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

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

Senses:
1. definition=of great significance or value | examples=important people
2. definition=important in effect or meaning | examples=a significant change in tax laws
3. definition=of extreme importance; vital to the resolution of a crisis | examples=a crucial moment in his career
4. definition=having authority or ascendancy or influence | examples=an important official
5. definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air

reasoning_content:
1.  **Analyze the Request:** The user wants to identify the correct sense of the word "important" (marked with <t></t>) in a specific sentence, choosing from a provided numbered list. I need to return only the number.

2.  **Analyze the Sentence:**
    *   Sentence: "If we wish to be serious about American education, we know exactly what to do -- and, just as <t>important</t>, what not to do."
    *   Context: The sentence is discussing the value or significance of knowing "what not to do" compared to knowing "what to do." It uses the phrase "just as important," implying equality in value or significance.

3.  **Analyze the Senses:**
    *   Sense 1: definition=of great significance or value. Examples: important people.
    *   Sense 2: definition=important in effect or meaning. Examples: a significant change in tax laws. (Note: This sense often maps to "significant" or "consequential").
    *   Sense 3: definition=of extreme importance; vital to the resolution of a crisis. Examples: a crucial moment in his career.
    *   Sense 4: definition=having authority or ascendancy or influence. Examples: an important official.
    *   Sense 5: definition=having or suggesting a consciousness of high position. Examples=recited the decree with an important air.

4.  **Evaluate the Sentence against the Senses:**
    *   *Sense 4* and *Sense 5* refer to people or behavior (status, attitude). The sentence uses "important" to describe an abstract concept/action ("what not to do"). So, 4 and 5 are incorrect.
    *   *Sense 3* implies a crisis or a pivotal moment ("vital", "crucial"). While education is important, the sentence structure "just as important" is comparing the weight of two actions. It's not necessarily about a specific crisis resolution moment, but rather a general assessment of value. "Crucial" fits, but usually Sense 3 is reserved for high-stakes specific instances (like a "crucial moment"). However, let's look at Sense 1 and 2.
    *   *Sense 1* is "of great significance or value". The sentence argues that knowing what *not* to do has equal value/significance as knowing what *to* do. This fits perfectly.
    *   *Sense 2* is "important in effect or meaning" (often synonymous with "significant"). This is very similar to Sense 1. Let's look at the examples. Sense 1 example: "important people". Sense 2 example: "a significant change in tax laws".
    *   Let's look at the source dictionary structure (likely WordNet).
        *   WordNet 3.0:
            *   adj 1: of great significance or value ("important people").
            *   adj 2: important in effect or meaning ("a significant change in tax laws").
    *   Distinguishing between 1 and 2 can be tricky.
        *   Sense 1 is often the general 'valuable' or 'weighty' sense.
        *   Sense 2 usually implies a meaningful consequence or signal (meaningful, significant).
    *   In the sentence: "just as important, what not to do."
    *   The speaker is assigning value. Knowing what not to do is *valuable* or *significant*.
    *   Let's check how WordNet separates them.
        *   Sense 1 ("of great significance or value") covers things like "important information", "important issues".
        *   Sense 2 ("important in effect or meaning") covers things like "a significant change".
    *   The phrase "just as important" usually means "just as valuable" or "just as weighty".
    *   Is there a subtle distinction? Often Sense 1 is the 'catch-all' for high value. Sense 2 is about having a specific meaning or effect (e.g., "an important smile" - meaningful).
    *   Let's look at the specific phrase context. "We know what to do, and just as important [valuable/significant], what not to do."
    *   Many lexicographers might group this under Sense 1 (Significance/Value). Let's test Sense 2. "Important in effect or meaning". Does "what not to do" have an "important effect"? Yes. But is it defining the word "important" as used here?
    *   Let's look at standard WSD (Word Sense Disambiguation) datasets (like SemCor) for similar usages.
        *   Usage: "It is important to note..." usually falls under Sense 1.
        *   Usage: "an important difference" usually Sense 2.
        *   Usage: "just as important" -> implies equal value. Value maps strongly to Sense 1.
    *   Let's re-read Sense 2 definition: "important in effect or meaning". This often maps to "significant" in the sense of "a significant look" or "a significant event".
    *   Sense 1 definition: "of great significance or value". This is the broader definition.
    *   In "just as important", the word is functioning as an adjective modifying the implied clause "knowing what not to do is just as important". It implies value/necessity.
    *   Often, Sense 1 covers the general adjectival use of "important" meaning "matters".
    *   Let's check against the "crucial" sense (Sense 3). Is knowing what not to do "vital to the resolution of a crisis"? It's vital to the success of education reform. The definition says "vital to the resolution of a crisis". While education might be a crisis, this specific construction usually falls under the general significance sense unless "crucial" or "vital" is explicitly the intended synonym.
    *   Comparing 1 and 2 again.
        *   Sense 1: "Music was as important to him as breathing." (Value).
        *   Sense 2: "an important (significant) turning point".
    *   The sentence discusses "what to do" and "what not to do" regarding education. These are matters of value/significance.
    *   Common WSD mapping:
        *   "Important people" -> Sense 1.
        *   "An important decision" -> Sense 1 (usually).
        *   "An important message" -> Sense 1.
    *   Actually, looking at WordNet, Sense 1 and Sense 2 are extremely close.
    *   Let's look at the examples provided in the prompt again.
        *   1: "important people" (High status/value).
        *   2: "significant change in tax laws" (Meaningful/Consequential).
    *   In the sentence, is it saying "what not to do is just as consequential" or "what not to do is just as valuable"?
    *   It's saying the knowledge is of equal value/weight.
    *   Usually, when "important" modifies a concept or action (like "it is important to..."), it falls under Sense 1 (of great significance or value).
    *   Sense 2 is often reserved for "important" meaning "significant" in a diagnostic sense (e.g., "an important symptom") or "telling".
    *   However, the distinction in WordNet is sometimes fuzzy. Let's consider the "of great significance or value" (Sense 1) as the primary sense covering general value.
    *   Let's try to find a counter-argument for Sense 2. If the sentence meant "having a big effect," Sense 2 would fit. Does "what not to do" have a big effect? Yes. But "just as important" is a comparative value judgment. "Value" is explicitly in Sense 1's definition. It is not in Sense 2's definition ("in effect or meaning").
    *   Since the sentence is weighing the *value* of knowing what not to do against the *value* of knowing what to do, Sense 1 fits best because it includes "value".

    *   Let's check Sense 3 again. "of extreme importance; vital to the resolution of a crisis". The sentence talks about being "serious about American education". While reform is urgent, "crisis" is a specific condition not explicitly invoked in the general comparative structure "just as important".
    *   Let's check mentions "value". Sense 2 focuses on "effect or meaning". While the effect is important, the primary thrust is the value of the knowledge.

    *   Let's double check if this is a trick question where "important" refers to "meaningful" (Sense 2).
    *   Example for 2: "a significant change in tax laws".
    *   Example for 1: "important people".
    *   Sentence: "...just as important, what not to do."
    *   If I substitute synonyms:
        *   "...just as *valuable*, what not to do." (Fits Sense 1).
        *   "...just as *significant*, what not to do." (Fits both 1 and 2 roughly, but Sense 1 definition includes "significance").
    *   Usually, Sense 1 is the default for "important". Sense 2 is specific to "significant" (meaningful).
    *   WordNet hierarchy:
        *   adj.all: important (Sense 1: of great significance or value).
        *   adj.all: significant, important (Sense 2: important in effect or meaning).
    *   Wait, WordNet structure usually puts "of great significance or value" as Sense 1.
    *   Sense 2 "important in effect or meaning" is often synonymous with "significant".
    *   In the sentence, "important" is used in the phrase "just as important". This is a judgment of weight/value.
    *   I will bet on Sense 1. It covers "significance or value". Sense 2 covers "effect or meaning". The sentence is about the *importance* (value) of the knowledge. Sense 2 is often used for events or facts ("an important fact" = significant). But "important people" (Sense 1) and "important things to do" (Sense 1) fit the pattern.
    *   Actually, checking SemCor/WordNet annotated data, predicative adjectives like "It is important..." are usually tagged with Sense 1.
    *   "X is important" -> Sense 1.
    *   "An important X" -> Could be 1, 2, 4, or 5 depending on X.
    *   The sentence structure implies: "[Knowing what to do] is important, and [knowing what not to do] is just as important."
    *   Predicative use of "important" usually maps to Sense 1 (of great significance or value).

    *   Therefore, the answer is 1.

    *   Let's confirm Sense 2 again just to be safe.
    *   Sense 2 example: "a significant change in tax laws". Here "important" means the change has weighty consequences. "Meaningful".
    *   Sense 1 example: "important people". Here "important" means having status or value.
    *   Actually, wait. "Important people" is listed under Sense 1 in the prompt.
    *   The definition of Sense 1 is "of great significance or value".
    *   The sentence says knowing what not to do is of equal significance/value.
    *   This maps directly to definition 1.

    *   Does it map to definition 2? "Important in effect or meaning". "Knowing what not to do is important in effect"? That's clunky. "Knowing what not to do is significant in effect"? Also slightly off. "Knowing what not to do is significant" (Sense 1 definition) works better.
    *   Therefore, Sense 1 is the correct choice.


status: success

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

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

Senses:
1. definition=of great significance or value | examples=important people
2. definition=important in effect or meaning | examples=a significant change in tax laws
3. definition=of extreme importance; vital to the resolution of a crisis | examples=a crucial moment in his career
4. definition=having authority or ascendancy or influence | examples=an important official
5. definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air

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

finish_reason: stop

role: assistant

reasoning_content:
1.  **Analyze the user's request:**
    *   Target sentence: "If we wish to be serious about American education, we know exactly what to do -- and, just as <t>important</t>, what not to do."
    *   Task: Identify the numbered sense of "important" used in the sentence.
    *   Constraint: Return *only* the number (integer).

2.  **Analyze the sentence context:**
    *   The sentence compares knowing "what to do" with knowing "what not to do".
    *   Structure: "just as [adjective], [noun phrase]". Actually, it's elliptical. "just as important [is the knowledge of] what not to do."
    *   The word "important" describes the value or significance of knowing what not to do.
    *   It implies that knowing what *not* to do carries the same weight or value as knowing what *to* do.

3.  **Evaluate the provided senses:**

    *   **Sense 1:** `definition=of great significance or value | examples=important people`.
        *   Does it fit? Yes. Knowing what not to do is of great significance or value in the context of education reform.
        *   Nuance: This is the most general sense. The sentence isn't necessarily implying a specific *effect* (Sense 2) or a *crisis* (Sense 3) or *authority* (Sense 4) or *arrogance* (Sense 5). It's about the weight/value of the action.

    *   **Sense 2:** `definition=important in effect or meaning | examples=a significant change in tax laws`.
        *   Does it fit? This sense often connotes a shift or a consequence. While knowing what not to do has an effect, Sense 2 is often synonymous with "significant" in a way that implies a noticeable impact or distinction. However, Sense 1 ("of great significance or value") is the broader, more fundamental definition that usually applies when comparing the value of two courses of action (A is as important as B).

    *   **Sense 3:** `definition=of extreme importance; vital to the resolution of a crisis | examples=a crucial moment in his career`.
        *   Does it fit? While education might be considered a crisis by some, the word "important" here is used in a comparative construction ("just as important"), not necessarily emphasizing the "crucial/vital" nature in a high-stakes *moment* sense specifically. It's less specific than Sense 1.

    *   **Sense 4:** `definition=having authority or ascendancy or influence | examples=an important official`.
        *   Does it fit? No. This refers to people or positions of power. The target refers to an abstract concept (knowing what not to do).

    *   **Sense 5:** `definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air`.
        *   Does it fit? No. This refers to demeanor or attitude.

4.  **Distinguish between Sense 1 and Sense 2:**
    *   Sense 1 is "of great significance or value".
    *   Sense 2 is "important in effect or meaning" (often translated as "significant").
    *   In the phrase "just as important", the meaning is roughly "just as valuable" or "just as significant".
    *   Let's look at WordNet (which is usually the source for these numbered sense tasks).
    *   WordNet 3.0:
        *   1. of great significance or value ("important people").
        *   2. important in effect or meaning ("a significant change in tax laws").
    *   Usage note: Sense 1 is the most general sense. Sense 2 often implies "consequential".
    *   In the sentence: "knowing what not to do" is "important". It has value. It is significant.
    *   Often, when describing the weight of information or a factor, Sense 1 is the primary definition used unless there is a specific emphasis on the *outcome/effect*.
    *   However, let's look closer at the examples. Sense 1 example: "important people". Sense 2 example: "significant change".
    *   The sentence says knowing what not to do is "important". Is it describing the *effect* (Sense 2) or the *value* (Sense 1)?
    *   "Just as important" = "Just as significant".
    *   Let's check typical annotation for this specific sentence (if available in datasets like SemCor or Senseval). This sentence looks like it might come from a standard corpus used for WSD (Word Sense Disambiguation).
    *   Let's re-read the definitions.
    *   Sense 1: "of great significance or value".
    *   Sense 2: "important in effect or meaning".
    *   The distinction is subtle. Sense 1 is the hypernym or the general state. Sense 2 is often used for events/changes.
    *   "Knowing what to do" is a piece of knowledge. Knowledge is usually assigned Sense 1 (value) or Sense 2 (significance/effect).
    *   Let's look at the "just as important" construction. It equates the value of A and B.
    *   The definition "of great significance or value" (Sense 1) fits perfectly.
    *   Is Sense 2 better? "Important in effect or meaning". Knowing what not to do has a significant effect. But Sense 1 covers "significance".
    *   Usually, Sense 1 is the default for general adjectives modifying abstract nouns unless there is a specific nuance of "consequential" (Sense 2) or "crucial" (Sense 3).
    *   Most WSD systems would tag "important" in "it is important to do X" or "X is important" as Sense 1.
    *   Example from WordNet for Sense 1: "important information". Knowing what to do is information. This aligns strongly with Sense 1.

5.  **Final decision:** Sense 1 is the correct match. It captures the general meaning of high value/significance applied to the knowledge of what not to do. It is not about authority (4), demeanor (5), or necessarily restricted to a specific effect/meaning nuance (2) or crisis (3), though 1 covers the core meaning.

    *   Let's double check Sense 2 vs Sense 1 again.
    *   Sense 1: important people, important information, the important thing.
    *   Sense 2: a significant change, an important (significant) message?
    *   Actually, WordNet definitions often map:
        *   1: important (vs unimportant) -- of great significance or value.
        *   2: significant, important -- important in effect or meaning.
    *   When we say "It is important to study", we mean it has value. That's Sense 1.
    *   When we say "The important thing is...", we mean the significant/valuable thing. Sense 1.
    *   When we say "an important error", we might mean significant/consequential. Sense 2.
    *   The sentence: "just as important, what not to do". This implies: "knowing what not to do is just as valuable/significant".
    *   "Important people" (Sense 1 example) -> high status/value.
    *   "Important information" -> high value. Sense 1.
    *   This usage is closer to "valuable" or "matters". Sense 1.

    Therefore, Sense 1 is the correct choice.

format: unknown

native_finish_reason: stop

provider: StreamLake

currency: USD


attempt_kind: initial

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

Sentence: There are many successful <t>schools</t> scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

Senses:
1. definition=an educational institution | examples=the school was founded in 1900
2. definition=a building where young people receive education | examples=the school was built in 1932
3. definition=the process of being formally educated at a school | examples=what will you do when you finish school?
4. definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
5. definition=the period of instruction in a school; the time period when school is in session | examples=stay after school
6. definition=an educational institution's faculty and students | examples=the school keeps parents informed
7. definition=a large group of fish | examples=a school of small glittering fish swam by

reasoning_content:
1.  **Analyze the Request:** The user wants to identify the correct sense of the word "school" (marked with `<t></t>`) from a provided list of senses (numbered 1-7) based on a specific sentence. The output must be *only* the number.

2.  **Analyze the Sentence:**
    *   Sentence: "There are many successful <t>schools</t> scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message."
    *   Context clues:
        *   "many successful schools" - implies entities/institutions.
        *   "scattered throughout this nation" - implies physical locations or organizational presence.
        *   "some of them in the poorest of ghettos" - refers to locations/contexts where these entities operate.
        *   "sending us the same message" - implies the entity as a whole (or its representatives) is communicating something.
        *   Crucial distinction: Does "schools" refer to the physical buildings, the abstract institution, or the people (faculty/students)?

3.  **Analyze the Senses:**

    *   **Sense 1:** definition=an educational institution.
        *   Example: "the school was founded in 1900".
        *   Fit: "Successful schools" often refers to the institution itself (the organization, the educational model, the entity). "Scattered throughout this nation" fits institutions existing in various locations. "Successful" describes the performance/outcome of the institution.
    *   **Sense 2:** definition=a building where young people receive education.
        *   Example: "the school was built in 1932".
        *   Fit: Can a building be "successful"? Usually, we say the *school* (institution) is successful, not the physical structure (bricks and mortar). While they are located in ghettos (places), referring to them as "successful schools" usually points to the educational success (institution) rather than the architectural success. However, the distinction between sense 1 and 2 is subtle. Let's look closer.
    *   **Sense 3:** definition=the process of being formally educated at a school.
        *   Example: "what will you do when you finish school?"
        *   Fit: "There are many successful [processes of education] scattered..." -> Doesn't make sense. You can't scatter a process throughout a nation geographically in this context.
    *   **Sense 4:** definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers.
        *   Example: "the Venetian school of painting".
        *   Fit: Context is about education in ghettos, not art history.
    *   **Sense 5:** definition=the period of instruction in a school; the time period when school is in session.
        *   Example: "stay after school".
        *   Fit: "There are many successful [time periods] scattered..." -> Doesn't make sense.
    *   **Sense 6:** definition=an educational institution's faculty and students.
        *   Example: "the school keeps parents informed".
        *   Fit: This is a strong contender. When we say "the school sends a message" or "successful schools", do we mean the people? Often, "the whole school" refers to the people. However, "scattered throughout this nation" usually implies the institutions themselves as entities within the education system.
        *   Comparison (1 vs 6): Sense 1 (Institution) vs Sense 6 (People).
        *   Let's look at the phrase "successful schools". If a school is successful, it means the institution achieves its goals (educating students).
        *   Let's look at "scattered throughout this nation". Institutions have locations.
        *   Let's look at WordNet or standard dictionary definitions for this specific sentence structure. "Successful schools" usually refers to the *institutions* operating effectively. While the people make it successful, the entity being discussed is the school as an organization/institution.
        *   Sense 1 (Institution) covers the organization. Sense 2 (Building) covers the physical plant. Sense 6 (Faculty/Students) covers the people.
        *   In standard WordNet mappings (which these definitions closely resemble):
            *   1: educational institution
            *   2: school building
            *   6: school (body of people)
        *   The sentence says: "There are many successful schools...". This refers to specific schools (e.g., Marva Collins' school, KIPP schools, etc.) as entities. These entities are institutions. While they have buildings and people, the primary reference here is to the institution.
        *   Let's check the provided definitions again.
        *   Sense 1: "an educational institution".
        *   Sense 2: "a building".
        *   Sense 6: "faculty and students".
        *   Consider the adjective "successful". A building isn't usually described as "successful" in an educational context (it's "sturdy" or "modern"). The faculty/students can be successful, but we usually say "the students are successful" or "the faculty is successful". We say "the *school* is successful" meaning the institution is successful in its mission. Thus, Sense 1 is the best fit.

4.  **Verify Sense 1 vs Sense 2:**
    *   Context: "poorest of ghettos". This emphasizes the location/environment.
    *   However, "successful" is the key modifier. A building doesn't achieve success; the institution does. The "message" is sent by the institution (its results, its existence).
    *   Therefore, Sense 1 is the correct choice.

5.  **Final Check:**
    *   Sentence: "There are many successful schools..."
    *   Sense 1: Institution. Matches "successful" (performing well) and "scattered" (existing in various places).
    *   Sense 2: Building. "Successful building" is awkward phrasing for educational outcomes.
    *   Sense 6: People. "Successful faculty and students" is plausible but the phrasing "schools scattered" highlights the institutional nature/locations. In WordNet-style disambiguation, "school" in "successful schools" maps to the institution sense.

6.  **Conclusion:** The sense is 1.

provider: DeepInfra


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

Sentence: There are many successful schools <t>scattered</t> throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

Senses:
1. definition=occurring or distributed over widely spaced and irregular intervals in time or space | examples=scattered showers
2. definition=lacking orderly continuity | examples=a confused set of instructions

reasoning_content:
1.  **Analyze the Request:**
    *   Target word: "scattered"
    *   Context sentence: "There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message."
    *   Provided senses:
        *   1: definition=occurring or distributed over widely spaced and irregular intervals in time or space | examples=scattered showers
        *   2: definition=lacking orderly continuity | examples=a confused set of instructions
    *   Goal: Return *only* the number of the correct sense.

2.  **Analyze the Context Sentence:**
    *   "schools scattered throughout this nation"
    *   The sentence describes the physical location of schools.
    *   They are spread out across the geography of the nation.
    *   There is no implication of confusion, disorder in logic, or lack of continuity in a narrative/instructional sense. The schools are simply located in various places across the country.

3.  **Analyze Sense 1:**
    *   Definition: "occurring or distributed over widely spaced and irregular intervals in time or space".
    *   Fit: Does this match the context? Yes. The schools are distributed over the space of the nation. They are likely irregularly spaced (not every mile, but "throughout").
    *   Example: "scattered showers" (distributed over a region).

4.  **Analyze Sense 2:**
    *   Definition: "lacking orderly continuity".
    *   Fit: Does this match the context? No. This sense usually applies to thoughts, arguments, or instructions that are disjointed or illogical. The sentence talks about physical location, not abstract continuity.
    *   Example: "a confused set of instructions".

5.  **Compare and Select:**
    *   Context implies physical distribution (space).
    *   Sense 1 deals with distribution in time or space.
    *   Sense 2 deals with logical continuity/order.
    *   Therefore, Sense 1 is the correct match.

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

provider: Baidu


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

Sentence: There are many successful schools scattered throughout this nation, some of them in the <t>poorest</t> of ghettos, and they are all sending us the same message.

Senses:
1. definition=deserving or inciting pity; ; ; - Galsworthy | examples=a hapless victim
2. definition=having little money or few possessions | examples=deplored the gap between rich and poor countries
3. definition=characterized by or indicating poverty | examples=the country had a poor economy
4. definition=lacking in specific resources, qualities or substances | examples=a poor land
5. definition=not sufficient to meet a need | examples=an inadequate income
6. definition=unsatisfactory | examples=a poor light for reading

reasoning_content:
1.  **Analyze the Request:** The user wants me to identify the correct sense of the word "poorest" (used as "poor") from a provided list of senses, based on a specific sentence. I need to return *only* the number.

2.  **Analyze the Sentence:**
    *   Sentence: "There are many successful schools scattered throughout this nation, some of them in the <t>poorest</t> of ghettos, and they are all sending us the same message."
    *   Context: The word is "poorest" modifying "ghettos".
    *   Key Phrase: "poorest of ghettos".
    *   Meaning: Ghettos are often associated with low socio-economic status. "Poorest" here refers to areas with the least wealth, the most poverty, and likely the fewest material resources. It describes the economic condition of the neighborhood.

3.  **Analyze the Senses:**
    *   Sense 1: "deserving or inciting pity". Example: "a hapless victim". -> This is about emotional reaction to misfortune. While ghettos might be pitied, "poorest ghettos" specifically compares levels of poverty/wealth, not just the capacity to incite pity. This doesn't fit the primary denotation.
    *   Sense 2: "having little money or few possessions". Example: "deplored the gap between rich and poor countries". -> This refers to the economic state of people or entities. A "poor ghetto" is an area inhabited by people with little money. It fits the economic contrast implied by "successful schools" vs "ghettos" and the general usage of "poor" regarding neighborhoods.
    *   Sense 3: "characterized by or indicating poverty". Example: "the country had a poor economy". -> This is very close to Sense 2. Let's look at the distinction. Sense 2 is usually applied to the entity itself (a poor person). Sense 3 is often applied to conditions or signs (a poor appearance, a poor economy). A ghetto is a place *characterized by* poverty. However, the example for Sense 2 includes "poor countries". A country is a place, just like a ghetto is a place. "Poor countries" vs "poorest ghettos". This makes Sense 2 a strong contender. Let's look at Sense 4.
    *   Sense 4: "lacking in specific resources, qualities or substances". Example: "a poor land". -> "Poor land" usually means infertile soil. While a ghetto might lack resources, the primary meaning of a "poor ghetto" refers to the financial state of its inhabitants, not the physical quality of the soil or specific substances (though it overlaps).
    *   Sense 5: "not sufficient to meet a need". Example: "an inadequate income". -> This usually applies to an amount or supply (poor attendance, poor income). It doesn't fit "ghettos" well.
    *   Sense 6: "unsatisfactory". Example: "a poor light for reading". -> This means "bad" (poor performance, poor quality). While one might say a ghetto is a "poor" place to live (meaning bad), "poorest of ghettos" usually implies an economic superlative, not a quality judgment superlative (though they are correlated). The contrast usually implied in social contexts is economic.

4.  **Select the Best Match:**
    *   The distinction between Sense 2 and Sense 3 is the trickiest part here.
    *   Sense 2 definition: "having little money or few possessions". Example: "poor countries".
    *   Sense 3 definition: "characterized by or indicating poverty". Example: "the country had a poor economy".
    *   Context: "poorest of ghettos".
    *   Is the ghetto itself "having little money"? Collectively, yes. Just like a "poor country" has little money collectively.
    *   Is the ghetto "characterized by poverty"? Yes.
    *   Let's look at standard dictionary categorizations (like WordNet, which these senses resemble).
    *   WordNet usually distinguishes between "poor" (people/countries lacking wealth) and "poor" (showing signs of poverty).
    *   However, "ghettos" are areas. In the phrase "poor countries" (Sense 2 example), the country is defined by the wealth of its constituents. Similarly, a "poor ghetto" is defined by the wealth of its constituents.
    *   Sense 3 example is "poor economy". An economy is a system, not a place. A "poor look" or "poor appearance" fits Sense 3.
    *   Sense 2 example "poor countries" is the closest parallel to "poorest ghettos". Both are geographic/political areas defined by the wealth of the population.
    *   Therefore, Sense 2 is the intended answer.

    Let's double check Sense 4. "Lacking in specific resources... a poor land". If "poor land" means infertile, that's distinct. If "poor land" means poverty-stricken area, it overlaps with Sense 2. However, Sense 2 explicitly mentions money and possessions, which is the core definition of poverty in this context.

    Let's re-evaluate Sense 3. If I say "He looks poor" (he dresses shabbily), that's Sense 3 (indicating poverty). If I say "He is poor" (he has no money), that's Sense 2.
    "This ghetto is poor." Does it have no money (Sense 2)? Yes. Does it just look like it has no money (Sense 3)? Probably both. But usually, places are designated "poor" based on the economic status (Sense 2), just like the example "poor countries".

    Let's look at the wording again.
    Sense 2: "having little money or few possessions". Applies to people, or collectives of people (countries, ghettoes).
    Sense 3: "characterized by or indicating poverty". Usually applies to attributes (poor attire, poor diet) or abstract systems (poor economy).
    "Poorest of ghettos" refers to the place as an entity with low wealth.

    Therefore, Sense 2 is the correct classification.

5.  **Final Verification:**
    *   Sentence: "...in the poorest of ghettos..."
    *   Meaning: The ghettos with the lowest wealth/most poverty.
    *   Sense 2: "having little money or few possessions" | example: "poor countries".
    *   Match: "Ghettos" are to "cities" as "countries" are to the "world". "Poor countries" is the provided example for Sense 2. This matches perfectly.

6.  **Output Formulation:** Return only the number.
    *   The number is 2.


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

Sentence: There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the <t>same</t> message.

Senses:
1. definition=same in identity | examples=the same man I saw yesterday
2. definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls
3. definition=equal in amount or value | examples=like amounts
4. definition=unchanged in character or nature | examples=the village stayed the same

reasoning_content:
1.  **Analyze the Request:**
    *   Target sentence: "There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the <t>same</t> message."
    *   Task: Identify the correct sense of "same" from the provided list.
    *   Output constraint: Return *only* the number of the correct sense.

2.  **Analyze the Sentence Context:**
    *   The sentence talks about "many successful schools".
    *   These schools are in different locations ("scattered throughout this nation").
    *   They are doing something: "sending us the <t>same</t> message."
    *   Key concept: Multiple distinct entities (schools) are conveying a message that is identical in content or meaning.

3.  **Evaluate the Senses:**

    *   **Sense 1: "same in identity"**
        *   Example: "the same man I saw yesterday".
        *   Analysis: This refers to one specific entity being identical to itself or another instance of that specific entity. In the sentence, are the schools sending *one specific instance* of a message (like a single letter passed around)? Or is it the same *content*?
        *   Usually, "same message" implies identical content, not necessarily a singular physical object being passed around. However, identity often implies $A = B$. If School A sends message X and School B sends message Y, and X is the "same" as Y, it usually means they are identical in content/value, not that they are the single same instance (unless we are talking about the abstract concept of the message).
        *   Let's look at the other options to see if they fit better. If I say "We have the same name", it's Sense 1 (identity of the name itself). If I say "It's the same car", it's Sense 1.
        *   Does "same message" mean identical identity? It means the *content* is identical. It could be Sense 1 (the message is identical to itself). But let's check Sense 2.

    *   **Sense 2: "closely similar or comparable in kind or quality or quantity or degree"**
        *   Example: "curtains the same color as the walls".
        *   Analysis: This often applies to attributes (color, size, kind).
        *   If the schools were sending a "similar" message, it would be Sense 2. But the sentence says "the *same* message". "Same message" usually implies a higher degree of identity than just "similar kind". It implies the message is effectively identical. "Closely similar" suggests a nuance of difference (like two different shades of red being the "same color" broadly). A message is usually discrete information.
        *   However, let's look at dictionary definitions (WordNet usually).
        *   WordNet 3.0:
            *   1: same in identity.
            *   2: closely similar or comparable...
        *   Let's check the distinction between Sense 1 and Sense 2.
        *   "The same man" -> Identity (Sense 1).
        *   "The same color" -> Similarity/Attribute match (Sense 2).
        *   "The same message" -> Is the message an identity or a quality?
        *   If I send you an email, and John sends you the *same* email, the content is identical. This is usually treated as "same in identity" regarding the content. The *information* is the same entity.
        *   However, let's look at Sense 3.

    *   **Sense 3: "equal in amount or value"**
        *   Example: "like amounts".
        *   Analysis: This is quantitative. "Same amount of money", "same value". The "message" isn't an amount or a value in this context. It's information.

    *   **Sense 4: "unchanged in character or nature"**
        *   Example: "the village stayed the same".
        *   Analysis: This refers to persistence over time. The sentence compares multiple schools at a specific time, not one entity changing or staying constant over time.

    *   **Re-evaluating Sense 1 vs Sense 2:**
        *   Context: "sending us the same message."
        *   Is it Sense 1 (Identity)? "The message from School A is the same *as* the message from School B."
        *   Is it Sense 2 (Similarity)? "The message is of the same kind/type."
        *   Standard usage: "The same message" usually means the content is identical. "I got the same text message you did."
        *   Let's look at WordNet mappings or standard semantic classification for "same message".
        *   Often, "same [noun]" where the noun is an abstract entity (idea, message, thought) maps to **Sense 1** (identity). The message *is* the message. Even if sent by different people, the content is the identical entity in the realm of ideas.
        *   Let's compare with Sense 2 examples. "Curtains the same color". Color is a property/attribute. "Message" is the object itself (abstract).
        *   If the sentence said "They sent messages of the same type," it would be Sense 2.
        *   But "sending the same message" implies identity of content.
        *   Let's test Sense 1 definition: "same in identity".
        *   Example: "the same man I saw yesterday". This is $X = Y$.
        *   Example: "We are wearing the same shirt." (Identical design? Or literally the same piece of cloth? Usually identical design -> Sense 2 in strict semantics, but often colloquially Sense 1. If we bought them at the store, they are "the same shirt" (Sense 2 - similar in kind). If we are sharing one shirt, it's Sense 1.
        *   In the sentence: "sending us the same message."
        *   Are they sending the *exact identical* message (identity)? Or just very similar messages (quality)?
        *   Usually, in this rhetorical context ("successful schools... sending the same message"), it implies the *core* message is identical. E.g., "Hard work pays off."
        *   Does this fit Sense 1 or 2?
        *   Let's check how dictionaries distinguish these.
            *   Merriam-Webster:
                *   1: resembling in every relevant respect.
                *   2: conforming in every detail.
            *   WordNet (which seems to be the source of these specific definitions provided):
                *   1: same in identity.
                *   2: closely similar or comparable in kind or quality...
        *   In WordNet, "same word, same meaning" maps to Sense 1? No, "same word" usually Sense 1 (identity of the word token).
        *   Let's look at "same opinion". "We have the same opinion." -> This is often considered Sense 1 (identity of the opinion itself). Opinion A is the same entity as Opinion B.
        *   However, "same error" -> Sense 2 (similar in kind).
        *   Let's look at the specific phrase "same message".
        *   Sentence: "They are all sending us the same message."
        *   Meaning: The content of the message is identical.
        *   If I say "The same man", it's Sense 1.
        *   If I say "The same mistake", it's usually Sense 2 (similar in kind, not the specific unique instance of the mistake re-occurring, though philosophically debatable).
        *   However, abstract nouns like "message", "idea", "thought", "name" are tricky.
        *   "We have the same name." -> Identity of the name (Sense 1). The name "John" is the same name "John".
        *   "They are sending the same message." -> The message is "X". School A sends "X". School B sends "X". The message is the same in identity.
        *   Contrast with Sense 2: "The schools are the same size." (Attribute).
        *   Contrast with Sense 2: "They have the same problems." (Similar in kind).
        *   Is a "message" an attribute or an entity? It's an entity (abstract).
        *   Therefore, Sense 1 seems the strongest fit for "same message" when implying identical content.
        *   Let's consider if Sense 2 ("closely similar") fits. If the messages were "closely similar", they would be different messages with similarities. But the phrase "the same message" implies identity of the message content. If School A says "Do homework" and School B says "Do homework", they are sending the *same* message. It is one message.
        *   Therefore, Sense 1 ("same in identity") applies. The identity of the message is preserved across the senders.

    *   Let's check Sense 3 again. "Equal in amount or value". No. A message isn't an amount.
    *   Let's check Sense 4 again. "Unchanged". No. Not a temporal comparison.

    *   **Decision:** Sense 1 vs Sense 2 is the main battle.
    *   Sense 1 definition: "same in identity".
    *   Sense 2 definition: "closely similar or comparable in kind or quality".
    *   In natural language processing tasks (like Word Sense Disambiguation), distinguishing these usually relies on whether the noun is a class/object (Sense 1) or a quality/attribute (Sense 2).
    *   Examples for Sense 2 provided: "curtains the same color". "Color" is a quality/attribute.
    *   Examples for Sense 1 provided: "the same man I saw yesterday". "Man" is a specific entity.
    *   "Message" is an entity (abstract).
    *   Therefore, "the same message" aligns with "the same man" (entity identity) rather than "the same color" (attribute similarity).
    *   Even though the message comes from different schools, the message itself (the object of the verb "sending") is identical. They are not sending "similar" messages (Sense 2); they are sending the *same* message (Sense 1).

    *   Let's double check if "message" could be construed as "kind".
        *   "They are sending the same message" -> The message is "Success requires work".
        *   It is identical.
        *   If it were Sense 2, the definition "closely similar" implies they aren't identical. "Similar messages" allows for slight differences. "The same message" allows for no difference in content.
        *   Therefore, it fits "same in identity".

    *   Wait, consider "making the same mistake".
        *   Mistakes are events. Events aren't usually "identical" in the way objects are. So "same mistake" is often Sense 2 (comparable in kind).
    *   Consider "reading the same book".
        *   If we read *Moby Dick*, we are reading the same book (Sense 1 - identity of the abstract work). If we read two different copies of Moby Dick, we are still reading the same book (Sense 1).
        *   "Sending the same message" is analogous to "reading the same book". The content is the identity.
        *   Thus, Sense 1.

4.  **Final Confirmation:**
    *   Sentence: "...sending us the <t>same</t> message."
    *   Sense 1: "same in identity". Fits. The message content is identical.
    *   Sense 2: "closely similar...". Doesn't fit as well. If they were just similar, the author would likely say "similar messages" or "the same kind of message". "The same message" implies identity.
    *   Sense 3: "equal in amount". Incorrect.
    *   Sense 4: "unchanged". Incorrect.

    *   Therefore, the correct number is 1.


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

Sentence: Conversely, there are the <t>majority</t> of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand.

Senses:
1. definition=the property resulting from being or relating to the greater in number of two parts; the main part | examples=the majority of his customers prefer it
2. definition=(elections) more than half of the votes
3. definition=the age at which persons are considered competent to manage their own affairs

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of the word "majority" applies to a specific sentence provided. The output must be *only* the number of the correct sense.

2.  **Analyze the Sentence:**
    *   Sentence: "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand."
    *   Context: The sentence contrasts "successful schools" (implied by "Conversely") with the "majority of unsuccessful schools."
    *   Grammatical role: "majority" is used in the phrase "the majority of unsuccessful schools."
    *   Meaning: It refers to the greater part or number of unsuccessful schools. It implies quantity/amount (most of them), not a voting process or a legal age status.

3.  **Analyze the Senses:**
    *   **Sense 1:** definition=the property resulting from being or relating to the greater in number of two parts; the main part | examples=the majority of his customers prefer it.
        *   Match check: The sentence uses "majority" to mean "the greater in number" (of unsuccessful schools). The example "the majority of his customers" parallels "the majority of unsuccessful schools" perfectly. This fits the definition of "the main part" or "greater in number."
    *   **Sense 2:** definition=(elections) more than half of the votes.
        *   Match check: The sentence is about schools and reform, not an election or voting results. No fit.
    *   **Sense 3:** definition=the age at which persons are considered competent to manage their own affairs.
        *   Match check: This refers to legal adulthood (e.g., "age of majority"). The sentence is about schools, not legal age. No fit.

4.  **Determine the Correct Sense:** Sense 1 is the clear match. It refers to the greater number/part of a group (unsuccessful schools).

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

6.  **Final Output:** 1.


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

Sentence: Conversely, there are the majority of unsuccessful <t>schools</t>, and we know which efforts at educational reform are doomed beforehand.

Senses:
1. definition=an educational institution | examples=the school was founded in 1900
2. definition=a building where young people receive education | examples=the school was built in 1932
3. definition=the process of being formally educated at a school | examples=what will you do when you finish school?
4. definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
5. definition=the period of instruction in a school; the time period when school is in session | examples=stay after school
6. definition=an educational institution's faculty and students | examples=the school keeps parents informed
7. definition=a large group of fish | examples=a school of small glittering fish swam by

reasoning_content:
1.  **Analyze the user's request:** The user wants to identify the correct sense of the word "schools" (marked with <t></t>) in a specific sentence. I need to return *only* the number of the correct sense from the provided list.

2.  **Analyze the sentence:**
    *   Sentence: "Conversely, there are the majority of unsuccessful <t>schools</t>, and we know which efforts at educational reform are doomed beforehand."
    *   Context clues: "unsuccessful", "educational reform", "doomed beforehand".
    *   The sentence talks about institutions that can be "unsuccessful" and are subject to "educational reform".

3.  **Evaluate the senses:**
    *   *Sense 1:* definition=an educational institution | examples=the school was founded in 1900.
        *   Analysis: Does "schools" refer to educational institutions here? Yes. The sentence discusses "unsuccessful schools" in the context of "educational reform". Institutions can be successful or unsuccessful. This fits well.
    *   *Sense 2:* definition=a building where young people receive education | examples=the school was built in 1932.
        *   Analysis: While schools are buildings, usually when we talk about "unsuccessful schools" and "reform", we are talking about the organization/institution, not just the physical structure. You don't usually call a building "unsuccessful" in the context of policy reform; you call the institution unsuccessful. Sense 1 is a better fit than Sense 2.
    *   *Sense 3:* definition=the process of being formally educated at a school | examples=what will you do when you finish school?
        *   Analysis: "majority of unsuccessful processes of being formally educated"? No, that doesn't fit grammatically or semantically. You would say "unsuccessful schooling" maybe, but usually "schools" plural refers to entities, not the abstract process.
    *   *Sense 4:* definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting.
        *   Analysis: The context mentions "educational reform", which implies general education, not art history or philosophy movements.
    *   *Sense 5:* definition=the period of instruction in a school; the time period when school is in session | examples=stay after school.
        *   Analysis: "majority of unsuccessful time periods"? No, doesn't fit.
    *   *Sense 6:* definition=an educational institution's faculty and students | examples=the school keeps parents informed.
        *   Analysis: This sense usually treats the "school" as a collective noun for the people. While people make a school unsuccessful, usually "unsuccessful schools" refers to the institutional performance (metrics, graduation rates, etc.) rather than just the group of people. However, Sense 1 (the institution) covers the abstract entity that includes the building, staff, students, and administration. Sense 1 is the standard definition for an organization that can fail or succeed. Sense 6 is more specific to "the whole school supports the team" or "the school voted". "Unsuccessful schools" implies institutions failing to meet standards.
    *   *Sense 7:* definition=a large group of fish | examples=a school of small glittering fish swam by.
        *   Analysis: Context is "educational reform". Not fish.

4.  **Refine decision between Sense 1 and Sense 2:**
    *   Sense 1 = Institution (abstract/organization).
    *   Sense 2 = Building (physical).
    *   "Educational reform" targets systems, curricula, administration, funding—attributes of an institution (Sense 1). While a building can be ugly or poorly maintained, the "unsuccessful" nature usually refers to educational outcomes (grades, student success), which are attributes of the institution.
    *   Therefore, Sense 1 is the most accurate.

5.  **Final check:**
    *   Sentence: "unsuccessful schools" -> institutions that are failing.
    *   Sense 1 definition: "an educational institution".
    *   Match: Perfect match.

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

    *   Selected Number: 1.

provider: Novita


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

Sentence: Conversely, there are the majority of unsuccessful schools, and we <t>know</t> which efforts at educational reform are doomed beforehand.

Senses:
1. definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | examples=I know that the President lied to the people
2. definition=know how to do or perform something | examples=She knows how to knit
3. definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table
4. definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer
5. definition=have firsthand knowledge of states, situations, emotions, or sensations | examples=I know the feeling!
6. definition=accept (someone) to be what is claimed or accept his power and authority | examples=The Crown Prince was acknowledged as the true heir to the throne
7. definition=have fixed in the mind | examples=I know Latin
8. definition=have sexual intercourse with | examples=This student sleeps with everyone in her dorm
9. definition=know the nature or character of | examples=we all knew her as a big show-off
10. definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. definition=perceive as familiar | examples=I know this voice!

reasoning_content:
1.  **Analyze the input sentence:** "Conversely, there are the majority of unsuccessful schools, and we <t>know</t> which efforts at educational reform are doomed beforehand."

2.  **Analyze the context of "know":** The sentence discusses unsuccessful schools and the certainty regarding the failure of specific reform efforts. The subject ("we") possesses information about which specific efforts will fail.

3.  **Evaluate the provided senses:**

    *   *Sense 1:* "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about". Example: "I know that the President lied to the people."
        *   *Fit:* This fits well. The sentence implies we possess the specific information/fact about which reforms are doomed. It's a cognitive awareness of facts/predictions.

    *   *Sense 2:* "know how to do or perform something". Example: "She knows how to knit."
        *   *Fit:* This is about skills/abilities. The sentence is not about knowing *how* to reform, but knowing *which* ones are doomed.

    *   *Sense 3:* "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt". Example: "I know that I left the key on the table."
        *   *Fit:* This is similar to Sense 1, but often implies a stronger subjective conviction or verification of a past event (like leaving keys). Sense 1 covers general cognitive awareness of facts. The sentence talks about knowing a fact/prediction about reforms. Sense 1 is the broader, standard definition for knowing a fact or piece of information (in this case, the identity of the doomed efforts).

    *   *Sense 4:* "be familiar or acquainted with a person or an object". Example: "She doesn't know this composer."
        *   *Fit:* Not about acquaintance with a person/object.

    *   *Sense 5:* "have firsthand knowledge of states, situations, emotions, or sensations". Example: "I know the feeling!"
        *   *Fit:* Not about experiencing an emotion or sensation firsthand.

    *   *Sense 6:* "accept (someone) to be what is claimed or accept his power and authority".
        *   *Fit:* Not about accepting authority.

    *   *Sense 7:* "have fixed in the mind". Example: "I know Latin."
        *   *Fit:* Not about memorized knowledge like a language.

    *   *Sense 8:* "have sexual intercourse with".
        *   *Fit:* Clearly not.

    *   *Sense 9:* "know the nature or character of". Example: "we all knew her as a big show-off."
        *   *Fit:* Not describing a person's character.

    *   *Sense 10:* "be able to distinguish, recognize as being different". Example: "The child knows right from wrong."
        *   *Fit:* The sentence says "we know *which* efforts... are doomed". This implies an ability to identify or distinguish the successful from the doomed. However, Sense 1 is "aware of a fact or a specific piece of information". Knowing "which efforts are doomed" is a specific piece of information. Sense 10 is usually "know X from Y" or "know right from wrong". While related, Sense 1 captures the propositional knowledge ("we know [the fact that] which efforts are doomed"). Let's compare Sense 1 and Sense 10 closely.
        *   Sense 1: "possess knowledge or information about". We possess the information regarding the specific doomed efforts.
        *   Sense 10: "be able to distinguish". While the result is distinguishing, the verb here functions primarily to state possession of that discriminatory knowledge as a fact.
        *   Let's look at the structure: "we know *which efforts...*". This is an embedded question (interrogative content clause). It functions similarly to "I know *that* the President lied". It is reporting the content of the knowledge.
        *   Sense 1 is the standard definition for knowing a fact/proposition. "We know the answer to the question 'which efforts are doomed'". This fits Sense 1 perfectly.

    *   *Sense 11:* "perceive as familiar". Example: "I know this voice!"
        *   *Fit:* Not about familiarity.

4.  **Refining the choice between Sense 1 and Sense 3:**
    *   Sense 1: "be cognizant or aware of a fact... possess knowledge".
    *   Sense 3: "be aware of the truth... regard as true beyond any doubt".
    *   WordNet (which this list seems to be derived from) distinguishes these. Sense 1 is the general possession of information. Sense 3 often implies a contrast with belief or a high degree of certainty about a truth.
    *   In the sentence, "we know which efforts... are doomed", it is stating the possession of this specific piece of information. It doesn't necessarily carry the heavy connotation of "faith" or "regard as true beyond any doubt" in a philosophical/religious sense, nor the specific "I know I left the key" verification context. It is a statement of fact possession.
    *   Let's look at Sense 1's example: "I know that the President lied to the people." This is a fact.
    *   The sentence: "we know which efforts... are doomed." This is a fact (or treated as such by the speaker).
    *   Therefore, Sense 1 is the most appropriate match.

5.  **Final check:** Does Sense 1 cover "knowing which X is Y"? Yes, it covers being aware of a specific piece of information. The information is "which efforts are doomed".

    Result: 1.

provider: Friendli


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

Sentence: Conversely, there are the majority of unsuccessful schools, and we know which <t>efforts</t> at educational reform are doomed beforehand.

Senses:
1. definition=earnest and conscientious activity intended to do or accomplish something | examples=made an effort to cover all the reading material
2. definition=use of physical or mental energy; hard work | examples=he got an A for effort
3. definition=a notable achievement | examples=he performed a great feat
4. definition=a series of actions advancing a principle or tending toward a particular end | examples=he supported populist campaigns

reasoning_content:
1.  **Analyze the Request:**
    *   Target word: "effort" (plural "efforts" in the sentence).
    *   Sentence: "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand."
    *   Task: Identify the correct sense number from the provided list.
    *   Constraint: Return *only* the number.

2.  **Analyze the Context (Sentence):**
    *   Phrase: "...which efforts at educational reform..."
    *   Meaning: The sentence discusses attempts or undertakings aimed at reforming education. It implies specific initiatives, projects, or organized activities trying to achieve a goal (reform).
    *   Grammar: "Efforts" is a noun here. It's modified by the prepositional phrase "at educational reform".

3.  **Analyze the Senses:**
    *   *Sense 1:* "earnest and conscientious activity intended to do or accomplish something". Examples: "made an effort to cover all the reading material".
        *   Fit: This refers to the general activity or attempt. "Efforts at educational reform" fits well as activities intended to accomplish reform. However, let's look at Sense 4.
    *   *Sense 2:* "use of physical or mental energy; hard work". Examples: "he got an A for effort".
        *   Fit: This refers to the exertion itself, often abstracted from the result. "Which hard works at educational reform..." doesn't fit the idiom as well. This sense is usually uncountable or refers to the quality of trying hard.
    *   *Sense 3:* "a notable achievement". Examples: "he performed a great feat".
        *   Fit: The sentence talks about efforts "doomed beforehand," implying failure. A "notable achievement" cannot be "doomed beforehand" (because if it's an achievement, it succeeded). So, this is incorrect.
    *   *Sense 4:* "a series of actions advancing a principle or tending toward a particular end". Examples: "he supported populist campaigns".
        *   Fit: This sense treats "effort" as an organized undertaking or campaign (often pluralized as "efforts"). "Efforts at educational reform" refers to specific reform initiatives or campaigns. This aligns very closely with the idea of reform movements or specific attempted projects.

4.  **Compare Sense 1 and Sense 4:**
    *   Sense 1 focuses on the *activity* or *attempt* (often individual or general). "He made an effort to study."
    *   Sense 4 focuses on an *organized series of actions* or an *undertaking* directed toward an end. "Reform efforts" usually implies specific programs, policies, or organized attempts.
    *   In WordNet (which these definitions closely resemble), the distinction is often:
        *   Sense 1: *effort, attempt, endeavor, try, endeavor*... (The act of trying).
        *   Sense 4: *campaign, cause, crusade, drive, movement, effort*... (An organized group activity).
    *   The phrase "efforts at educational reform" suggests organized initiatives or specific projects rather than just the abstract "trying hard" (Sense 1/2). While Sense 1 covers the "attempt" aspect, Sense 4 captures the "campaign/series of actions" aspect often implied by plural "efforts" in a policy context.
    *   Let's look at the specific definitions again.
        *   Sense 1: "activity intended to do or accomplish something".
        *   Sense 4: "a series of actions advancing a principle or tending toward a particular end".
    *   "Educational reform" is a principle/end. The "efforts" are the series of actions (policies, changes) advancing it.
    *   Consider the example for Sense 4: "he supported populist campaigns". "Efforts" is synonymous with "campaigns" or "movements" here.
    *   Consider the sentence: "...we know which efforts... are doomed..." This implies distinct, identifiable undertakings. "Which specific attempts (Sense 1)" vs "Which campaigns/initiatives (Sense 4)".
    *   Usually, when "effort" takes a prepositional complement like "efforts at X" or "efforts to X" regarding a societal change, it bridges Sense 1 and Sense 4.
    *   However, let's look closer at the definitions provided.
        *   Sense 1 emphasizes the *activity* intended to accomplish. "Efforts at reform" = activities intended to accomplish reform.
        *   Sense 4 emphasizes a *series of actions* advancing a principle.
    *   Is "educational reform" an activity or a principle? Reform is a change. "Efforts at educational reform" are the attempts to make that change.
    *   Let's check standard WordNet mappings for similar contexts.
        *   "Relief efforts" -> Sense 4 (organized undertaking).
        *   "Reform efforts" -> Sense 4 (organized undertaking).
    *   Let's re-read Sense 1. "Made an effort to cover..." This feels like an individual act of will. "Efforts at educational reform" sounds more structural.
    *   Let's re-read Sense 4. "Series of actions advancing a principle". Educational reform is the principle/end. The efforts are the actions.
    *   There is a subtle overlap, but Sense 4 is the specific sense for organized undertakings or campaigns. The phrase "doomed beforehand" suggests these are specific programs/initiatives (Sense 4), not just the general "trying" (Sense 1). If it were Sense 1, it might read "we know that the effort involved is wasted". But here, "which efforts" refers to specific endeavors/initiatives.
    *   Actually, let's double check Sense 1. In WordNet, Sense 1 is "earnest and conscientious activity intended to do or accomplish something". Sense 1 is often the 'catch-all' for attempts. But Sense 4 corresponds to the 'campaign/drive/movement' meaning.
    *   Sentence context: "...unsuccessful schools... efforts at educational reform...". This sounds like specific policies or initiatives.
    *   Let's look at the examples again.
        *   Sense 1: "made an effort to cover..." (Individual attempt).
        *   Sense 4: "supported populist campaigns" (Political/social undertaking).
    *   "Educational reform" is a social/political undertaking. Therefore, Sense 4 is the stronger candidate.

    *   *Self-Correction/Refinement:* Sometimes, "effort" (singular) is Sense 1/2, and "efforts" (plural) often signals Sense 4 (multiple organized attempts/undertakings).
    *   Example: "He made an effort" (Sense 1). "Relief efforts" (Sense 4).
    *   The sentence uses "efforts" (plural). "Which efforts... are doomed."
    *   Therefore, Sense 4 is the intended answer.

    *   Let's verify Sense 1 again. Could it be Sense 1? "Which activities intended to reform... are doomed?" It's possible, but Sense 4 captures the *organized* and *plural* nature of reform initiatives better. In many WSD datasets, plural "efforts" in a context of social change maps to the 'campaign/undertaking' sense.

    *   Let's look at Sense 2. "He got an A for effort." No.
    *   Let's look at Sense 3. "A notable achievement." No.

    *   Decision between 1 and 4.
        *   Sense 1 definition: "earnest and conscientious activity intended to do or accomplish something".
        *   Sense 4 definition: "a series of actions advancing a principle or tending toward a particular end".
    *   "Efforts at educational reform" are series of actions (implementing new curricula, changing funding, etc.) tending toward a particular end (reform).
    *   "Efforts" in "efforts at educational reform" is synonymous with "initiatives" or "drives". This aligns with Sense 4's synonyms (campaign, cause, crusade, drive, movement, effort).
    *   Sense 1 is synonymous with "attempt, try, endeavor". "Which attempts at educational reform are doomed." This is also grammatically correct.
    *   However, Sense 4's definition "a series of actions" fits the complexity of "educational reform" better than just "activity" (which can imply a single burst of energy or a simple task). Educational reform is a complex "end". Actions toward it form a series.
    *   Furthermore, the example for Sense 4 is "he supported populist campaigns". Reform efforts are campaigns.
    *   Therefore, Sense 4 is the correct choice.

5.  **Final Check:**
    *   Sentence: "...which efforts at educational reform..."
    *   Sense 4: "...series of actions advancing a principle..."
    *   Mapping: "efforts" -> "series of actions advancing a principle". "educational reform" -> "principle/end".
    *   Fit: Excellent.

6.  **Formatting Output:**
    *   Return only the number.
    *   The number is 4.


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

Sentence: Conversely, there are the majority of unsuccessful schools, and we know which efforts at <t>educational</t> reform are doomed beforehand.

Senses:
1. definition=relating to the process of education | examples=educational psychology
2. definition=providing knowledge | examples=an educational film

reasoning_content:
1.  **Analyze the Request:**
    *   Input: A sentence containing the word "educational" (marked with <t></t>). A list of numbered senses (definitions + examples).
    *   Task: Identify the specific numbered sense used in the sentence.
    *   Constraint: Return *only* the number of the correct sense.

2.  **Analyze the Sentence:**
    *   Sentence: "Conversely, there are the majority of unsuccessful schools, and we know which efforts at <t>educational</t> reform are doomed beforehand."
    *   Context: The sentence discusses "schools" and "reform". The phrase is "educational reform".
    *   Meaning: "Educational reform" refers to changes/improvements in the system or process of education (schools, teaching methods, curriculum, etc.). It is about the institution or activity of education itself.

3.  **Analyze the Senses:**
    *   Sense 1:
        *   Definition: "relating to the process of education"
        *   Examples: "educational psychology"
        *   Fit: Does "educational reform" relate to the process of education? Yes. Reform is about changing the system/process. "Educational psychology" studies how people learn (process). This fits the context of schools and reforming the system.
    *   Sense 2:
        *   Definition: "providing knowledge"
        *   Examples: "an educational film"
        *   Fit: Does "educational reform" mean "reform that provides knowledge"? No. While the goal might be better education, the adjective here isn't describing the quality of being informative (like a film or a book). It's describing the *domain* of the reform. The reform isn't "instructive" in itself; it is reform *of* education.

4.  **Compare and Decide:**
    *   Sense 1 captures the relational aspect ("relating to the process of education"). "Educational reform" = Reform relating to the process of education.
    *   Sense 2 captures the qualitative aspect ("providing knowledge"). "Educational film" = A film that provides knowledge.
    *   The sentence discusses schools and reform. This is clearly about the system/process.
    *   Therefore, Sense 1 is correct.

5.  **Final Output Formulation:**
    *   The user requested *only* the number.
    *   The number is1.


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

Sentence: Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand.

Senses:
1. definition=a change for the better as a result of correcting abuses | examples=justice was for sale before the reform of the law courts
2. definition=a campaign aimed to correct abuses or malpractices | examples=the reforms he proposed were too radical for the politicians
3. definition=self-improvement in behavior or morals by abandoning some vice | examples=the family rejoiced in the drunkard's reform

reasoning_content:
1.  **Analyze the input sentence:** "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand."
    *   Key phrase: "efforts at educational <t>reform</t>".
    *   Context: The sentence discusses changing or improving schools (educational context). It refers to "efforts" made towards this goal.

2.  **Analyze Sense 1:**
    *   Definition: "a change for the better as a result of correcting abuses".
    *   Examples: "justice was for sale before the reform of the law courts".
    *   Fit: This sense refers to the *result* or the *act* of changing a system to fix abuses. While educational reform is certainly about changing systems, "efforts at educational reform" usually refers to the process, movement, or campaign to make changes, rather than the specific result (the "change itself") in this specific syntactic structure. However, "reform" can act as a noun describing the improvement process. Let's look at Sense 2 before deciding.

3.  **Analyze Sense 2:**
    *   Definition: "a campaign aimed to correct abuses or malpractices".
    *   Examples: "the reforms he proposed were too radical for the politicians".
    *   Fit: The sentence talks about "efforts at educational reform". "Efforts" aligns well with "a campaign". Educational reform is often a broad movement or set of initiatives aimed at fixing problems in the school system. The use of "efforts at" suggests an organized attempt or campaign. The example in Sense 2 ("the reforms he proposed") refers to specific proposed changes as part of a plan/campaign. The sentence discusses specific initiatives ("efforts") that are unsuccessful. This fits the idea of reform as a movement or set of proposals/campaigns to fix the system.

4.  **Analyze Sense 3:**
    *   Definition: "self-improvement in behavior or morals by abandoning some vice".
    *   Examples: "the family rejoiced in the drunkard's reform".
    *   Fit: This is clearly about personal behavior (quitting drinking, etc.). The context here is "educational reform" (schools, systems), not personal moral improvement.

5.  **Compare Sense 1 and Sense 2:**
    *   Sense 1 focuses on the *change* itself (the outcome or the specific act of correcting).
    *   Sense 2 focuses on the *campaign* or *effort* aimed at correcting.
    *   The sentence says "efforts at educational reform".
        *   If it were Sense 1, it might say "the educational reform improved test scores" (focus on the change).
        *   If it were Sense 2, it fits "efforts at..." because a campaign is an effort.
    *   Let's look at standard dictionary distinctions (like WordNet, which this list strongly resembles).
        *   WordNet 1: "a change for the better as a result of correcting abuses" (Result).
        *   WordNet 2: "a campaign aimed to correct abuses or malpractices" (Process/Campaign).
        *   WordNet 3: "self-improvement..." (Personal).
    *   The phrase "efforts at educational reform" treats reform as the target of the efforts. Is the target the "result" (Sense 1) or the "activity/campaign" (Sense 2)?
    *   Usually, when we talk about "efforts at reform" or "proposing reforms," we are talking about the initiatives or campaigns (Sense 2).
    *   Let's test the example for Sense 2: "the reforms he proposed". This fits "educational reform" in the context of policy discussions.
    *   Let's look at the sentence again: "...we know which efforts at educational reform are doomed..." This implies specific attempts or campaigns to fix the schools.
    *   Therefore, Sense 2 is the strongest match. It captures the intent to correct malpractices (unsuccessful schools) through a campaign/effort.

    *   *Self-Correction/Refinement:* Is it possible it's Sense 1?
        *   "We know which efforts at educational [change for the better] are doomed."
        *   "We know which efforts at educational [campaign to correct abuses] are doomed."
    *   Sense 2's definition "a campaign aimed to correct abuses" aligns perfectly with "efforts at...". An "effort" *is* a campaign or an attempt. The phrase "educational reform" here refers to the movement or set of actions taken to fix the schools.
    *   Sense 1 usually refers to the achieved state or the specific instance of change that has happened or is conceptualized as a distinct correction. Example: "The reform of the school system was successful."
    *   Sense 2 refers to the proposal or the movement. Example: "Educational reform is a difficult topic." (Abstract concept of the campaign). The example "the reforms he proposed were too radical" matches the "proposed/campaigned" nature of the usage in the prompt.
    *   The sentence discusses "efforts" which implies the active attempt to change, aligning with "campaign".

    *   Conclusion: Sense 2 is the correct number.

provider: Amazon Bedrock


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

Sentence: Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand.

Senses:
1. definition=a change for the better as a result of correcting abuses | examples=justice was for sale before the reform of the law courts
2. definition=a campaign aimed to correct abuses or malpractices | examples=the reforms he proposed were too radical for the politicians
3. definition=self-improvement in behavior or morals by abandoning some vice | examples=the family rejoiced in the drunkard's reform

[User] Your previous answer was invalid. Choose one candidate index between 1 and 3. Return only the integer.

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of the word "reform" (marked with `<t></t>`) applies to the provided sentence. The output must be just the number (integer).

2.  **Analyze the Sentence:** "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand."
    *   Context: Schools, education, unsuccessful schools.
    *   Phrase: "efforts at educational reform".
    *   Meaning: This refers to changing the educational system or school structure to improve it. It is an "effort" or a movement/plan to change the institution.

3.  **Analyze the Senses:**
    *   **Sense 1:** "a change for the better as a result of correcting abuses".
        *   Examples: "justice was for sale before the reform of the law courts".
        *   Nuance: Focuses on the *result* or the specific *instance* of change that happened. "Before the reform" implies the reform is a distinct event or state change.
    *   **Sense 2:** "a campaign aimed to correct abuses or malpractices".
        *   Examples: "the reforms he proposed were too radical for the politicians".
        *   Nuance: Focuses on the *process*, the *campaign*, or the specific *proposals* aimed at fixing something. The example "reforms he proposed" fits well with "efforts at ... reform". "Efforts at" suggests a campaign or a movement, not necessarily the finished result yet.
    *   **Sense 3:** "self-improvement in behavior or morals by abandoning some vice".
        *   Examples: "the family rejoiced in the drunkard's reform".
        *   Nuance: Personal, moral improvement. Does not fit the educational context.

4.  **Compare Sentence to Senses:**
    *   Sense 3 is easily ruled out (it's about individual vice, not schools).
    *   Sense 1 vs Sense 2:
        *   Sense 1 emphasizes the *result* (a change for the better). The sentence talks about "efforts at educational reform". An "effort" implies the attempt to bring about change, a campaign, or a set of proposals. It hasn't necessarily happened yet (in fact, it says they are "doomed beforehand").
        *   Sense 2 emphasizes the *campaign* or the *aim* to correct abuses. The phrase "efforts at ... reform" aligns perfectly with a campaign or movement. The example "the reforms he proposed" fits the context of educational reform plans or efforts.
        *   In the sentence, "reform" is modified by "educational" and is the object of "efforts at". This suggests the abstract concept of the movement or the set of changes proposed. Sense 2 covers the "campaign" aspect, which matches "efforts". Sense 1 is more about the specific act of improvement that resulted in change (often completed). Since these efforts are "doomed beforehand," they are attempts (Sense 2) rather than successful results (Sense 1).

    *   Let's look closer at the definitions.
        *   Sense 1: "a change for the better..."
        *   Sense 2: "a campaign aimed to correct..."
        *   The sentence says "efforts at educational reform". Is "reform" here a campaign? Yes. Educational reform is often described as a movement or a set of policy changes proposed to fix a system.
        *   Let's check the example for Sense 1: "justice was for sale before the reform..." -> Here reform is an event/state.
        *   Let's check the example for Sense 2: "the reforms he proposed..." -> Here reform refers to specific measures or a general campaign plan.
        *   The sentence discusses "efforts at educational reform". This links closely with the idea of a campaign or a set of measures proposed to improve the schools. Sense 2 seems the stronger fit because "efforts at" implies the active pursuit (campaign) rather than the settled result. Furthermore, the context "unsuccessful schools" implies malpractices or problems that need correcting, which Sense 2 explicitly mentions ("correct abuses or malpractices").

    *   Let's reconsider Sense 1. Can "educational reform" be "a change for the better"? Yes. "We need educational reform." But "efforts at..." makes it an active attempt. Sense 2 defines it as a "campaign". "Efforts at reform" = "Efforts at a campaign"? No, that sounds clunky.
    *   Let's re-read Sense 2 definition carefully: "a campaign aimed to correct abuses or malpractices". Is "educational reform" a campaign? Yes, generally referred to as such.
    *   Let's re-read Sense 1 definition: "a change for the better...".
    *   Usage comparison:
        *   "The reform of the schools was successful." (Sense 1 - result).
        *   "Educational reform is necessary." (Ambiguous, but usually refers to the movement/process - Sense 2).
        *   "Proposed reforms" (Sense 2 - specific measures).
        *   "Efforts at educational reform" -> Efforts to bring about change. This leans towards Sense 2 (the campaign/measures).
    *   Standard WordNet (source of these definitions usually) distinctions:
        *   WordNet 3.1:
            *   1. reform (n): a change for the better as a result of correcting abuses...
            *   2. reform (n): a campaign aimed to correct abuses or malpractices...
        *   In "efforts at educational reform", the word "reform" denotes the general concept of improving the system via specific actions. Usually, when talking about "proposed reforms" or "efforts at reform", it aligns with the definition involving the proposals/campaign (Sense 2), distinct from the result (Sense 1).
        *   Example for Sense 2: "the reforms he proposed were too radical". This matches the context of "efforts... doomed beforehand". The efforts are the proposed changes/campaign.

    *   Decision: Sense 2 fits best because it encompasses the "campaign" or specific "measures" aimed at improvement, which matches the context of "efforts" and the potential for failure ("doomed"). Sense 1 implies the successful change actually happened or refers to the specific result, whereas Sense 2 allows for the attempt/campaign which might fail.

5.  **Final check:**
    *   Sentence: "efforts at educational reform".
    *   Sense 2: "a campaign aimed to correct abuses..."
    *   "Educational reform" is the campaign. "Efforts at [the campaign]" makes sense.
    *   Sense 1: "a change for the better...".
    *   "Efforts at [a change for the better]" also makes sense syntactically.
    *   However, Sense 2's example "reforms he proposed" maps well to "efforts at reform". Proposing reforms is an effort. If they are doomed, they are campaigns/measures that failed. Sense 1 is usually the outcome. Since the outcome is "doomed", Sense 1 (the result) hasn't happened. Therefore, it refers to the campaign/effort (Sense 2).

6.  **Result:** 2.

provider: Together


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

Sentence: Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are <t>doomed</t> beforehand.

Senses:
1. definition=marked for certain death | examples=the black spot told the old sailor he was doomed
2. definition=in danger of the eternal punishment of Hell | examples=poor damned souls
3. definition=marked by or promising bad fortune; ; ; ; - W.H.Prescott | examples=their business venture was doomed from the start
4. definition=(usually followed by `to') determined by tragic fate | examples=doomed to unhappiness

reasoning_content:
1.  **Analyze the User's Request:**
    *   Target sentence: "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are <t>doomed</t> beforehand."
    *   Task: Identify the correct sense of the word "doomed" from the provided list.
    *   Output constraint: Return *only* the number of the correct sense.

2.  **Analyze the Context:**
    *   The sentence talks about "unsuccessful schools" and "efforts at educational reform".
    *   It says these efforts are "doomed beforehand".
    *   The phrase "doomed beforehand" implies that failure is inevitable or fated to happen before the effort even fully starts. It's about the outcome of a venture or project (reform).

3.  **Evaluate the Senses:**
    *   *Sense 1:* "marked for certain death".
        *   Does this fit? No. The subject is "efforts at educational reform", not living beings facing literal death.
    *   *Sense 2:* "in danger of the eternal punishment of Hell".
        *   Does this fit? No. There is no religious or moral context involving damnation.
    *   *Sense 3:* "marked by or promising bad fortune".
        *   Does this fit? Yes. The efforts are going to fail. The definition mentions "bad fortune". The example is "their business venture was doomed from the start". The sentence talks about reform efforts being "doomed beforehand". This is very similar to the example "doomed from the start" (inevitable failure/bad fortune).
    *   *Sense 4:* "(usually followed by `to') determined by tragic fate".
        *   Does this fit? The definition mentions "tragic fate". While there is a sense of inevitability, Sense 3's definition of "promising bad fortune" and the specific example "business venture was doomed from the start" aligns much closer to the context of an "effort" or "venture" failing than "tragic fate" usually applied to people or narratives. Also, the text doesn't use "doomed to", though the parenthetical says "usually followed by". The key discriminator is the nature of the failure. An educational reform failing is an instance of "bad fortune" (Sense 3) rather than a "tragic fate" (Sense 4) in the dramatic sense. The example for Sense 3 is the closest match structurally and semantically to the sentence.

4.  **Compare Sense 3 and Sense 4 closer:**
    *   Sentence: "...efforts at educational reform are doomed beforehand."
    *   Sense 3 Example: "...business venture was doomed from the start."
    *   Sense 3 Definition: "marked by or promising bad fortune".
    *   Sense 4 Definition: "determined by tragic fate".
    *   In common usage, when we say a project or plan is "doomed", we mean it will fail (bad fortune/outcome). Sense 3 captures this non-literal, project-focused failure best.

5.  **Final Selection:** Sense 3.

6.  **Formatting Output:** The user requested "Return only the number of the correct sense."

    *   Result: 3