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

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

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

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "exactly" in the given context.

 Let me analyze the context:
 "If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do."

 The target word "exactly" here modifies "what to do" and suggests that we know with precision or exactness what actions to take. It indicates that the knowledge is precise, clear, and specific.

 Now let's look at the candidate senses:

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

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

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

 Let me think about the differences:

 Sense 1 (exactly%4:02:01::): "indicating exactness or preciseness" - This seems to be used when emphasizing that something is done with exactness or preciseness. The example "he was doing precisely (or exactly) what she had told him to do" fits well with the structure "exactly what to do" in the target sentence.

 Sense 2 (exactly%4:02:04::): "just as it should be" - This seems to be an interjectional or adverbial use indicating agreement or correctness, like "Precisely, my lord" - meaning "That's exactly right." This doesn't fit the context because "exactly" here isn't being used as an agreement or confirmation.

 Sense 3 (exactly%4:02:02::): "in a precise manner" - This describes the manner of an action. The example "she always expressed herself precisely" shows this is about how something is done (manner). In our target sentence, "exactly" isn't describing the manner of knowing (we don't know in a precise manner), but rather it emphasizes the exactness of "what" - i.e., we know precisely/specifically what to do.

 So the question is: is "exactly" modifying "know" (manner of knowing) or is it part of the phrase "exactly what" (indicating exactness/preciseness of the object)?

 In "we know exactly what to do", "exactly" is emphasizing the precision of "what" - we know precisely/specifically what actions to take. This aligns with sense 1: "indicating exactness or preciseness".

 Looking at the example for sense 1: "he was doing precisely (or exactly) what she had told him to do" - this is structurally parallel to "we know exactly what to do". In both cases, "exactly/precisely" modifies the "what" clause, indicating exactness of the content.

 Sense 3 would be more like "we exactly know what to do" (manner of knowing), but even then, the distinction is subtle. However, the example for sense 3 is "she always expressed herself precisely" - this is clearly about the manner of expression.

 Actually, looking more carefully at WordNet sense distinctions:
 - Sense 1 (exactly%4:02:01::) is typically used with "what", "where", "when", etc., to emphasize the precise nature of the answer or knowledge.
 - Sense 3 (exactly%4:02:02::) is about doing something in a precise manner.

 In "we know exactly what to do", the word "exactly" is indicating that we know with exactness/preciseness what the correct actions are. This matches sense 1.

 The phrase "exactly what" is a very common collocation for sense 1.

 Therefore, the answer should be sense index 1.

 Wait, let me double-check the sense keys and indices:
 1. sense_key=exactly%4:02:01::
 2. sense_key=exactly%4:02:04::
 3. sense_key=exactly%4:02:02::

 So index 1 corresponds to exactly%4:02:01:: (indicating exactness or preciseness)
 Index 2 corresponds to exactly%4:02:04:: (just as it should be)
 Index 3 corresponds to exactly%4:02:02:: (in a precise manner)

 Yes, so the answer is {"sense_index": 1}.

provider: StreamLake


attempt_kind: initial

status: success

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

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

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

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

finish_reason: stop

role: assistant

reasoning_content:
 The user wants me to perform Word Sense Disambiguation (WSD) on the word "just" in the given context.

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

The phrase "just as important" is being used here. This means "equally important" or "precisely/similarly important."

Let me look at the candidate senses:

1. just%4:02:00:: - "and nothing more" - synonyms: merely, simply, only, but
   - Examples: "I was merely asking; it is simply a matter of time"
   - This doesn't fit because "just as important" doesn't mean "merely as important" or "only as important" in this context.

2. just%4:02:05:: - "indicating exactness or preciseness" - synonyms: precisely, exactly
   - Examples: "he was doing precisely (or exactly) what she had told him to do; it was just as he said--the jewel was gone"
   - This seems promising. "Just as important" = "equally important" or "precisely as important." The phrase "just as" is often used to mean "exactly as" or "equally."

3. just%4:02:01:: - "only a moment ago" - synonyms: just now
   - Examples: "he has just arrived"
   - This is temporal, doesn't fit here.

4. just%4:02:03:: - "absolutely" - synonyms: simply
   - Examples: "I just can't take it anymore"
   - This is an intensifier, doesn't fit with "as important."

5. just%4:02:04:: - "only a very short time before" - synonyms: barely, hardly
   - Examples: "they could barely hear"
   - Temporal or degree, doesn't fit.

6. just%4:02:06:: - "exactly at this moment"
   - Examples: "we've just finished"
   - Temporal, doesn't fit.

The phrase "just as important" is a comparative structure meaning "equally important" or "precisely as important." This aligns with sense 2, which indicates exactness or preciseness ("indicating exactness or preciseness", synonyms: precisely, exactly).

In the phrase "just as X", "just" often means "exactly" or "precisely." For example, "just as he said" means "exactly as he said." Similarly, "just as important" means "exactly/equally as important."

Sense 2 has the example: "it was just as he said--the jewel was gone" which parallels the structure "just as important."

Therefore, the correct sense is sense_key=just%4:02:05::, which is index 2.

Wait, let me double-check the indexing. The user lists:
1. sense_key=just%4:02:00::
2. sense_key=just%4:02:05::
3. sense_key=just%4:02:01::
4. sense_key=just%4:02:03::
5. sense_key=just%4:02:04::
6. sense_key=just%4:02:06::

So sense 2 is just%4:02:05::.

Actually, looking carefully at the context: "and, just as important, what not to do."

This is saying that knowing what not to do is equally important to knowing what to do.

"Just as important" = "equally important" = "exactly as important."

This is definitely sense 2: indicating exactness or preciseness.

The example given for sense 2 includes: "it was just as he said" which uses "just as" in a similar comparative way.

So the answer should be {"sense_index": 2}.

format: unknown

native_finish_reason: stop

provider: DigitalOcean

currency: USD


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

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

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

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

reasoning_content:
 The user wants me to perform Word Sense Disambiguation for the word "important" in the given context.

 Let me analyze the context:
 - The sentence is: "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."
 - The phrase "just as important" is being used to emphasize that knowing what not to do is of equal significance/value as knowing what to do.
 - The context is about education policy, discussing what actions are significant or valuable for improving education.

 Now let's look at the candidate senses:

 1. sense_key=important%3:00:00:: | definition=of great significance or value | synonyms=of import | examples=important people; the important questions of the day
    - This seems to fit well. The phrase "just as important" means "of equal significance or value."

 2. sense_key=important%3:00:04:: | definition=important in effect or meaning | synonyms=significant | examples=a significant change in tax laws; a significant change in the Constitution
    - This focuses on "effect or meaning" - like a significant change. While related, the context here is more about value/significance rather than effect/meaning specifically.

 3. sense_key=important%3:00:02:: | definition=of extreme importance; vital to the resolution of a crisis | synonyms=crucial | examples=a crucial moment in his career; a crucial election
    - This is stronger - "crucial" or "vital to the resolution of a crisis." The context doesn't suggest a crisis or extreme urgency, just that something is significant/valuable to know.

 4. sense_key=important%5:00:00:influential:00 | definition=having authority or ascendancy or influence | synonyms=authoritative | examples=an important official; the captain's authoritative manner
    - This refers to people having authority. The target is describing "what not to do" (an action/concept), not a person with authority.

 5. sense_key=important%5:00:00:immodest:02 | definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air; took long important strides in the direction of his office
    - This is about demeanor/attitude (being self-important). Not relevant here.

 The best fit is sense 1: "of great significance or value". The phrase "just as important" is comparing the significance/value of knowing what to do versus knowing what not to do. Both are of great significance or value for being serious about American education.

 Sense 2 (significant) is close, but sense 1 is the broader, more general sense of "important" meaning "of great significance or value" which fits the comparative structure "just as important" better. The examples for sense 1 include "the important questions of the day" which aligns with the idea of important matters/decisions in education.

 Actually, looking more carefully at WordNet structure:
 - Sense 1 (important%3:00:00::) is usually the first/baseline sense: "of great significance or value"
 - Sense 2 (important%3:00:04::) is "important in effect or meaning" (significant)
 - Sense 3 (important%3:00:02::) is "of extreme importance; vital to the resolution of a crisis" (crucial)

 In the phrase "just as important", we're saying that knowing what not to do is equally significant/valuable as knowing what to do. This aligns with sense 1.

 However, I should check if there's any nuance I'm missing. The context is about educational policy decisions. Is this about "effect or meaning" (sense 2)? Or "great significance" (sense 1)?

 "Just as important" is an extremely common phrase used to equate the value/significance of two things. This maps most directly to sense 1.

 Wait, let me double-check the WordNet sense ordering. In WordNet 3.0/3.1:
 - important, of import (adj) - of great significance or value
 - significant (adj) - important in effect or meaning
 - crucial (adj) - of extreme importance; vital to the resolution of a crisis

 The phrase "just as important" is using "important" in its general sense of "significant" or "of value" - which is sense 1.

 Therefore, the answer should be sense_index: 1.

 Wait, I need to be careful about the indexing. The user lists:
 1. sense_key=important%3:00:00::
 2. sense_key=important%3:00:04::
 3. sense_key=important%3:00:02::
 4. sense_key=important%5:00:00:influential:00
 5. sense_key=important%5:00:00:immodest:02

 So sense_index 1 corresponds to important%3:00:00::.

 Yes, that's the one I want.

 Final check: Is there any reason to prefer sense 2 (significant - important in effect or meaning)? The context is about knowing what to do and what not to do. Is this about "effect or meaning"? Not particularly more than it's about general significance. The phrase "just as important" is a standard comparative construction using the primary sense of the word.

 Therefore: {"sense_index": 1}

provider: Chutes


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

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

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

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation (WSD) on the word "schools" in the given context.

 Let me analyze the context:
 - The text discusses American education, teachers' unions, salary differentials, educational differentials, educational reform
 - The specific 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."
 - It contrasts with "unsuccessful schools"
 - The context is about educational institutions where teaching/learning happens

 Now let's look at the candidate senses:

 1. sense_key=school%1:14:00:: | definition=an educational institution | examples=the school was founded in 1900
    - This refers to the institution itself, the organization. In the context, "successful schools" likely refers to educational institutions that are performing well.

 2. sense_key=school%1:06:00:: | definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning
    - This refers to the physical building. While possible, the context talks about "sending us the same message" and being "successful" which suggests the institution rather than just the building. Also mentions "unsuccessful schools" which is more about the institution's performance than the building.

 3. sense_key=school%1:09:00:: | definition=the process of being formally educated at a school | synonyms=schooling | examples=what will you do when you finish school?
    - This refers to the process/education itself. But the text says "schools scattered throughout this nation" - physical locations or institutions distributed geographically, not the abstract process.

 4. sense_key=school%1:14:02:: | definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
    - This is about artistic/intellectual movements. Not relevant here.

 5. sense_key=school%1:28:00:: | definition=the period of instruction in a school; the time period when school is in session | synonyms=schooltime, school day | examples=stay after school; he didn't miss a single day of school
    - This refers to the time period. "Schools scattered throughout the nation" doesn't make sense for time periods.

 6. sense_key=school%1:14:03:: | definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game
    - This refers to the people (faculty and students) collectively. While possible, the context emphasizes "successful" in terms of educational outcomes, and contrasts with "unsuccessful schools" in the context of reform efforts. Also, "scattered throughout this nation" suggests geographic distribution of institutions.

 7. sense_key=school%1:14:01:: | definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by
    - Obviously not relevant.

 Now between sense 1 and sense 6:
 - Sense 1: "an educational institution" - the organization/establishment itself
 - Sense 6: "an educational institution's faculty and students" - the people

 The context mentions "successful schools" and "unsuccessful schools" in the context of educational reform, salary differentials, and educational outcomes. This strongly suggests the institution as a whole (sense 1) rather than just the people (sense 6).

 Also, "scattered throughout this nation" suggests physical locations or establishments distributed geographically, which fits sense 1 (institutions) or sense 2 (buildings).

 Between sense 1 and sense 2:
 - Sense 2 emphasizes the building ("schoolhouse")
 - Sense 1 emphasizes the institution

 The text discusses educational performance, reform, and outcomes - these are properties of institutions, not just buildings. While buildings can be "scattered," the success/failure language strongly points to the institutional sense.

 Also, looking at the examples:
 - Sense 1: "the school was founded in 1900" - treats it as an organization
 - Sense 2: "the school was built in 1932" - treats it as a structure

 The context is about education policy and performance, so sense 1 is best.

 Wait, let me double-check sense 6. The example "the school keeps parents informed" treats "school" as the collective of people (faculty/admin). But in "successful schools scattered throughout this nation," it seems to refer to the institutions as entities.

 Actually, looking carefully at WordNet:
 - school%1:14:00:: is "an educational institution"
 - school%1:14:03:: is "an educational institution's faculty and students"

 In common usage, when we say "there are many successful schools in the nation," we mean there are many successful educational institutions (sense 1), not that there are many successful groups of faculty and students (sense 6), though technically the latter could work. But sense 1 is the primary sense for this usage.

 Also, the mention of "unsuccessful schools" and "educational reform" clearly targets the institutional level.

 Therefore, the best sense is index 1.

 Wait, I need to check the indexing. The user lists:
 1. sense_key=school%1:14:00::
 2. sense_key=school%1:06:00::
 3. sense_key=school%1:09:00::
 4. sense_key=school%1:14:02::
 5. sense_key=school%1:28:00::
 6. sense_key=school%1:14:03::
 7. sense_key=school%1:14:01::

 So index 1 corresponds to school%1:14:00:: (educational institution).

 Yes, that's the correct choice.

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

provider: DeepInfra


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

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

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

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "scattered" in the given context.

 Let me analyze the context:
 "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."

 The word "scattered" here describes successful schools being distributed throughout the nation. The phrase "throughout this nation" suggests a spatial distribution over a wide area.

 Now let's look at the candidate senses:

 1. sense_key=scattered%5:00:00:distributed:00 | definition=occurring or distributed over widely spaced and irregular intervals in time or space | examples=scattered showers; scattered villages

 This sense refers to things being distributed over space or time, often irregularly spaced. The example "scattered villages" is very similar to the usage here - schools being scattered throughout the nation.

 2. sense_key=scattered%5:00:00:incoherent:00 | definition=lacking orderly continuity | synonyms=confused, disconnected, disjointed, disordered, garbled, illogical | examples=a confused set of instructions; a confused dream about the end of the world

 This sense refers to things being confused, disconnected, or lacking coherence - typically used for thoughts, speech, or logical sequences, not physical objects distributed in space.

 In the context, "scattered" clearly refers to the physical distribution of schools across the nation - they are spread out, distributed over widely spaced intervals geographically. This matches sense 1 perfectly.

 The context is talking about schools being located in various places throughout the nation (including poorest ghettos), which is a spatial distribution concept, not a coherence/continuity concept.

 Therefore, the correct sense is index 1.

 Wait, I need to check the format. The user wants a JSON object like {"sense_index": 3}. So I should return {"sense_index": 1}.

 Let me double-check:
 - Sense 1: distributed over space/time (scattered villages - physical locations)
 - Sense 2: incoherent, confused (mental/logical states)

 The sentence: "successful schools scattered throughout this nation" - clearly spatial distribution.

 Yes, sense 1 is correct.


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

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

Candidate senses:
1. sense_key=poor%5:00:00:unfortunate:00 | definition=deserving or inciting pity; ; ; - Galsworthy | synonyms=hapless, miserable, misfortunate, pathetic, piteous, pitiable | examples=a hapless victim; miserable victims of war
2. sense_key=poor%3:00:00:: | definition=having little money or few possessions | examples=deplored the gap between rich and poor countries; the proverbial poor artist living in a garret
3. sense_key=poor%3:00:03:: | definition=characterized by or indicating poverty | examples=the country had a poor economy; they lived in the poor section of town
4. sense_key=poor%3:00:02:: | definition=lacking in specific resources, qualities or substances | examples=a poor land; the area was poor in timber and coal
5. sense_key=poor%5:00:00:insufficient:00 | definition=not sufficient to meet a need | synonyms=inadequate, short | examples=an inadequate income; a poor salary
6. sense_key=poor%5:00:00:bad:00 | definition=unsatisfactory | examples=a poor light for reading; poor morale

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "poorest" (superlative form of "poor") in the given context.

 Let me analyze the context:
 - The sentence is: "There are many successful schools scattered throughout this nation, some of them in the <t>poorest</t> of ghettos..."
 - "Ghettos" here refers to impoverished urban areas
 - The context is about education, schools, and economic conditions
 - The phrase "poorest of ghettos" suggests areas with the least amount of money/resources

 Now let's look at the candidate senses:

 1. sense_key=poor%5:00:00:unfortunate:00 - "deserving or inciting pity" - synonyms include hapless, miserable, pathetic. This is about being pitiable or unfortunate in a general sense, not specifically about money.

 2. sense_key=poor%3:00:00:: - "having little money or few possessions" - examples mention "rich and poor countries", "poor artist living in a garret". This is about economic poverty/lack of money.

 3. sense_key=poor%3:00:03:: - "characterized by or indicating poverty" - examples: "poor economy", "poor section of town". This is about things that indicate or are characterized by poverty (areas, economies).

 4. sense_key=poor%3:00:02:: - "lacking in specific resources, qualities or substances" - examples: "poor land", "poor in timber and coal". This is about lacking specific resources.

 5. sense_key=poor%5:00:00:insufficient:00 - "not sufficient to meet a need" - synonyms: inadequate, short. This is about insufficiency.

 6. sense_key=poor%5:00:00:bad:00 - "unsatisfactory" - examples: "poor light", "poor morale". This is about quality being bad.

 Now, "poorest of ghettos":
 - Ghettos are typically economically disadvantaged areas
 - "Poorest" here refers to having the least money/economic resources
 - This could be sense 2 (having little money) or sense 3 (characterized by poverty)

 Let me look more carefully at the distinction between sense 2 and 3:
 - Sense 2: "having little money or few possessions" - applies to people or entities that possess things
 - Sense 3: "characterized by or indicating poverty" - applies to things that show signs of poverty (like sections of town, economies)

 "Ghettos" are areas/neighborhoods. When we say "poorest ghettos", we mean ghettos that are characterized by the most severe poverty, or ghettos where the inhabitants have the least money.

 Looking at the examples:
 - Sense 2: "rich and poor countries", "poor artist" - these are entities that possess money
 - Sense 3: "poor economy", "poor section of town" - these are characterized by poverty

 A "ghetto" is a section of town/neighborhood. So "poorest of ghettos" aligns with "poor section of town" in sense 3.

 However, sense 2 could also apply because ghettos contain people who have little money.

 But looking at the specific wording: "poorest of ghettos" - this is describing the area itself as being characterized by extreme poverty. Sense 3 seems most appropriate because it's about the area being characterized by poverty.

 Wait, let me reconsider. The phrase is "poorest of ghettos". Ghettos are by definition impoverished areas. The superlative "poorest" here emphasizes the degree of economic deprivation.

 Actually, looking at WordNet structure:
 - Sense 3:00:00 is the primary sense (having little money)
 - Sense 3:00:03 is "characterized by or indicating poverty"

 In the context "poorest of ghettos", we're talking about ghettos (areas) that exhibit the most poverty. This matches sense 3: "characterized by or indicating poverty" with the example "poor section of town".

 But wait, sense 2 also applies to countries (which are places), so why wouldn't it apply to ghettos?

 Let me look at the distinction again. Sense 2 is about the entity itself having little money. A ghetto doesn't "have" money in the same way a person or country does - rather, it is characterized by the poverty of its inhabitants.

 Actually, looking at the examples for sense 2: "rich and poor countries" - countries can be described as rich or poor economically.
 For sense 3: "poor economy", "poor section of town" - these are characterized by poverty.

 A ghetto is a section of town. So "poorest ghettos" = "poorest sections of town". This aligns perfectly with sense 3.

 However, I should also consider if sense 2 could work. "Poor countries" is in sense 2. Is a ghetto more like a country or a section of town? It's more like a section of town.

 Also, looking at the broader context: the passage discusses "salary differentials", "educational differentials", "rich and poor" (implied contrast). It's about economic conditions.

 But the specific phrase "poorest of ghettos" is describing the areas as being characterized by extreme poverty.

 Let me check if there's any other interpretation. Could it be sense 1 (pitiable)? Unlikely in this factual context about education reform.

 Sense 4 (lacking specific resources)? No, it's about general poverty, not specific lack of timber or coal.

 Sense 5 (insufficient)? No.

 Sense 6 (bad quality)? While ghettos might be considered "bad" areas, the specific contrast in the text is about economic conditions (salary differentials mentioned earlier), so it's about economic poverty.

 So it's between sense 2 and sense 3.

 Sense 2: poor%3:00:00:: - having little money or few possessions
 Sense 3: poor%3:00:03:: - characterized by or indicating poverty

 The key difference is that sense 3 is used for things that indicate poverty (like a section of town), while sense 2 is for things that possess little money.

 Since a ghetto is a place/area characterized by poverty, and the example for sense 3 explicitly mentions "poor section of town", sense 3 is the best fit.

 Wait, I need to check the WordNet sense keys format. The user provided:
 2. sense_key=poor%3:00:00::
 3. sense_key=poor%3:00:03::

 So sense index 3 corresponds to poor%3:00:03::.

 Actually, looking at the candidate list:
 1. sense_key=poor%5:00:00:unfortunate:00
 2. sense_key=poor%3:00:00::
 3. sense_key=poor%3:00:03::
 4. sense_key=poor%3:00:02::
 5. sense_key=poor%5:00:00:insufficient:00
 6. sense_key=poor%5:00:00:bad:00

 So index 3 is the one with definition "characterized by or indicating poverty".

 But I want to double-check: could "poorest" here refer to the people in the ghettos (having little money)? The phrase is "poorest of ghettos", which grammatically modifies the ghettos themselves, not the people directly, though it implies the economic status of the residents.

 However, in "poor section of town" (example for sense 3), it's the same idea - the section is characterized by poverty.

 Also, if it were sense 2, we might expect "poorest people in ghettos" or similar. But it says "poorest of ghettos", making the ghettos themselves the referent of the superlative.

 Therefore, sense 3 (index 3) is correct.

 Wait, I should verify if there's any chance it's sense 2. "Poor countries" is sense 2. A country is a geographic/political entity. A ghetto is also a geographic area. Why is "poor section of town" sense 3 but "poor countries" sense 2?

 Looking at WordNet:
 - Sense 2 (3:00:00) is the adjective "poor" meaning having little money.
 - Sense 3 (3:00:03) is "poor" meaning characterized by poverty.

 The distinction might be:
 - Sense 2: applies to possessors (people, countries, persons, artists)
 - Sense 3: applies to locations/areas that exhibit poverty (sections of town, economies)

 Actually, looking at the examples again:
 Sense 2: "deplored the gap between rich and poor countries; the proverbial poor artist living in a garret"
 Sense 3: "the country had a poor economy; they lived in the poor section of town"

 So "poor countries" is sense 2, but "poor economy" and "poor section of town" are sense 3.

 This suggests that when describing a nation/country as poor, it's sense 2 (the nation has little money), but when describing a section of a town or an economy as poor, it's sense 3 (characterized by poverty).

 A ghetto is a section of a town/city. Therefore, it should be sense 3.

 Also, the context mentions "poorest of ghettos" which parallels "poor section of town" in the examples.

 Therefore, the answer should be sense_index: 3.

 But let me reconsider one more time. Could it be sense 2 because ghettos contain poor people? The text says "some of them in the poorest of ghettos" - referring to schools located in these areas. The schools are in the ghettos. The ghettos are characterized by poverty.

 Yes, sense 3 is definitely the right choice.

 Final check: The user wants a JSON object like {"sense_index": 3}.

 So my answer is: {"sense_index": 3}


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

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

Candidate senses:
1. sense_key=same%3:00:02:: | definition=same in identity | examples=the same man I saw yesterday; never wore the same dress twice
2. sense_key=same%3:00:00:: | definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls; two girls of the same age
3. sense_key=same%3:00:04:: | definition=equal in amount or value | synonyms=like | examples=like amounts; equivalent amounts
4. sense_key=same%5:00:00:unchanged:00 | definition=unchanged in character or nature | examples=the village stayed the same; his attitude is the same as ever

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation on the word "same" in the given context.

Let me analyze the context:
- The text discusses successful schools scattered throughout the nation
- These schools are "sending us the same message"
- This means they are sending a message that is identical or very similar in content/nature

Now let's look at the candidate senses:

1. sense_key=same%3:00:02:: | definition=same in identity | examples=the same man I saw yesterday; never wore the same dress twice
   - This refers to numerical identity (the exact same entity). Here we're talking about multiple schools sending messages - it's not that they are sending one identical message (like the same physical object), but rather messages that are identical or similar in content.

2. sense_key=same%3:00:00:: | definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls; two girls of the same age
   - This refers to qualitative similarity. The schools are sending messages that are similar or comparable in content. This seems to fit - the messages from different schools are similar/identical in nature.

3. sense_key=same%3:00:04:: | definition=equal in amount or value | synonyms=like | examples=like amounts; equivalent amounts
   - This refers to equality in amount/value. Doesn't fit here - we're not talking about amounts.

4. sense_key=same%5:00:00:unchanged:00 | definition=unchanged in character or nature | examples=the village stayed the same; his attitude is the same as ever
   - This refers to something remaining unchanged over time. The context isn't about something staying unchanged over time, but rather multiple entities having the same characteristic/message.

Between sense 1 and sense 2:
- Sense 1 (same in identity) would imply they are literally the same message (numerical identity).
- Sense 2 (closely similar or comparable) allows for different schools sending messages that are qualitatively the same/similar.

In the phrase "sending us the same message" when referring to multiple schools, we mean they are conveying similar or identical ideas/content, not that they are sending one single physical message (which would be sense 1).

Actually, looking more carefully at WordNet:
- Sense 1 (same%3:00:02::) is "same in identity" - used for "the same man"
- Sense 2 (same%3:00:00::) is the first sense, usually the most general similarity sense

Wait, looking at the sense keys:
- same%3:00:02:: - this is likely sense 2 in WordNet (same in identity)
- same%3:00:00:: - this is likely sense 1 in WordNet (closely similar...)

Actually, WordNet sense keys encode the sense number after the lexicographer file number. So:
- same%3:00:02:: means adjective (3), file 00, sense 02
- same%3:00:00:: means adjective (3), file 00, sense 00

But in WordNet, sense 00 usually indicates the first sense. Let me think about the actual WordNet senses for "same":

In WordNet 3.0/3.1, "same" has these main senses:
1. same in identity (e.g., "the same man")
2. closely similar or comparable (e.g., "the same color")
3. equal in amount or value
4. unchanged in character or nature

The sense keys provided suggest:
- same%3:00:02:: = sense 2 (same in identity)
- same%3:00:00:: = sense 0/1? Actually, looking at the format, the last number before :: is the lex_id.

Actually, looking at WordNet format: lemma%lex_filenum:lex_id:head_word:head_id
Wait, the format is: lemma%ss_type:lex_filenum:lex_id:head_word:head_id

So:
- same%3:00:02:: = ss_type 3 (adjective satellite?), lex_filenum 00, lex_id 02
- same%3:00:00:: = ss_type 3, lex_filenum 00, lex_id 00

But "same" is an adjective (ss_type 3 is adjective, but actually in WordNet:
1 = noun
2 = verb
3 = adjective
4 = adverb
5 = adjective satellite

Wait, checking WordNet documentation:
- 1 = NOUN
- 2 = VERB
- 3 = ADJECTIVE
- 4 = ADVERB
- 5 = ADJECTIVE SATELLITE

So same%3:00:02:: is adjective, file 00 (adj.all), sense 02.
same%3:00:00:: is adjective, file 00, sense 00.

In WordNet, "same" as an adjective:
- Sense 1: closely similar or comparable in kind or quality or quantity or degree (e.g., "curtains the same color")
- Sense 2: same in identity (e.g., "the same man")
- Sense 3: equal in amount or value
- Sense 4: unchanged in character or nature

But the lex_ids might be different. Actually, looking at the examples:
- sense_key=same%3:00:02:: has example "the same man I saw yesterday" -> this is the "same in identity" sense
- sense_key=same%3:00:00:: has example "curtains the same color as the walls" -> this is the "similar/comparable" sense

So:
- Index 1 in the list (same%3:00:02::) corresponds to "same in identity"
- Index 2 in the list (same%3:00:00::) corresponds to "closely similar or comparable"

In the context "they are all sending us the same message":
- This means the messages from different schools are similar/identical in content
- It's not that they are sending numerically the same identical message (like passing around one piece of paper)
- Rather, they are conveying the same type of message, the same content

This fits sense 2 (closely similar or comparable) better than sense 1 (same in identity).

Actually, "same message" can be ambiguous. If I say "we all got the same message", it could mean:
1. We all received identical messages (numerically distinct but qualitatively identical)
2. We all received the same single message (numerically identical)

But in the context of schools "sending" messages, and "they are all sending us the same message", it means each school is sending a message, and these messages are alike/similar/identical in content.

This is definitely the "closely similar or comparable" sense (sense 2 in the candidate list).

Wait, let me double-check the candidate list numbering:
1. sense_key=same%3:00:02:: | definition=same in identity
2. sense_key=same%3:00:00:: | definition=closely similar or comparable...
3. sense_key=same%3:00:04:: | definition=equal in amount or value
4. sense_key=same%5:00:00:unchanged:00 | definition=unchanged in character or nature

So the answer should be sense_index: 2.

But let me reconsider. Could it be sense 1? "Same in identity"?
If multiple schools are sending "the same message", could it mean they are sending one identical message in the sense of having the same identity?

In English, when we say "they are sending the same message", we typically mean the content is identical or similar. This is different from "they are sending the same letter" which could imply one physical letter being passed around.

For abstract things like "message", "idea", "story", "same" usually means qualitatively identical (sense 2) rather than numerically identical (sense 1).

Examples:
- "We have the same idea" = our ideas are similar/identical (sense 2)
- "We read the same book" = could be sense 1 (one copy) or sense 2 (same title), but usually sense 2 for books unless specified

Given the context about educational reform and schools sending messages about what works, it's clear that different successful schools are conveying similar/identical lessons or conclusions. This is the "closely similar or comparable" sense.

Therefore, the answer is sense_index: 2.

provider: ModelRun


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

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

Candidate senses:
1. sense_key=majority%1:07:00:: | definition=the property resulting from being or relating to the greater in number of two parts; the main part | synonyms=bulk | examples=the majority of his customers prefer it; the bulk of the work is finished
2. sense_key=majority%1:23:00:: | definition=(elections) more than half of the votes | synonyms=absolute majority
3. sense_key=majority%1:28:00:: | definition=the age at which persons are considered competent to manage their own affairs | synonyms=legal age

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "majority" in the given context.

Let me analyze the context:
- The sentence mentions: "Conversely, there are the <t>majority</t> of unsuccessful schools..."
- This is contrasting with "many successful schools scattered throughout this nation"
- So it's saying that most schools are unsuccessful (the majority), while some are successful
- The phrase "the majority of unsuccessful schools" indicates the greater part or main part of schools

Now let's look at the candidate senses:

1. sense_key=majority%1:07:00:: | definition=the property resulting from being or relating to the greater in number of two parts; the main part | synonyms=bulk | examples="the majority of his customers prefer it; the bulk of the work is finished"

2. sense_key=majority%1:23:00:: | definition=(elections) more than half of the votes | synonyms=absolute majority

3. sense_key=majority%1:28:00:: | definition=the age at which persons are considered competent to manage their own affairs | synonyms=legal age

Analysis:
- Sense 2 is about elections and voting - not relevant here.
- Sense 3 is about legal age - not relevant here.
- Sense 1 is about the greater in number, the main part, bulk. The example "the majority of his customers prefer it" matches the usage pattern in the text: "the majority of unsuccessful schools".

The context is talking about schools - the majority of them are unsuccessful. This clearly fits sense 1, which refers to the greater number or main part of something.

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

provider: Moonshot AI


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

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

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

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation (WSD) on the word "schools" in the given context.

 Let me analyze the context:
 - The text discusses American education, educational reform, salary differentials, and educational differentials.
 - It mentions "successful schools scattered throughout this nation" and "unsuccessful schools"
 - It talks about them being in "the poorest of ghettos"
 - It mentions "educational reform" and efforts being "doomed beforehand"
 - The contrast is between successful and unsuccessful educational institutions

 Now let's look at the candidate senses:

 1. sense_key=school%1:14:00:: | definition=an educational institution | examples=the school was founded in 1900
    - This refers to the institution itself, the organization.

 2. sense_key=school%1:06:00:: | definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning
    - This refers to the physical building.

 3. sense_key=school%1:09:00:: | definition=the process of being formally educated at a school | synonyms=schooling | examples=what will you do when you finish school?
    - This refers to the process/education itself.

 4. sense_key=school%1:14:02:: | definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
    - This is about artistic movements (school of thought/painting).

 5. sense_key=school%1:28:00:: | definition=the period of instruction in a school; the time period when school is in session | synonyms=schooltime, school day | examples=stay after school; he didn't miss a single day of school
    - This refers to the time/session.

 6. sense_key=school%1:14:03:: | definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game
    - This refers to the people (faculty and students) collectively.

 7. sense_key=school%1:14:01:: | definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by
    - This is the fish meaning.

 Analysis of the context:
 The text mentions "successful schools" and "unsuccessful schools" in the context of education reform, salary differentials, and educational outcomes. It mentions them being "scattered throughout this nation" and some being in "the poorest of ghettos."

 The key is determining whether this refers to:
 - The physical buildings (sense 2)
 - The institutions/organizations (sense 1)
 - The faculty and students (sense 6)

 The text talks about "educational reform" and "efforts at educational reform" being doomed. It contrasts successful vs unsuccessful schools. In educational policy contexts, "schools" usually refers to the institutions/organizations as entities that can be successful or unsuccessful in terms of educational outcomes.

 However, let's look more carefully:
 - "There are many successful schools scattered throughout this nation" - this could be institutions or buildings, but "scattered throughout the nation" suggests geographic distribution of institutions.
 - "some of them in the poorest of ghettos" - this suggests physical locations, but institutions can be located in ghettos too.
 - "they are all sending us the same message" - this is metaphorical, institutions can "send messages" through their results/performance.
 - "unsuccessful schools" - this refers to the performance of the educational institutions.

 Sense 1 (educational institution) vs Sense 2 (building):
 - Sense 2 emphasizes the physical structure ("building where young people receive education", "schoolhouse", "built in 1932")
 - Sense 1 is broader: "an educational institution"

 In the context of educational reform and discussing successful vs unsuccessful schools in terms of educational outcomes, the relevant sense is the institution (sense 1), not the physical building. You don't typically call a building "unsuccessful" - you call the institution unsuccessful based on educational outcomes.

 However, sense 6 is "an educational institution's faculty and students" - the people. Could it be this? "The whole school turned out for the game" - this refers to the people. But "unsuccessful schools" in terms of educational reform usually refers to the institution's performance, not specifically the faculty and students as a group.

 Let me reconsider the distinction between sense 1 and sense 6:
 - Sense 1: the institution/organization itself
 - Sense 6: the faculty and students collectively

 In the sentence "There are many successful schools", this is most naturally interpreted as "many successful educational institutions" (sense 1). When talking about educational reform and what works in education, we refer to schools as institutions.

 Also, looking at the examples:
 - Sense 1: "the school was founded in 1900" - treats it as an organization/institution
 - Sense 6: "the school keeps parents informed; the whole school turned out for the game" - treats it as the people

 The context here is about educational outcomes and reform - this aligns with institutions (sense 1).

 Wait, let me double-check if it could be sense 2 (building). The phrase "scattered throughout this nation" and "in the poorest of ghettos" might suggest physical locations. But "successful" and "unsuccessful" applied to schools in an educational context almost always refers to the institutional performance (test scores, graduation rates, etc.), not the physical building.

 Also, the contrast with "educational reform" and "educational differentials" points to sense 1 (institution).

 Therefore, the best sense is sense 1: "an educational institution".

 But wait, I need to check the sense indices. The user lists them as:
 1. sense_key=school%1:14:00::
 2. sense_key=school%1:06:00::
 3. sense_key=school%1:09:00::
 4. sense_key=school%1:14:02::
 5. sense_key=school%1:28:00::
 6. sense_key=school%1:14:03::
 7. sense_key=school%1:14:01::

 So sense_index should be 1.

 Actually, looking at the WordNet sense keys:
 - school%1:14:00:: is the first sense (educational institution)
 - school%1:06:00:: is the second sense (building)
 - etc.

 The user wants me to return {"sense_index": N} where N is the number of the candidate in the list (1-indexed).

 So if I choose sense 1 (educational institution), I return {"sense_index": 1}.

 Let me verify once more:
 Context: "successful schools" vs "unsuccessful schools" in the context of education policy, reform, and outcomes.
 - Not fish (eliminates 7)
 - Not artistic movement (eliminates 4)
 - Not time period (eliminates 5)
 - Not process of education (eliminates 3)
 - Not just faculty and students (eliminates 6 - though this is close, the context emphasizes the institutional success/failure in education, not just the people gathering)
 - Not building (eliminates 2 - "unsuccessful building" doesn't make sense in this context, plus the focus is on educational outcomes)

 So it's between 1 and 6.
 Sense 1: "an educational institution" - examples: "the school was founded in 1900"
 Sense 6: "an educational institution's faculty and students" - examples: "the school keeps parents informed; the whole school turned out for the game"

 The text says "they are all sending us the same message" - this could work for both, but institutions can send messages through their performance data.
 "unsuccessful schools" - institutions can be unsuccessful (failing to educate), while "faculty and students" as a collective being "unsuccessful" is less common phrasing in policy contexts.

 Also, "scattered throughout this nation" fits institutions better than "faculty and students" (which would be an odd way to say there are many groups of faculty/students scattered around).

 Therefore, sense 1 is the best choice.

 Final check: The user said "Do not answer with a WordNet sense key" and "Return only a JSON object exactly like {"sense_index": 3}."

 So I will return: {"sense_index": 1}


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

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

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

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation on the word "know" in the given context.

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

 The sentence is saying that "we know which efforts at educational reform are doomed beforehand." This means we are aware of or have information about which efforts are doomed.

 Let me look at the candidate senses:

 1. sense_key=know%2:31:01:: | definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game!

 2. sense_key=know%2:31:03:: | definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?

 3. sense_key=know%2:31:02:: | definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun

 4. sense_key=know%2:31:00:: | definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?

 5. sense_key=know%2:31:04:: | definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?

 6. sense_key=know%2:31:06:: | definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods

 7. sense_key=know%2:31:15:: | definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs

 8. sense_key=know%2:35:00:: | definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve

 9. sense_key=know%2:31:11:: | definition=know the nature or character of | examples=we all knew her as a big show-off

 10. sense_key=know%2:31:12:: | definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong

 11. sense_key=know%2:31:14:: | definition=perceive as familiar | examples=I know this voice!

 Now, looking at the specific usage: "we know which efforts at educational reform are doomed beforehand."

 This is about being aware of a fact or having information about something. It's not about:
 - Knowing how to do something (sense 2)
 - Being familiar with a person (sense 4)
 - Experiencing something (sense 5)
 - Acknowledging authority (sense 6)
 - Having fixed in mind (like knowing a language) (sense 7)
 - Sexual intercourse (sense 8)
 - Knowing the nature/character of someone (sense 9)
 - Distinguishing right from wrong (sense 10)
 - Perceiving as familiar (sense 11)

 It's between sense 1 and sense 3.

 Sense 1: "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; I want to know who is winning the game!"

 Sense 3: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt"
 Examples: "I know that I left the key on the table; Galileo knew that the earth moves around the sun"

 The context here is about knowing which efforts are doomed - this is having information or being aware of a fact. It's not necessarily about being aware of the "truth" of something with certainty beyond doubt (though there's overlap).

 Actually, looking more carefully:
 "we know exactly what to do" (earlier in the text)
 "we know which efforts at educational reform are doomed beforehand"
 "We really do know all we need to know"

 These all seem to be about possessing knowledge or information about something.

 Sense 1 seems to fit best: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about"

 However, sense 3 is also close: "be aware of the truth of something..."

 But sense 1 is more general about possessing knowledge/information, while sense 3 emphasizes "truth" and "beyond any doubt."

 The context is about knowing facts/information regarding educational reform efforts. This aligns well with sense 1.

 Wait, let me check the WordNet sense keys to see the standard numbering. The user has provided the sense keys with indices.

 Sense 1: know%2:31:01::
 Sense 2: know%2:31:03::
 Sense 3: know%2:31:02::
 Sense 4: know%2:31:00::
 Sense 5: know%2:31:04::
 Sense 6: know%2:31:06::
 Sense 7: know%2:31:15::
 Sense 8: know%2:35:00::
 Sense 9: know%2:31:11::
 Sense 10: know%2:31:12::
 Sense 11: know%2:31:14::

 The user wants the "sense_index" which appears to be the number in the list (1-11).

 So if I choose sense 1 (know%2:31:01::), I should return {"sense_index": 1}.

 But let me double-check the distinction between sense 1 and sense 3.

 Sense 1 examples: "I know that the President lied to the people; I want to know who is winning the game!"
 Sense 3 examples: "I know that I left the key on the table; Galileo knew that the earth moves around the sun"

 The difference seems to be that sense 3 is about knowing that something is true (propositional knowledge with emphasis on truth), while sense 1 is about being aware of facts or having information.

 In the sentence "we know which efforts at educational reform are doomed beforehand", this is about having information/being aware of which specific efforts are doomed. It's similar to "I want to know who is winning the game" - knowing which ones.

 Actually, looking at the pattern:
 - "we know exactly what to do"
 - "we know which efforts..."

 This is knowing facts/information.

 But wait, there's also the phrase "We really do know all we need to know" later.

 Let me reconsider sense 3. "be aware of the truth of something" - is the author saying we are aware of the truth that certain efforts are doomed? Or do we have the information?

 In WSD tasks, sense 1 (know%2:31:01) is often the generic "know that" sense, while sense 3 (know%2:31:02) is also "know that" but with emphasis on certainty/truth.

 Actually, looking at standard WordNet:
 - know, cognize, cognise (be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about) - this is usually sense 1
 - know (be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt) - this is sense 2 in WordNet but here it's listed as sense 3

 Wait, the user's list has:
 1. know%2:31:01::
 2. know%2:31:03::
 3. know%2:31:02::
 4. know%2:31:00::
 5. know%2:31:04::

 The numbers after the second colon are the lexicographer file numbers, and the last number is the sense number within that file.

 But the user has labeled them as candidate senses 1-11. So I should return the index from this list.

 Now, which one is best?

 The context: "we know which efforts at educational reform are doomed beforehand"

 This means we are aware of or have knowledge about which efforts are doomed. This matches sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about".

 Sense 3 would be more like "we know that these efforts are doomed" (emphasis on the truth of the proposition), but here it's "we know which efforts" - it's about identifying/selecting from a set based on knowledge.

 Actually, "know which" can be ambiguous. But looking at the examples for sense 1: "I want to know who is winning the game!" - this is similar to knowing which efforts...

 Also, the earlier sentence: "we know exactly what to do" - this is knowing what to do, having that information.

 I think sense 1 is the correct choice.

 But let me check if there's any other sense that could fit.

 Sense 10: "be able to distinguish, recognize as being different" - "know right from wrong", "know which efforts..." - could this be "distinguish which efforts"? Possibly, but the definition says "be able to distinguish, recognize as being different" and the example is "The child knows right from wrong". This is about discrimination between alternatives.

 In the context, "we know which efforts... are doomed" - this could potentially be sense 10, but it's more naturally read as "we are aware of which efforts" rather than "we can distinguish which efforts".

 Also, looking at the surrounding sentences:
 - "we know exactly what to do"
 - "we know which efforts..."
 - "We really do know all we need to know"

 These are all about having knowledge/information.

 Therefore, sense 1 is the best fit.

 Wait, I should verify the exact wording of sense 1 again: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about"

 And sense 3: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt"

 The key difference is that sense 3 emphasizes "truth" and "beyond any doubt", while sense 1 is more neutral about possessing information.

 In the text, the author is stating that we have the knowledge/information about which efforts are doomed. It's not emphasizing the truth or certainty aspect as much as the possession of knowledge.

 Also, the example for sense 1 includes "I want to know who is winning the game!" which is structurally similar to knowing which efforts are doomed.

 So I'll go with sense index 1.

 Actually, looking at the WordNet sense keys provided:
 1. know%2:31:01::
 3. know%2:31:02::

 In standard WordNet, know%2:31:01 is the first sense (usually the most frequent), and know%2:31:02 is the second sense.

 Sense 1 (know%2:31:01): be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about
 Sense 3 (know%2:31:02): be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt

 Actually, looking at the list order, the user has numbered them 1-11, so I should use those numbers.

 Final decision: sense_index 1.


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

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

Candidate senses:
1. sense_key=effort%1:04:00:: | definition=earnest and conscientious activity intended to do or accomplish something | synonyms=attempt, endeavor, endeavour, try | examples=made an effort to cover all the reading material; wished him luck in his endeavor
2. sense_key=effort%1:04:01:: | definition=use of physical or mental energy; hard work | synonyms=elbow grease, exertion, travail, sweat | examples=he got an A for effort; they managed only with great exertion
3. sense_key=effort%1:04:02:: | definition=a notable achievement | synonyms=feat, exploit | examples=he performed a great feat; the book was her finest effort
4. sense_key=effort%1:04:03:: | definition=a series of actions advancing a principle or tending toward a particular end | synonyms=campaign, cause, crusade, drive, movement | examples=he supported populist campaigns; they worked in the cause of world peace

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

reasoning_content:
 The user wants me to perform Word Sense Disambiguation on the word "efforts" in the given context.

Let me analyze the context:
- The passage discusses American education, successful vs unsuccessful schools, and educational reform.
- The specific sentence is: "Conversely, there are the majority of unsuccessful schools, and we know which <t>efforts</t> at educational reform are doomed beforehand."
- Here, "efforts" is referring to attempts or endeavors at educational reform.

Now let's look at the candidate senses:

1. sense_key=effort%1:04:00::
   - definition: earnest and conscientious activity intended to do or accomplish something
   - synonyms: attempt, endeavor, endeavour, try
   - examples: made an effort to cover all the reading material; wished him luck in his endeavor

2. sense_key=effort%1:04:01::
   - definition: use of physical or mental energy; hard work
   - synonyms: elbow grease, exertion, travail, sweat
   - examples: he got an A for effort; they managed only with great exertion

3. sense_key=effort%1:04:02::
   - definition: a notable achievement
   - synonyms: feat, exploit
   - examples: he performed a great feat; the book was her finest effort

4. sense_key=effort%1:04:03::
   - definition: a series of actions advancing a principle or tending toward a particular end
   - synonyms: campaign, cause, crusade, drive, movement
   - examples: he supported populist campaigns; they worked in the cause of world peace

Analyzing the context:
- "efforts at educational reform" - this refers to attempts/endeavors to reform education
- The text is talking about knowing which attempts at reform are doomed beforehand
- This fits sense 1 best: "earnest and conscientious activity intended to do or accomplish something" with synonyms like attempt, endeavor, try
- Sense 4 (campaign/cause) is possible but usually implies a more organized, sustained political or social movement. While educational reform could be a campaign, the phrasing "efforts at educational reform" suggests the attempts/endeavors to achieve reform, not necessarily the organized movement itself.
- Sense 2 focuses on the exertion/energy aspect, which is not the primary meaning here.
- Sense 3 refers to an achievement/feat, which doesn't fit because the text says these efforts are "doomed beforehand" (meaning they fail or are destined to fail), so they can't be notable achievements yet.

Between sense 1 and sense 4:
- Sense 1: attempt, endeavor to do something
- Sense 4: campaign, cause, movement (a series of actions advancing a principle)

"Efforts at educational reform" most naturally means "attempts at educational reform" or "endeavors to reform education" rather than "campaigns for educational reform." While educational reform can be a movement, the word "efforts" here is being used in the general sense of attempts or endeavors to accomplish something.

Also, looking at the examples for sense 1: "made an effort to cover all the reading material" - this shows the pattern "effort to do something" or "effort at something" meaning an attempt.

The phrase "doomed beforehand" suggests these are attempts that will fail, which aligns with sense 1 (attempts/endeavors).

Therefore, sense 1 is the best choice.

The index for sense 1 is 1 (effort%1:04:00::).

Wait, I need to check the format. The user wants:
{"sense_index": 1}

The senses are indexed 1, 2, 3, 4 as listed. So I should return index 1.


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

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

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

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

reasoning_content:
 The user wants me to perform Word Sense Disambiguation (WSD) for the word "educational" in the given context.

 Let me analyze the context:
 - The text discusses education, schools, salary differentials, educational differentials, American education, successful schools, unsuccessful schools, and "educational reform"
 - The specific phrase is "educational reform"
 - The context is about reforming the education system/schools

 Now let's look at the candidate senses:

 1. sense_key=educational%3:01:00:: | definition=relating to the process of education | examples=educational psychology
    - This is the relational adjective sense - "relating to education"
    - Example: educational psychology (psychology related to education)
    - In "educational reform", this would mean reform related to education

 2. sense_key=educational%5:00:00:instructive:00 | definition=providing knowledge | examples=an educational film
    - This is the "instructive" sense - something that educates or teaches
    - Example: an educational film (a film that teaches you something)
    - This is about the quality of being instructive/edifying

 Now, in the phrase "educational reform":
 - Does it mean "reform that is instructive/providing knowledge"? No, that doesn't make sense.
 - Does it mean "reform relating to the process of education"? Yes, this makes sense. It's reform of the educational system.

 The context is talking about schools, American education, successful vs unsuccessful schools, and reform efforts related to the education system. This is clearly using "educational" in the sense of "relating to education" (sense 1), not in the sense of "providing knowledge/instructive" (sense 2).

 Sense 2 would be used in contexts like:
 - "The documentary was very educational"
 - "an educational experience"
 - "educational toys"

 But here we have "educational reform" - reform of the education system.

 Therefore, the correct sense is sense 1 (educational%3:01:00::).

 Wait, I need to check the indexing. The user provided:
 1. sense_key=educational%3:01:00::
 2. sense_key=educational%5:00:00:instructive:00

 So sense_index should be 1.

 Let me double-check:
 - "educational reform" = reform related to education (sense 1)
 - vs "educational film" = film that provides knowledge (sense 2)

 Yes, definitely sense 1.

 The output should be: {"sense_index": 1}

provider: Phala


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

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

Candidate senses:
1. sense_key=reform%1:04:00:: | 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. sense_key=reform%1:04:01:: | definition=a campaign aimed to correct abuses or malpractices | examples=the reforms he proposed were too radical for the politicians
3. sense_key=reform%1:04:02:: | definition=self-improvement in behavior or morals by abandoning some vice | examples=the family rejoiced in the drunkard's reform

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation (WSD) for the word "reform" in the given context.

 Let me analyze the context:
 - The text is about American education, salary differentials, educational differentials, successful vs unsuccessful schools.
 - The specific sentence: "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand."
 - Here, "reform" is used in the context of "educational reform" - efforts to change or improve the education system.

 Now let's look at the candidate senses:

 1. sense_key=reform%1:04:00:: | definition=a change for the better as a result of correcting abuses | examples=justice was for sale before the reform of the law courts
    - This refers to the result/outcome of correcting abuses.
    - The context mentions "efforts at educational reform" - this suggests the process/campaign of reforming, not necessarily the end result.
    - But "educational reform" could be interpreted as the changes made.

 2. sense_key=reform%1:04:01:: | definition=a campaign aimed to correct abuses or malpractices | examples=the reforms he proposed were too radical for the politicians
    - This refers to a campaign or movement to correct problems.
    - The context mentions "efforts at educational reform" - this aligns well with "campaign" or efforts to make changes.
    - The example mentions "the reforms he proposed" which fits with political/policy contexts.
    - The text is discussing political constituencies, educational policy, and efforts to improve schools.

 3. sense_key=reform%1:04:02:: | definition=self-improvement in behavior or morals by abandoning some vice | examples=the family rejoiced in the drunkard's reform
    - This is about personal moral improvement (like a drunkard reforming).
    - This doesn't fit the context of educational reform which is about systemic changes to schools, not personal moral improvement.

 So it's between sense 1 and sense 2.

 Sense 1 focuses on "a change for the better as a result of correcting abuses" - the outcome/result.
 Sense 2 focuses on "a campaign aimed to correct abuses or malpractices" - the process/movement.

 In the phrase "efforts at educational reform":
 - "Efforts at" suggests attempts or campaigns to bring about change.
 - The context talks about "which efforts at educational reform are doomed beforehand" - this implies initiatives, campaigns, or proposals for change (sense 2), rather than the actual changes that have occurred (sense 1).
 - The text mentions "the reforms he proposed were too radical for the politicians" (example for sense 2) - this political/policy context matches the given text about politicians, constituencies, and educational policy.

 Also, looking at the glosses:
 - Sense 1: "a change for the better" - this would be the result
 - Sense 2: "a campaign aimed to correct abuses" - this would be the effort/process

 The phrase "efforts at reform" strongly suggests sense 2, because efforts are campaigns/attempts. You don't typically say "efforts at a change that already happened" - you say "efforts at a campaign to make change."

 Additionally, the surrounding context discusses "what to do" and "what not to do" regarding education, and knowing which efforts are "doomed beforehand" - this is about evaluating reform proposals/campaigns (sense 2), not about evaluating the results of completed reforms (sense 1).

 Therefore, sense 2 (index 2) is the best choice.

 Wait, I need to check the indexing. The user lists:
 1. sense_key=reform%1:04:00::
 2. sense_key=reform%1:04:01::
 3. sense_key=reform%1:04:02::

 So:
 - Index 1 corresponds to reform%1:04:00:: (change for the better)
 - Index 2 corresponds to reform%1:04:01:: (campaign)
 - Index 3 corresponds to reform%1:04:02:: (self-improvement)

 I choose index 2.

 Let me double-check:
 - "educational reform" in common parlance can sometimes be ambiguous between the movement and the changes, but "efforts at reform" pushes toward the campaign/initiative meaning.
 - The example for sense 2: "the reforms he proposed were too radical for the politicians" - this matches the political tone of the context.
 - The example for sense 1: "justice was for sale before the reform of the law courts" - this refers to the actual changes made to the courts.

 In the target sentence: "we know which efforts at educational reform are doomed beforehand" - this means we know which reform campaigns/initiatives will fail before they start.

 Yes, sense 2 is correct.

 The answer should be: {"sense_index": 2}

provider: Novita