[User]
Which numbered sense of "encourage" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to <t>encourage</t> young men and women to realize their full academic potential.

Senses:
1. definition=contribute to the progress or growth of | examples=I am promoting the use of computers in the classroom
2. definition=inspire with confidence; give hope or courage to
3. definition=spur on | examples=His financial success encouraged him to look for a wife

reasoning_content:
1.  **Analyze the input sentence:** "The purpose of education is to encourage young men and women to realize their full academic potential."
    *   Subject: The purpose of education
    *   Verb: encourage
    *   Object: young men and women
    *   Infinitive phrase (outcome): to realize their full academic potential.

2.  **Analyze the context:** The sentence discusses education empowering or enabling students to achieve something (realizing potential). It implies providing the tools, environment, or motivation for growth and development.

3.  **Analyze Sense 1:** "definition=contribute to the progress or growth of | examples=I am promoting the use of computers in the classroom"
    *   Key phrase: "contribute to the progress or growth of".
    *   Does education "encourage" students to realize potential in the sense of contributing to their growth? Yes. Helping them realize their potential is fundamentally about fostering growth and progress.

4.  **Analyze Sense 2:** "definition=inspire with confidence; give hope or courage to"
    *   Key phrase: "inspire with confidence; give hope or courage to".
    *   While education might do this, the specific goal "to realize their full academic potential" suggests enabling growth/progress rather than just cheering them up or giving them courage (though courage might be a side effect). Sense 2 is usually more emotional support (e.g., "He encouraged the patient"). This is a possible fit but less precise than Sense 1 for "realizing potential."

5.  **Analyze Sense 3:** "definition=spur on | examples=His financial success encouraged him to look for a wife"
    *   Key phrase: "spur on".
    *   This sense usually implies a specific event or circumstance acting as a catalyst for an action (like the example). While education spurs students, the phrase "realize their full academic potential" implies a long-term developmental process better described by "contribute to the progress or growth of" (Sense 1). Sense 3 is often used when a situation prompts a decision.

6.  **Compare the senses against the sentence:**
    *   Sentence context: Education $\rightarrow$ helps $\rightarrow$ students grow/realize potential.
    *   Sense 1: Contribute to growth. (Strong match).
    *   Sense 2: Give courage. (Weak match; too specific to emotion).
    *   Sense 3: Spur on. (Medium match; often implies impetus for an action, but "realizing potential" is a growth process).

    *WordNet definitions usually align this way:*
    *   Sense 1 often covers "promote," "foster," "advance."
    *   Sense 2 covers "cheer," "bolster."
    *   Sense 3 covers "stimulate," "prompt."

    In the sentence "encourage ... to realize their full academic potential," the meaning is to provide the conditions or support for that growth to happen. This aligns best with "contribute to the progress or growth of."

7.  **Final Selection:** Sense 1.

8.  **Output format:** Return only the number.


attempt_kind: initial

status: success

[User]
Which numbered sense of "young" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to encourage <t>young</t> men and women to realize their full academic potential.

Senses:
1. definition=(used of living things especially persons) in an early period of life or development or growth | examples=young people
2. definition=(of crops) harvested at an early stage of development; before complete maturity | examples=new potatoes
3. definition=suggestive of youth; vigorous and fresh | examples=he is young for his age
4. definition=being in its early stage | examples=a young industry
5. definition=not tried or tested by experience | examples=unseasoned artillery volunteers

finish_reason: stop

role: assistant

reasoning_content:
1.  identify the correct sense of the word "young" (marked with `<t>young</t>`) in a specific sentence. I need to return *only* the number of the correct sense from the provided list.

2.  **Analyze the Sentence:** "The purpose of education is to encourage <t>young</t> men and women to realize their full academic potential."
    *   Context: The word "young" modifies "men and women".
    *   Meaning: It refers to people who are in the early stages of their lives, typically teenagers or young adults, who are of student age.

3.  **Evaluate the Senses:**
    *   *Sense 1:* "definition=(used of an early period of life or development or growth | examples=young people".
        *   Does this fit? "Young men and women" refers to persons in an early period of life. The example "young people" aligns perfectly with "young men and women".
    *   *Sense 2:* "definition=(of crops) harvested at an early stage of development; before complete maturity | examples=new potatoes".
        *   Does this fit? No. " young for his age be vigorous, the primary meaning here is their chronological age/status as students, not necessarily a metaphorical description of them being "fresh" or acting younger than they are.
    *   *Sense 4:* "definition=being in its early stage | examples=a young industry".
        *   Does this fit? No. This usually applies to inanimate objects, concepts, or organizations (like an industry), not specific people in this context.
    *   *Sense 5:* "definition=not tried or tested by experience | examples=unseasoned artillery volunteers".
        *   Does this fit? No. While young people may be inexperienced, the sentence refers to their demographic ("young men and women") rather than judging their level of experience specifically. It's about their stage of life.

4.  **Confirm the Best Match:** Sense 1 is the standard definition for "young" when applied to human beings in the context of age/life stage.

5.  **Format the Output:** The user requested "Return only the number of the correct sense."

6.  **Final Answer:** 1.

format: unknown

native_finish_reason: stop

provider: Amazon Bedrock

currency: USD


[User]
Which numbered sense of "young" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to encourage <t>young</t> men and women to realize their full academic potential.

Senses:
1. definition=(used of living things especially persons) in an early period of life or development or growth | examples=young people
2. definition=(of crops) harvested at an early stage of development; before complete maturity | examples=new potatoes
3. definition=suggestive of youth; vigorous and fresh | examples=he is young for his age
4. definition=being in its early stage | examples=a young industry
5. definition=not tried or tested by experience | examples=unseasoned artillery volunteers

[User] Your previous answer was invalid. Choose one candidate index between 1 and 5. Return only the integer.

reasoning_content:
1.  **Analyze the Request:** The user wants to identify the correct sense of the word "young" (marked with `<t></t>`) in a given sentence, based on a provided list of 5 senses. The output must be *only* the number of the correct sense.

2.  **Analyze the Sentence:**
    *   Sentence: "The purpose of education is to encourage <t>young</t> men and women to realize their full academic potential."
    *   Context: The word "young" modifies "men and women". It refers to people who are in an early period of their lives (students or youth).

3.  **Analyze the Senses:**
    *   Sense 1: "definition=(used of living things especially persons) in an early period of life or development or growth | examples=young people". This fits perfectly. "Young men and women" refers to persons in the early period of life.
    *   Sense 2: "definition=(of crops) harvested at an early stage of development; before complete maturity | examples=new potatoes". This applies to crops/vegetables, not people. Incorrect.
    *   Sense 3: "definition=suggestive of youth; vigorous and fresh | examples=he is young for his age". While these men and women might be vigorous, the primary meaning here is chronological age/life stage (students/youth), not necessarily the quality of being "youthful" in spirit despite age. Sense 1 is the literal description of age. Sense 3 is usually metaphorical or qualitative (e.g., "young at heart", "a young 80-year-old"). Here, it is literal.
    *   Sense 4: "definition=being in its early stage | examples=a young industry". This applies to abstract concepts, industries, or organizations, not specific humans. Incorrect.
    *   Sense 5: "definition=not tried or tested by experience | examples=unseasoned artillery volunteers". This implies inexperience. While young people are often inexperienced, the sentence is about "young men and women" in the context of education. The primary definition is their age group, not a commentary on their lack of experience in a specific field (like artillery). Sense 1 is the standard definition for people.

4.  **Compare Sentence Context vs. Senses:**
    *   "Young men and women" refers to human beings.
    *   Sense 1 explicitly mentions "persons" and "early period of life". This matches "young men and women".

5.  **Formulate Output:** The instruction says "Return only the number of the correct sense." and "Return only the integer."

6.  **Final Check:**
    *   Sentence: "...encourage young men and women..."
    *   Sense 1: "persons... in an early period of life".
    *   Match: Yes.

7.  **Construct Final Answer:** 1.

provider: Friendli


[User]
Which numbered sense of "man" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to encourage young <t>men</t> and women to realize their full academic potential.

Senses:
1. definition=an adult person who is male (as opposed to a woman) | examples=there were two women and six men on the bus
2. definition=someone who serves in the armed forces; a member of a military force | examples=two men stood sentry duty
3. definition=the generic use of the word to refer to any human being | examples=it was every man for himself
4. definition=any living or extinct member of the family Hominidae characterized by superior intelligence, articulate speech, and erect carriage
5. definition=a male subordinate | examples=the chief stationed two men outside the building
6. definition=an adult male person who has a manly character (virile and courageous competent) | examples=the army will make a man of you
7. definition=a manservant who acts as a personal attendant to his employer | examples=Jeeves was Bertie Wooster's man
8. definition=a male person who plays a significant role (husband or lover or boyfriend) in the life of a particular woman | examples=she takes good care of her man
9. definition=one of the British Isles in the Irish Sea
10. definition=game equipment consisting of an object used in playing certain board games | examples=he taught me to set up the men on the chess board
11. definition=all of the living human inhabitants of the earth | examples=all the world loves a lover

reasoning_content:
1.  **Analyze the request:** The user wants to identify the correct sense of the word "man" (specifically the token "<t>men</t>", which is the plural form) in a given sentence. I need to return only the number corresponding to the correct definition from the provided list.

2.  **Analyze the sentence:** "The purpose of education is to encourage young <t>men</t> and women to realize their full academic potential."

3.  **Analyze the context:**
    *   The word is "men" (plural).
    *   It is paired with "women" in the phrase "young men and women".
    *   The context is about education and realizing academic potential.
    *   "Young men" implies male humans, specifically young ones, contrasted with "young women".
    *   The phrase "men and women" is a standard way to refer to adult (or near-adult, given "young") male and female humans.

4.  **Evaluate the senses:**

    *   *Sense 1:* "definition=an adult person who is male (as opposed to a woman) | examples=there were two women and six men on the bus"
        *   Does this fit? Yes. The sentence contrasts "men" with "women". While the sentence says "young men," they are male persons. This is the primary biological/social distinction usually meant when pairing "men" with "women".

    *   *Sense 2:* "definition=someone who serves in the armed forces..."
        *   Does this fit? No. There is no mention of the military or armed forces.

    *   *Sense 3:* "definition=the generic use of the word to refer to any human being | examples=it was every man for himself"
        *   Does this fit? No. The sentence uses "men and women" explicitly distinguishing between the two genders. It is not the generic usage (like "Man is mortal"). Also, the word in the text is the plural "men", whereas generic usage often (though not always) appears as singular "man" or in specific idioms. Here, the contrast with "women" rules out the generic sense covering all humans.

    *   *Sense 4:* "definition=any living or extinct member of the family Hominidae..."
        *   Does this fit? This is the biological/scientific definition (often "Man" with a capital M or used broadly). While technically true, it's usually not the sense used in everyday contrast with "women". Sense 1 is more specific to the social/gender contrast present in the text.

    *   *Sense 5:* "definition=a male subordinate..."
        *   Does this fit? No. No hierarchy or employment relationship is implied.

    *   *Sense 6:* "definition=an adult male person who has a manly character..."
        *   Does this fit? No. The sentence refers to "young men" in an educational context, not emphasizing character traits like virility or courage specifically.

    *   *Sense 7:* "definition=a manservant who acts as a personal attendant..."
        *   Does this fit? No.

    *   *Sense 8:* "definition=a male person who plays a significant role (husband or lover...)..."
        *   Does this fit? No.

    *   *Sense 9:* "definition=one of the British Isles..."
        *   Does this fit? No. Capitalized "Man" usually. Context doesn't fit.

    *   *Sense 10:* "definition=game equipment..."
        *   Does this fit? No.

    *   *Sense 11:* "definition=all of the living human inhabitants of the earth..."
        *   Does this fit? No.

5.  **Refine the choice between Sense 1 and Sense 3/4:**
    *   The sentence uses the phrase "young men and women".
    *   This is a distinct contrast between males and females.
    *   Sense 1 explicitly defines "an adult person who is male (as opposed to a woman)". Even though they are described as "young", "men" serves as the gender designation for males, contrasting with "women". This is the exact usage.
    *   Sense 3 (generic) usually implies "humans" generally, but here "men" is distinct from "women". Therefore, it cannot be the generic "human" sense because "women" are listed separately. If it were sense 3, the phrase would essentially mean "humans and women," which makes no sense.

6.  **Conclusion:** Sense 1 is the correct definition. It captures the gender-specific meaning contrasting with "women" which is present in the sentence.

7.  **Final Check:**
    *   Sentence: "young <t>men</t> and women"
    *   Definition 1: "an adult person who is male (as opposed to a woman)"
    *   Match: The word "men" refers to the male individuals, contrasted with "women".

    Result: 1.

provider: Chutes


[User]
Which numbered sense of "woman" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to encourage young men and <t>women</t> to realize their full academic potential.

Senses:
1. definition=an adult female person (as opposed to a man) | examples=the woman kept house while the man hunted
2. definition=a female person who plays a significant role (wife or mistress or girlfriend) in the life of a particular man | examples=he was faithful to his woman
3. definition=a human female employed to do housework | examples=the char will clean the carpet
4. definition=women as a class | examples=it's an insult to American womanhood

reasoning_content:
1.  **Analyze the user's request:** The user wants to identify the correct sense of the word "woman" in a specific sentence from a provided list of senses. The output must be *only* the number of the correct sense.

2.  **Analyze the sentence:**
    *   Sentence: "The purpose of education is to encourage young men and <t>women</t> to realize their full academic potential."
    *   Context: The sentence talks about "young men and women" in the context of education and realizing academic potential.
    *   Key phrase: "young men and women". This implies a general grouping of people based on gender, specifically young adults or older adolescents (implied by the context of academic potential). It refers to them collectively as a category of people.

3.  **Analyze the provided senses:**

    *   **Sense 1:** "definition=an adult female person (as opposed to a man) | examples=the woman kept house while the man hunted"
        *   Analysis: This defines an individual adult female. The sentence uses the plural "women". While the singular definition can extend to the plural, let's look at the specific usage. The sentence contrasts "young men" and "women". This sense focuses on the individual adult female status.

    *   **Sense 2:** "definition=a female person who plays a significant role (wife or mistress or girlfriend) in the life of a particular man | examples=he was faithful to his woman"
        *   Analysis: This is a relational definition. The sentence is about education and academic potential, not romantic or domestic relationships with specific men. This is incorrect.

    *   **Sense 3:** "definition=a human female employed to do housework | examples=the char will clean the carpet"
        *   Analysis: This refers to a domestic worker. The sentence refers to students/young people realizing academic potential. This is incorrect.

    *   **Sense 4:** "definition=women as a class | examples=it's an insult to American womanhood"
        *   Analysis: This refers to the collective group or gender category. The phrase "young men and women" groups them by gender. However, usually, dictionaries distinguish between the plural form "women" referring to multiple individual adult females (Sense 1 pluralized) versus the abstract concept of "womanhood" or women as a distinct sociological class (Sense 4).

    Let's reconsider Sense 1 vs Sense 4.
    *   Sense 1: "an adult female person". Plural: "adult female persons".
    *   Sense 4: "women as a class". Example: "it's an insult to American womanhood".

    In the sentence "encourage young men and women", "women" is used as the plural counterpart to "men". It refers to a group of individuals who are female.
    Let's look at standard WordNet or dictionary structures often used in these NLP tasks (this looks like a WordNet disambiguation task).
    *   WordNet 3.0 for "woman":
        *   S: (n) woman (an adult female person (as opposed to a man)) "the woman kept house while the man hunted"
        *   S: (n) woman (a female person who plays a significant role (wife or mistress or girlfriend) in the life of a particular man) "he was faithful to his woman"
        *   S: (n) woman, charwoman, char, cleaning woman, cleaning lady (a human female employed to do housework) "the char will clean the carpet"
        *   S: (n) womanhood, woman (women as a class) "it's an insult to American womanhood"; "woman is the glory of God"

    Wait, let's check the definitions provided in the prompt again.
    Sense 4 in the prompt is: "definition=women as a class".

    The sentence says: "encourage young men and women".
    Is this referring to the *class* of women, or multiple individual female people?
    Usually, when we say "men and women", we are referring to the plural of Sense 1 (individual adult females). Sense 4 often has a more abstract or sociological connotation (e.g., "the rights of woman", "woman is fragile").
    However, "young men and women" refers to specific individuals within a demographic.
    Is "women" the plural of Sense 1? Yes.
    Is "women" Sense 4? Sense 4 is often a synonym for "womanhood".

    Let's look at the examples provided for Sense 1: "the woman kept house while the man hunted".
    Let's look at the example for Sense 4: "it's an insult to American womanhood".

    The sentence "encourage young men and women..." refers to the people themselves. It is the standard plural usage of "adult female person".
    If I say "Three women walked down the street", that is Sense 1 (plural).
    If I say "Woman was created from the rib of Man", that is Sense 4 (abstract class).
    The phrase "young men and women" falls closer to the former (a group of individuals) than the latter (an abstract concept/class).
    While it groups them, it refers to the people, not the abstract concept.

    Let's check if there is a nuance regarding "young". Sense 1 says "adult female". "Young women" implies they are perhaps young adults (college age, realizing academic potential). This fits Sense 1. Sense 4 is "women as a class".

    Let's look at standard WSD datasets (like SemCor) for this specific case.
    In SemCor/WordNet, "women" as the plural of individuals is usually mapped to the plural form of the first synset (adult female person).
    The sense "women as a class" (Sense 4) is reserved for usages like "the oppression of women" (sometimes) or "American womanhood".
    However, there is ambiguity. "The rights of women" - is that Sense 1 (plural individuals) or Sense 4 (class)?
    Usually, Sense 4 is defined specifically as the abstract collective.
    Let's look at the prompt's Sense 4 example: "it's an insult to American womanhood". Note that the definition uses "women as a class" but the example uses "womanhood". This suggests Sense 4 is the abstract collective.

    The sentence refers to "young men and women" as the target audience for education. These are specific individuals. Therefore, Sense 1 (an adult female person) is the appropriate core meaning, applied in the plural.

    Let's double check Sense 1's definition: "an adult female person (as opposed to a man)".
    Does "young women" fit "adult"?
    "Young women" usually refers to late adolescents or young adults (university age fits "academic potential"). Even if they are 17-18, they are functionally being treated as adults in this context.
    Sense 4 (class) is definitely less likely than Sense 1 (individuals). You educate individuals, not an abstract class.

    Therefore, the answer should be 1.

    Let's try to find a reason why it might be 4.
    "Men and women" is a phrase referring to humanity divided by sex.
    Is that "women as a class"?
    Usually, WSD systems tag "men and women" as Sense 1 (plural).
    Example from WordNet Sense 4: "woman is the glory of God". Here "woman" is singular but refers to the class.
    The sentence in the prompt uses the plural form "women".
    If the sentence was "Education helps woman realize her potential" (archaic/abstract), it would be Sense 4.
    Since it is "young men and women", it refers to distinct groups of people.
    Sense 1 covers the definition of the entity. The plural falls under Sense 1's semantic coverage.

    Conclusion: Sense 1.

    Reference check:
    WordNet 3.1
    1. woman, adult female -- (an adult female person (as opposed to a man); "the woman kept house while the man hunted")
    ...
    4. womanhood, woman -- (women as a class; "it's an insult to American womanhood"; "woman is the glory of God"; "the fair sex gathered on the veranda")

    The sentence: "The purpose of education is to encourage young men and women to realize their full academic potential."
    This usage is the standard plural of "adult female person". It contrasts with "men" (Sense 1 counterpart).
    Sense 4 is a specialized usage for abstract reference. The sentence is concrete reference to a group of individuals.

    Final check:
    Sense 1: Individual adult female. Plural: individuals.
    Sense 2: Role relative to a man. Incorrect.
    Sense 3: Housekeeper. Incorrect.
    Sense 4: Class/Abstract. Incorrect context (academic potential implies specific students).

    Answer is 1.

provider: Novita


[User]
Which numbered sense of "realize" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to encourage young men and women to <t>realize</t> their full academic potential.

Senses:
1. definition=be fully aware or cognizant of
2. definition=perceive (an idea or situation) mentally | examples=Now I see!
3. definition=make real or concrete; give reality or substance to | examples=our ideas must be substantiated into actions
4. definition=earn on some commercial or business transaction; earn as salary or wages | examples=How much do you make a month in your new job?
5. definition=convert into cash; of goods and property
6. definition=expand or complete (a part in a piece of baroque music) by supplying the harmonies indicated in the figured bass

reasoning_content:
1.  **Analyze the Request:** The user wants to identify the correct sense of the word "realize" from a provided list, based on its usage in a specific sentence. The output should be *only* the number corresponding to the correct sense.

2.  **Analyze the Sentence:** "The purpose of education is to encourage young men and women to <t>realize</t> their full academic potential."
    *   Subject: young men and women (students).
    *   Object: their full academic potential.
    *   Context: Education encourages students to *do something* to their potential.
    *   Meaning: To achieve, fulfill, or make actual a capability that was previously just a possibility.

3.  **Analyze the Senses:**
    *   **Sense 1:** definition=be fully aware or cognizant of. (e.g., "I realized my mistake.") -> This refers to mental awareness. "Realize their potential" doesn't mean becoming aware of their potential, it means achieving it. Incorrect.
    *   **Sense 2:** definition=perceive (an idea or situation) mentally. (e.g., "Now I see!") -> Similar to Sense 1. Mental perception. Incorrect.
    *   **Sense 3:** definition=make real or concrete; give reality or substance to. (examples: our ideas must be substantiated into actions). -> This means taking something abstract (like potential, ideas) and making it actual or real. "Realizing potential" is a standard collocation for this definition. You take the abstract "potential" and make it "real" through achievement. This fits perfectly.
    *   **Sense 4:** definition=earn on some commercial or business transaction; earn as salary or wages. (e.g., "How much do you make...") -> This refers to financial gain. The sentence is about academic potential, not money. Incorrect.
    *   **Sense 5:** definition=convert into cash; of goods and property. -> This refers to selling assets. Incorrect.
    *   **Sense 6:** definition=expand or complete (a part in a piece of baroque music)... -> This is a specific musical term. Incorrect.

4.  **Compare Sentence and Best Sense:**
    *   Sentence: "...realize their full academic potential."
    *   Sense 3: "make real or concrete".
    *   Match: To "realize potential" means to make that potential a concrete reality. This is the standard definition used in educational contexts.

5.  **Formulate Output:** The user requested "Return only the number of the correct sense."
    *   The correct sense is number 3.

6.  **Final Output Generation:** 3


[User]
Which numbered sense of "full" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to encourage young men and women to realize their <t>full</t> academic potential.

Senses:
1. definition=containing as much or as many as is possible or normal | examples=a full glass
2. definition=constituting the full quantity or extent; complete | examples=an entire town devastated by an earthquake
3. definition=complete in extent or degree and in every particular | examples=a full game
4. definition=filled to satisfaction with food or drink | examples=a full stomach
5. definition=(of sound) having marked deepness and body | examples=full tones
6. definition=having the normally expected amount | examples=gives full measure
7. definition=being at a peak or culminating point | examples=broad daylight
8. definition=having ample fabric | examples=the current taste for wide trousers

reasoning_content:
1.  **Analyze the Request:**
    *   Target word: "full" (marked with tags).
    *   Context sentence: "The purpose of education is to encourage young men and women to realize their <t>full</t> academic potential."
    *   Task: Identify the correct sense number from the provided list.
    *   Output constraint: Return *only* the number.

2.  **Analyze the Context:**
    *   Phrase: "full academic potential".
    *   Meaning: The maximum amount of potential possible; the complete extent of their abilities.
    *   It's not about a container being full (Sense 1).
    *   It's not about food (Sense 4).
    *   It's not about sound (Sense 5).
    *   It's not about measure in a literal sense (Sense 6), though related.
    *   It's not about a peak time like daylight (Sense 7).
    *   It's not about fabric (Sense 8).

3.  **Evaluate the Senses:**

    *   *Sense 1: containing as much or as many as is possible or normal | examples=a full glass.*
        *   This usually refers to physical containers. "Potential" is abstract. While potential can be "filled", Sense 1 implies a container holding contents. "Full potential" isn't quite "a full glass".

    *   *Sense 2: constituting the full quantity or extent; complete | examples=an entire town devastated by an earthquake.*
        *   Key words: "full quantity or extent", "complete".
        *   "Full academic potential" means the *complete* extent of their potential. It matches "constituting the full quantity or extent". The example "entire town" fits the "complete/total" aspect.
        *   Let's look at Sense 3 as well.

    *   *Sense 3: complete in extent or degree and in every particular | examples=a full game.*
        *   Key words: "complete in extent or degree", "every particular".
        *   Example: "a full game" (as opposed to a partial game).
        *   Does "full potential" fit here? "Full potential" means maximum/complete potential.
        *   Let's compare Sense 2 and Sense 3.
        *   Sense 2 ("constituting the full quantity or extent; complete") is often used for nouns representing a whole amount or scope (e.g., full membership, full potential, full extent).
        *   Sense 3 ("complete in every particular") often implies thoroughness or lack of holding back (e.g., full disclosure, full report, full stop).
        *   "Potential" is a capacity or extent.
        *   WordNet definitions are usually the source for these types of NLP tasks.
        *   Let's check standard dictionary definitions for "full potential".
        *   Usually, "full potential" maps to "complete/total" (Sense 2) or "highest/maximum" (Sense 7?).
        *   Sense 7: "being at a peak or culminating point". Example: "broad daylight" (Wait, the example "broad daylight" is weird for the definition "peak or culminating point", usually WordNet maps "full" to "broad(a)" for daylight. But sticking to the provided text). "Full bloom" would be a better example for Sense 7.
        *   "Full potential" is about the *extent* or *degree* of the potential.
        *   Let's look closer at Sense 2 vs 3.
        *   Sense 2: "constituting the full quantity or extent". "Full academic potential" = the *entire* academic potential. This fits the concept of "entirety" or "maximum extent".
        *   Sense 3: "complete in extent or degree and in every particular". "A full game".
        *   Let's look at the examples provided in the prompt again.
        *   Sense 2 example: "an entire town devastated by an earthquake". This usage of "full" implies "total/entire".
        *   Is "full potential" synonymous with "entire potential"? Yes.
        *   Is "full potential" synonymous with "complete potential"? Yes.
        *   Sense 1 says "containing as much... as possible". "Full potential" implies realizing as much as possible. However, Sense 1 is usually for containers (glass, tank). Potential isn't a container holding things; it is an abstract quantity/extent.

    *   Let's try to disambiguate between Sense 2 and Sense 3.
        *   Sense 2 definition: "constituting the full quantity or extent; complete".
        *   Sense 3 definition: "complete in extent or degree and in every particular".
        *   There is a subtle distinction in WordNet (which this list strongly resembles).
        *   WordNet 3.0:
            *   S: (adj) full (containing as much or as many as is possible or normal) "a full glass"; "a full day"
            *   S: (adj) full, entire, intact ((of a state or process) complete; "a full cycle"; "a full blown economic crisis"; "the entire town was devastated by the earthquake")
            *   S: (adj) full, total (complete in extent or degree and in every particular) "a full game"; "a total defeat"; "gave full attention"; "the total sum"
        *   The prompt lists:
            *   1: containing as much... (WordNet sense 1)
            *   2: constituting the full quantity or extent; complete (WordNet sense 2 "entire, intact")
            *   3: complete in extent or degree and in every particular (WordNet sense 3 "full, total")
        *   Let's map "full potential".
        *   In WordNet, "full potential" usually maps to the sense meaning "complete/total" or "highest degree".
        *   Is "full potential" Sense 2 or Sense 3?
        *   Sense 2 example in WordNet: "full cycle", "full blown". This implies completeness of a state.
        *   Sense 3 example in WordNet: "full game", "gave full attention". "Full attention" is similar to "full potential" in that it describes the extent of an abstract noun.
        *   However, let's look at Sense 2 again: "constituting the full quantity or extent". "Potential" is a quantity or extent of capability.
        *   Let's check Sense 3's specific phrasing "complete in every particular". This suggests granularity (every detail). "Full game" implies all parts of the game were played. "Full report" implies all details.
        *   "Full potential" isn't about "every particular detail" of the potential; it's about reaching the maximum *extent* or limit.
        *   Sense 2 says "constituting the full quantity or extent". This feels closer. "Full extent" is the key phrase here. "Full potential" = "Full extent of potential".
        *   Let's look at Sense 1 again. "containing as much... as possible". Is potential a container? Metaphorically, maybe. But usually, Sense 1 is for physical volume.
        *   Let's look at Sense 7: "being at a peak or culminating point". "Full potential" is a high point. But the example "broad daylight" suggests a different usage (time/conditions).

    *   Let's re-evaluate Sense 2 vs 3.
        *   Sense 2 (WordNet "entire"): "full length", "full brother". It implies wholeness/integrity.
        *   Sense 3 (WordNet "total"): "full darkness", "full speed", "full tilt".
        *   Wait, the provided text for Sense 2 is "constituting the full quantity or extent; complete".
        *   The provided text for Sense 3 is "complete in extent or degree and in every particular".
        *   Let's check the Oxford dictionary or similar.
        *   "Full" meaning "Complete/entire/maximum".
        *   "Full potential" = the maximum amount or extent of potential.
        *   This aligns strongly with Sense 2 ("full quantity or extent").
        *   Let's look at Sense 3: "complete in every particular". Does "full potential" mean every specific bit of potential was realized? It usually means the *maximum degree*.
        *   Sense 2 seems to focus on "Quantity or Extent". "Potential" is an extent.
        *   Sense 3 focuses on "Degree and every particular".
        *   Common usage: "Full extent", "Full potential".
        *   Many WSD (Word Sense Disambiguation) datasets tag "full" in "full potential" as Sense 2 (corresponding to WordNet 2: "constituting the full quantity or extent; complete"). Why? Because "potential" refers to the extent of capability.
        *   Also, compare to "full capacity". "Full capacity" usually maps to Sense 1 (container) or Sense 2 (extent).
        *   Let's check the example for Sense 2 in the prompt: "an entire town devastated by an earthquake". This usage is synonymous with "entire/whole".
        *   Is "full potential" synonymous with "entire potential"? Yes.
        *   Is "full potential" synonymous with "total potential"? Yes (Sense 3 is "total").
        *   Let's look at Sense 1 again. "containing as much... as possible". "Full potential" = as much potential as possible. It fits the definition well, but "potential" isn't a "container" like a glass.
        *   Let's check Sense 7: "being at a peak". "Full bloom", "full swing". "Full potential" acts similarly to these.

    *   Let's refine based on standard WSD (SemCor/WordNet) mappings if possible.
        *   WordNet 3.0 Senses:
            *   1: full (containing as much or as many as is possible or normal) -> full glass.
            *   2: entire, full, intact (constituting the full quantity or extent; complete) -> full statue (not broken), full cycle.
            *   3: full, total (complete in extent or degree and in every particular) -> full game, full stroke.
        *   Actually, looking at WordNet online:
            *   Sense 2 (entire/intact): "constituting the full quantity or extent; complete". Examples: "a full game", "an entire town". Wait, the prompt attributes "an entire town" to Sense 2 and "a full game" to Sense 3.
            *   This matches the prompt's breakdown.
            *   Prompt Sense 2: def="constituting the full quantity or extent; complete" | ex="an entire town".
            *   Prompt Sense 3: def="complete in extent or degree and in every particular" | ex="a full game".
        *   Now, consider "full potential".
        *   "Realize their full potential" means to reach the *maximum extent* of their capability.
        *   It represents a quantity/extent (Sense 2).
        *   Is it "complete in every particular" (Sense 3)? Not necessarily. That implies details. "Full potential" is about the degree/amount.
        *   However, "full potential" is also often associated with the adjective meaning "maximum".
        *   Let's look at Sense 6: "having the normally expected amount".
        *   Let's look at Sense 1: "containing as much... as possible". "Full potential" is "as much potential as possible".
        *   However, usually abstract nouns (potential, extent, range) fall under Sense 2 ("constituting the full quantity or extent").
        *   Let's look at the word "extent" in the definition of Sense 2. "constituting the full quantity or **extent**".
        *   "Potential" is synonymous with "capability" or "possibility", often measured by extent. "To the full extent of the law". "To their full potential".
        *   This mapping (Potential -> Extent) points strongly to Sense 2.

    *   Let's double check Sense 3. "Complete in extent or degree and in every particular". This is often used for "full detail", "full account", "full stop". "Full game" implies the whole duration/structure.
    *   "Full potential" isn't structural like a game. It's a magnitude/extent.
    *   Therefore, Sense 2 is the best fit. "Constituting the full quantity or extent".

    *   Let's verify Sense 7. "Peak or culminating point". "Full potential" could be the peak of ability. But the definition "being at a peak or culminating point" usually applies to phases (full moon, full bloom, full tide). "Potential" is a capacity, not a phase of a cycle.

    *   Let's verify Sense 1. "Containing as much...". "Full potential" = having maximum potential. But "containing" is the giveaway keyword. "Full glass". Potential isn't a container. You realize potential (action), you don't fill it up like a glass (though the metaphor exists, Sense 2 fits the semantic category of 'extent' better).

    *   Comparison:
        *   Sentence: "realize their full academic potential".
        *   Meaning: realize the complete extent of their potential.
        *   Sense 2: "constituting the full quantity or extent". Matches "full extent".
        *   Sense 3: "complete in extent or degree and in every particular". Matches "extent or degree".
        *   Which is better?
        *   Sense 2 is defined as "constituting the full quantity or extent; complete". It lists "an entire town" (spatial/quantitative completeness).
        *   Sense 3 is defined as "complete in extent or degree and in every particular". It lists "a full game".
        *   "Potential" is an abstract quantity/extent.
        *   Let's check SemCor annotations for "full potential".
        *   Usually, "full extent" -> Sense 2.
        *   "Full potential" is very similar to "full extent".
        *   Therefore, Sense 2.

    *   Let's consider if "full potential" could be Sense 3 (Degree).
        *   "Full speed". "Full power". These are degree.
        *   Are they Sense 3?
        *   WordNet mapping:
            *   "Full speed" is often Sense 3 (complete in degree).
            *   "Full extent" is Sense 2 (constituting the quantity/extent).
        *   "Potential" acts more like "Extent" (a range of capacity) than "Speed" (a rate).
        *   You can measure potential by extent. You measure speed by degree (fast/slow).
        *   Therefore, "full extent" logic (Sense 2) applies to "full potential".

    *   Wait, looking at the specific wording of the prompt's Sense 2: "constituting the full quantity or extent; complete".
    *   And Sense 3: "complete in extent or degree and in every particular".
    *   The overlap is confusing.
    *   Let's look at the examples again.
        *   Sense 2: "an entire town". This is about wholeness/entirety.
        *   Sense 3: "a full game". This is about duration/rules being complete.
    *   "Full potential" -> The *entirety* of one's potential.
    *   "Full academic potential" -> All of their potential.
    *   This leans towards Sense 2 (Entire/Whole/Complete quantity).

    *   Let's try to find if there's a "maximum" sense.
        *   Sense 7 is "peak". Not quite.
        *   Sense 1 is "containing as much as possible".
        *   Sense 2 covers "constituting the full quantity".
    *   If I say "I realized my full potential", I realized the *maximum amount* of potential possible.
    *   Amount -> Quantity -> Sense 2.

    *   Let's check Sense 1 again. "containing as much... as is possible". "Potential" acts as a limit/bound. "Full potential" is the limit.
    *   But Sense 2 specifically uses the word "extent". "Full extent". "Full potential" and "Full extent" are semantically very close.
    *   Therefore, Sense 2.

    *   Let's double check Sense 3. "Complete in extent or degree". This explicitly mentions extent.
    *   So both Sense 2 and Sense 3 mention extent.
    *   Sense 2: "constituting the full quantity or extent".
    *   Sense 3: "complete in extent or degree".
    *   Difference:
        *   Sense 2 seems to be about the *nature of the object* being the whole/entire thing. (The town = entire town).
        *   Sense 3 seems to be about the *intensity/completeness* of an action/state. (Full game = played completely).
        *   "Full potential" is a noun phrase describing the object (potential).
        *   Is the potential "entire" (Sense 2) or "complete in degree" (Sense 3)?
        *   Usually, "full" with abstract nouns like "potential", "capacity", "extent" maps to Sense 2 in WordNet hierarchies (synset: entire, full, intact).
        *   Let's check the WordNet synset for "full potential".
        *   Actually, "potential" usually isn't in the synset, "full" modifies it.
        *   If we look at "full capacity": WordNet maps "full" in "full capacity" to Sense 1 (containing as much as possible) or Sense 2 (entire).
        *   If we look at "full power": WordNet maps to Sense 3 (complete in degree).
        *   Is "potential" closer to "capacity" or "power"?
        *   "Potential" is latent capacity.
        *   "Academic potential" is a store of ability.
        *   "Realize their full potential" = Realize the *entirety* of their potential.
        *   "Entirety" maps to Sense 2 (synonyms: entire, intact).
        *   The example for Sense 2 is "an entire town".
        *   "Full potential" is functionally "Entire potential".
        *   So Sense 2 is the strongest candidate.

    *   Let's check Sense 3 example: "a full game". You don't say "an entire game" in the same way (you say "the whole game"), but "full game" implies the specific duration.
    *   Sense 2 definition "constituting the full quantity or extent" fits "full potential" (the quantity/extent of the potential).

    *   Final check:
        *   Sense 1: Container metaphor. (Glass). Not primary.
        *   Sense 2: Quantity/Extent/Entirety. (Town). Fits "Full extent of potential".
        *   Sense 3: Degree/Every particular. (Game). Fits "Full speed", "Full detail". Potential isn't a degree or a list of particulars.
        *   Sense 6: "normally expected amount". Potential is individual, not a standard measure like "full measure".
        *   Sense 7: "Peak". "Full bloom". Potential is a capacity, not a lifecycle phase.

    *   Conclusion: Sense 2. The phrase "full potential" refers to the complete extent or entirety of one's ability.

    *   Let's re-read Sense 2 definition: "constituting the full quantity or extent; complete".
    *   "Full academic potential" -> The complete extent of academic potential.
    *   This matches perfectly.


[User]
Which numbered sense of "academic" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to encourage young men and women to realize their full <t>academic</t> potential.

Senses:
1. definition=associated with academia or an academy | examples=the academic curriculum
2. definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion
3. definition=marked by a narrow focus on or display of learning especially its trivial aspects

reasoning_content:
1.  **Analyze the Request:**
    *   Target word: "academic".
    *   Context sentence: "The purpose of education is to encourage young men and women to realize their full <t>academic</t> potential."
    *   Task: Identify the correct sense number from the provided list.
    *   Constraint: Return *only* the number.

2.  **Analyze the Context:**
    *   The sentence talks about "education", "young men and women", and "potential".
    *   "Academic potential" refers to the potential for success in a school/university setting (learning, grades, intellectual growth).
    *   It relates directly to the sphere of education and study.

3.  **Analyze the Senses:**
    *   **Sense 1:** "associated with academia or an academy" (examples: "the academic curriculum").
        *   Does this fit? Yes. "Academic potential" is the potential related to schooling/academia. It fits perfectly with the context of education.
    *   **Sense 2:** "hypothetical or theoretical and not expected to produce an immediate or practical result" (examples: "an academic discussion").
        *   Does this fit? No. "Potential" isn't hypothetical or lacking practical results in this context; it refers to actual ability to learn and achieve in school.
    *   **Sense 3:** "marked by a narrow focus on or display of learning especially its trivial aspects".
        *   Does this fit? No. This is a negative connotation regarding pedantry. The sentence is positive, encouraging students to achieve their best.

4.  **Compare and Select:**
    *   Sense 1 is the clear match. The phrase "academic potential" is a common collocation referring to a student's capacity within the educational system.

5.  **Final Output Formulation:**
    *   The correct sense is number 1.
    *   The user requested "Return only the number of the correct sense."

6.  **Final Output:** 1.

provider: StreamLake


[User]
Which numbered sense of "potential" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: The purpose of education is to encourage young men and women to realize their full academic <t>potential</t>.

Senses:
1. definition=the inherent capacity for coming into being
2. definition=the difference in electrical charge between two points in a circuit expressed in volts

reasoning_content:
1.  **Analyze the user's request:** The user wants to identify the correct sense of the word "potential" as used in a specific sentence. The output must be *only* the number of the correct sense.

2.  **Analyze the sentence:** "The purpose of education is to encourage young men and women to realize their full academic <t>potential</t>."
    *   Context: Education, young men and women, "realize", "full academic".
    *   Meaning: The word "potential" here refers to someone's ability or capacity to develop, achieve, or succeed in the future. It's about what they *can* become or do, given their current abilities.

3.  **Analyze the provided senses:**
    *   Sense 1: "definition=the inherent capacity for coming into being"
        *   Keywords: inherent capacity, coming into being.
        *   Fit: This aligns well with the idea of hidden talents or abilities that can be developed (coming into being). It applies to people, abstract concepts, or situations that have the possibility to develop into something more.
    *   Sense 2: "definition=the difference in electrical charge between two points in a circuit expressed in volts"
        *   Keywords: electrical charge, circuit, volts.
        *   Fit: This is the physics definition (electric potential/voltage). The sentence talks about education and young people, not physics or circuits.

4.  **Match sentence to sense:**
    *   The sentence talks about academic growth and ability.
    *   Sense 1 refers to capacity for development.
    *   Sense 2 refers to electricity.
    *   Therefore, Sense 1 is the correct match.

5.  **Format the output:** The user requested "Return only the number of the correct sense."

6.  **Final check:** Does the output "1" satisfy the condition? Yes.

    *   Sentence: "...realize their full academic potential." -> Meaning: Capacity for future success/development.
    *   Sense 1: "inherent capacity for coming into being". -> Matches.
    *   Sense 2: Physics definition. -> Does not match.

    Result: 1.

provider: Phala


[User]
Which numbered sense of "actually" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: No one in his right mind <t>actually</t> believes that we all have an equal academic potential.

Senses:
1. definition=in actual fact | examples=to be nominally but not actually independent
2. definition=used to imply that one would expect the fact to be the opposite of that stated; surprisingly | examples=you may actually be doing the right thing by walking out
3. definition=at the present moment | examples=the transmission screen shows the picture that is actually on the air
4. definition=as a sentence modifier to add slight emphasis | examples=actually, we all help clear up after a meal

reasoning_content:
1.  **Analyze the Request:**
    *   Target word: "actually" (marked with <t></t>).
    *   Context sentence: "No one in his right mind <t>actually</t> believes that we all have an equal academic potential."
    *   Task: Identify the correct sense number from the provided list.
    *   Constraint: Return *only* the number.

2.  **Analyze the Sentence:**
    *   "No one in his right mind actually believes that we all have an equal academic potential."
    *   The sentence structure is: [Subject] [adverb] [verb] [clause].
    *   Subject: "No one in his right mind".
    *   Verb: "believes".
    *   Adverb: "actually".
    *   Meaning: The speaker is asserting that the idea of equal academic potential is not believed by sensible people. It emphasizes the reality of the belief (or lack thereof). It contrasts a hypothetical or stated claim (that we all have equal potential) with the reality of people's beliefs.
    *   Let's look at the function of "actually" here. Is it meaning "in reality"? Is it expressing surprise? Is it time-based? Is it a sentence modifier?

3.  **Analyze the Senses:**

    *   **Sense 1:** `definition=in actual fact`
        *   Examples: "to be nominally but not actually independent".
        *   Does "actually" here mean "in actual fact"?
        *   Let's test: "No one in his right mind [in actual fact] believes..."
        *   This fits well. It distinguishes what is real vs. what might be pretended or claimed. It emphasizes the *truth* of the statement.
        *   It often contrasts with expectation or pretense. "Do people claim we have equal potential? Yes. Does anyone *actually* believe it? No." This fits the contrast between appearance/ideology and reality.

    *   **Sense 2:** `definition=used to imply that one would expect the fact to be the opposite of that stated; surprisingly`
        *   Examples: "you may actually be doing the right thing by walking out".
        *   Does the sentence imply surprise? Is the speaker saying it is surprising that no one believes it?
        *   "Surprisingly, no one believes it." No, that changes the meaning. The speaker seems to be making a strong assertion about reality, not expressing a counter-intuitive surprise.

    *   **Sense 3:** `definition=at the present moment`
        *   Examples: "the transmission screen shows the picture that is actually on the air".
        *   Is this time-related? "No one believes it *right now*"? No, that's not the primary function here. It's not contrasting past or future.

    *   **Sense 4:** `definition=as a sentence modifier to add slight emphasis`
        *   Examples: "actually, we all help clear up after a meal".
        *   This is usually found at the beginning of a sentence or clause (pre-modal/auxiliary position often).
        *   In the sentence provided, "actually" is modifying the verb "believes" directly (or the VP), rather than acting as a disjunct modifying the whole sentence to smooth the conversation or correct a misconception politely.
        *   However, let's look closer at the distinction between 1 and 4.
        *   Sense 4 is often pragmatic (politeness, transition). "Actually, I don't like it."
        *   Sense 1 is semantic (truth vs. falsity). "He claims to be rich, but he is actually poor."
        *   The sentence "No one in his right mind actually believes..." sets up a contrast between what might be said (political correctness, idealistic statements) and the *actual fact* of what is going on in people's minds.
        *   Let's look at standard dictionary definitions (like Collins, from which these senses seem drawn).
        *   Collins COBUILD:
            *   1. "used to emphasize the truth or reality of a situation" (often contrasted with what is said or thought).
            *   2. "used to express surprise" or "contrary to expectations".
            *   3. "used to correct someone politely".
        *   The example sentence is a strong assertion of fact. "Does anyone believe X? No one *actually* believes X."
        *   Is it Sense 1 or Sense 4?
        *   Sense 4 examples usually involve "Actually, [sentence]". The position here is mid-sentence, directly before the verb.
        *   Sense 1 examples often involve the adverb modifying the verb or adjective directly to denote reality vs. appearance. Example: "nominally but not actually independent".
        *   In "No one actually believes", the word emphasizes the *reality* of the belief. It contrasts with "theoretically believes" or "pretends to believe". This aligns perfectly with "in actual fact" (Sense 1).
        *   Sense 4 is usually defined as a sentence adverb. In the provided list, the example is "actually, we all help clear up after a meal". The position is key here. The target word is not at the start. While sentence adverbs can move, the meaning "in actual fact" (Sense 1) captures the semantic content of distinguishing reality from pretense/ideology better than the vague "slight emphasis" of Sense 4.
        *   Let's re-read Sense 1: "in actual fact". Test: "No one in his right mind in actual fact believes..." -> This is a perfect synonym.
        *   Let's re-read Sense 4: "as a sentence modifier to add slight emphasis". Test: "Actually, no one in his right mind believes..." -> This changes the sentence structure and slightly the tone (more conversational/contrasting with a previous speaker). The original sentence is a statement about the *nature* of the belief (it doesn't exist in reality). This points strongly to Sense 1.

4.  **Confirmation:**
    *   The phrase "actually believes" is a classic collocation for Sense 1 (Reality vs. Pretense).
    *   Example: "I didn't actually see her, I just heard her."
    *   Example: "People say they care, but do they actually care?"
    *   This usage is "in actual fact".
    *   Therefore, Sense 1 is the correct choice.

5.  **Final Check:**
    *   Sentence: No one in his right mind actually believes...
    *   Meaning: No one really/truly/in fact believes...
    *   Sense 1: in actual fact. Matches.
    *   Sense 2: surprisingly. Incorrect.
    *   Sense 3: at present moment. Incorrect.
    *   Sense 4: sentence modifier for emphasis. While related, Sense 1 is the specific semantic definition for emphasizing the truth of an action (belief) vs. potential pretense. The position (pre-verb) supports the "manner" or "reality" adverb usage (Sense 1) over the disjunct sentence modifier (Sense 4), which typically occupies a peripheral position. Even if one argues it adds emphasis, Sense 1 is the *type* of emphasis (reality) specific to this context (contrasting potential lip service with actual belief).

    Let's double-check Sense 4's example: "actually, we all help clear up after a meal". This is a conversational filler/connector type of usage.
    The target sentence is a declarative statement about the state of the world (or minds).
    "Actually" here is synonymous with "really".
    Sense 1 definition "in actual fact" is synonymous with "really".
    Therefore, Sense 1.


[User]
Which numbered sense of "believe" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: No one in his right mind actually <t>believes</t> that we all have an equal academic potential.

Senses:
1. definition=accept as true; take to be true | examples=I believed his report
2. definition=judge or regard; look upon; judge | examples=I think he is very smart
3. definition=be confident about something | examples=I believe that he will come back from the war
4. definition=follow a credo; have a faith; be a believer | examples=When you hear his sermons, you will be able to believe, too
5. definition=credit with veracity | examples=You cannot believe this man

reasoning_content:
1.  **Analyze the input sentence:** "No one in his right mind actually <t>believes</t> that we all have an equal academic potential."
    *   The subject is "No one in his right mind".
    *   The verb is "believes".
    *   The object clause is "that we all have an equal academic potential".
    *   The context implies a mental acceptance or rejection of a proposition/fact/statement. It's about whether people accept the statement "we all have an equal academic potential" as a truth.

2.  **Analyze the provided senses:**

    *   **Sense 1:** "definition=accept as true; take to be true | examples=I believed his report"
        *   This sense refers to holding a proposition to be true. The example "I believed his report" matches the structure "believe [proposition/report]". The input sentence has the structure "believes that [proposition]". This fits well. It's about the cognitive act of accepting a statement as factual.

    *   **Sense 2:** "definition=judge or regard; look upon; judge | examples=I think he is very smart"
        *   This sense often involves an opinion or evaluation of character/quality. The example "I think he is very smart" is about opinion. The input sentence is about a specific proposition ("we all have an equal academic potential"). While this is an opinion, the word "believe" here functions more as accepting a premise rather than "regarding" someone in a specific way (like "I believe him a fool"). However, Sense 1 covers "accept as true," which is the primary meaning of "believe that X". Sense 2 is usually reserved for "believe [someone] to be [adjective]" or a looser "think". Let's compare. "I believe that we have potential" is definitely accepting a proposition as true.

    *   **Sense 3:** "definition=be confident about something | examples=I believe that he will come back from the war"
        *   This sense emphasizes confidence or expectation of a future event. The example "I believe that he will come back" is very similar structurally to the input sentence ("believes that we all have..."). Is the input sentence about a future event? No, it's about a state of being or a capacity ("academic potential"). Is it about confidence? Yes, one could argue that, but Sense 1 ("accept as true") is the broader, more fundamental definition. Sense 3 is often a sub-type of Sense 1 specifically regarding future events or trust in an outcome. The input sentence is about a factual claim (in the speaker's view) regarding human nature. "Accepting as true" fits better than just "being confident about an outcome". Let's look at the nuances. Sense 3 implies hope or expectation. The input sentence is a statement about reality/truth.

    *   **Sense 4:** "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 belief or belief in a system/doctrine in general, often intransitive or without a specific "that" clause defining the content immediately in the definition context provided. The input sentence is not about religious faith.

    *   **Sense 5:** "definition=credit with veracity | examples=You cannot believe this man"
        *   This means trusting a person as a source of truth (believing *someone*). The input sentence is believing *that* a specific fact is true, not trusting a person's character/veracity (though they are related). The object in the input is a clause ("that we all have..."), not a person ("believe him").

3.  **Compare Sense 1 and Sense 3 closely:**
    *   Sense 1: "accept as true". Input: "No one... believes that we all have an equal academic potential." = No one accepts it as true that we all have...
    *   Sense 3: "be confident about something". Input: "No one... believes that we all have..." = No one is confident that we all have...
    *   Sense 1 is the standard definition for holding a proposition to be true. Sense 3 usually implies a prediction or trust in a future outcome ("he will come back"). The input sentence is about a present/general truth claim. Therefore, Sense 1 is the most accurate fit. Sense 2 ("judge/regard") is usually used differently (e.g., "I believe him to be..."). Sense 3 focuses on *confidence* often regarding uncertainty (the war outcome). The input sentence is about the *truth value* of a premise.

    Let's check standard WordNet or dictionary mappings (since these look like WordNet senses).
    *   WordNet 3.1:
        *   1: accept as true; take to be true. (e.g., "I believed his report")
        *   2: judge or regard; look upon; judge. (e.g., "I think he is very smart" - note: synonym for think/opine).
        *   3: be confident about something. (e.g., "I believe that he will come back").

    The input sentence posits that the proposition "we all have an equal academic potential" is not accepted as true by sane people. This is an act of accepting a statement as truth.
    Is it Sense 2? "Judge/regard"? The sentence is "believes *that*...". Sense 2 examples usually show "think" or "regard as". While believing a that-clause is a form of thinking, Sense 1 is the specific definition for the cognitive state of accepting a proposition. Sense 2 often implies an opinion on quality ("smart"), whereas the input is about a fact/potential.
    Is it Sense 3? "Be confident about something". This usually implies trust or expectation. The input is about a factual premise.
    Most standard dictionaries map "believe that [clause]" to the first sense: "to accept (a statement) as true; to have a firm belief in the truth of something."

    Let's re-evaluate Sense 1 vs Sense 3 based on the examples provided in the prompt.
    Sense 1 Ex: "I believed his report". (Accepting a report as true).
    Sense 3 Ex: "I believe that he will come back from the war". (Confidence in a future event).

    The input sentence: "believes that we all have an equal academic potential."
    This is a that-clause.
    The content is not a future event prediction (like the war example), it is a statement about reality/nature.
    Therefore, it fits the "accept as true" definition (Sense 1) better than the specific "confident about future outcome" nuance of Sense 3, or the "judgment of quality" of Sense 2.

    Let's look at Sense 2 again. Definition: "judge or regard". Example: "I think he is very smart". This is often used for "I believe him to be smart". The input sentence "believes that we all have..." is a that-clause complement. Sense 1 is the standard definition for "believe that...".

    Let's look at Sense 1 again. "Accept as true".
    "No one... accepts as true that we all have an equal academic potential."
    This makes perfect sense.

    Let's look at Sense 3 again. "Be confident about something".
    "No one... is confident about the fact that we all have..."
    While possible, Sense 1 is the direct mapping for truth-value acceptance.

    In many lexical sample tasks (like SemCor/WordNet), Sense 1 is the catch-all for "believe that [proposition]". Sense 3 is often distinguished for "trust" or "belief in the occurrence of something". However, "accept as true" is the core definition. The specific distinction in WordNet for Sense 3 is often "credit with veracity" (Sense 5 in this list? No, Sense 5 here is "credit with veracity" but the example is "believe this man" - i.e. trust a person). Wait, let's check the mapping again.

    Standard WordNet (2.0/3.0) Senses for "believe":
    1. accept as true; take to be true.
    2. judge or regard; look upon; judge. (Synonyms: think, consider, reckon). e.g. "I think he is very smart".
    3. be confident about something. (Synonym: believe in). e.g. "I believe that he will come back".
    4. follow a credo...
    5. credit with veracity... (Synonym: believe in - but specifically trusting a person).

    The input sentence is "believes that we all have an equal academic potential".
    This is a propositional attitude.
    Sense 1: "I believed his report". This is propositional (the content of the report).
    Sense 3: "I believe that he will come back". This is also propositional.
    The distinction between Sense 1 and Sense 3 in the provided list seems to be:
    Sense 1: Acceptance of truth (often past tense, a specific report/statement).
    Sense 3: Confidence (often future/hopeful).

    The input sentence is a generic statement about truth, not necessarily "confidence" in a specific future outcome. The sentence asserts that people do not accept the statement as a true fact.
    Therefore, Sense 1 is the best fit.

    Let's double check Sense 2. "I think he is very smart". This is an evaluative opinion. "We all have an equal academic potential" is a proposition, not necessarily an evaluation of a person's quality (though it relates to potential). But the act is accepting the proposition. "Accept as true" is the most literal and correct definition for the context "believes that X".

    Sense 5: "You cannot believe this man". This is object is a person. Input object is a clause.

    So it's between 1 and 3.
    Sentence: "No one in his right mind actually believes that we all have an equal academic potential."
    Sense 1: Accept as true.
    Sense 3: Be confident about.

    Does the sentence imply confidence? "No one is confident that we all have..." vs "No one accepts it as true that we all have...".
    The phrase "actually believes" strongly suggests the veracity/truth aspect (Sense 1). The contrast is often "saying it vs believing it (accepting it as true)".
    The example for Sense 3 ("come back from the war") involves risk and future uncertainty, where confidence/trust is the key nuance. The input sentence is about a philosophical/scientific claim.
    Therefore, Sense 1 is the intended answer.

    Answer: 1.

provider: DigitalOcean


[User]
Which numbered sense of "equal" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: No one in his right mind actually believes that we all have an <t>equal</t> academic potential.

Senses:
1. definition=having the same quantity, value, or measure as another | examples=on equal terms
2. definition=having the requisite qualities or resources to meet a task | examples=she had adequate training

reasoning_content:
1.  **Analyze the Request:**
    *   Target sentence: "No one in his right mind actually believes that we all have an *equal* academic potential."
    *   Task: Identify the correct numbered sense of "equal" from the provided list.
    *   Output constraint: Return *only* the number.

2.  **Analyze the Context:**
    *   The word "equal" modifies "academic potential".
    *   The phrase "equal academic potential" implies that the potential (ability/capacity to succeed academically) is the *same* across different people ("we all").
    *   It suggests a comparison of the magnitude or value of the potential. One person's potential is compared to another's.

3.  **Analyze Sense 1:**
    *   Definition: "having the same quantity, value, or measure as another".
    *   Examples: "on equal terms".
    *   Match check: Does "equal academic potential" mean having the same quantity/value of potential? Yes. If we all have "equal potential", it means my potential is the same measure/value as yours. This fits the idea of equality in quantity or value.

4.  **Analyze Sense 2:**
    *   Definition: "having the requisite qualities or resources to meet a task".
    *   Examples: "she had adequate training".
    *   Match check: Does "equal" here mean "adequate" or "having the requisite qualities"?
        *   If it were Sense 2, the sentence would mean "we all have an *adequate* academic potential" or "we are all *equal to* the task of academic potential". This doesn't make semantic sense. "Equal" is not being used as a synonym for "capable" or "adequate" here. It is comparing individuals against each other, not measuring individuals against a requirement.

5.  **Compare and Conclude:**
    *   Sense 1 fits the context of comparing the level of potential among people (same quantity/value).
    *   Sense 2 refers to capability/adequacy relative to a task, which is not the meaning in the sentence. The sentence is about the distribution of potential among people, not the sufficiency of it.

6.  **Final Selection:** Sense 1.

7.  **Format Output:** Return only the number.
    *   Result: 1


[User]
Which numbered sense of "academic" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: No one in his right mind actually believes that we all have an equal <t>academic</t> potential.

Senses:
1. definition=associated with academia or an academy | examples=the academic curriculum
2. definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion
3. definition=marked by a narrow focus on or display of learning especially its trivial aspects

reasoning_content:
1.  **Analyze the Request:**
    *   Input sentence: "No one in his right mind actually believes that we all have an equal <t>academic</t> potential."
    *   Target word: "academic".
    *   Task: Identify the correct numbered sense from the provided list.
    *   Output constraint: Return *only* the number.

2.  **Analyze the Context of the Sentence:**
    *   The phrase is "academic potential".
    *   The sentence discusses whether people have equal potential in a specific domain.
    *   "Potential" usually refers to the ability to learn or achieve.
    *   "Academic potential" refers to the capacity for scholarly learning, study, and achievement within the educational system (schools, universities).

3.  **Analyze the Senses:**
    *   **Sense 1:** "associated with academia or an academy". Examples: "the academic curriculum".
        *   Does this fit? "Academic potential" means potential related to schooling/academia. Yes. This is the standard meaning used when discussing education, grades, and learning capacity.
    *   **Sense 2:** "hypothetical or theoretical and not expected to produce an immediate or practical result". Examples: "an academic discussion".
        *   Does this fit? "Equal hypothetical potential"? No. That doesn't make sense in the context of believing in human capacity. It's not saying the potential is irrelevant or theoretical; it's talking about a specific *type* of potential (scholarly).
    *   **Sense 3:** "marked by a narrow focus on or display of learning especially its trivial aspects".
        *   Does this fit? No. This usually refers to a person or an argument being pedantic. "Equal pedantic potential"? No.

4.  **Compare and Select:**
    *   The sentence contrasts different types of potential or asserts a belief about human capacity in the realm of education/schooling.
    *   "Academic potential" is a collocation referring to the ability to succeed in an educational setting.
    *   This aligns perfectly with Sense 1 ("associated with academia or an academy").

5.  **Final Verification:**
    *   "No one ... believes that we all have an equal potential [associated with schooling/education]." -> Sense 1.

6.  **Formulate Output:**
    *   The user requested *only* the number.
    *   Number: 1.

provider: DeepInfra


[User]
Which numbered sense of "potential" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: No one in his right mind actually believes that we all have an equal academic <t>potential</t>.

Senses:
1. definition=the inherent capacity for coming into being
2. definition=the difference in electrical charge between two points in a circuit expressed in volts

reasoning_content:
1.  **Analyze the Request:**
    *   Target word: "potential"
    *   Context sentence: "No one in his right mind actually believes that we all have an equal academic <t>potential</t>."
    *   Task: Identify which numbered sense of "potential" is used in the sentence.
    *   Output format: Return *only* the number of the correct sense.

2.  **Analyze the Context Sentence:**
    *   "academic potential" refers to a person's capability or capacity to achieve success in academic pursuits (school, learning, etc.).
    *   It's about an inherent ability or capacity that can be developed.

3.  **Evaluate the Senses:**
    *   Sense 1: "the inherent capacity for coming into being". This fits "academic potential" perfectly. Academic potential is the inherent capacity to become an academically successful individual (coming into being).
    *   Sense 2: "the difference in electrical charge between two points in a circuit expressed in volts". This is the physics/electrical definition of potential (voltage). It does not fit the context of "academic potential".

4.  **Determine the Correct Number:**
    *   The correct sense is number 1.

5.  **Format the Output:**
    *   Return only the number "1".

provider: SiliconFlow


[User]
Which numbered sense of "generally" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- It is <t>generally</t> desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Senses:
1. definition=usually; as a rule | examples=by and large it doesn't rain much here
2. definition=without distinction of one from others | examples=he is interested in snakes in general
3. definition=without regard to specific details or exceptions | examples=he interprets the law broadly

reasoning_content:
1.  **Analyze the Request:** The user wants to know the correct sense of the word "generally" (marked with `<t></t>`) in a specific sentence, chosen from a provided list of three senses. The output must be *only* the number of the correct sense.

2.  **Analyze the Sentence:**
    *   Sentence: "-- It is <t>generally</t> desirable to use older textbooks -- many of them, alas. out of print -- rather than newer ones."
    *   Context: The author is making a statement about the desirability of using older textbooks. They are saying that, in most cases or as a general rule, older textbooks are better. There might be exceptions (implied by "generally"), but the prevailing trend or rule is that older is better.

3.  **Analyze the Senses:**

    *   **Sense 1:** "definition=usually; as a rule | examples=by and large it doesn't rain much here"
        *   Meaning: Happens most of the time; typically.
        *   Fit with sentence: "It is *usually* desirable to use older textbooks..." This fits perfectly. It acknowledges that while there might be specific cases where newer ones are better, the standard rule is to use older ones.

    *   **Sense 2:** "definition=without distinction of one from others | examples=he is interested in snakes in general"
        *   Meaning: Collectively; as a whole group; not specific individuals.
        *   Fit with sentence: "It is *without distinction* desirable to use older textbooks..." This doesn't make grammatical or semantic sense. The sentence isn't talking about a group of textbooks in a collective sense versus specific ones, but rather about the frequency or probability of desirability.

    *   **Sense 3:** "definition=without regard to specific details or exceptions | examples=he interprets the law broadly"
        *   Meaning: Broadly speaking; vaguely.
        *   Fit with sentence: "It is *without regard to specific details* desirable..." This is close to Sense 1, but Sense 3 often implies a lack of precision or a sweeping statement that ignores nuance (often used when discussing interpretations of rules/laws). While "generally" does imply exceptions are ignored, Sense 1 ("usually; as a rule") captures the aspect of frequency or normative behavior better in this context. "Generally desirable" usually means "desirable in most cases" (Sense 1), rather than "desirable in a broad, vague sense" (Sense 3). Let's compare Sense 1 and Sense 3 more closely.
        *   Sense 1 emphasizes frequency/habit (usually).
        *   Sense 3 emphasizes scope/breadth (broadly).
        *   In the sentence, the contrast is between the general rule and potential specific exceptions (implied by "generally"). "It is generally desirable" = "It is usually desirable". If I say "He interprets the law broadly," I mean he doesn't stick to strict details. If I say "It is generally desirable," I mean it is the standard preference.
        *   The definition "usually; as a rule" matches "It is [usually] desirable".

4.  **Confirming the choice:**
    *   Substitution test: "It is *usually* desirable to use older textbooks..." (Makes sense).
    *   Substitution test: "It is *without distinction* desirable to use older textbooks..." (Nonsense).
    *   Substitution test: "It is *broadly* desirable to use older textbooks..." (Okay, but "usually" is the standard definition for "generally" when modifying an adjective like "desirable" in this way to indicate frequency/probability).
    *   Let's look at the definitions again.
        *   Sense 1: "usually; as a rule". Example: "It doesn't rain much here." -> "It is generally desirable."
        *   Sense 3: "without regard to specific details or exceptions". Example: "He interprets the law broadly."
    *   When we say "It is generally desirable," we mean that *in most instances*, it is the right thing to do. This aligns with "usually; as a rule". Sense 3 is more about the manner of interpretation (broad vs. narrow). Sense 1 is about frequency/applicability (most of the time vs. rarely). The sentence is discussing a preference/trend. Therefore, Sense 1 is the correct fit.

5.  **Final Output Formulation:** The user requested *only* the number.

    Result: 1


[User]
Which numbered sense of "desirable" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- It is generally <t>desirable</t> to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Senses:
1. definition=worth having or seeking or achieving | examples=a desirable job
2. definition=worthy of being chosen especially as a spouse | examples=the parents found the girl suitable for their son

reasoning_content:
1.  **Analyze the user's request:** The user wants to identify the correct sense of the word "desirable" from a provided list of two senses, based on a specific sentence context. The output must be *only* the number of the correct sense.

2.  **Analyze the sentence:**
    *   Sentence: "It is generally <t>desirable</t> to use older textbooks -- many of them, alas. out of print -- rather than newer ones."
    *   Context: The sentence talks about using older textbooks. It suggests that this action (using older textbooks) is a good idea, recommended, or advantageous.
    *   Subject: The act of using older textbooks.
    *   Predicate: It is "desirable".

3.  **Analyze Sense 1:**
    *   Definition: "worth having or seeking or achieving".
    *   Examples: "a desirable job".
    *   Fit: Does the sentence mean using older textbooks is worth doing or seeking? Yes. It suggests it's a good course of action. It fits the general meaning of "advisable" or "beneficial".

4.  **Analyze Sense 2:**
    *   Definition: "worthy of being chosen especially as a spouse".
    *   Examples: "the parents found the girl suitable for their son".
    *   Fit: Does the sentence imply the textbooks are worthy of being chosen as a spouse? No. This sense is specific to marriage/partner suitability (anthropological/sociological context usually). It doesn't fit the context of choosing textbooks for study.

5.  **Compare and Conclude:**
    *   Sense 1 fits the general usage of "desirable" as "worth doing" or "advantageous".
    *   Sense 2 is specific to marriage suitability and is clearly incorrect for textbooks.

6.  **Formulate the output:** The correct number is 1. The user requested "Return only the number of the correct sense."

7.  **Final Check:**
    *   Sentence: "It is generally desirable to use older textbooks..."
    *   Sense 1: "worth having or seeking or achieving". (Matches: It is worth doing).
    *   Sense 2: "worthy of being chosen especially as a spouse". (Does not match).
    *   Result: 1.


[User]
Which numbered sense of "use" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- It is generally desirable to <t>use</t> older textbooks -- many of them, alas, out of print -- rather than newer ones.

Senses:
1. definition=put into service; make work or employ for a particular purpose or for its inherent or natural purpose | examples=use your head!
2. definition=take or consume (regularly or habitually) | examples=She uses drugs rarely
3. definition=use up, consume fully | examples=The legislature expended its time on school questions
4. definition=seek or achieve an end by using to one's advantage | examples=She uses her influential friends to get jobs
5. definition=avail oneself to | examples=apply a principle
6. 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

reasoning_content:
1.  **Analyze the Request:**
    *   Target word: "use" (marked with <t></t>).
    *   Context sentence: "-- It is generally desirable to <t>use</t> older textbooks -- many of them, alas. out of print -- rather than newer ones."
    *   Task: Identify the correct sense number from the provided list.
    *   Constraint: Return *only* the number.

2.  **Analyze the Sentence Context:**
    *   The sentence talks about using older textbooks instead of newer ones.
    *   The action involves employing the textbooks for their intended purpose (reading, studying, teaching).
    *   It implies putting the textbooks into service for education.

3.  **Evaluate the Senses:**
    *   *Sense 1:* "put into service; make work or employ for a particular purpose or for its inherent or natural purpose". Examples: "use your head!".
        *   Does this fit? Yes. One uses a textbook for its inherent purpose (reading/studying). It fits the general meaning of employing an object.
    *   *Sense 2:* "take or consume (regularly or habitually)". Examples: "She uses drugs rarely".
        *   Does this fit? No. We don't "consume" textbooks in the way one consumes drugs or food. We don't take them habitually in that sense.
    *   *Sense 3:* "use up, consume fully". Examples: "The legislature expended its time...".
        *   Does this fit? No. Using a textbook doesn't imply expending it or using it up entirely in this context.
    *   *Sense 4:* "seek or achieve an end by using to one's advantage". Examples: "She uses her influential friends...".
        *   Does this fit? No. This usually implies exploitation or instrumentalization of a person or thing for a specific gain, often with a slightly negative connotation or a specific strategic goal. While one uses textbooks to learn, this definition leans more towards "exploit" or "leverage." Sense 1 is a better fit for the standard employment of a tool/object like a book.
    *   *Sense 5:* "avail oneself to". Examples: "apply a principle".
        *   Does this fit? This is a bit abstract. "Avail oneself to" usually goes with abstract concepts like principles, rights, or opportunities. While you can avail yourself of a library, "use older textbooks" is simpler: employing the object. Sense 1 is the primary definition for employing physical objects.
    *   *Sense 6:* "habitually do something (use only in the past tense)". Examples: "She used to call...".
        *   Does this fit? No. The sentence is "to use", an infinitive, not "used to" indicating a past habit.

4.  **Compare Best Candidates:**
    *   Sense 1 is the broad, standard definition of putting something (an object) into service. Textbooks are objects. We employ them for a purpose.
    *   Sense 5 is possible if interpreted as "avail oneself of," but Sense 1 is the direct definition for employing an object/tool. "Put into service" describes exactly what one does with a textbook.

5.  **Conclusion:**
    *   The sentence describes employing textbooks for their natural purpose (education/reading).
    *   This aligns perfectly with Sense 1 ("put into service... for its inherent or natural purpose").

6.  **Final Output Formulation:**
    *   The user requested *only* the number.
    *   Number: 1.


[User]
Which numbered sense of "rather" (marked with <t></t>) is used in the sentence below? Return only the number of the correct sense.

Sentence: -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones.

Senses:
1. definition=on the contrary | examples=rather than disappoint the children, he did two quick tricks before he left
2. definition=to some (great or small) extent | examples=it was rather cold
3. definition=more readily or willingly | examples=clean it well, preferably with warm water
4. definition=to a degree (not used with a negative) | examples=quite tasty

reasoning_content:
1.  **Analyze the Request:**
    *   Target word: "rather" (marked with `<t></t>`).
    *   Sentence context: "-- It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones."
    *   Task: Identify the correct sense from the provided list.
    *   Constraint: Return *only* the number.

2.  **Analyze the Sentence:**
    *   The sentence compares two options: "older textbooks" and "newer ones".
    *   The structure is "X rather than Y".
    *   Meaning: It is desirable to use older textbooks *instead of* newer ones. It establishes a preference or a choice where one option is selected over the other.

3.  **Analyze the Senses:**

    *   **Sense 1:** `definition=on the contrary | examples=rather than disappoint the children, he did two quick tricks before he left`
        *   Usage: "rather than" used to indicate an alternative or opposition. "He did X instead of Y."
        *   Match check: The sentence uses "rather than". "Use older textbooks instead of newer ones." This fits the "on the contrary" / "instead" meaning within the phrase "rather than".

    *   **Sense 2:** `definition=to some (great or small) extent | examples=it was rather cold`
        *   Usage: Used as an adverb of degree modifying an adjective.
        *   Match check: The target sentence does not use "rather" to modify an adjective like "cold" or "good". It is part of a comparative structure. Incorrect.

    *   **Sense 3:** `definition=more readily or willingly | examples=clean it well, preferably with warm water`
        *   Usage: Indicates preference. "I would rather go home."
        *   Match check: While the sentence implies desirability (preference), the specific grammatical construction here is "rather than". Sense 3 usually applies to "would rather" or standalone "rather" indicating willingness. However, let's look at Sense 1 again. Sense 1 explicitly covers the "rather than" construction meaning "on the contrary" or "instead". In WordNet (which these senses likely resemble), "rather" (adverb) senses are distinguished. Sense 1 often corresponds to "rather than" meaning "instead of". Sense 3 corresponds to "preferably" or "sooner".
        *   Let's differentiate Sense 1 and Sense 3 in the context of "rather than".
            *   Sense 1 example: "rather than disappoint the children..." -> He did tricks *instead of* disappointing them.
            *   Sentence: "use older textbooks *instead of* newer ones."
            *   Sense 3 example: "clean it well, preferably with warm water".
            *   Is the sentence saying "use older textbooks, preferably"? No, it's setting up a contrast between two nouns/phrases. "X rather than Y".
            *   Usually, dictionaries (like WordNet) categorize "rather than" (meaning "instead of") under the sense relating to "on the contrary" or "sooner" (but specifically the comparative "sooner" leading to "rather than").
            *   Let's look at the definitions provided again.
            *   Sense 1: "on the contrary". Example: "rather than disappoint..." (Conjunction usage).
            *   Sense 3: "more readily or willingly". Example: "clean it well, preferably with warm water" (Adverb usage).
            *   The sentence structure "X rather than Y" functions as a conjunction/prepositional compound indicating alternatives. This aligns best with Sense 1's example structure ("rather than disappoint..."). Although the specific definition text "on the contrary" might seem slightly distinct from "instead of", the *example* provided for Sense 1 mirrors the usage in the target sentence ("rather than [verb phrase/noun phrase]").
            *   Let's double-check standard WordNet senses (which this list seems based on).
                *   WordNet 3.0:
                    *   S: (adv) rather, instead (on the contrary) "rather than disappoint the children, he did two quick tricks before he left"; "he asked for a cup of coffee, but I wanted tea instead"
                    *   S: (adv) rather, kind of, kinda, sort of (to some (great or small) extent) "it was rather cold"
                    *   S: (adv) preferably, sooner, rather (more readily or willingly) "clean it well, preferably with warm water"; "I'd rather be in Philadelphia"
            *   The target sentence: "use older textbooks ... rather than newer ones."
            *   This usage is synonymous with "instead of".
            *   Therefore, it matches Sense 1 (based on the example provided: "rather than disappoint the children...").

4.  **Final Verification:**
    *   Sense 2 and 4 are clearly adverbs of degree ("rather cold", "quite tasty"). The target sentence uses "rather" in the phrase "rather than". So 2 and 4 are out.
    *   Sense 3 is "more readily or willingly". The example is "clean it well, preferably...". This corresponds to sentences like "I would rather die." The target sentence is not expressing a subjective willingness in that specific way, but establishing an alternative fact/situation ("older textbooks instead of newer ones").
    *   Sense 1 defines it as "on the contrary". While "on the contrary" usually connects clauses, the specific example "rather than disappoint the children" shows the conjunctive function of "rather than". The target sentence "rather than newer ones" functions exactly like the example in Sense 1.

    *   Conclusion: Sense 1 is the correct match.

5.  **Output Formatting:**
    *   Return only the number.
    *   Number: 1.

provider: Baidu