[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: study
Target surface form: Study
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. <t>Study</t> after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=study%1:04:00:: | definition=a detailed critical inspection | synonyms=survey
2. sense_key=study%1:09:03:: | definition=applying the mind to learning and understanding a subject (especially by reading) | synonyms=work | examples=mastering a second language requires a lot of work; no schools offer graduate study in interior design
3. sense_key=study%1:10:00:: | definition=a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale
4. sense_key=study%1:09:04:: | definition=a state of deep mental absorption | examples=she is in a deep study
5. sense_key=study%1:06:00:: | definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. sense_key=study%1:09:02:: | definition=a branch of knowledge | synonyms=discipline, subject, subject area, subject field, field, field of study | examples=in what discipline is his doctorate?; teachers should be well trained in their subject
7. sense_key=study%1:06:01:: | definition=preliminary drawing for later elaboration | synonyms=sketch | examples=he made several studies before starting to paint
8. sense_key=study%1:09:01:: | definition=attentive consideration and meditation | synonyms=cogitation | examples=after much cogitation he rejected the offer
9. sense_key=study%1:18:00:: | definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. sense_key=study%1:10:01:: | definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

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 "Study" in the given context.

 Let me analyze the context:

 "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."

 Here, "Study after study" implies multiple instances of research reports or investigations. The phrase "the most recent from the Brookings Institution" suggests an institutional research report. The verb "tells us" indicates these studies are communicating findings.

 Now let's look at the candidate senses:

 1. study%1:04:00:: - a detailed critical inspection (synonyms: survey)
 2. study%1:09:03:: - applying the mind to learning and understanding a subject (synonyms: work)
 3. study%1:10:00:: - a written document describing the findings of some individual or group (synonyms: report, written report; examples: "this accords with the recent study by Hill and Dale")
 4. study%1:09:04:: - a state of deep mental absorption
 5. study%1:06:00:: - a room used for reading and writing
 6. study%1:09:02:: - a branch of knowledge (discipline, subject)
 7. study%1:06:01:: - preliminary drawing for later elaboration (sketch)
 8. study%1:09:01:: - attentive consideration and meditation
 9. study%1:18:00:: - someone who memorizes quickly
 10. study%1:10:01:: - a composition intended to develop one aspect of the performer's technique

 The context clearly refers to "Study after study" as published research documents or reports. The mention of "Brookings Institution" (a think tank/research institution) strongly supports that these are research reports or written documents describing findings.

 Sense 3 (study%1:10:00::) has:
 - Definition: a written document describing the findings of some individual or group
 - Synonyms: report, written report
 - Examples: "this accords with the recent study by Hill and Dale"

 This matches perfectly with "Study after study" from "the Brookings Institution" which "tells us" findings about schools.

 Sense 1 (detailed critical inspection/survey) is close, but the context emphasizes the written output (the document/report) rather than the act of inspection itself. The phrase "tells us" suggests the document is communicating information.

 Sense 3 is definitely the best fit.

 The answer should be: {"sense_index": 3}


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: study
Target surface form: study
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after <t>study</t> -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=study%1:04:00:: | definition=a detailed critical inspection | synonyms=survey
2. sense_key=study%1:09:03:: | definition=applying the mind to learning and understanding a subject (especially by reading) | synonyms=work | examples=mastering a second language requires a lot of work; no schools offer graduate study in interior design
3. sense_key=study%1:10:00:: | definition=a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale
4. sense_key=study%1:09:04:: | definition=a state of deep mental absorption | examples=she is in a deep study
5. sense_key=study%1:06:00:: | definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. sense_key=study%1:09:02:: | definition=a branch of knowledge | synonyms=discipline, subject, subject area, subject field, field, field of study | examples=in what discipline is his doctorate?; teachers should be well trained in their subject
7. sense_key=study%1:06:01:: | definition=preliminary drawing for later elaboration | synonyms=sketch | examples=he made several studies before starting to paint
8. sense_key=study%1:09:01:: | definition=attentive consideration and meditation | synonyms=cogitation | examples=after much cogitation he rejected the offer
9. sense_key=study%1:18:00:: | definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. sense_key=study%1:10:01:: | definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

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 on the word "study" in the given context.

 Let me analyze the context:
 - The passage discusses education, schools, teaching methods, and comparing American students with students from other countries.
 - The specific sentence is: "Study after <t>study</t> -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."
 - The phrase "Study after study" suggests multiple instances of something.
 - It mentions "the most recent from the Brookings Institution" - the Brookings Institution is a think tank/research organization that publishes reports.
 - These studies "tell us" something about schools - they provide findings or results.

 Now let's look at the candidate senses:

 1. study%1:04:00:: - a detailed critical inspection (synonyms: survey)
    - This is a noun meaning the act of studying/inspecting. But "Study after study" suggests countable documents or reports, not the act itself.

 2. study%1:09:03:: - applying the mind to learning... (synonyms: work)
    - This refers to the activity of studying. But the context suggests discrete entities ("study after study") from an institution (Brookings).

 3. study%1:10:00:: - a written document describing the findings of some individual or group (synonyms: report, written report)
    - Examples: "this accords with the recent study by Hill and Dale"
    - This fits perfectly! "Study after study" means report after report. The Brookings Institution produces research reports/studies. These documents describe findings about schools.

 4. study%1:09:04:: - a state of deep mental absorption
    - Doesn't fit - not talking about a mental state.

 5. study%1:06:00:: - a room used for reading and writing
    - Doesn't fit - not talking about a physical room.

 6. study%1:09:02:: - a branch of knowledge
    - This would be like "the study of mathematics" as a field. But "study after study" suggests multiple instances/documents, not a field of knowledge.

 7. study%1:06:01:: - preliminary drawing for later elaboration
    - Artistic context, not relevant here.

 8. study%1:09:01:: - attentive consideration and meditation
    - Mental activity, not discrete documents.

 9. study%1:18:00:: - someone who memorizes quickly
    - A person, not relevant.

 10. study%1:10:01:: - a composition intended to develop one aspect of the performer's technique
     - Musical/artistic context, not relevant.

 Sense 3 is clearly the best fit. The context mentions "the most recent from the Brookings Institution" which is a research organization, and the phrase "Study after study" indicates multiple research reports or written documents presenting findings. The example given for sense 3 ("this accords with the recent study by Hill and Dale") also supports this interpretation.

 The answer should be {"sense_index": 3}.

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: most
Target surface form: most
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the <t>most</t> recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=most%4:02:00:: | definition=used to form the superlative | synonyms=to the highest degree | examples=the king cobra is the most dangerous snake
2. sense_key=most%4:02:01:: | definition=very | examples=a most welcome relief
3. sense_key=most%4:02:02:: | definition=(of actions or states) slightly short of or not quite accomplished; all but | synonyms=about, almost, nearly, near, nigh, virtually | examples=the job is (just) about done; the baby was almost asleep when the alarm sounded

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 "most" in the given context.

 Let me analyze the context:

 The sentence containing "most" is: "Study after study -- the <t>most</t> recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference..."

 Here, "most" is modifying "recent". It appears in the phrase "the most recent".

 Let me look at the candidate senses:

 1. sense_key=most%4:02:00:: | definition=used to form the superlative | synonyms=to the highest degree | examples=the king cobra is the most dangerous snake

 2. sense_key=most%4:02:01:: | definition=very | examples=a most welcome relief

 3. sense_key=most%4:02:02:: | definition=(of actions or states) slightly short of or not quite accomplished; all but | synonyms=about, almost, nearly, near, nigh, virtually | examples=the job is (just) about done; the baby was almost asleep when the alarm sounded

 Analysis:

 - In the phrase "the most recent", "most" is forming the superlative degree of the adjective "recent". This is the standard grammatical use of "most" to form superlatives when the adjective doesn't take the "-est" suffix (or when the speaker chooses to use "most" instead of "-est").

 - Sense 1 is specifically "used to form the superlative". The example given is "the king cobra is the most dangerous snake" - this matches exactly the structure we see: "the most recent [study]".

 - Sense 2 "very" would be used in contexts like "a most welcome relief" where "most" means "very" but doesn't necessarily form a superlative comparison. In our context, we are comparing studies (study after study, with the most recent one being from Brookings), so it's superlative.

 - Sense 3 is about "almost" or "nearly", which clearly doesn't fit here. "The almost recent" doesn't make sense.

 Therefore, the correct sense is sense 1: "used to form the superlative".

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

provider: AtlasCloud


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

[User]
Target lemma: tell
Target surface form: tells
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- <t>tells</t> us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late
3. sense_key=tell%2:32:01:: | definition=narrate or give a detailed account of | synonyms=narrate, recount, recite | examples=Tell what happened; The father told a story to his child
4. sense_key=tell%2:32:02:: | definition=give instructions to or direct somebody to do something with authority | synonyms=order, enjoin, say | examples=I said to him to go home; She ordered him to do the shopping
5. sense_key=tell%2:31:00:: | definition=discern or comprehend | examples=He could tell that she was unhappy
6. sense_key=tell%2:32:08:: | definition=inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!
7. sense_key=tell%2:32:03:: | definition=give evidence | synonyms=evidence | examples=he was telling on all his former colleague
8. sense_key=tell%2:31:01:: | definition=mark as different | synonyms=distinguish, separate, differentiate, secern, secernate, severalize | examples=We distinguish several kinds of maple

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 "tells" in the given context.

 Let me analyze the context:
 - The sentence is: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."
 - The subject is "Study after study" (referring to research/studies)
 - The object is "us" (the readers/people)
 - The content is "that the best schools are those that are free of outside interference and are governed by a powerful head"

 Now let's look at the candidate senses:

 1. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
    - This is a general "say/express" meaning. Studies can "state" or "say" findings.

 2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late
    - This is about making something known. Studies make findings known.

 3. sense_key=tell%2:32:01:: | definition=narrate or give a detailed account of | synonyms=narrate, recount, recite | examples=Tell what happened; The father told a story to his child
    - This involves storytelling or detailed accounts. Studies don't really "narrate" in the traditional sense, though they can report findings.

 4. sense_key=tell%2:32:02:: | definition=give instructions to or direct somebody to do something with authority | synonyms=order, enjoin, say | examples=I said to him to go home; She ordered him to do the shopping
    - This is about commanding/ordering. Studies don't order people to do things.

 5. sense_key=tell%2:31:00:: | definition=discern or comprehend | examples=He could tell that she was unhappy
    - This is about perceiving/recognizing. "I can tell that..." - doesn't fit here.

 6. sense_key=tell%2:32:08:: | definition=inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!
    - This is strong assertion/assurance. "I tell you..." - could fit but studies don't usually "assure" in this personal way.

 7. sense_key=tell%2:32:03:: | definition=give evidence | synonyms=evidence | examples=he was telling on all his former colleague
    - This is about testifying or informing on someone. Not relevant here.

 8. sense_key=tell%2:31:01:: | definition=mark as different | synonyms=distinguish, separate, differentiate... | examples=We distinguish several kinds of maple
    - This is "tell apart" - doesn't fit.

 Now between sense 1 and sense 2:
 - Sense 1: "express in words" - studies express findings in words
 - Sense 2: "let something be known" - studies let findings be known

 Actually, looking at the examples:
 - Sense 1 examples: "He said that he wanted to marry her; tell me what is bothering you"
 - Sense 2 examples: "Tell them that you will be late"

 The context is: "Study after study... tells us that..."
 This is similar to "Studies show/indicate/state that..."

 In WordNet, sense 1 (tell%2:32:04::) is typically the most general "say/express" sense, often used when reporting information or findings.

 But let me look more carefully at the distinction between sense 1 and sense 2.

 Sense 1: express in words (state, say)
 Sense 2: let something be known

 Actually, looking at typical WordNet sense distinctions:
 - Sense 1 (tell%2:32:04::) is usually the basic "say" sense: "He told her that he loved her"
 - Sense 2 (tell%2:32:00::) is often about informing or making known: "Tell him the news"

 In the context "Study after study tells us that...", this is reporting what studies say/show. This aligns with sense 1 "express in words" or sense 2 "let something be known".

 However, looking at the specific glosses and examples:
 - Sense 1: "express in words" - examples include "He said that he wanted to marry her; tell me what is bothering you"
 - Sense 2: "let something be known" - example: "Tell them that you will be late"

 The structure "tells us that..." is very similar to "He said that..." which is the example for sense 1.

 Also, sense 1 has synonyms "state, say" - and studies "state" or "say" findings.

 But wait, there's also the possibility of sense 6: "inform positively and with certainty and confidence" - but this seems more like "I tell you!" as an emphatic assertion.

 Let me reconsider sense 5: "discern or comprehend" - "He could tell that she was unhappy". This is different - it's about perception.

 Actually, looking at the sentence again: "Study after study... tells us that the best schools are..."
 This is clearly the communication sense, not the perception sense.

 Between sense 1 and 2, I think sense 1 is more appropriate because:
 1. The structure "tells us that..." parallels "He said that..." (example from sense 1)
 2. Studies "express in words" (report) their findings
 3. Sense 2 "let something be known" is more about the act of informing someone specifically, while sense 1 is about expressing content.

 However, I should check if there's a sense like "reveal" or "show". Looking at the list, sense 2 "let something be known" is close to "reveal/make known".

 Actually, in many WSD datasets, when studies "tell" us something, it's often sense 1 (the general say/express sense) or sometimes sense 2.

 Let me look at the exact WordNet sense keys to understand the ordering:
 - tell%2:32:04:: (sense 1 in the list) - this is likely the most frequent sense, the basic "say" sense
 - tell%2:32:00:: (sense 2 in the list) - this might be the "inform" sense
 - tell%2:32:01:: (sense 3) - narrate
 - tell%2:32:02:: (sense 4) - order/command
 - tell%2:31:00:: (sense 5) - discern
 - tell%2:32:08:: (sense 6) - assure
 - tell%2:32:03:: (sense 7) - give evidence/testify
 - tell%2:31:01:: (sense 8) - distinguish

 In standard WordNet:
 - tell.v.01 (usually the first sense) is "express in words"
 - tell.v.02 is "let something be known"
 - tell.v.03 is "narrate"
 - tell.v.04 is "instruct/command"
 - etc.

 The context "Study after study tells us that..." is most similar to "Studies show/state that..." which would be sense 1 "express in words".

 But I want to be careful. The phrase "tells us" could be seen as "informs us" (sense 2). However, the example for sense 2 is "Tell them that you will be late" which is an imperative instruction to inform someone. The example for sense 1 includes "He said that he wanted to marry her" which is a report of what was expressed.

 The sentence structure here is declarative: "Study tells us that..." - reporting what the study expresses.

 I think sense 1 is the best fit.

 Wait, let me reconsider sense 6: "inform positively and with certainty and confidence" with synonym "assure". The example is "I tell you that man is a crook!" This is emphatic assertion. The context here is not particularly emphatic in that way.

 So between 1 and 2:
 - Sense 1: express in words, state, say
 - Sense 2: let something be known

 In the context of academic writing where studies "tell" us things, this is metaphorical personification where studies "say" or "state" findings. This is sense 1.

 Actually, looking at the examples again:
 Sense 1: "He said that he wanted to marry her; tell me what is bothering you"
 - "tell me what is bothering you" = express in words what is bothering you

 Sense 2: "Tell them that you will be late"
 - This is about communicating information to someone.

 Both could work, but sense 1 is more general and covers "expressing" the content, while sense 2 is specifically about the communicative act of making something known to someone.

 Given that the subject is "Study" (non-human, metaphorical) and the object is "us", and the content is a "that" clause stating a finding, sense 1 seems most appropriate.

 However, I recall that in some WSD schemes, "tell" when used with "us" to mean "indicate/show" might be treated differently. But looking at the options, sense 5 is "discern or comprehend" (as in "I can tell that..."), which is different.

 Actually, wait. Is it possible this is sense 5? "He could tell that she was unhappy" - this is about perception/discernment. But "Studies tell us that..." is not about the studies perceiving something, it's about them communicating information. So no.

 So I think the answer is sense 1.

 But let me double-check by searching my internal knowledge of WordNet sense distinctions for "tell".

 WordNet 3.1 senses for tell (verb):
 1. express in words; "He said that he wanted to marry her"; "tell me what is bothering you"
 2. let something be known; "Tell them that you will be late"
 3. narrate or give a detailed account of; "Tell what happened"; "The father told a story to his child"
 4. give instructions to or direct somebody to do something with authority; "I said to him to go home"
 5. discern or comprehend; "He could tell that she was unhappy"
 6. inform positively and with certainty and confidence; "I tell you that man is a crook!"
 7. give evidence; "he was telling on all his former colleague"
 8. mark as different; "We distinguish several kinds of maple"

 The context is: "Study after study... tells us that the best schools are..."

 This is clearly sense 1 or 2. The distinction between 1 and 2 is subtle. Sense 1 is the hypernym of say/state. Sense 2 is more specific to informing.

 Actually, looking at the gloss for sense 2: "let something be known" - this could fit "studies let it be known that..."

 But sense 1 "express in words" also fits.

 However, looking at the example for sense 1: "tell me what is bothering you" - this is requesting someone to express something.
 And "He said that he wanted to marry her" - this is reporting speech.

 The example for sense 2: "Tell them that you will be late" - this is asking someone to convey information.

 In "Study tells us that...", the study is the agent expressing/conveying information to us.

 I think sense 1 is slightly better because it's the general "say/state" sense used for reporting what someone/something says, whereas sense 2 emphasizes the aspect of making something known (which is more about the successful transmission of information).

 But actually, looking at typical usage, when we say "Studies tell us...", this is very close to "Studies show us..." or "Studies inform us..." which would align with sense 2 (let something be known).

 However, the synonym for sense 2 is not given in the candidate list, but for sense 1 it's "state, say".

 Let me look at the candidates again:
 1. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
 2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late

 The key difference is that sense 1 has synonyms "state, say" which are exactly what studies do - they state findings.

 Sense 2 doesn't list synonyms but the example is imperative.

 I think sense 1 is the correct choice.

 Wait, I should consider if this could be sense 6: "inform positively and with certainty and confidence". The phrase "Study after study tells us..." does have a tone of authoritative information, but sense 6 seems to be more about the speaker assuring the listener, as in "I tell you!"

 Given the instruction to not hedge and choose the single best indexed sense, and given that "express in words" (sense 1) is the most general and appropriate for studies reporting findings, I will go with sense 1.

 Actually, one more check: is there any chance this is sense 5 (discern)? No, because the studies aren't discerning, they are communicating.

 Final decision: sense 1.

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: best
Target surface form: best
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the <t>best</t> schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=best%3:00:00:: | definition=(superlative of `good') having the most positive qualities | examples=the best film of the year; the best solution
2. sense_key=best%5:00:00:advisable:00 | definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | synonyms=better | examples=it would be better to speak to him; the White House thought it best not to respond
3. sense_key=good%3:00:01:: | definition=having desirable or positive qualities especially those suitable for a thing specified | synonyms=good | examples=good news from the hospital; a good report card
4. sense_key=full%5:00:00:ample:00 | definition=having the normally expected amount | synonyms=full, good | examples=gives full measure; gives good measure
5. sense_key=good%3:00:02:: | definition=morally admirable | synonyms=good
6. sense_key=estimable%5:00:00:reputable:00 | definition=deserving of esteem and respect | synonyms=estimable, good, honorable, respectable | examples=all respectable companies give guarantees; ruined the family's good name
7. sense_key=beneficial%5:00:00:advantageous:00 | definition=promoting or enhancing well-being | synonyms=beneficial, good | examples=an arms limitation agreement beneficial to all countries; the beneficial effects of a temperate climate
8. sense_key=good%5:00:00:nice:00 | definition=agreeable or pleasing | synonyms=good | examples=we all had a good time; good manners
9. sense_key=good%5:00:00:righteous:00 | definition=of moral excellence | synonyms=good, just, upright | examples=a genuinely good person; a just cause
10. sense_key=adept%5:00:00:skilled:00 | definition=having or showing knowledge and skill and aptitude | synonyms=adept, expert, good, practiced, proficient, skillful | examples=adept in handicrafts; an adept juggler
11. sense_key=good%5:00:00:complete:00 | definition=thorough | synonyms=good | examples=had a good workout; gave the house a good cleaning
12. sense_key=dear%5:00:00:close:02 | definition=with or in a close or intimate relationship | synonyms=dear, good, near | examples=a good friend; my sisters and brothers are near and dear
13. sense_key=dependable%5:00:00:sound:00 | definition=financially sound | synonyms=dependable, good, safe, secure | examples=a good investment; a secure investment
14. sense_key=good%5:00:00:opportune:00 | definition=most suitable or right for a particular purpose | synonyms=good, right, ripe | examples=a good time to plant tomatoes; the right time to act
15. sense_key=good%5:00:00:fortunate:00 | definition=resulting favorably | synonyms=good, well | examples=it's a good thing that I wasn't there; it is good that you stayed
16. sense_key=effective%5:00:00:operative:00 | definition=exerting force or influence | synonyms=effective, good, in effect, in force | examples=the law is effective immediately; a warranty good for two years
17. sense_key=good%5:00:00:pleasing:00 | definition=capable of pleasing | synonyms=good | examples=good looks
18. sense_key=good%5:00:00:intellectual:00 | definition=appealing to the mind | synonyms=good, serious | examples=good music; a serious book
19. sense_key=good%5:00:00:healthy:00 | definition=in excellent physical condition | synonyms=good, sound | examples=good teeth; I still have one good leg
20. sense_key=good%5:00:00:healthful:00 | definition=tending to promote physical well-being; beneficial to health | synonyms=good, salutary | examples=beneficial effects of a balanced diet; a good night's sleep
21. sense_key=good%5:00:00:genuine:00 | definition=not forged | synonyms=good, honest | examples=a good dollar bill
22. sense_key=good%5:00:00:fresh:01 | definition=not left to spoil | synonyms=good, undecomposed, unspoiled, unspoilt | examples=the meat is still good
23. sense_key=good%5:00:00:discriminating:00 | definition=generally admired | synonyms=good | examples=good taste

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 "best" in the given context.

 First, let me analyze the context:
 - The sentence is: "Study after study -- the most recent from the Brookings Institution -- tells us that the <t>best</t> schools are those that are free of outside interference and are governed by a powerful head."
 - The word "best" is modifying "schools" and is used as an adjective (superlative form).
 - The context is discussing educational quality - specifically that the highest quality schools are those with autonomy and strong leadership.

 Now let's look at the candidate senses:

 1. sense_key=best%3:00:00:: | definition=(superlative of `good') having the most positive qualities | examples=the best film of the year; the best solution
    - This is the primary adjectival superlative sense of "best" meaning "having the most positive qualities"
    - The example "the best film of the year" fits well with "the best schools"

 2. sense_key=best%5:00:00:advisable:00 | definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | synonyms=better | examples=it would be better to speak to him; the White House thought it best not to respond
    - This sense is used in constructions like "it is best to..." or "thought it best"
    - Not applicable here because "best" is modifying "schools" directly as an adjective, not used in the "it is best" construction

 3-23. These are all senses of "good" (good%...) or other words, not "best". The target lemma is "best", so I should focus on senses 1 and 2, which are the only ones with "best" as the lemma.

 Wait, looking at the candidate senses again:
 - Sense 1: best%3:00:00::
 - Sense 2: best%5:00:00:advisable:00
 - Sense 3-23: These are all good%... or other lemmas (full%, estimable%, beneficial%, adept%, dear%, dependable%, effective%)

 Actually, looking carefully, senses 3-23 have different lemmas (good, full, estimable, beneficial, adept, dear, dependable, effective). But the target lemma is "best".

 However, in WordNet, "best" is the superlative of "good", so many senses of "good" could potentially be related, but the specific sense keys for "best" as a lemma are likely just the first two.

 Let me check:
 - Sense 1: best%3:00:00:: - This is the adjective superlative sense
 - Sense 2: best%5:00:00:advisable:00 - This is the adverbial superlative sense (comparative and superlative of 'well')

 In the context "the best schools", "best" is clearly an adjective modifying "schools", not an adverb. It's comparing schools and saying which ones have the most positive qualities.

 Therefore, sense 1 is the correct choice: "(superlative of `good') having the most positive qualities"

 The context is talking about schools with desirable qualities (free of outside interference, governed by powerful head), so "having the most positive qualities" fits perfectly.

 Sense 2 is for when "best" functions as an adverb (comparative/superlative of "well"), as in "it would be best to..." or "you know best". That's not the case here.

 So the answer should be sense_index: 1.

 Wait, I need to be careful about the indexing. The user lists:
 1. sense_key=best%3:00:00::
 2. sense_key=best%5:00:00:advisable:00
 3. sense_key=good%3:00:01::
 ...

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

 But I should double-check if any of the "good" senses could apply. The word "best" is the superlative of "good", but in WordNet, "best" has its own synset for the superlative adjective sense. The other senses listed (3-23) are for the lemma "good" or other words, not "best". Since the target lemma is specified as "best", I should choose from the senses where the lemma is "best", which are only 1 and 2.

 Between 1 and 2:
 - 1 is the adjectival superlative: "the best schools" = schools having the most positive qualities
 - 2 is the adverbial superlative: "it is best to leave" = wiser or more advantageous

 The context clearly uses "best" as an adjective modifying "schools", so sense 1 is correct.

 The answer is {"sense_index": 1}.


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

[User]
Target lemma: school
Target surface form: schools
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best <t>schools</t> are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

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 for the word "schools" in the given context.

 Let me analyze the context:

 The text is discussing educational institutions, specifically about how American students perform on math tests, the influence of "New Math" on textbooks and teaching methods, and then it moves to discussing how schools should be organized.

 The specific sentence containing the target is: "Study after study -- the most recent from the Brookings Institution -- tells us that the best <t>schools</t> are those that are free of outside interference and are governed by a powerful head."

 Key context clues:
 - "schools should have principals" (in the previous sentence)
 - "free of outside interference"
 - "governed by a powerful head"
 - "Study after study" discussing educational institutions
 - Comparison with British, French, German or Japanese students (educational systems)

 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 as an organization/entity. The context talks about schools having principals, being governed, being free of interference - this fits an institutional entity.

 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 is the physical building. The context doesn't emphasize the physical structure but rather the governance, faculty, curriculum, etc. So probably not this one.

 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 is the abstract process of education. The context says "schools are those that are free of outside interference" - you don't say a process is free of interference in this way, you say an institution is.

 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 clearly not relevant - not talking about artistic movements.

 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 time periods. The context is talking about organizational entities with principals and governance, not 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 collectively (faculty and students). While close, the context emphasizes "principals with authority over the faculty" and being "governed by a powerful head" - this suggests the institution itself rather than just the collection of people. Also, "free of outside interference" suggests the organizational entity.

 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 itself
 Sense 6: "an educational institution's faculty and students" - the people within it

 The context says "schools should have principals with a large measure of authority over the faculty" - this distinguishes the school (which has a principal) from the faculty (which is governed by the principal). So the school is the institution that contains/has authority over the faculty, not the faculty itself.

 Also, "the best schools are those that are free of outside interference and are governed by a powerful head" - this describes the institutional autonomy and governance structure.

 Therefore, sense 1 (school%1:14:00::) seems to be the best fit.

 Wait, let me double-check the WordNet sense numbering. 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 index 1 corresponds to "an educational institution" (the organization).

 But let me verify if it could be sense 6. The example for sense 6 is "the school keeps parents informed; the whole school turned out for the game" - this emphasizes the collective body of people. But in our text, it says schools are "governed by a powerful head" and "free of outside interference" - these are characteristics of institutions/organizations, not just groups of people. Governance and institutional autonomy are key here.

 Also, the previous sentence says "schools should have principals" - schools as entities that employ or have principals.

 So sense 1 is definitely the correct choice.

 The user wants the output as: {"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: outside
Target surface form: outside
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of <t>outside</t> interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=outside%3:00:00:: | definition=relating to or being on or near the outer side or limit | examples=an outside margin
2. sense_key=outside%5:00:00:extrinsic:00 | definition=coming from the outside | synonyms=external, extraneous | examples=extraneous light in the camera spoiled the photograph; relying upon an extraneous income
3. sense_key=outside%5:00:00:external:00 | definition=originating or belonging beyond some bounds: | examples=the outside world; outside interests
4. sense_key=outside%3:00:04:: | definition=located, suited for, or taking place in the open air | synonyms=outdoor, out-of-door | examples=outdoor clothes; badminton and other outdoor games
5. sense_key=outside%5:00:00:extramural:00 | definition=functioning outside the boundaries or precincts of an organized unit | examples=extramural hospital care and treatment; extramural studies
6. sense_key=outside%5:00:00:exterior:00 | definition=leading to or from the outside | examples=an outside door
7. sense_key=outside%5:00:00:foreign:02 | definition=from or between other countries | synonyms=external, international | examples=external commerce; international trade
8. sense_key=outside%5:00:00:unlikely:00 | definition=very unlikely | synonyms=remote | examples=an outside chance; a remote possibility
9. sense_key=outside%5:00:00:outer:00 | definition=on or toward an outer edge | examples=an outer lane; the outside lane
10. sense_key=outside%5:00:00:inaccurate:00 | definition=(of a baseball pitch) on the far side of home plate from the batter | synonyms=away | examples=the pitch was away (or wide); an outside pitch

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 "outside" in the given context.

 Context analysis:
 - The sentence is: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of <t>outside</t> interference and are governed by a powerful head."
 - The context is about schools being free from interference that comes from external sources.
 - "Outside interference" means interference coming from outside the school (external to the school).

 Looking at the candidate senses:

 1. sense_key=outside%3:00:00:: | definition=relating to or being on or near the outer side or limit | examples=an outside margin
 - This is about physical position/location. Not fitting here.

 2. sense_key=outside%5:00:00:extrinsic:00 | definition=coming from the outside | synonyms=external, extraneous | examples=extraneous light in the camera spoiled the photograph; relying upon an extraneous income
 - This fits well. "Outside interference" = interference coming from the outside (external/extraneous).

 3. sense_key=outside%5:00:00:external:00 | definition=originating or belonging beyond some bounds: | examples=the outside world; outside interests
 - This also fits well. "Originating or belonging beyond some bounds" - interference coming from beyond the school boundaries.

 4. sense_key=outside%3:00:04:: | definition=located, suited for, or taking place in the open air | synonyms=outdoor, out-of-door | examples=outdoor clothes; badminton and other outdoor games
 - Physical location, not relevant.

 5. sense_key=outside%5:00:00:extramural:00 | definition=functioning outside the boundaries or precincts of an organized unit | examples=extramural hospital care and treatment; extramural studies
 - This is close but "extramural" is more specific about functioning outside boundaries of an organized unit. While "outside interference" could be extramural, sense 2 or 3 might be better.

 6. sense_key=outside%5:00:00:exterior:00 | definition=leading to or from the outside | examples=an outside door
 - Physical, not relevant.

 7. sense_key=outside%5:00:00:foreign:02 | definition=from or between other countries | synonyms=external, international | examples=external commerce; international trade
 - About international relations, not specifically about schools and interference.

 8. sense_key=outside%5:00:00:unlikely:00 | definition=very unlikely | synonyms=remote | examples=an outside chance; a remote possibility
 - Not relevant.

 9. sense_key=outside%5:00:00:outer:00 | definition=on or toward an outer edge | examples=an outer lane; the outside lane
 - Physical position.

 10. sense_key=outside%5:00:00:inaccurate:00 | definition=(of a baseball pitch) on the far side of home plate from the batter | synonyms=away | examples=the pitch was away (or wide); an outside pitch
 - Baseball specific, not relevant.

 Now between sense 2 and 3:
 - Sense 2: "coming from the outside" (extrinsic, external, extraneous)
 - Sense 3: "originating or belonging beyond some bounds" (external)

 The phrase "outside interference" implies interference that comes from outside the school system/organization. Both could work, but let's look more carefully.

 Sense 2 has the gloss "coming from the outside" with synonyms "external, extraneous". The example "extraneous light in the camera spoiled the photograph; relying upon an extraneous income" suggests something external to the main subject.

 Sense 3 has "originating or belonging beyond some bounds" with examples "the outside world; outside interests".

 In the context of schools being free from "outside interference", this refers to interference from entities external to the school - such as school boards, government, etc. This is interference coming from outside the school boundaries.

 Sense 2 (extrinsic) seems to emphasize "coming from the outside" as in external origin. Sense 3 emphasizes "beyond some bounds".

 Actually, looking at WordNet structure, sense 2 is marked as "extrinsic" and sense 3 is marked as "external". But both have "external" as a synonym.

 Wait, let me reconsider the indices. The user provides:
 1. sense_key=outside%3:00:00::
 2. sense_key=outside%5:00:00:extrinsic:00
 3. sense_key=outside%5:00:00:external:00
 ...

 So sense 2 is the "extrinsic" sense, sense 3 is the "external" sense.

 The phrase "outside interference" typically means interference from external sources (not part of the organization). This aligns with sense 3: "originating or belonging beyond some bounds".

 However, sense 2 "coming from the outside" also fits.

 Let me check the examples for sense 2: "extraneous light in the camera spoiled the photograph; relying upon an extraneous income". This is about things coming from outside that affect the system.

 For sense 3: "the outside world; outside interests". This is about things beyond the boundaries.

 In the context of schools, "outside interference" refers to interference from entities external to the school (like government, parents, school boards). This is interference that originates from beyond the school's boundaries.

 But "coming from the outside" (sense 2) also captures this.

 Actually, looking at the definitions more carefully:
 - Sense 2: "coming from the outside" - this is an adjective modifying interference. "Interference coming from the outside"
 - Sense 3: "originating or belonging beyond some bounds" - also fits.

 However, sense 2 specifically has "extrinsic" as the satellite head, and the definition emphasizes "coming from the outside". The examples given are "extraneous light... relying upon an extraneous income".

 Sense 3 has "external" as the satellite head (indicated by the sense key ending in :external:00).

 Actually, looking at WordNet satellite adjective structure:
 - outside%5:00:00:extrinsic:00 means it's similar to extrinsic
 - outside%5:00:00:external:00 means it's similar to external

 Both "extrinsic" and "external" mean coming from outside. But "external" is probably more commonly used for organizations and institutions, while "extrinsic" is often used for qualities or values.

 In the context of schools and interference, "external interference" is the common collocation, not "extrinsic interference". This suggests sense 3 might be better.

 But wait, let me look at the actual WordNet entries to be sure. Since I don't have direct access to WordNet database right now, I need to rely on the provided glosses.

 Sense 2: "coming from the outside" | synonyms=external, extraneous
 Sense 3: "originating or belonging beyond some bounds:" | examples=the outside world; outside interests

 "Outside interference" - is this interference coming from the outside (sense 2) or interference originating/belonging beyond some bounds (sense 3)?

 Actually, looking at the broader context: "free of outside interference" means free from interference that comes from external entities. Both senses could apply, but sense 2 explicitly mentions "external" as a synonym, and the definition "coming from the outside" directly describes the interference.

 However, sense 3's "originating or belonging beyond some bounds" also fits well with "outside interference" (interference from beyond the school's bounds).

 Let me consider if there's a distinction. In many dictionaries, "outside" as in "outside help", "outside interference" is often distinguished from "outside" as in "the outside world".

 Actually, looking at the examples:
 - Sense 2 examples: "extraneous light... extraneous income" - these are things coming from outside that affect something.
 - Sense 3 examples: "the outside world; outside interests" - these are things located outside or belonging to the external world.

 "Interference" is more like the extraneous light or extraneous income - it's coming from outside and affecting the school. So sense 2 seems appropriate.

 But "outside interests" in sense 3 could also be similar.

 Let me think about the satellite adjectives:
 - extrinsic: not part of the essential nature of someone or something; coming or operating from outside.
 - external: belonging to or forming the outer surface or structure of something; relating to or denoting a medicine or treatment applied to the outside of the body; coming or derived from a source outside the subject affected.

 Actually, both could work. But in the phrase "outside interference", we are talking about interference that is extrinsic to the school's operations.

 However, looking at the index numbers and typical WordNet organization, I should verify which one is the correct sense.

 The target is "outside" modifying "interference".

 If I look at other similar uses:
 - "outside influence" - typically means influence coming from outside
 - "outside help" - help from external sources

 In WordNet, "outside interests" is listed under sense 3. "Interference" is more like "income" or "light" in sense 2 - it's something coming from outside that affects the system.

 Actually, I think sense 2 is the best fit because:
 1. The definition "coming from the outside" directly describes the type of interference
 2. The synonyms include "external" and "extraneous"
 3. The example "extraneous income" is analogous to "outside interference" - both are external factors affecting an organization/entity

 Sense 3's "originating or belonging beyond some bounds" is close, but "outside interference" emphasizes the source (coming from outside) rather than the location (beyond bounds).

 Wait, let me reconsider sense 5: "functioning outside the boundaries or precincts of an organized unit" - "extramural". This is specifically about functioning outside an organized unit. But "interference" is not functioning outside, it's coming from outside to affect the inside.

 So sense 5 is not right.

 Between 2 and 3:
 - Sense 2: coming from the outside (external, extraneous)
 - Sense 3: originating or belonging beyond some bounds (external)

 Both are adjective satellites (indicated by %5:00:00:...).

 Actually, looking carefully at the sense keys:
 - sense_key=outside%5:00:00:extrinsic:00 - satellite of extrinsic
 - sense_key=outside%5:00:00:external:00 - satellite of external

 In WordNet, adjectives can be clustered. "Outside" is likely a satellite of both "extrinsic" and "external" in different contexts.

 "Extrinsic" refers to something not part of the essential nature, operating from outside.
 "External" refers to something on the outside, coming from the outside.

 For "interference", both could work, but "external interference" is a very common collocation, while "extrinsic interference" is less common (though possible).

 However, the examples for sense 2 include "extraneous", which is close to "extrinsic". "Extraneous interference" would mean interference that is not essential or relevant, coming from outside.

 But "outside interference" in the context of schools typically means interference from external authorities (like government, school boards), which is sense 3 (originating beyond some bounds).

 Let me look at the example in sense 3: "the outside world; outside interests".
 - "Outside interests" are interests that are outside the scope of something, or belonging to the external world.
 - "Outside interference" would be interference from the outside world.

 But sense 2 has "coming from the outside" which is also a good match.

 I think the key distinction is that sense 2 emphasizes "coming from" (source/origin), while sense 3 emphasizes "belonging beyond" (location/affiliation).

 "Interference" is something that comes from outside, so sense 2 seems more appropriate.

 However, I should check if there's a specific sense for "outside" meaning "external" in the context of organizations.

 Actually, looking at standard dictionary definitions:
 - Outside (adj): situated beyond the boundaries of a particular thing or place; not belonging to or not included in a particular set, group, or class.

 This aligns with sense 3: "originating or belonging beyond some bounds".

 But also:
 - Outside (adj): coming from outside.

 This aligns with sense 2.

 Given that the context mentions "free of outside interference", and the previous sentence talks about principals having authority, the "interference" is coming from external sources (like school boards, parents, government).

 In many WordNet annotation datasets, "outside" in phrases like "outside interference", "outside influence", "outside help" is typically tagged with the sense meaning "coming from outside" or "external".

 Looking at the specific indices provided:
 - Index 2: outside%5:00:00:extrinsic:00
 - Index 3: outside%5:00:00:external:00

 Given that "external" is the more general term for things coming from outside an organization, and "extrinsic" is more about being not inherent/essential, I think sense 3 is better for "outside interference".

 Wait, let me check the actual WordNet 3.0 or 3.1 entries to see which one is used for "interference". Since I cannot access external databases, I need to infer from the provided glosses.

 The gloss for sense 3 is: "originating or belonging beyond some bounds"
 The examples are: "the outside world; outside interests"

 "Outside interests" are interests that belong beyond the bounds of the organization (e.g., a company or school).

 "Outside interference" would be interference originating beyond the bounds of the school.

 The gloss for sense 2 is: "coming from the outside"
 Examples: "extraneous light... extraneous income"

 "Extraneous income" is income coming from outside (not from the main job).
 "Extraneous interference" would be interference coming from outside.

 Both fit. But I notice that sense 2 specifically mentions synonyms "external, extraneous", while sense 3 does not list synonyms in the provided text (though it says "external" in the sense key).

 Actually, looking at the sense keys, both are satellites:
 - %5:00:00:extrinsic:00 - similar to extrinsic
 - %5:00:00:external:00 - similar to external

 In WordNet, adjective satellites are grouped around head adjectives. So sense 2 is grouped under "extrinsic" and sense 3 is grouped under "external".

 "Outside" can mean similar to extrinsic or similar to external.

 For "interference", "external interference" is the standard collocation. Therefore, sense 3 is likely the correct choice.

 But let me double-check sense 5: "functioning outside the boundaries...". This is about functioning, not about coming from. So not appropriate.

 Let me reconsider the whole context. The sentence says schools should be "free of outside interference and are governed by a powerful head". This refers to bureaucratic interference from outside the school.

 In many educational policy contexts, "outside interference" refers to interference from external authorities.

 Given the choice between sense 2 (extrinsic) and sense 3 (external), and considering that:
 1. Sense 3's examples include "outside interests" which is similar to "outside interference" (both are abstract external influences)
 2. Sense 2's examples are "extraneous light" and "extraneous income" which are more about physical things or money coming from outside

 "Interference" is more like "interests" - it's an abstract concept coming from beyond the organization's bounds. Therefore, sense 3 is the best fit.

 Actually, looking at the provided examples again:
 - Sense 2: "extraneous light in the camera spoiled the photograph; relying upon an extraneous income"
 - Sense 3: "the outside world; outside interests"

 "Outside interference" is similar to "outside interests" - both are things from the external world affecting the organization. Therefore, sense 3.

 However, "interference" could also be like "extraneous light" - something coming from outside that spoils/affects the system.

 But "extraneous" often means "irrelevant" or "not pertinent", while "external" simply means from outside. "Outside interference" in the context of school governance typically just means from outside the school, not necessarily extraneous/irrelevant.

 Therefore, sense 3 is better: "originating or belonging beyond some bounds".

 Final check: Is there any other sense that fits?
 - Sense 7: from or between other countries - no, this is about international.
 - Sense 5: functioning outside... - no, this is about operating externally, like extramural studies.

 So it's between 2 and 3. I think 3 is the best choice.

 Wait, I want to make sure about the indexing. The user lists:
 1. sense_key=outside%3:00:00::
 2. sense_key=outside%5:00:00:extrinsic:00
 3. sense_key=outside%5:00:00:external:00
 ...

 So if I choose sense 3, the answer is index 3.

 But let me reconsider if it could be sense 2. The definition for sense 2 is "coming from the outside" which is very direct. The word "interference" is something that comes from outside.

 However, the WordNet sense 3 (external) is defined as "originating or belonging beyond some bounds:". The colon at the end suggests the definition continues or is open. But "originating... beyond some bounds" captures the meaning well.

 Actually, thinking about WordNet structure, "outside" as an adjective satellite similar to "external" would be used for things like "the outside world", while "outside" similar to "extrinsic" would be for things like "extrinsic value".

 But "interference" is neither clearly one nor the other. However, "outside interference" is a standard phrase meaning external interference.

 I found a similar example in my internal knowledge: In WordNet, "outside" sense related to "external" (coming from outside) is often used for "outside help", "outside interference".

 Given that sense 3 is specifically the "external" satellite (indicated by :external:00 in the sense key), and "external interference" is the natural reading, I will go with sense 3.

 Actually, looking closely at the sense keys:
 - sense_key=outside%5:00:00:extrinsic:00
 - sense_key=outside%5:00:00:external:00

 The hex after %5:00:00: indicates the adjective head it modifies. So:
 - Sense 2 modifies "extrinsic"
 - Sense 3 modifies "external"

 The word "outside" is polysemous between these two related but distinct concepts. Since "interference" in an organizational context is standardly described as "external" rather than "extrinsic" (which is more philosophical/mathematical), sense 3 is correct.

 Final answer: 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: interference
Target surface form: interference
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside <t>interference</t> and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=interference%1:10:00:: | definition=a policy of intervening in the affairs of other countries | synonyms=intervention
2. sense_key=interference%1:04:00:: | definition=the act of hindering or obstructing or impeding | synonyms=hindrance, hinderance
3. sense_key=interference%1:11:00:: | definition=electrical or acoustic activity that can disturb communication | synonyms=noise, disturbance
4. sense_key=interference%1:04:01:: | definition=(American football) blocking a player's path with your body | examples=he ran interference for the quarterback
5. sense_key=interference%1:06:00:: | definition=any obstruction that impedes or is burdensome | synonyms=hindrance, hinderance, hitch, preventive, preventative, encumbrance

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 "interference" in the given context.

Let me analyze the context:
The sentence containing "interference" is: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside <t>interference</t> and are governed by a powerful head."

The context is about schools and education. The author is arguing that schools should have principals with authority, and the best schools are free from "outside interference" and governed by a powerful head.

Now let's look at the candidate senses:

1. sense_key=interference%1:10:00:: | definition=a policy of intervening in the affairs of other countries | synonyms=intervention
   - This is about international relations/foreign policy. The context is about schools, not countries. So this is wrong.

2. sense_key=interference%1:04:00:: | definition=the act of hindering or obstructing or impeding | synonyms=hindrance, hinderance
   - This is a general act of hindering. Could fit, but let's see others.

3. sense_key=interference%1:11:00:: | definition=electrical or acoustic activity that can disturb communication | synonyms=noise, disturbance
   - This is about technical/electrical interference. Context is about school administration, not electronics. Wrong.

4. sense_key=interference%1:04:01:: | definition=(American football) blocking a player's path with your body | examples=he ran interference for the quarterback
   - This is specific to American football. Context is about education/schools. Wrong.

5. sense_key=interference%1:06:00:: | definition=any obstruction that impedes or is burdensome | synonyms=hindrance, hinderance, hitch, preventive, preventative, encumbrance
   - This is about an obstruction or encumbrance. "Outside interference" in the context of schools being free from external meddling/obstruction.

Now comparing sense 2 and sense 5:
- Sense 2 (interference%1:04:00::): "the act of hindering or obstructing or impeding" - this is the act itself, the action of interfering.
- Sense 5 (interference%1:06:00::): "any obstruction that impedes or is burdensome" - this refers to the obstruction itself, the thing that interferes.

In the phrase "free of outside interference", "interference" is used as a noun referring to the external meddling/obstruction that comes from outside. It refers to the hindrance itself, not necessarily the act of hindering (though they are closely related).

However, looking at WordNet hierarchies:
- interference%1:04:00:: is under act, human action, human activity (noun.act)
- interference%1:06:00:: is under artifact (noun.artifact) - wait, let me check... actually looking at the synonyms: hindrance, hinderance, hitch, preventive, preventative, encumbrance. These seem to be things that obstruct.

But actually, looking at the context "free of outside interference", this is talking about the condition of being free from external meddling or intervention in the affairs of the school.

Let me reconsider sense 1: "a policy of intervening in the affairs of other countries" - while this mentions intervening in affairs of others, it's specifically about countries. But the general concept of intervention in affairs of others could apply... however the definition specifically says "other countries", so it's too specific.

Between sense 2 and sense 5:
The phrase "outside interference" in an educational context typically refers to external entities (like school boards, government, parents) interfering with the school's operation.

Sense 2: "the act of hindering or obstructing or impeding"
Sense 5: "any obstruction that impedes or is burdensome"

In "free of outside interference", we are talking about the absence of the act of interfering, or the absence of the interference itself. Both could work, but sense 2 seems more active (the act), while sense 5 seems more like a physical obstruction or burden.

Actually, looking at typical usage: "interference" in the context of "outside interference" in schools is usually about the act of interfering or the meddling itself.

But let me check the WordNet entries more carefully. In WordNet:
- interference%1:04:00:: is the general act of interfering/hindering
- interference%1:06:00:: is listed under noun.artifact and defined as "any obstruction that impedes or is burdensome"

Wait, looking at the gloss for sense 5: "any obstruction that impedes or is burdensome" - this sounds like a physical thing or a burden. But in the context of school administration, "outside interference" is not a physical object, it's the act of meddling.

However, looking at the synonyms for sense 5: hindrance, hinderance, hitch, preventive, preventative, encumbrance. These can be abstract.

But sense 2 has synonyms: hindrance, hinderance - same words.

Let me look at the actual WordNet sense keys to determine the exact difference:
- interference%1:04:00:: - usually "hindrance" or "interference" as an act
- interference%1:06:00:: - this might be "interference" as a thing that interferes

Actually, checking WordNet structure:
- 1:04 is "act, human action, human activity"
- 1:06 is "artifact" (man-made objects) or possibly "attribute"? No, 1:06 is artifact.

Wait, WordNet lexicographer file numbers:
- noun.act = 04
- noun.artifact = 06
- noun.attribute = 07
- noun.cognition = 09
- noun.communication = 10
- noun.event = 11

So:
- interference%1:10:00:: = noun.communication (foreign policy intervention)
- interference%1:04:00:: = noun.act (the act of hindering)
- interference%1:11:00:: = noun.event (electrical disturbance)
- interference%1:04:01:: = noun.act (football specific)
- interference%1:06:00:: = noun.artifact (an obstruction)

But "outside interference" in the context of school governance is clearly referring to the act of interfering (external entities intervening in school affairs), not a physical artifact.

So sense 2 (interference%1:04:00::) seems best: "the act of hindering or obstructing or impeding"

But wait, is there a sense about intervention in general affairs, not just countries? Sense 1 is specifically about foreign policy ("other countries").

Actually, looking at the target word "interference" in the context: "free of outside interference" - this means free from external meddling/intervention.

Sense 2 definition: "the act of hindering or obstructing or impeding"
Sense 5 definition: "any obstruction that impedes or is burdensome"

In the sentence, "interference" is the object of the preposition "of" in "free of outside interference". Schools are free from [the interference].

If we interpret interference as the act, then it's sense 2.
If we interpret interference as the obstruction/burden, then it's sense 5.

But given that "interference" in administrative contexts (schools being free from outside interference) typically refers to the act of interfering or intervening by external authorities, and given that sense 2 is the general act of hindering while sense 5 is specifically an artifact/obstruction (physical or abstract thing), sense 2 seems more appropriate.

However, looking at the synonyms for sense 5: "hindrance, hinderance, hitch, preventive, preventative, encumbrance" - these are all things that can be "free of". You can be "free of hindrance", "free of encumbrance".

And for sense 2: "hindrance, hinderance" - wait, both have the same synonyms listed? That seems odd. Let me check...

The user provided:
2. sense_key=interference%1:04:00:: | definition=the act of hindering or obstructing or impeding | synonyms=hindrance, hinderance
5. sense_key=interference%1:06:00:: | definition=any obstruction that impedes or is burdensome | synonyms=hindrance, hinderance, hitch, preventive, preventative, encumbrance

So sense 2 has "hindrance" as a synonym (the act), and sense 5 has "hindrance" as a synonym (the thing).

In WordNet, "hindrance" can be both the act and the thing.

But given the context about schools and outside entities intervening, this is about the act of interference - external bodies interfering in the school's operations.

Also, looking at the broader context: the passage talks about principals having authority and schools being free from outside interference. This is about autonomy from external control or meddling.

Sense 1 is about foreign countries (too specific).
Sense 3 is electrical (wrong domain).
Sense 4 is football (wrong domain).

So it's between 2 and 5.

Given that 1:04 is the act and 1:06 is the artifact, and "outside interference" in this context refers to the act of interfering by outside parties (like government, school boards, etc.), I believe sense 2 (index 2) is the correct choice.

Wait, I should double-check if there's any other interpretation. Could it be sense 1 generalized? No, the definition specifically mentions "other countries".

Could it be that sense 5 is correct because "interference" is being treated as a burden/encumbrance? The phrase "free of" suggests being rid of something, which could be an encumbrance.

But in standard WordNet WSD for "interference" in contexts of "outside interference" in organizational contexts, the act sense (1:04:00) is typically chosen over the artifact sense.

Also, looking at the examples and typical usage: "interference" in the sense of meddling in affairs is usually sense 1:04:00.

Actually, looking up similar examples in WordNet or standard WSD datasets:
- "interference in domestic affairs" -> usually sense 1 (foreign policy) if it's about countries, but if it's about organizations, it might be sense 2.

Given that the context is about schools (not countries), and it's about being free from outside hindrance/obstruction, sense 2 is the best fit.

So my answer is: {"sense_index": 2}

provider: StreamLake


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

[User]
Target lemma: govern
Target surface form: governed
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are <t>governed</t> by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=govern%2:41:02:: | definition=bring into conformity with rules or principles or usage; impose regulations | synonyms=regulate, regularize, regularise, order | examples=We cannot regulate the way people dress; This town likes to regulate
2. sense_key=govern%2:41:01:: | definition=direct or strongly influence the behavior of | examples=His belief in God governs his conduct
3. sense_key=govern%2:41:00:: | definition=exercise authority over; as of nations | synonyms=rule | examples=Who is governing the country now?
4. sense_key=govern%2:42:00:: | definition=require to be in a certain grammatical case, voice, or mood | examples=most transitive verbs govern the accusative case in German

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 "governed" in the given context.

 Let me analyze the context:
 - The passage is discussing schools and how they should be run
 - Key phrase: "the best schools are those that are free of outside interference and are <t>governed</t> by a powerful head"
 - The context mentions "principals with a large measure of authority", "free of outside interference", "powerful head", "authority", "accountability"
 - This is clearly about exercising authority or control over an institution (schools)

 Now let's look at the candidate senses:

 1. sense_key=govern%2:41:02:: | definition=bring into conformity with rules or principles or usage; impose regulations | synonyms=regulate, regularize, regularise, order
    - This sense is about regulating or imposing rules, like regulating dress codes. While related, the context emphasizes authority and leadership by a "powerful head" rather than just imposing regulations.

 2. sense_key=govern%2:41:01:: | definition=direct or strongly influence the behavior of | examples=His belief in God governs his conduct
    - This is about influencing behavior, often in an abstract way (like beliefs governing conduct). The context here is about institutional control by a principal/head, not abstract influence on behavior.

 3. sense_key=govern%2:41:00:: | definition=exercise authority over; as of nations | synonyms=rule | examples=Who is governing the country now?
    - This fits best. The context talks about schools being "governed by a powerful head" - this is about exercising authority over an organization/institution, similar to governing a country. The mention of "authority", "principals", and "powerful head" all point to this sense of ruling or exercising authority.

 4. sense_key=govern%2:42:00:: | definition=require to be in a certain grammatical case, voice, or mood
    - This is a linguistic/grammar sense. Clearly not applicable here.

 The best fit is sense 3: "exercise authority over; as of nations" with synonym "rule". The context describes schools being run by powerful heads with authority, which aligns with the concept of ruling or exercising authority over an institution.

 The sentence structure "are governed by a powerful head" parallels "Who is governing the country now?" - both involve authority and leadership over an organization.

 Therefore, the answer should be {"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: powerful
Target surface form: powerful
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a <t>powerful</t> head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=powerful%3:00:00:: | definition=having great power or force or potency or effect | examples=the most powerful government in western Europe; his powerful arms
2. sense_key=powerful%5:00:02:strong:00 | definition=strong enough to knock down or overwhelm | synonyms=knock-down | examples=a knock-down blow
3. sense_key=powerful%5:00:00:influential:00 | definition=having great influence | synonyms=potent
4. sense_key=powerful%5:00:01:strong:00 | definition=(of a person) possessing physical strength and weight; rugged and powerful | synonyms=brawny, hefty, muscular, sinewy | examples=a hefty athlete; a muscular boxer
5. sense_key=powerful%5:00:00:superhuman:00 | definition=displaying superhuman strength or power | synonyms=herculean | examples=herculean exertions

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 "powerful" in the given context.

Let me analyze the context:
- The passage is discussing schools and educational administration
- It mentions that schools should have principals with authority over faculty, curriculum, and discipline
- It states that "the best schools are those that are free of outside interference and are governed by a powerful head"
- The context emphasizes authority, influence, and leadership in an educational setting

Now let's look at the candidate senses:

1. sense_key=powerful%3:00:00:: | definition=having great power or force or potency or effect | examples=the most powerful government in western Europe; his powerful arms
   - This is the general sense of having power/force. Could fit, but let's check others.

2. sense_key=powerful%5:00:02:strong:00 | definition=strong enough to knock down or overwhelm | synonyms=knock-down | examples=a knock-down blow
   - This refers to physical force/strength. Not applicable to a school principal's leadership.

3. sense_key=powerful%5:00:00:influential:00 | definition=having great influence | synonyms=potent
   - This refers to having influence. In the context, the "powerful head" refers to a principal with authority over faculty, curriculum, and discipline - someone who has influence/authority over the school. This seems to fit well.

4. sense_key=powerful%5:00:01:strong:00 | definition=(of a person) possessing physical strength and weight; rugged and powerful | synonyms=brawny, hefty, muscular, sinewy | examples=a hefty athlete; a muscular boxer
   - This is about physical strength. Not applicable to a principal in an administrative context.

5. sense_key=powerful%5:00:00:superhuman:00 | definition=displaying superhuman strength or power | synonyms=herculean | examples=herculean exertions
   - This is about superhuman strength. Not applicable.

Sense 1 is the general sense, but Sense 3 specifically captures the meaning of "having great influence" which fits the context of a school principal who has authority and influence over the school, as opposed to physical power.

The context emphasizes:
- "principals with a large measure of authority"
- "governed by a powerful head"
- "free of outside interference"
- accountability

This points to influence and authority rather than physical strength or force.

Therefore, Sense 3 (having great influence) is the best fit.

Wait, let me double-check the WordNet sense indices. The user lists them as:
1. sense_key=powerful%3:00:00::
2. sense_key=powerful%5:00:02:strong:00
3. sense_key=powerful%5:00:00:influential:00
4. sense_key=powerful%5:00:01:strong:00
5. sense_key=powerful%5:00:00:superhuman:00

So the influential sense is index 3.

Actually, looking carefully at the context: "governed by a powerful head" - this refers to a principal who has authority. In WordNet, sense 1 is the general "having great power" which can include authority/influence. But sense 3 is specifically "having great influence".

The distinction between sense 1 and sense 3:
- Sense 1: having great power or force or potency or effect (general)
- Sense 3: having great influence (specific to influence)

Given that the context specifically talks about authority over faculty, curriculum, and discipline, and being free of outside interference, this emphasizes influence and authority rather than physical force or general potency.

However, I should check if there's a distinction in WordNet between these senses. Sense 1 (powerful%3:00:00::) is the adjective satellite or main sense? Actually, looking at the format:
- %3:00:00:: usually indicates the main adjective sense (adjective)
- %5:... usually indicates adjective satellites (similar to)

But regardless, the context clearly points to influence/authority rather than physical strength.

Between sense 1 and sense 3:
- Sense 1 examples: "the most powerful government in western Europe; his powerful arms"
- Sense 3: "having great influence"

The context is about a principal having authority/influence over the school, not physical arms or military force (though "powerful government" in sense 1 could be similar).

But "powerful head" in the context of school governance aligns well with "having great influence" (sense 3) or potentially the general sense 1.

Actually, looking at the examples for sense 1: "the most powerful government in western Europe" - this is about political power/influence, which is similar to the school context.

But sense 3 is specifically glossed as "having great influence" with synonym "potent".

Given that the text emphasizes authority and governance, and specifically mentions being free of outside interference (suggesting the power to act independently), this could fit sense 1 (general power).

However, looking at the specific phrasing: "governed by a powerful head" - this person has influence over the school.

Let me reconsider the WordNet structure. Usually, sense 1 (the one ending in 3:00:00) is the core sense, and others are satellites. But the question asks for the best indexed sense based on context.

The context is definitely not about:
- Physical strength (sense 2, 4, 5)

So it's between sense 1 and sense 3.

Sense 1: having great power or force or potency or effect
Sense 3: having great influence

Given the context of educational leadership and authority, "having great influence" (sense 3) seems more precise than the general "having great power". However, "powerful" when describing a leader or head of an institution often falls under the general sense of having authority/power.

But looking at the examples provided:
- Sense 1 examples include "his powerful arms" (physical) and "the most powerful government" (political)
- Sense 3 is specifically about influence

In the context of a school principal having authority over curriculum and discipline, this is about influence and authority. But I think sense 1 is broader and includes authority.

Wait, I need to look at the specific WordNet definitions more carefully. The user provided:

1. sense_key=powerful%3:00:00:: | definition=having great power or force or potency or effect | examples=the most powerful government in western Europe; his powerful arms
3. sense_key=powerful%5:00:00:influential:00 | definition=having great influence | synonyms=potent

Actually, looking at standard WordNet, "powerful" usually has:
- Sense 1: having great power or force or potency or effect
- Sense 2: potent, having great influence

But I need to go by what the user provided.

The context emphasizes that the head has authority over faculty, curriculum, and discipline, and that the school is free of outside interference. This describes a leader with significant influence and control.

Given that sense 3 is explicitly defined as "having great influence" and the context is about a principal's authority/influence, sense 3 seems to be the best fit.

However, I should consider if "powerful head" could mean physically strong? No, clearly not in this context.

Could it mean sense 1 (general)? Yes, but sense 3 is more specific and accurate for describing a person with authority/influence in an organization.

Actually, looking at the instruction: "WordNet glosses are schematic. Use the sentence context, the examples, and the synonyms to choose the best indexed sense."

The context is about educational leadership and authority. The phrase "powerful head" parallels "powerful government" from sense 1's example. But "having great influence" (sense 3) also fits.

Let me think about the difference. A "powerful government" (sense 1 example) has power/authority. A "powerful head" (school principal) also has power/authority.

But sense 3 is specifically about influence. Does the context emphasize influence? Yes: "authority over the faculty, the curriculum, and all matters of student discipline" - this is influence/control.

Given that sense 3 is specifically glossed as "having great influence" and the context is about a person having authority/influence over an institution, I think sense 3 is the intended answer.

But I want to double-check: in WordNet, is the "influential" sense distinct from the general "powerful" sense?

In WordNet 3.0/3.1:
- Powerful (adjective): having great power or force or potency or effect
- Influential (adjective satellite): having or exercising influence or power

Actually, looking at standard WordNet, "powerful" sense 1 is the main sense, and there is a sense similar to "influential".

But the user lists sense 3 as: sense_key=powerful%5:00:00:influential:00 | definition=having great influence | synonyms=potent

This suggests that sense 3 is the specific sense for influence, while sense 1 is more general or potentially physical.

Given the context clearly indicates influence/authority and not physical strength, and sense 3 explicitly mentions "having great influence", this is the best choice.

Therefore, the answer should be {"sense_index": 3}.