%4:02:02:: | definition=as a sentence modifier to add slight emphasis | examples=actually, we all help clear up after a meal; actually, I haven't seen the 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}.

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

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

reasoning_content:
1.  **Analyze the target word:** The target word is "actually" (adverb).
2.  **Analyze the context:**
    *   Sentence: "No one in his right mind actually believes that we all have an equal academic potential."
    *   Preceding sentence: "The purpose of education is to encourage young men and women to realize their full academic potential."
    *   Following sentence: "It is generally desirable to use older textbooks..."
    *   The argument is about "tracking" students based on ability. The author argues that tracking is not undemocratic and that education should help students reach their *full* potential.
    *   The specific sentence with the target word asserts that nobody truly/genuinely believes that everyone has equal academic potential.
3.  **Evaluate the candidate senses:**

    *   **Sense 1:** `actually%4:02:01::` | definition="in actual fact" | synonyms="really" | examples="to be nominally but not actually independent; no one actually saw the shark".
        *   This sense emphasizes reality vs. appearance or nominal status. Does the sentence mean "No one in his right mind *in actual fact* believes..."? Yes, it fits well. It contrasts a hypothetical belief (that we are all equal) with the reality of the belief (no one holds it). It means "really" or "truly".

    *   **Sense 2:** `actually%4:02:00::` | definition="used to imply that one would expect the fact to be the opposite of that stated; surprisingly" | synonyms="in reality" | examples="you may actually be doing the right thing by walking out; she actually spoke Latin".
        *   This sense implies counter-expectation or surprise (e.g., "she actually spoke Latin" implies you wouldn't expect her to).
        *   Does the context imply surprise? "No one in his right mind actually believes..." Is it surprising that no one believes it? The author treats it as an obvious fact, not a surprising one. The phrase "No one in his right mind" suggests that holding the opposite belief is irrational. Therefore, asserting that no rational person holds that belief is an expected, standard statement for this author, not a surprising twist.

    *   **Sense 3:** `actually%4:02:03::` | definition="at the present moment" | examples="the transmission screen shows the picture that is actually on the air".
        *   This refers to temporal immediacy (currently). The sentence is not about time. It's about the state of belief. This is incorrect.

    *   **Sense 4:** `actually%4:02:02::` | definition="as a sentence modifier to add slight emphasis" | examples="actually, we all help clear up after a meal; actually, I haven't seen the film".
        *   This is often used at the start of a sentence or clause as a discourse marker (politeness, topic shift, or mild correction).
        *   In the context sentence, "actually" is placed inside the verb phrase ("actually believes").
        *   While it does add emphasis, is it functioning primarily as a sentence modifier or as an adverb modifying "believes"? In the examples provided ("actually, we all help..."), it is set off by a comma or starts the sentence. In the target sentence ("actually believes"), it modifies the verb directly.
        *   Comparing Sense 1 and Sense 4: Sense 1 emphasizes the *truth* or *reality* of the action (truly/really). Sense 4 is a discourse marker.
        *   The phrase "actually believes" usually maps to "truly believes" or "really believes" (Sense 1).
        *   Let's look at the nuance. The author is making a strong claim about reality. "No one really believes..." vs "No one believes (emphasis)...".
        *   Sense 1 examples: "no one actually saw the shark". This is similar structure to "no one actually believes".
        *   Sense 4 examples: "actually, I haven't seen the film". This structure (sentence initial) is distinct.
        *   Therefore, Sense 1 is a better fit than Sense 4.

4.  **Refining the choice between Sense 1 and Sense 4:**
    *   Sense 1 definition: "in actual fact".
    *   Context: "No one in his right mind [truly/really] believes that we all have an equal academic potential."
    *   This is a claim about the factual state of people's minds. The author is contrasting a rhetorical position (that everyone has equal potential) with what people "actually" (in reality) think.
    *   Sense 4 suggests a discourse function (like "as a matter of fact"). While "actually" often acts as a discourse marker, in this specific syntactic position (modifying the verb "believes" directly without a comma pause), Sense 1 is the stronger semantic fit. The WordNet hierarchy usually distinguishes between the "in reality" sense (often contrastive to expectation or appearance) and the "sentence modifier" sense. Sense 1 captures the "in actual fact / really" meaning.

    Let's check Sense 2 again. "Used to imply that one would expect the fact to be the opposite...".
    Is the author saying: "You might think people believe this, but actually they don't"?
    The context discusses the "notion that tracking is somehow 'undemocratic' is absurd."
    Then it says the purpose of education is to realize potential.
    Then: "No one in his right mind actually believes that we all have an equal academic potential."
    Is there a strong expectation that people *do* believe in equal potential?
    The text claims the notion (that tracking is undemocratic) is based on an idea of equality? Or perhaps the author thinks the "undemocratic" crowd assumes equal potential.
    If the "undemocratic" crowd assumes equal potential, then the author is countering that assumption.
    "Those people think tracking is bad because they assume equal potential. But no one [sane] *actually* [in reality] believes in equal potential."
    This feels like a mix of Sense 1 and Sense 2.
    However, Sense 2 is defined as "surprisingly" or "expect the opposite".
    "No one in his right mind..." suggests that believing in equal potential is insanity. Therefore, it is *expected* that sane people don't believe it. It is not a surprise. Therefore, Sense 2 is less appropriate than Sense 1.
    Sense 1 "in actual fact" fits perfectly. The author is stating a fact about beliefs. "In actual fact, no one believes X."

    Let's look at Sense 1 examples again. "no one actually saw the shark".
    Target: "no one actually believes".
    Structure is identical. Meaning is "no one really/truly saw the shark" vs "no one really/truly believes".
    This confirms Sense 1 is the intended annotation.

5.  **Final decision:** Sense 1.
    Index: 1.

    Check mapping:
    Sense 1: `actually%4:02:01::` -> index 1.
    Sense 2: `actually%4:02:00::` -> index 2.
    Sense 3: `actually%4:02:03::` -> index 3.
    Sense 4: `actually%4:02:02::` -> index 4.

    Wait, the prompt says:
    1. sense_key=actually%4:02:01:: ...
    2. sense_key=actually%4:02:00:: ...
    3. sense_key=actually%4:02:03:: ...
    4. sense_key=actually%4:02:02:: ...

    The instruction says "Return only a JSON object exactly like {"sense_index": 3}."
    The indices in the JSON should correspond to the list order (1, 2, 3, 4).

    The sense "in actual fact" corresponds to the first item in the list.
    Therefore, sense_index is 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: believe
Target surface form: believes
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually <t>believes</t> that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=believe%2:31:00:: | definition=accept as true; take to be true | examples=I believed his report; We didn't believe his stories from the War
2. sense_key=believe%2:31:04:: | definition=judge or regard; look upon; judge | synonyms=think, consider, conceive | examples=I think he is very smart; I believe her to be very smart
3. sense_key=believe%2:31:03:: | definition=be confident about something | synonyms=trust | examples=I believe that he will come back from the war
4. sense_key=believe%2:31:01:: | definition=follow a credo; have a faith; be a believer | examples=When you hear his sermons, you will be able to believe, too
5. sense_key=believe%2:31:02:: | definition=credit with veracity | examples=You cannot believe this man; Should we believe a publication like the National Enquirer?

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: "No one in his right mind actually <t>believes</t> that we all have an equal academic potential."
    *   Structure: Subject ("No one...") + Verb ("believes") + Complement Clause ("that we all have an equal academic potential").
    *   Meaning: The author is asserting that the proposition "we all have an equal academic potential" is false, and that rational people do not hold this proposition to be true.

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `believe%2:31:00::` | definition=accept as true; take to be true | examples=I believed his report; We didn't believe his stories from the War.
        *   This is the general cognitive sense of holding a proposition to be true. The context says "No one... believes that [proposition]." This fits perfectly. It simply means holding an opinion or belief that something is the case.

    *   **Sense 2:** `believe%2:31:04::` | definition=judge or regard; look upon; judge | synonyms=think, consider, conceive | examples=I think he is very smart; I believe her to be very smart.
        *   This sense often implies an opinion about the nature or quality of a person or thing, often followed by an object and a complement (e.g., "believe him to be smart"). While "think" is a synonym, the specific structure here is a "that-clause" ("believes that we all have..."). While "I believe that he is smart" could fall under sense 1, sense 2 usually targets the "regard as" or "judge" aspect often involving an object-complement structure or an estimation of character. The context here is about the truth value of a factual claim (about academic potential), rather than a judgment of character or a specific estimation. However, WordNet often distinguishes "accept as true" (sense 1) from "judge/regard" (sense 2). The "that-clause" is the strongest indicator for Sense 1 in many dictionaries, whereas Sense 2 examples often look like "believe X to be Y".

    *   **Sense 3:** `believe%2:31:03::` | definition=be confident about something | synonyms=trust | examples=I believe that he will come back from the war.
        *   This implies a sense of trust, hope, or confidence in a future outcome or person. The context is not about trusting someone or hoping for an outcome; it's about the validity of a premise regarding academic potential. It is an intellectual acceptance or rejection of a fact/theory.

    *   **Sense 4:** `believe%2:31:01::` | definition=follow a credo; have a faith; be a believer | examples=When you hear his sermons, you will be able to believe, too.
        *   This is religious faith. The context is clearly educational policy, not religious conversion.

    *   **Sense 5:** `believe%2:31:02::` | definition=credit with veracity | examples=You cannot believe this man; Should we believe a publication like the National Enquirer?
        *   This is about trusting the truthfulness of a source (a person or publication). The object is usually the source. In the target sentence, the object is a "that-clause" (a proposition), not a person being credited with veracity. We aren't saying "No one believes [Person X]." We are saying "No one believes [Proposition]."

3.  **Compare Sense 1 and Sense 2 closely:**
    *   Sense 1: "accept as true". This is the most basic definition. Does the sentence mean "No one accepts it as true that we all have an equal academic potential"? Yes.
    *   Sense 2: "judge or regard". The examples provided in WordNet for Sense 2 are "I think he is very smart", "I believe her to be very smart". This construction is usually [believe] + [Object] + [to be + Adjective/Noun]. The target sentence uses [believe] + [that-clause].
    *   Usage distinction: In lexicography (e.g., Oxford, Longman), "believe that..." usually maps to the core sense of "holding something to be true" (Sense 1). "Believe X to be Y" often maps to "consider/regard" (Sense 2).
    *   Even if we treat "think" (synonym for Sense 2) as a candidate, the specific definition "judge or regard" suggests an evaluation of attributes. The sentence is about the validity of a theory or fact.
    *   Therefore, Sense 1 is the precise fit for "accept as true; take to be true" regarding a proposition expressed in a that-clause.

4.  **Final Decision:**
    *   The sentence denies the truth value of a proposition.
    *   Sense 1 is "accept as true".
    *   Sense 5 is "credit a source with veracity" (wrong syntax).
    *   Sense 3 is "trust/be confident" (wrong nuance).
    *   Sense 4 is religious (wrong context).
    *   Sense 2 is "judge/regard" (usually distinct syntax, i.e., believe X to be Y).
    *   Sense 1 is the correct sense.

5.  **Formatting Output:**
    *   Target sense index: 1.
    *   Format: `{"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: equal
Target surface form: equal
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an <t>equal</t> academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=equal%3:00:00:: | definition=having the same quantity, value, or measure as another | examples=on equal terms; all men are equal before the law
2. sense_key=equal%3:00:03:: | definition=having the requisite qualities or resources to meet a task | synonyms=adequate | examples=she had adequate training; her training was adequate

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

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

reasoning_content:
1.  **Analyze the Target Lemma and Surface Form:**
    *   Lemma: `equal`
    *   Surface Form: `equal`
    *   Context: "No one in his right mind actually believes that we all have an equal academic potential."

2.  **Analyze the Context:**
    *   The sentence is discussing "academic potential."
    *   The phrase is "we all have an equal academic potential."
    *   The surrounding text argues for "tracking" based on differences in ability. It mentions "gifted youngsters" vs. "less gifted."
    *   The author states that it is absurd to believe everyone has the *same* level of academic potential. The implication is that people have different potentials (some higher, some lower), not the *same* one.
    *   Therefore, "equal" here means "the same" or "identical in magnitude/extent."

3.  **Analyze Candidate Senses:**

    *   **Sense 1:**
        *   Definition: "having the same quantity, value, or measure as another"
        *   Examples: "on equal terms", "all men are equal before the law"
        *   Match: This fits perfectly. The context implies that not everyone has the *same* amount of potential. The notion of equality here is about sameness of measure/quantity (of potential).

    *   **Sense 2:**
        *   Definition: "having the requisite qualities or resources to meet a task"
        *   Synonyms: adequate
        *   Examples: "she had adequate training"
        *   Match: This would mean "we all have an adequate academic potential." This doesn't fit the logic of the paragraph. The paragraph is contrasting gifted vs. less gifted, high potential vs. low potential. The argument is about the *distribution* of potential (whether it is uniform or varied), not whether people have *enough* potential to meet a task. The phrase "equal potential" refers to potential being equivalent across people, not potential being sufficient for a task.

4.  **Select the Best Sense:**
    *   Sense 1 describes the state of being the same in measure/value.
    *   The sentence denies that everyone's academic potential is the same.
    *   Sense 1 is the correct interpretation.

5.  **Format Output:**
    *   The user wants a JSON object with `sense_index`.
    *   Sense 1 corresponds to index 1.

    *   JSON: `{"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: academic
Target surface form: academic
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal <t>academic</t> potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=academic%3:01:00:: | definition=associated with academia or an academy | examples=the academic curriculum; academic gowns
2. sense_key=academic%5:00:00:theoretical:01 | definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion; an academic question
3. sense_key=academic%5:00:00:scholarly:00 | definition=marked by a narrow focus on or display of learning especially its trivial aspects | synonyms=donnish, pedantic

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: "academic"
    *   Target surface form: "academic"
    *   Context: The text discusses students moving up the "educational ladder" based on their "academic potential". It discusses "tracking", mastering the 3 R's, and realizing "full academic potential". The sentence "No one in his right mind actually believes that we all have an equal academic potential" is key.
    *   The usage here refers to potential related to schooling, learning, and intellectual capability within an educational system. It contrasts with "entering the modern world of work" (practical/vocational vs. academic).

2.  **Analyze the candidate senses:**
    *   *Sense 1:* `academic%3:01:00::` | Definition: "associated with academia or an academy" | Examples: "the academic curriculum; academic gowns".
        *   This sense relates to the institution of education or the environment of academia. "Academic potential" means potential within the realm of schooling/learning.
    *   *Sense 2:* `academic%5:00:00:theoretical:01` | Definition: "hypothetical or theoretical and not expected to produce an immediate or practical result" | Examples: "an academic discussion; an academic question".
        *   This sense is often used to dismiss something as moot or irrelevant to practice. "Academic potential" is not being used to mean "hypothetical potential". It refers to the *capacity to learn*.
    *   *Sense 3:* `academic%5:00:00:scholarly:00` | Definition: "marked by a narrow focus on or display of learning especially its trivial aspects" | Synonyms: donnish, pedantic.
        *   This describes a personality or a style of writing/speaking. "Academic potential" does not mean "pedantic potential".

3.  **Compare context to senses:**
    *   The phrase "academic potential" refers to a student's capacity for scholastic achievement. It relates directly to the educational context ("educational ladder", "elementary school", "mastered the 3 R's").
    *   Sense 1 fits best. The "academic potential" is the potential associated with academia (schooling/education). It distinguishes the intellectual/learning capacity from vocational or practical skills (implied by "world of work").
    *   Sense 2 is wrong because it implies "theoretical/moot". One wouldn't say "theoretical potential" in this context; they are talking about real educational achievement.
    *   Sense 3 is wrong because it implies "pedantic".

4.  **Refine the choice:**
    *   Is "academic" here an adjective describing something belonging to the educational sphere? Yes.
    *   Does Sense 1 cover this? Yes. "Associated with academia or an academy". Academia here represents the world of formal education.
    *   The phrase "academic potential" is a standard collocation meaning "potential for success in academic (scholastic) settings".

5.  **Final selection:** Sense 1.

    *   Context: "educational ladder", "elementary school", "mastered 3 R's", "study".
    *   Sense 1: "associated with academia or an academy".
    *   Mapping: The adjective modifies "potential". The potential is of the type associated with schooling/academia.

    Note on Indexing:
    The prompt asks to return an index (1, 2, or 3).
    Sense 1 corresponds to `academic%3:01:00::`.
    Sense 2 corresponds to `academic%5:00:00:theoretical:01`.
    Sense 3 corresponds to `academic%5:00:00:scholarly:00`.

    Therefore, the correct index is 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: potential
Target surface form: potential
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic <t>potential</t>. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=potential%1:26:00:: | definition=the inherent capacity for coming into being | synonyms=potentiality, potency
2. sense_key=potential%1:19:00:: | definition=the difference in electrical charge between two points in a circuit expressed in volts | synonyms=electric potential, potential difference, potential drop, voltage

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 form**: The target is "potential" (noun).
2.  **Analyze the context**:
    *   "Students should move up the educational ladder as their academic potential allows."
    *   "The purpose of education is to encourage young men and women to realize their full academic potential."
    *   "No one in his right mind actually believes that we all have an equal academic potential."
    *   The text discusses education, abilities, giftedness, and the capacity to learn or achieve.
    *   The usage is clearly metaphorical/abstract, referring to capability or possibility for development, not physics/electricity.
3.  **Analyze the candidate senses**:
    *   Sense 1: `potential%1:26:00::` | definition="the inherent capacity for coming into being" | synonyms="potentiality, potency". This fits the idea of students having an inherent capacity for academic achievement or growth.
    *   Sense 2: `potential%1:19:00::` | definition="the difference in electrical charge between two points in a circuit expressed in volts" | synonyms="electric potential, potential difference, potential drop, voltage". This is a physics term. The context is education, not physics.
4.  **Match context to sense**:
    *   The context refers to "academic potential". This implies a capacity to learn or succeed.
    *   Sense 1 defines it as "the inherent capacity for coming into being". While "coming into being" sounds slightly philosophical, the synonym "potentiality" and the general noun usage in WordNet for "potential" covers the concept of ability/capability that may be realized.
    *   Sense 2 is strictly electrical.
    *   Therefore, Sense 1 is the correct choice.
5.  **Format the output**: The user wants a JSON object `{"sense_index": X}`. Since I need to choose the single best indexed sense, and the list is numbered 1 and 2. Sense 1 is the correct one.

Let's double-check WordNet hierarchy if possible (mentally).
WordNet 3.1 or 3.0 usually has two main noun senses for "potential".
1. Potentiality, potential (capability of existing or happening or being true). (noun.cognition)
2. Electric potential (the difference in electrical charge...). (noun.phenomenon)

The context "academic potential" aligns perfectly with the first sense (capability/capacity). The definition provided in the prompt for Sense 1 is "the inherent capacity for coming into being". This matches.

Result: Sense 1.

provider: Novita


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

[User]
Target lemma: generally
Target surface form: generally
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is <t>generally</t> desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=generally%4:02:02:: | definition=usually; as a rule | synonyms=by and large, more often than not, mostly | examples=by and large it doesn't rain much here
2. sense_key=generally%4:02:01:: | definition=without distinction of one from others | synonyms=in general, in the main | examples=he is interested in snakes in general
3. sense_key=generally%4:02:00:: | definition=without regard to specific details or exceptions | synonyms=broadly, loosely, broadly speaking | examples=he interprets the law broadly

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 and the candidate senses for the word "generally" in the given sentence.

The context is: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones."

Let's look at each candidate sense:

1. sense_key=generally%4:02:02:: | definition=usually; as a rule | synonyms=by and large, more often than not, mostly | examples=by and large it doesn't rain much here

This sense conveys that something happens most of the time or in most cases. In the context, the author is saying that using older textbooks is usually desirable, meaning in most cases or typically.

2. sense_key=generally%4:02:01:: | definition=without distinction of one from others | synonyms=in general, in the main | examples=he is interested in snakes in general

This sense conveys a broad statement that applies to a category as a whole without specifying individual instances. It's about making a general statement about a category.

3. sense_key=generally%4:02:00:: | definition=without regard to specific details or exceptions | synonyms=broadly, loosely, broadly speaking | examples=he interprets the law broadly

This sense conveys that something is viewed or stated in a broad, non-specific way, without focusing on details.

In the context "It is generally desirable to use older textbooks," the author is making a statement that applies in most cases or typically. They're not saying it applies to all textbooks without distinction (sense 2), nor are they saying it's broadly speaking true without regard to details (sense 3). They're saying that, as a rule, older textbooks are preferable to newer ones.

So the best fit is sense 1, which means "usually; as a rule."

My answer is: {"sense_index": 1}


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

[User]
Target lemma: desirable
Target surface form: desirable
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally <t>desirable</t> to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=desirable%3:00:00:: | definition=worth having or seeking or achieving | examples=a desirable job; computer with many desirable features
2. sense_key=desirable%5:00:00:eligible:00 | definition=worthy of being chosen especially as a spouse | synonyms=suitable, worthy | examples=the parents found the girl suitable for their son

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

reasoning_content:
1.  **Analyze the context:** The sentence is "It is generally desirable to use older textbooks... rather than newer ones."
    *   The context is discussing educational policy/choices.
    *   The author is arguing that using older textbooks is a good idea, a beneficial course of action, something that should be sought after.
    *   "Desirable" modifies the action "to use older textbooks".

2.  **Analyze Candidate Sense 1:**
    *   Definition: "worth having or seeking or achieving"
    *   Examples: "a desirable job", "computer with many desirable features"
    *   Analysis: This sense fits well. Using older textbooks is an action or outcome that is "worth seeking" or "worth achieving" because the newer ones are "modish, trendy... insubstantial". It aligns with the general meaning of "advisable" or "beneficial" in this specific context.

3.  **Analyze Candidate Sense 2:**
    *   Definition: "worthy of being chosen especially as a spouse"
    *   Synonyms: "suitable, worthy"
    *   Examples: "the parents found the girl suitable for their son"
    *   Analysis: This sense is highly specific to marital eligibility or being chosen as a partner. While the word "eligible" appears in the definition hierarchy, the core meaning here is about suitability for marriage or partnership. Using older textbooks is not about marriage. This sense is incorrect.

4.  **Compare and decide:**
    *   Sense 1 is the general sense of "worth doing/having/seeking".
    *   Sense 2 is the specific sense of "marriageable/suitable for a partner".
    *   The context refers to an action (using textbooks), not a person.
    *   Sense 1 is the clear winner.

5.  **Formulate output:**
    *   Target: {"sense_index": 1}

provider: DigitalOcean


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

[User]
Target lemma: use
Target surface form: use
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to <t>use</t> older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=use%2:34:01:: | definition=put into service; make work or employ for a particular purpose or for its inherent or natural purpose | synonyms=utilize, utilise, apply, employ | examples=use your head!; we only use Spanish at home
2. sense_key=use%2:34:02:: | definition=take or consume (regularly or habitually) | synonyms=habituate | examples=She uses drugs rarely
3. sense_key=use%2:34:00:: | definition=use up, consume fully | synonyms=expend | examples=The legislature expended its time on school questions
4. sense_key=use%2:41:14:: | definition=seek or achieve an end by using to one's advantage | examples=She uses her influential friends to get jobs; The president's wife used her good connections
5. sense_key=use%2:41:04:: | definition=avail oneself to | synonyms=practice, apply | examples=apply a principle; practice a religion
6. sense_key=use%2:41:03:: | definition=habitually do something (use only in the past tense) | examples=She used to call her mother every week but now she calls only occasionally; I used to get sick when I ate in that dining hall

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

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

reasoning_content:
1.  **Analyze the target word and context:**
    *   Target lemma: *use*
    *   Target surface form: *use*
    *   Context sentence: "It is generally desirable to <t>use</t> older textbooks -- many of them, alas, out of print -- rather than newer ones."
    *   Meaning in context: The author is suggesting employing older textbooks for the purpose of education/teaching instead of newer ones. It's about utilizing an object (textbooks) for a specific function (teaching/learning).

2.  **Analyze the candidate senses:**

    *   **Sense 1:** `use%2:34:01::`
        *   Definition: *put into service; make work or employ for a particular purpose or for its inherent or natural purpose*.
        *   Synonyms: *utilize, utilise, apply, employ*.
        *   Examples: *use your head!; we only use Spanish at home*.
        *   Fit: This fits perfectly. One "employs" or "puts into service" textbooks. The textbooks are the object being utilized for education.

    *   **Sense 2:** `use%2:34:02::`
        *   Definition: *take or consume (regularly or habitually)*.
        *   Synonyms: *habituate*.
        *   Examples: *She uses drugs rarely*.
        *   Fit: This usually refers to consumables or habits (drugs, alcohol). While textbooks are objects, "using" them here isn't about consumption or addiction; it's about employment for a task. "Use textbooks" is not "take/consume textbooks" in the sense of drugs.

    *   **Sense 3:** `use%2:34:00::`
        *   Definition: *use up, consume fully*.
        *   Synonyms: *expend*.
        *   Examples: *The legislature expended its time on school questions*.
        *   Fit: This implies depletion (using up gas, time). You don't "expend" a textbook in this context; you employ it. You might wear it out, but the meaning here is about the choice of resource, not depletion.

    *   **Sense 4:** `use%2:41:14::`
        *   Definition: *seek or achieve an end by using to one's advantage*.
        *   Examples: *She uses her influential friends to get jobs...*.
        *   Fit: This implies exploitation or instrumentalization of an agent/person or an object to gain a specific advantage, often with a slightly negative or manipulative connotation (though not always). While textbooks are tools, the structure "use X to get Y" (instrumental) isn't the primary reading here. The sentence is "use older textbooks rather than newer ones." This is a substitution of tools. It aligns better with Sense 1 ("employ").

    *   **Sense 5:** `use%2:41:04::`
        *   Definition: *avail oneself to*.
        *   Synonyms: *practice, apply*.
        *   Examples: *apply a principle; practice a religion*.
        *   Fit: This is abstract usage (methods, principles). Textbooks are physical (or at least concrete) objects/resources, not abstract principles or religions in this context.

    *   **Sense 6:** `use%2:41:03::`
        *   Definition: *habitually do something (use only in the past tense)*.
        *   Examples: *She used to call her mother...*.
        *   Fit: This refers to the "used to" construction. The sentence says "It is generally desirable to use...". This is the infinitive verb, not the past habitual auxiliary.

3.  **Compare Sense 1 and Sense 4:**
    *   Sense 1 is the general sense of employing an object for its purpose.
    *   Sense 4 is often about exploiting agents/people or leveraging something for a strategic end (e.g., "use a trick").
    *   In "use older textbooks," we are putting the books into service for teaching. This is the standard definition of "employ" or "utilize" (Sense 1).
    *   Example match: "We only use Spanish at home" (Sense 1) vs "She uses her influential friends" (Sense 4). Textbooks are tools. Using a tool is Sense 1.

4.  **Conclusion:**
    *   Sense 1 is the correct definition: "put into service; make work or employ for a particular purpose".
    *   The author suggests employing/using older textbooks.
    *   Therefore, Sense 1 is the best fit.

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


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

[User]
Target lemma: rather
Target surface form: rather
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=rather%4:02:02:: | definition=on the contrary | synonyms=instead | examples=rather than disappoint the children, he did two quick tricks before he left; he didn't call; rather (or instead), he wrote her a letter
2. sense_key=rather%4:02:04:: | definition=to some (great or small) extent | synonyms=kind of, kinda, sort of | examples=it was rather cold; the party was rather nice
3. sense_key=rather%4:02:01:: | definition=more readily or willingly | synonyms=preferably, sooner | examples=clean it well, preferably with warm water; I'd rather be in Philadelphia
4. sense_key=rather%4:02:00:: | definition=to a degree (not used with a negative) | synonyms=quite | examples=quite tasty; quite soon

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

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

reasoning_content:
1.  **Analyze the Target Lemma and Surface Form:**
    *   Lemma: `rather`
    *   Surface form: `rather`
    *   Context snippet: "...It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones. The latter are modish, trendy, often downright silly..."

2.  **Analyze the Context:**
    *   The sentence is: "It is generally desirable to use older textbooks ... <t>rather</t> than newer ones."
    *   The phrase is "rather than".
    *   The structure indicates a preference or a choice between two alternatives: "older textbooks" vs "newer ones".
    *   Specifically, it says it is desirable to use X *rather than* Y. This means "instead of" Y, we should do X.
    *   It establishes a contrast where the first option is chosen over the second.

3.  **Analyze the Candidate Senses:**

    *   **Sense 1:** `sense_key=rather%4:02:02::` | definition=on the contrary | synonyms=instead | examples=rather than disappoint the children, he did two quick tricks before he left; he didn't call; rather (or instead), he wrote her a letter
        *   *Analysis:* The definition "on the contrary" and synonym "instead" fit the structure "rather than". The example "rather than disappoint the children..." aligns semantically with the context "rather than newer ones". The construction "rather than" is the standard usage for this sense, introducing the rejected alternative.

    *   **Sense 2:** `sense_key=rather%4:02:04::` | definition=to some (great or small) extent | synonyms=kind of, kinda, sort of | examples=it was rather cold; the party was rather nice
        *   *Analysis:* This is the "moderating" or "degree" sense (e.g., "rather hot"). The context "rather than" does not fit this sense. You cannot substitute "kind of than newer ones".

    *   **Sense 3:** `sense_key=rather%4:02:01::` | definition=more readily or willingly | synonyms=preferably, sooner | examples=clean it well, preferably with warm water; I'd rather be in Philadelphia
        *   *Analysis:* This is the "would rather" sense (preference). While the context implies a preference ("It is generally desirable..."), the syntactic structure "rather than" is more strongly associated with Sense 1 (as a conjunction/adverbial phrase indicating alternative) or closely linked to Sense 1 in WordNet. Let's look closer. "I'd rather do X" uses Sense 3. "Use X rather than Y" uses Sense 1 (meaning "instead of"). The gloss for Sense 1 says "on the contrary" and synonym "instead". The gloss for Sense 3 says "more readily or willingly". In the specific phrase "rather than", it functions as a conjunction meaning "instead of". The example in Sense 1 ("rather than disappoint the children...") is structurally very similar to "rather than newer ones".

    *   **Sense 4:** `sense_key=rather%4:02:00::` | definition=to a degree (not used with a negative) | synonyms=quite | examples=quite tasty; quite soon
        *   *Analysis:* This is the "quite" sense (e.g., "rather good"). It doesn't fit the "rather than" construction.

4.  **Compare Sense 1 and Sense 3 closely:**
    *   Sense 1 definition: "on the contrary". Synonym: "instead". Examples include "rather than...".
    *   Sense 3 definition: "more readily or willingly". Synonym: "preferably". Examples include "I'd rather...".
    *   Context usage: "use older textbooks ... rather than newer ones".
    *   This can be paraphrased as "use older textbooks *instead of* newer ones". This aligns perfectly with Sense 1.
    *   Sense 3 is usually predicative ("I had rather", "I would rather") followed by a bare infinitive or clause, indicating the subject's volition. The context here is a general statement about desirability (impersonal), and the structure is `[Verb Phrase A] rather than [Noun Phrase B]`. This structure functions as "instead of".

    *   Let's check the WordNet examples provided in the prompt again.
        *   Sense 1 example: "rather than disappoint the children, he did two quick tricks..." -> This shows the "instead of" meaning.
        *   Sense 3 example: "I'd rather be in Philadelphia" -> This shows the "would prefer to" meaning.

    *   The target sentence: "It is generally desirable to use older textbooks ... rather than newer ones."
    *   Replacement test: "It is generally desirable to use older textbooks ... **instead of** newer ones." -> Works perfectly.
    *   Replacement test with Sense 3: "It is generally desirable to use older textbooks ... **preferably** newer ones." -> Does not work. Or "I would rather use older textbooks..." -> This changes the grammatical structure (Subject + would rather + infinitive). The target text uses the prepositional/conjunctional phrase "rather than".

    Therefore, Sense 1 is the correct classification. It covers the "rather than" = "instead of" usage.

5.  **Final Decision:**
    The word acts as a conjunction/adverb introducing the rejected alternative ("instead of").
    Matches Sense 1.

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

provider: Parasail


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

[User]
Target lemma: new
Target surface form: newer
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than <t>newer</t> ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=new%3:00:00:: | definition=not of long duration; having just (or relatively recently) come into being or been made or acquired or discovered | examples=a new law; new cars
2. sense_key=new%5:00:00:original:00 | definition=original and of a kind not seen before | synonyms=fresh, novel | examples=the computer produced a completely novel proof of a well-known theorem
3. sense_key=new%5:00:00:inexperienced:00 | definition=lacking training or experience | synonyms=raw | examples=the new men were eager to fight; raw recruits
4. sense_key=new%5:00:00:unprecedented:00 | definition=having no previous example or precedent or parallel | synonyms=unexampled | examples=a time of unexampled prosperity
5. sense_key=new%5:00:00:other:00 | definition=other than the former one(s); different | examples=they now have a new leaders; my new car is four years old but has only 15,000 miles on it
6. sense_key=new%3:00:09:: | definition=unaffected by use or exposure | examples=it looks like new
7. sense_key=new%5:00:02:original:00 | definition=(of a new kind or fashion) gratuitously new | synonyms=newfangled | examples=newfangled ideas; she buys all these new-fangled machines and never uses them
8. sense_key=new%5:00:02:late:01 | definition=in use after medieval times | examples=New Eqyptian was the language of the 18th to 21st dynasties
9. sense_key=new%5:00:01:late:01 | definition=used of a living language; being the current stage in its development | synonyms=Modern | examples=Modern English; New Hebrew is Israeli Hebrew
10. sense_key=new%5:00:00:early:02 | definition=(of crops) harvested at an early stage of development; before complete maturity | synonyms=young | examples=new potatoes; young corn
11. sense_key=new%5:00:00:unaccustomed:00 | definition=unfamiliar | examples=new experiences; experiences new to him

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

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

reasoning_content:
1.  **Analyze the Target Word:**
    *   Target lemma: "new"
    *   Target surface form: "newer"
    *   Context sentence: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than <t>newer</t> ones."
    *   The comparison is explicitly between "older textbooks" and "newer ones".

2.  **Analyze the Context:**
    *   The text discusses education, textbooks, and quality.
    *   The author prefers "older textbooks" over "newer ones".
    *   Why? "The latter [newer ones] are modish, trendy, often downright silly, and at best insubstantial."
    *   "Newer" here is the comparative form of "new".
    *   It contrasts with "older".
    *   It refers to the time of creation/publication. The "newer" textbooks are recently published books.

3.  **Evaluate Candidate Senses:**

    *   **Sense 1:** `not of long duration; having just (or relatively recently) come into being or been made or acquired or discovered` (examples: a new law; new cars).
        *   This fits well. "Newer textbooks" means textbooks that have been made/published more recently. The contrast "older ... rather than newer" implies a temporal distinction regarding when they came into being.

    *   **Sense 2:** `original and of a kind not seen before` (synonyms: fresh, novel).
        *   Does "newer" here mean "more novel"? The text says they are "modish, trendy". While they might be novel in style, the primary contrast is with "older" (time). "Newer" is comparative. "More original" isn't the main point; the point is recency of publication leading to different content quality.

    *   **Sense 3:** `lacking training or experience` (synonyms: raw).
        *   Inapplicable to textbooks.

    *   **Sense 4:** `having no previous example or precedent or parallel` (synonyms: unexampled).
        *   Too strong. Textbooks generally aren't unprecedented; they are just recent editions or recent publications.

    *   **Sense 5:** `other than the former one(s); different` (examples: they now have a new leaders; my new car is four years old...).
        *   This is a strong contender. "New" often just means "replacement" or "different from the old one."
        *   However, the context explicitly contrasts "older" vs "newer". The definition of Sense 5 implies "different" (my new car is four years old). Here, the "newer" ones are defined by being recent ("modish, trendy"). They aren't just *different* textbooks; they are *more recent* textbooks. Sense 1 captures the temporal aspect ("recently come into being") better than Sense 5 (which focuses on "other than the former"). The comparative "newer" against "older" strongly supports the temporal dimension of Sense 1.

    *   **Sense 6:** `unaffected by use or exposure` (examples: it looks like new).
        *   This refers to physical condition. The author isn't talking about pristine physical copies versus worn-out ones. The author is talking about the content ("modish, trendy"). An old book could be pristine, and a new book could be tattered, but the distinction here is about the era of the book. The text contrasts the *content* quality (implied by "modish", "silly") associated with their recency.

    *   **Sense 7:** `(of a new kind or fashion) gratuitously new` (synonyms: newfangled).
        *   The text describes the newer books as "modish, trendy". This suggests they might be "newfangled". However, "newer" itself is the comparative of "new". Does "newer" mean "more newfangled"? Usually, "newer" is just the comparative of the basic temporal adjective. The description "modish, trendy" follows the mention of "newer ones", explaining *why* the author dislikes them. "Newer" sets up the temporal contrast ("older"), and the description elaborates. Sense 1 is the core definition of "recent". Sense 7 is a specific nuance ("gratuitously new"). While the author *thinks* they are newfangled (sense 7 implication), the word "newer" itself primarily functions as the comparative of Sense 1 (recent) in contrast to "older".

    *   **Sense 8, 9, 10:** Specific contexts (languages, crops). Inapplicable.

    *   **Sense 11:** `unfamiliar`. Inapplicable.

4.  **Refining the choice between Sense 1 and Sense 5 (and 7):**
    *   The sentence structure is "older ... rather than newer".
    *   "Older" relates to time/duration.
    *   Therefore, "newer" relates to time/duration.
    *   Sense 1: "not of long duration; having just ... come into being". This matches the temporal contrast perfectly.
    *   Sense 5: "other than the former one(s); different". While true, the specific antonym used is "older". "Older" usually pairs with "newer" in the temporal sense, not just the "replacement" sense (e.g., "my old car vs my new car" can be temporal or replacement, but "older car vs newer car" emphasizes the age/model year comparison).
    *   Sense 7: "newfangled". This is a derogatory adjective. "Newer" is a neutral comparative adjective used here to establish the category the author will then criticize. The author doesn't use the word "newfangled" (though they use synonyms for it later); they use "newer". The semantic contribution of "newer" is primarily temporal/recent origin.

    Let's look at Sense 1 definition again: "having just (or relatively recently) come into being".
    "Newer textbooks" = Textbooks that have come into being more recently than the older ones.
    This fits the context of "modish, trendy" (characteristics of recent things) and the contrast with "older".

    Sense 5 examples: "my new car is four years old". This highlights that Sense 5 is about *substitution* regardless of age. In the text, the issue *is* the age/era of the textbooks ("older" vs "newer"), suggesting Sense 1 (temporal) is the primary meaning, not Sense 5 (substitution/difference).

    Therefore, Sense 1 is the best fit.


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

[User]
Target lemma: one
Target surface form: ones
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>. The latter are modish, trendy, often downright silly, and at best insubstantial.

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

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

raw_output: sense_index": 2}

content: sense_index": 2}

reasoning_content:
1.  **Analyze the Target:**
    *   Target lemma: `one`
    *   Target surface form: `ones`
    *   Context sentence snippet: "...use older textbooks ... rather than newer <t>ones</t>."

2.  **Analyze the Context:**
    *   The sentence is comparing "older textbooks" with "newer ones".
    *   "Ones" refers back to "textbooks".
    *   It functions as a pronoun substituting for a noun phrase, specifically representing a countable entity (textbooks).

3.  **Analyze the Candidate Senses:**
    *   **Sense 1:** `one%1:23:00::`
        *   Definition: "the smallest whole number or a numeral representing this number"
        *   Synonyms: 1, I, ace, single, unity
        *   Examples: "he has the one...", "they had lunch at one"
        *   Analysis: This is the numeral/cardinal number sense. While "one" can be a number, here "ones" is plural. "Ones" is not the number 1 (which is singular). You don't say "I have three ones" to mean "I have the number 3" in this context. This sense does not fit the plural form or the substitutive function.

    *   **Sense 2:** `one%1:09:00::`
        *   Definition: "a single person or thing"
        *   Examples: "he is the best one", "this is the one I ordered"
        *   Analysis: This sense covers the pronoun usage where "one" stands for a noun mentioned earlier (an entity). Although the definition says "a single person or thing", the surface form here is plural ("ones"). In WordNet, the lemma "one" often groups the singular pronoun usage here. Let's look at how WordNet handles plural "ones".
        *   Does "ones" fit "a single person or thing"? Strictly speaking, the definition is singular. However, the sense represents the *concept* of the entity being referred to.
        *   Let's re-read the definition: "a single person or thing".
        *   Let's check the examples: "he is the best one".
        *   Let's look at the context: "newer ones" = "newer textbooks".
        *   Is there a specific sense for the plural pronoun usage? The prompt only gives two options.
        *   Option 1 is clearly the number. "Newer ones" does not mean "newer number ones".
        *   Option 2 is the pronoun standing for an entity. Even though the definition says "single", this is the standard slot for the pronoun "one" in WordNet (noun.communication or noun.person/noun.artifact depending on version, but here indexed as 1:09:00).
        *   Wait, let's double-check the mapping.
            *   `one%1:23:00` is the cardinal number.
            *   `one%1:09:00` is the noun meaning a specific entity/person ("the single one").
        *   Actually, there is often a third sense in WordNet 3.0 or 3.1: the indefinite pronoun sense. But looking at the provided list, I have to choose between these two.
        *   Let's evaluate "ones" in "newer ones". It refers to entities (textbooks).
        *   If I say "I want the red ones", "ones" refers to things.
        *   Sense 1 is the number. "Newer [number 1s]"? No.
        *   Sense 2 is "a single person or thing". While the definition is singular, the usage in the context is substituting for a noun.
        *   Usually, WordNet entries for pronouns are tricky. Let's check the examples for Sense 2: "he is the best one", "this is the one I ordered". These examples show the pronoun usage where "one" replaces a noun.
        *   Therefore, Sense 2 is the correct category for the pronoun usage, even though the surface form in the text is plural ("ones") while the definition says "single". The sense represents the *type* of word—referring to an entity rather than a number.

4.  **Compare:**
    *   Context: "...newer ones" referring to "textbooks".
    *   Sense 1: Number. "Newer [the number 1]". Incorrect.
    *   Sense 2: Entity/Thing. "Newer [things/textbooks]". Correct.

5.  **Conclusion:**
    *   Sense 2 corresponds to the pronoun usage referring to a countable entity.

6.  **Formulate Output:**
    *   {"sense_index": 2}

provider: Amazon Bedrock


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

[User]
Target lemma: one
Target surface form: ones
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>. The latter are modish, trendy, often downright silly, and at best insubstantial.

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

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

[Assistant] sense_index": 2}

[User] Your previous answer was invalid. Choose one candidate index between 1 and 2. Return only valid JSON exactly like {"sense_index": 1}.

reasoning_content:
1.  **Analyze the Request:**
    *   Target lemma: one
    *   Target surface form: ones (plural)
    *   Context: A discussion about education, specifically tracking and textbooks. The target sentence is: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>."
    *   Candidate senses:
        *   Sense 1: "the smallest whole number or a numeral representing this number" (synonyms: 1, I, ace, single, unity).
        *   Sense 2: "a single person or thing" (examples: "he is the best one", "this is the one I ordered").

2.  **Analyze the Context:**
    *   The sentence compares "older textbooks" with "newer <t>ones</t>".
    *   The word "ones" is a pronoun substituting for "textbooks".
    *   "Textbooks" are things (inanimate objects), not people, but Sense 2 defines "a single person or thing". The "thing" part fits perfectly here.
    *   Sense 1 refers to the number itself (the concept of unity or the digit). It doesn't function as a pronoun substituting for a noun phrase in this way. We are talking about specific instances of textbooks, not the number 1.

3.  **Evaluate Candidate Senses:**
    *   *Sense 1 (number):* Does "newer ones" mean "newer numbers"? No. It doesn't refer to the integer 1.
    *   *Sense 2 (person/thing):* Does "newer ones" mean "newer things"? Yes. Specifically, "ones" acts as a substitute for the noun "textbooks". The definition "a single person or thing" implies an instance of a category. Even though the surface form is plural ("ones"), the core sense is the pronoun usage referring to entities/things. WordNet often groups the singular pronoun usage under this definition. The "one" in "newer ones" refers to individual entities within the set of textbooks.

4.  **Refine the Decision:**
    *   WordNet 3.0 (or similar versions) distinctions:
        *   `one%1:23:00::` is usually the numerical value.
        *   `one%1:09:00::` is the pronoun use (referring to an entity).
    *   The context clearly uses "ones" as a pronoun referring to "textbooks" (things).
    *   Therefore, Sense 2 is the correct choice.

5.  **Format the Output:**
    *   Must be JSON: `{"sense_index": 2}`.

6.  **Final Check:**
    *   Context: "...rather than newer ones." -> "...rather than newer textbooks."
    *   Sense 2 definition: "a single person or thing".
    *   While "ones" is plural, the lemma is "one". The sense corresponds to the entity-referencing function.
    *   Sense 1 is purely numerical.
    *   Conclusion: Index 2.

provider: AtlasCloud