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

Sentence: -- Most <t>important</t> of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

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

reasoning_content:
The user wants me to identify which numbered sense of "important" is used in the given sentence.

 Let me analyze the sentence: "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."

 The word "important" here is used in the phrase "Most important of all" which is functioning as a sentence adverb or disjunct, indicating that what follows is of great significance or value.

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

 In the sentence, "Most important of all" is being used to emphasize that the following point (about schools having principals with authority) is of great significance or value. It's listing the most significant point among various considerations.

 This seems to match sense 1: "of great significance or value."

 Wait, let me reconsider. The phrase "Most important of all" is often used to mean "most significantly" or "above all else."

 Actually, looking more carefully at the context, this seems to be saying "Most significant of all" - referring to the importance of the point being made.

 Sense 1: "of great significance or value" - this seems to fit. When we say "Most important of all" at the beginning of a sentence like this, we're saying this point is of great significance compared to other points.

 Sense 2: "important in effect or meaning" - this seems similar but more about the meaning or effect of something.

 Sense 3: "of extreme importance; vital to the resolution of a crisis" - this suggests urgency or crisis, which doesn't seem to fit here.

 Sense 4: "having authority or ascendancy or influence" - this describes a person who has power, but here "important" is describing a point/consideration, not a person with authority.

 Sense 5: "having or suggesting a consciousness of high position" - this is about acting self-important, which doesn't fit.

 So it's between 1 and 2.

 Sense 1 examples: "important people" - this shows it can describe things/people that matter a lot.
 Sense 2 examples: "a significant change in tax laws" - this shows it can describe things with meaningful impact.

 In the phrase "Most important of all", the word is being used absolutely - not modifying a noun directly in the usual way, but as a sentence modifier. However, the meaning is clearly "of great significance."

 Actually, looking at the sentence structure: "Most important of all" - this is elliptical for "The most important thing of all is..." or "Most importantly..."

 In this usage, it's saying that among various considerations, this one has the greatest significance or value. This aligns with sense 1.

 However, I should check if sense 2 might fit better. Sense 2 says "important in effect or meaning." The sentence is saying that it's important (significant) that schools have principals with authority.

 But sense 1 "of great significance or value" is the more general, broader definition that covers this usage. When we say something is "important" in the sense of "it matters a lot," that's sense 1.

 Let me look at the examples again:
 1. important people - people of significance/value
 2. a significant change in tax laws - a change with important effects/meaning

 The sentence is using "important" to rank the significance of a recommendation. "Most important of all" = "of greatest significance."

 I think sense 1 is the correct answer.

 Wait, I want to double-check sense 4. The sentence mentions "authority" - "principals with a large measure of authority." Could "important" be related to authority here? No, "important" is in "Most important of all" which is separate from the description of the principals. The word "important" is not describing the principals as having authority; it's describing the point being made as being significant.

 Actually, looking at the sentence again: "Most important of all, schools should have principals..."

 "Important" here is an adjective in a sentence fragment "Most important of all." This is a common construction meaning "most significantly."

 This is definitely sense 1.

 Let me reconsider sense 2 just to be thorough. Is the sentence saying that the point is "important in effect or meaning"? Well, all the senses overlap to some degree. But sense 2 is illustrated with "a significant change in tax laws" - something that has consequential effects.

 The phrase "Most important of all" in this context is used to introduce the most significant recommendation. It's about the value/significance of the point, not specifically about its effects or meaning.

 I think 1 is correct.

 Actually, I should consider whether this might be sense 3 (crucial/vital). "Most important of all" could suggest extreme importance. But sense 3 specifically mentions "vital to the resolution of a crisis" and examples like "a crucial moment." The sentence doesn't suggest a crisis or crucial moment - it's just saying this is the most significant recommendation among several.

 Sense 1 is the broad sense of "significant" or "of value."

 I believe the answer is 1.


attempt_kind: initial

status: success

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

Sentence: -- Most important of all, <t>schools</t> should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

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

finish_reason: stop

role: assistant

reasoning_content:
The user wants me to identify which numbered sense of "school" is used in the given sentence.

 Sentence: "Most important of all, <t>schools</t> should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

 Let me analyze the sentence:
 - It talks about "schools" having principals
 - Principals have authority over faculty, curriculum, and student discipline
 - This is referring to educational institutions as organizations/entities

 Now let's look at the senses:
 1. "an educational institution" - examples: "the school was founded in 1900"
 2. "a building where young people receive education" - examples: "the school was built in 1932"
 3. "the process of being formally educated at a school" - examples: "what will you do when you finish school?"
 4. "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. "the period of instruction in a school; the time period when school is in session" - examples: "stay after school"
 6. "an educational institution's faculty and students" - examples: "the school keeps parents informed"
 7. "a large group of fish" - examples: "a school of small glittering fish swam by"

 In the sentence, "schools" refers to educational institutions that have principals, faculty, curriculum, and student discipline.

 Sense 1 fits best: "an educational institution" - this refers to the institution itself as an entity.

 Sense 6 refers to "an educational institution's faculty and students" - this would be the people within the school, not the institution itself. The example "the school keeps parents informed" suggests the collective body of people.

 However, looking more carefully at the sentence: "schools should have principals with a large measure of authority over the faculty..."

 This suggests the institution as an organization. Principals are part of the administration of the educational institution.

 Sense 1: "an educational institution" - this seems to be the best fit. The sentence is talking about schools as institutions/organizations that should have principals with authority.

 Sense 2 is about the physical building, which doesn't fit because buildings don't "have" principals in the sense of organizational structure (though principals work in buildings, the authority over faculty and curriculum is an institutional matter).

 Sense 6 is about the faculty and students collectively, but the sentence says schools "have" principals and "have" faculty, implying the institution contains or employs these people.

 Actually, looking at sense 6 again: "an educational institution's faculty and students" - this refers to the group of people (faculty and students), not the institution itself. But the sentence says schools should have principals. Principals are typically not considered part of "faculty and students" - they are administrators.

 So sense 1 seems correct: "an educational institution."

 Wait, let me double-check the example for sense 1: "the school was founded in 1900" - this treats school as an institution.

 The sentence treats "schools" as entities that can have principals, curriculum, and authority structures. This is definitely sense 1.

 Actually, looking at sense 6's example: "the school keeps parents informed" - this uses "school" metonymically to refer to the administration or the institution acting through its representatives. But the definition specifically says "faculty and students."

 Let me reconsider. The sentence is: "schools should have principals with authority over the faculty..."

 If "schools" meant "faculty and students" (sense 6), then it would be saying the faculty and students should have principals with authority over... the faculty? That creates a weird circularity.

 If "schools" means the educational institution (sense 1), then it makes sense: the institution should have principals (administrators) who have authority over the faculty.

 Therefore, the answer is 1.

format: unknown

native_finish_reason: stop

provider: StreamLake

currency: USD


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

Sentence: -- Most important of all, schools should have <t>principals</t> with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=the original amount of a debt on which interest is calculated
2. definition=the educator who has executive authority for a school | examples=she sent unruly pupils to see the principal
3. definition=an actor who plays a principal role
4. definition=capital as contrasted with the income derived from it
5. definition=(criminal law) any person involved in a criminal offense, regardless of whether the person profits from such involvement
6. definition=the major party to a financial transaction at a stock exchange; buys and sells for his own account

reasoning_content:
 The user wants me to identify which numbered sense of "principal" is used in the given sentence.

 Sentence: "Most important of all, schools should have <t>principals</t> with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

 Looking at the senses:
 1. definition=the original amount of a debt on which interest is calculated - This is a financial term, referring to money.
 2. definition=the educator who has executive authority for a school | examples=she sent unruly pupils to see the principal - This refers to the head of a school.
 3. definition=an actor who plays a principal role - This refers to acting/theater.
 4. definition=capital as contrasted with the income derived from it - Another financial definition.
 5. definition=(criminal law) any person involved in a criminal offense, regardless of whether the person profits from such involvement - Legal/criminal context.
 6. definition=the major party to a financial transaction at a stock exchange; buys and sells for his own account - Financial/stock exchange context.

 In the sentence, the context is "schools should have principals with authority over faculty, curriculum..." This clearly refers to school administrators or heads of schools.

 Sense 2 matches perfectly: "the educator who has executive authority for a school" and the example mentions "she sent unruly pupils to see the principal" which fits the context of school discipline mentioned in the sentence.

 Therefore, the answer is 2.

provider: DigitalOcean


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

Sentence: -- Most important of all, schools should have principals with a large <t>measure</t> of authority over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=any maneuver made as part of progress toward a goal | examples=the situation called for strong measures
2. definition=how much there is or how many there are of something that you can quantify
3. definition=a statute in draft before it becomes law | examples=they held a public hearing on the bill
4. definition=the act or process of assigning numbers to phenomena according to a rule | examples=the measurements were carefully done
5. definition=a basis for comparison; a reference point against which other things can be evaluated | examples=the schools comply with federal standards
6. definition=(prosody) the accent in a metrical foot of verse
7. definition=musical notation for a repeating pattern of musical beats | examples=the orchestra omitted the last twelve bars of the song
8. definition=measuring instrument having a sequence of marks at regular intervals; used as a reference in making measurements
9. definition=a container of some standard capacity that is used to obtain fixed amounts of a substance

reasoning_content:
 The user wants me to identify which numbered sense of "measure" is used in the given sentence. Let me analyze the sentence and the definitions.

Sentence: "Most important of all, schools should have principals with a large <t>measure</t> of authority over the faculty, the curriculum, and all matters of student discipline."

The phrase is "a large measure of authority". This means a large amount or degree of authority.

Let me look at the senses:

1. definition=any maneuver made as part of progress toward a goal | examples=the situation called for strong measures
   - This refers to actions or steps taken. "Strong measures" means strong actions. But in the sentence, it's "a large measure of authority" - this doesn't fit the "maneuver/action" sense.

2. definition=how much there is or how many there are of something that you can quantify
   - This refers to quantity or amount. "A large measure of authority" means a large amount of authority. This seems to fit.

3. definition=a statute in draft before it becomes law | examples=they held a public hearing on the bill
   - This is a legislative bill. Doesn't fit.

4. definition=the act or process of assigning numbers to phenomena according to a rule | examples=the measurements were carefully done
   - This is the act of measuring. Doesn't fit "a large measure of authority".

5. definition=a basis for comparison; a reference point against which other things can be evaluated | examples=the schools comply with federal standards
   - This is a standard or criterion. "A large measure of authority" doesn't mean a standard.

6. definition=(prosody) the accent in a metrical foot of verse
   - Poetry term. Doesn't fit.

7. definition=musical notation for a repeating pattern of musical beats | examples=the orchestra omitted the last twelve bars of the song
   - Musical term (bar/measure). Doesn't fit.

8. definition=measuring instrument having a sequence of marks at regular intervals; used as a reference in making measurements
   - Physical tool like a ruler. Doesn't fit.

9. definition=a container of some standard capacity that is used to obtain fixed amounts of a substance
   - Like a measuring cup. Doesn't fit.

Sense 2 seems to be the best fit: "how much there is or how many there are of something that you can quantify" - in this case, the amount or degree of authority.

Wait, let me double-check sense 2. The definition says "how much there is or how many there are of something that you can quantify". The example isn't provided in the list, but looking at standard dictionary definitions, "measure" can mean a quantity, degree, or proportion of something.

In "a large measure of authority", "measure" means a degree or amount. This aligns with sense 2.

Let me also consider sense 1 again. "Any maneuver made as part of progress toward a goal" - this is about actions or steps. "Strong measures" would be strong actions. But "a large measure of authority" is not talking about an action or maneuver, it's talking about the amount/quantity of authority.

So the answer should be 2.

provider: Chutes


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

Sentence: -- Most important of all, schools should have principals with a large measure of <t>authority</t> over the faculty, the curriculum, and all matters of student discipline.

Senses:
1. definition=the power or right to give orders or make decisions | examples=he has the authority to issue warrants
2. definition=(usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew
3. definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law
4. definition=freedom from doubt; belief in yourself and your abilities | examples=his assurance in his superiority did not make him popular
5. definition=an administrative unit of government | examples=the Central Intelligence Agency
6. definition=official permission or approval | examples=authority for the program was renewed several times
7. definition=an authoritative written work | examples=this book is the final authority on the life of Milton

reasoning_content:
The user wants me to identify which numbered sense of "authority" is used in the given sentence.

 The sentence is: "Most important of all, schools should have principals with a large measure of <t>authority</t> over the faculty, the curriculum, and all matters of student discipline."

 Let me analyze the context:
 - The sentence talks about principals having "authority" over faculty, curriculum, and student discipline.
 - This refers to the power or right to make decisions, give orders, or control these aspects.
 - "A large measure of authority over..." suggests the power to govern or direct.

 Now let's look at the senses:

 1. definition=the power or right to give orders or make decisions | examples=he has the authority to issue warrants
    - This seems to fit. The principal has the power/right to make decisions over faculty, curriculum, and discipline.

 2. definition=(usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew
    - This refers to people (usually plural), not the abstract concept of power. The sentence uses "authority" as an uncountable noun referring to power, not people.

 3. definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law
    - This would mean the principal is an expert, but the context is about control/overseeing, not expertise.

 4. definition=freedom from doubt; belief in yourself and your abilities | examples=his assurance in his superiority did not make him popular
    - This is about self-confidence, not administrative power.

 5. definition=an administrative unit of government | examples=the Central Intelligence Agency
    - This refers to an organization/institution, not a power or right.

 6. definition=official permission or approval | examples=authority for the program was renewed several times
    - This refers to authorization/permission, but the context is about ongoing power to govern, not permission for a specific thing.

 7. definition=an authoritative written work | examples=this book is the final authority on the life of Milton
    - This refers to a book or written work, which doesn't fit.

 The best fit is sense 1: "the power or right to give orders or make decisions."

 The sentence describes principals having power/right to make decisions over faculty, curriculum, and student discipline. This matches sense 1 perfectly.

 The answer is 1.


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

Sentence: -- Most important of all, schools should have principals with a large measure of authority over the <t>faculty</t>, the curriculum, and all matters of student discipline.

Senses:
1. definition=one of the inherent cognitive or perceptual powers of the mind
2. definition=the body of teachers and administrators at a school | examples=the dean addressed the letter to the entire staff of the university

reasoning_content:
The user wants me to identify which numbered sense of "faculty" is used in the given sentence.

Sentence: "Most important of all, schools should have principals with a large measure of authority over the <t>faculty</t>, the curriculum, and all matters of student discipline."

Senses:
1. definition=one of the inherent cognitive or perceptual powers of the mind
2. definition=the body of teachers and administrators at a school | examples=the dean addressed the letter to the entire staff of the university

In the sentence, "faculty" refers to the teachers and administrators at a school, over whom the principal would have authority. This matches sense 2.

Sense 1 refers to mental powers (like the faculty of speech, faculty of reason), which doesn't fit here.

So the answer is 2.

provider: SiliconFlow


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

Sentence: -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all <t>matters</t> of student discipline.

Senses:
1. definition=a vaguely specified concern | examples=several matters to attend to
2. definition=some situation or event that is thought about | examples=he kept drifting off the topic
3. definition=that which has mass and occupies space | examples=physicists study both the nature of matter and the forces which govern it
4. definition=a problem | examples=is anything the matter?
5. definition=(used with negation) having consequence | examples=they were friends and it was no matter who won the games
6. definition=written works (especially in books or magazines) | examples=he always took some reading matter with him on the plane

reasoning_content:
The user wants me to identify which numbered sense of "matter" is used in the given sentence.

 Sentence: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all <t>matters</t> of student discipline."

 Let me analyze the context:
 - The word "matters" is used in the phrase "all matters of student discipline"
 - It's referring to topics, issues, or concerns related to student discipline
 - The principal has authority over faculty, curriculum, and matters of student discipline

 Now let's look at the senses:

 1. definition=a vaguely specified concern | examples=several matters to attend to
    - This seems to fit. "Matters of student discipline" refers to concerns or things to deal with regarding student discipline. The example "several matters to attend to" is similar in usage.

 2. definition=some situation or event that is thought about | examples=he kept drifting off the topic
    - This seems to refer to a subject/topic being discussed. While "matters" can mean topics, sense 1 seems more specific to "concerns" or "affairs" which fits better here. But let me think... "matters of student discipline" could be topics. However, sense 2's example is about drifting off the topic, which is slightly different.

 3. definition=that which has mass and occupies space | examples=physicists study both the nature of matter and the forces which govern it
    - This is the physical substance meaning. Clearly not correct here.

 4. definition=a problem | examples=is anything the matter?
    - This is usually used in questions like "what's the matter?" or "is anything the matter?" meaning is there a problem. Not correct here.

 5. definition=(used with negation) having consequence | examples=they were friends and it was no matter who won the games
    - This is the "no matter" usage. Not correct here.

 6. definition=written works (especially in books or magazines) | examples=he always took some reading matter with him on the plane
    - This refers to printed material. Not correct here.

 Now between sense 1 and sense 2:

 Sense 1: "a vaguely specified concern" - examples: "several matters to attend to"
 Sense 2: "some situation or event that is thought about" - examples: "he kept drifting off the topic"

 In the sentence "all matters of student discipline", the word "matters" is referring to various concerns, affairs, or things requiring attention regarding student discipline. This aligns well with sense 1.

 Actually, looking at sense 1 again: "a vaguely specified concern" - this fits "matters of student discipline" which refers to various issues or concerns in student discipline.

 Sense 2 seems to be more about a subject of thought or discussion (like a topic). But "matters" in "matters of student discipline" is more about affairs or concerns.

 Let me check dictionary definitions to be sure. In standard dictionaries:
 - Matter (noun) can mean: a subject or situation under consideration (topic)
 - Matter (noun) can mean: an affair or concern (business matters, matters of importance)

 Looking at the specific definitions provided:
 Sense 1: "a vaguely specified concern" - this fits administrative concerns like student discipline matters.
 Sense 2: "some situation or event that is thought about" - this also could fit, but the example "he kept drifting off the topic" suggests it's about the subject of conversation/thought.

 In the sentence, "matters of student discipline" refers to the various affairs, concerns, or items that fall under student discipline. This is closest to sense 1.

 However, I should double-check. "Matters" in phrases like "matters of state", "matters of importance", "legal matters" typically corresponds to sense 1 - concerns or affairs.

 The answer should be 1.

provider: AtlasCloud


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

Sentence: -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of <t>student</t> discipline.

Senses:
1. definition=a learner who is enrolled in an educational institution
2. definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines

reasoning_content:
The user wants me to identify which numbered sense of "student" is used in the given sentence. The sentence is:

"Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of <t>student</t> discipline."

The two senses are:
1. definition=a learner who is enrolled in an educational institution
2. definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines

Let me analyze the context. The word "student" appears in the phrase "student discipline."

In this context, "student discipline" refers to the discipline (punishment, rules, behavior management) of students in a school setting.

Sense 1 refers to a learner enrolled in an educational institution. This fits the context because "student discipline" in a school context refers to the discipline of pupils/learners.

Sense 2 refers to a learned person, a scholar, someone who has gained mastery through long study. This doesn't fit the context of "student discipline" in a school setting. While a principal does have authority, "student discipline" doesn't mean the discipline of learned scholars in this context - it means the discipline of the pupils attending the school.

Therefore, the correct sense is 1.

Wait, let me double-check. Is there any way this could be sense 2?

"Student discipline" could theoretically refer to the discipline (field of study) of a learned person, but that doesn't make sense grammatically or contextually here. The phrase "matters of student discipline" in the context of schools, principals, faculty, and curriculum clearly refers to the discipline (behavior management) of students (pupils).

Also, looking at the phrase structure:
- "faculty" (teachers)
- "curriculum" (what is taught)
- "student discipline" (discipline of students)

This is about school administration. The principal has authority over teachers, what is taught, and student behavior/discipline.

So yes, sense 1 is definitely correct.

The answer should be just the number: 1


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

Sentence: <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.

Senses:
1. definition=a detailed critical inspection
2. definition=applying the mind to learning and understanding a subject (especially by reading) | examples=mastering a second language requires a lot of work
3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale
4. definition=a state of deep mental absorption | examples=she is in a deep study
5. definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. definition=a branch of knowledge | examples=in what discipline is his doctorate?
7. definition=preliminary drawing for later elaboration | examples=he made several studies before starting to paint
8. definition=attentive consideration and meditation | examples=after much cogitation he rejected the offer
9. definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

reasoning_content:
The user wants me to identify which sense of "study" is used in the given sentence. 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 word "study" appears in the phrase "Study after study" and is marked with <t></t> tags.

Let me look at the context:
- "Study after study" suggests multiple instances of something.
- "the most recent from the Brookings Institution" - Brookings Institution is a think tank/research organization that publishes research papers and reports.
- The sentence says these studies "tell us" something about schools.

Now let me examine the senses:

1. definition=a detailed critical inspection
   - This could fit, but let's check others.

2. definition=applying the mind to learning and understanding a subject (especially by reading)
   - This refers to the act of studying, not a document or research piece.

3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale
   - This looks very promising. The example mentions "the recent study by Hill and Dale" which is similar to "the most recent from the Brookings Institution."
   - "Study after study" referring to multiple research reports/documents.
   - The sentence mentions these studies "tell us" information, which fits with written documents describing findings.

4. definition=a state of deep mental absorption
   - This refers to a mental state, not a document or research piece.

5. definition=a room used for reading and writing and studying
   - Physical room, doesn't fit.

6. definition=a branch of knowledge
   - This would be like "the study of physics" - a field of inquiry. But "Study after study" suggests countable instances, not a branch of knowledge.

7. definition=preliminary drawing for later elaboration
   - Art context, doesn't fit.

8. definition=attentive consideration and meditation
   - Mental activity, doesn't fit the context of something coming from the Brookings Institution.

9. definition=someone who memorizes quickly and easily
   - A person, doesn't fit.

10. definition=a composition intended to develop one aspect of the performer's technique
    - Musical/artistic exercise, doesn't fit.

The key clues are:
- "Study after study" - plural countable instances
- "from the Brookings Institution" - a research organization
- "tells us that..." - communicating findings

Sense 3 is clearly the best fit: "a written document describing the findings of some individual or group"

The example given for sense 3 is: "this accords with the recent study by Hill and Dale"
This is very similar to the usage in the sentence where we have "the most recent from the Brookings Institution."

Sense 1 "a detailed critical inspection" is close, but sense 3 is more specific to the result of such an inspection (the written document), and the context of "from the Brookings Institution" strongly suggests a published research document.

In WordNet or similar lexical databases, sense 3 is typically the sense referring to a research paper or report.

Therefore, the answer is 3.


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

Sentence: 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.

Senses:
1. definition=a detailed critical inspection
2. definition=applying the mind to learning and understanding a subject (especially by reading) | examples=mastering a second language requires a lot of work
3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale
4. definition=a state of deep mental absorption | examples=she is in a deep study
5. definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. definition=a branch of knowledge | examples=in what discipline is his doctorate?
7. definition=preliminary drawing for later elaboration | examples=he made several studies before starting to paint
8. definition=attentive consideration and meditation | examples=after much cogitation he rejected the offer
9. definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

reasoning_content:
The user wants me to identify which numbered sense of "study" is used in the given sentence. Let me analyze the sentence and the definitions.

Sentence: "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 word "study" appears in the phrase "Study after study", and there's a reference to "the most recent from the Brookings Institution". The Brookings Institution is a think tank/research organization that produces reports and research papers.

Let me look at the definitions:

1. definition=a detailed critical inspection
2. definition=applying the mind to learning and understanding a subject (especially by reading)
3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale
4. definition=a state of deep mental absorption
5. definition=a room used for reading and writing and studying
6. definition=a branch of knowledge
7. definition=preliminary drawing for later elaboration
8. definition=attentive consideration and meditation
9. definition=someone who memorizes quickly and easily
10. definition=a composition intended to develop one aspect of the performer's technique

The context suggests that "study" here refers to a research report or document produced by the Brookings Institution. The phrase "Study after study" implies multiple research reports or documents. The example given in sense 3 mentions "the recent study by Hill and Dale", which fits the pattern of referring to a written document describing findings.

Sense 3 says: "a written document describing the findings of some individual or group" with the example "this accords with the recent study by Hill and Dale".

This matches the usage in the sentence where "study" refers to documents/reports from the Brookings Institution.

Sense 1 is about the act of inspection, but the sentence is talking about the documents themselves ("Study after study... tells us").

Sense 2 is about the process of learning.

Sense 3 fits best because it refers to the written document/output of research.

The answer should be 3.

provider: DeepInfra


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

Sentence: 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.

Senses:
1. definition=used to form the superlative | examples=the king cobra is the most dangerous snake
2. definition=very | examples=a most welcome relief
3. definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done

reasoning_content:
The user wants me to identify which numbered sense of "most" is used in the given sentence. The word "most" is marked with <t></t> tags in the sentence.

 Sentence: "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."

 The word "most" here modifies "recent". It's forming the superlative degree of the adjective "recent".

 Let me look at the senses:
 1. definition=used to form the superlative | examples=the king cobra is the most dangerous snake
 2. definition=very | examples=a most welcome relief
 3. definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done

 In the sentence, "the most recent" means the superlative of recent - i.e., the one that is recent to the highest degree, or latest. This matches sense 1.

 Sense 2 would be something like "It was a most interesting book" where "most" means "very".
 Sense 3 seems to be about "almost" or "nearly" (like "most everyone" or similar constructions, though the example given uses "about" which is confusing... wait, looking at sense 3 again: "(of actions or states) slightly short of or not quite accomplished; all but" - this sounds like the sense in "most finished" or similar, but actually looking at the example "the job is (just) about done" - this seems to be defining "about" not "most". Wait, that example seems wrong for the definition. Let me reconsider.

 Actually, sense 3 might be referring to "most" as in "most all" meaning "almost all"? Or maybe it's a copy-paste error in the prompt? But regardless, looking at the sentence: "the most recent" clearly uses "most" as the superlative marker.

 So the answer should be 1.


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

Sentence: 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.

Senses:
1. definition=express in words | examples=He said that he wanted to marry her
2. definition=let something be known | examples=Tell them that you will be late
3. definition=narrate or give a detailed account of | examples=Tell what happened
4. definition=give instructions to or direct somebody to do something with authority | examples=I said to him to go home
5. definition=discern or comprehend | examples=He could tell that she was unhappy
6. definition=inform positively and with certainty and confidence | examples=I tell you that man is a crook!
7. definition=give evidence | examples=he was telling on all his former colleague
8. definition=mark as different | examples=We distinguish several kinds of maple

reasoning_content:
The user wants me to identify which numbered sense of "tell" is used in the given sentence.

Sentence: "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."

Let me analyze the sentence. The subject is "Study after study" and the verb is "tells" with the object "us" followed by a "that" clause: "that the best schools are those..."

So the structure is: [Subject] tells [us] [that-clause].

Now let's look at the senses:

1. express in words | examples=He said that he wanted to marry her
   - This is very general. But "tell" here has an indirect object "us".

2. let something be known | examples=Tell them that you will be late
   - This seems to fit. "Tell them that..." = communicate information to someone.

3. narrate or give a detailed account of | examples=Tell what happened
   - This would be like "tell a story". But here it's "tell us that..." which is more about informing/letting know rather than narrating.

4. give instructions to or direct somebody to do something with authority | examples=I said to him to go home
   - This would be "tell someone to do something". Not the case here.

5. discern or comprehend | examples=He could tell that she was unhappy
   - This is intransitive or used as "tell that" without indirect object usually, meaning "perceive". Not the case here.

6. inform positively and with certainty and confidence | examples=I tell you that man is a crook!
   - This is close. "I tell you that..." But in the sentence, it's "tells us that..."

7. give evidence | examples=he was telling on all his former colleague
   - This is "telling on" someone. Not the case.

8. mark as different | examples=We distinguish several kinds of maple
   - This is "tell apart" or "tell the difference". Not the case.

Now between 1, 2, and 6.

Sense 1: "express in words" - example "He said that he wanted to marry her". Wait, the example uses "said", not "told". But the definition is general. However, "tell" in this sentence is specifically communicating information to someone (us).

Sense 2: "let something be known" - example "Tell them that you will be late". This matches the structure "tell [someone] that [clause]" where information is being communicated.

Sense 6: "inform positively and with certainty and confidence" - example "I tell you that man is a crook!". This is an emphatic use. The sentence "Study after study tells us that..." is not necessarily emphatic in that way; it's just stating that studies communicate/reveal this finding.

Actually, looking at WordNet or similar lexicographic resources, sense 2 seems to be the standard definition for "tell" when it means to communicate information to someone, especially with an indirect object. The example "Tell them that you will be late" exactly parallels "tells us that the best schools are...".

Sense 1 might be mapped to "say" or "state". The example uses "said". But the definition says "express in words". However, in many lexical databases, sense 1 of "tell" might be something else.

Wait, let me think about the specific numbering. This looks like it could be from WordNet or a similar dictionary.

WordNet senses for "tell" (verb):
1. state, say, tell - express in words
2. tell - let something be known
3. tell, narrate, recount, recite - narrate or give a detailed account of
4. order, tell, enjoin, say - give instructions to
5. tell, say, state - communicate or express nonverbally? No...
Actually WordNet for "tell":
- S: (v) state, say, tell (express in words)
- S: (v) tell (let something be known) "Tell them that you will be late"
- S: (v) tell, narrate, recount, recite (narrate or give a detailed account of)
- S: (v) order, tell, enjoin, say (give instructions to or direct somebody to do something with authority)
- S: (v) tell (discern or comprehend) "He could tell that she was unhappy"
- S: (v) assure, tell (inform positively and with certainty and confidence) "I tell you that man is a crook!"
- S: (v) tell, evidence (give evidence) "he was telling on all his former colleague"
- S: (v) distinguish, separate, differentiate, secern, secernate, severalize, severalise, tell, tell apart (mark as different)

Yes, this matches exactly the WordNet senses.

So in the sentence: "Study after study ... tells us that the best schools are..."

Is this sense 1 or sense 2?

Sense 1: state, say, tell - express in words. Example: "He said that he wanted to marry her". Note the example uses "said". This sense is often used when "tell" is synonymous with "say/state" and might not require an indirect object? Actually "tell" in sense 1 might be used as "tell a story"? No, that's sense 3.

Wait, in WordNet, sense 1 is "state, say, tell" grouped together. But the example given in the prompt for sense 1 is "He said that he wanted to marry her" which uses "said", not "told". This suggests sense 1 is about expressing something verbally, perhaps without necessarily an indirect object? But "tell" usually requires an indirect object unless it's being used in a specific way.

Actually, looking at the prompt's sense 1: "definition=express in words | examples=He said that he wanted to marry her". The example doesn't even use "tell". That seems odd. But maybe it's illustrating the hypernym.

Sense 2: "let something be known | examples=Tell them that you will be late". This clearly uses "tell" with an indirect object + that-clause.

In our sentence: "tells us that..." - this is exactly parallel to "Tell them that you will be late". The studies are letting us know (making known) that the best schools are...

Sense 6: "inform positively and with certainty and confidence | examples=I tell you that man is a crook!". This is more emphatic/assertive. The sentence doesn't have that emphatic flavor.

Therefore, the correct sense is 2.

Let me double-check. Could it be sense 1? "express in words". The studies express in words that...? No, studies don't express in words; they let something be known/reveal. Actually studies can "say" or "tell" metaphorically. But sense 2 "let something be known" fits better because the studies are communicating a finding to us.

Also, in WordNet, sense 2 of tell is specifically: "make known; pass on, of information". The example is exactly "Tell them that you will be late".

So the answer is 2.


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

Sentence: 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.

Senses:
1. definition=(superlative of `good') having the most positive qualities | examples=the best film of the year
2. definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | examples=it would be better to speak to him
3. definition=having desirable or positive qualities especially those suitable for a thing specified | examples=good news from the hospital
4. definition=having the normally expected amount | examples=gives full measure
5. definition=morally admirable
6. definition=deserving of esteem and respect | examples=all respectable companies give guarantees
7. definition=promoting or enhancing well-being | examples=an arms limitation agreement beneficial to all countries
8. definition=agreeable or pleasing | examples=we all had a good time
9. definition=of moral excellence | examples=a genuinely good person
10. definition=having or showing knowledge and skill and aptitude | examples=adept in handicrafts
11. definition=thorough | examples=had a good workout
12. definition=with or in a close or intimate relationship | examples=a good friend
13. definition=financially sound | examples=a good investment
14. definition=most suitable or right for a particular purpose | examples=a good time to plant tomatoes
15. definition=resulting favorably | examples=it's a good thing that I wasn't there
16. definition=exerting force or influence | examples=the law is effective immediately
17. definition=capable of pleasing | examples=good looks
18. definition=appealing to the mind | examples=good music
19. definition=in excellent physical condition | examples=good teeth
20. definition=tending to promote physical well-being; beneficial to health | examples=beneficial effects of a balanced diet
21. definition=not forged | examples=a good dollar bill
22. definition=not left to spoil | examples=the meat is still good
23. definition=generally admired | examples=good taste

reasoning_content:
The user wants me to identify which numbered sense of "best" is used in the given sentence.

 Sentence: "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" here is modifying "schools" and is used as a superlative adjective meaning "having the most positive qualities" or "most suitable" or similar.

 Looking at the senses provided:
 1. definition=(superlative of `good') having the most positive qualities | examples=the best film of the year
 2. definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | examples=it would be better to speak to him
 3. definition=having desirable or positive qualities especially those suitable for a thing specified | examples=good news from the hospital
 ...
 14. definition=most suitable or right for a particular purpose | examples=a good time to plant tomatoes

 The word "best" is the superlative form of "good". In this context, it's describing schools that have the most positive qualities or are most suitable for the purpose of education.

 Sense 1 specifically mentions "(superlative of `good') having the most positive qualities" and gives the example "the best film of the year". This matches the usage in the sentence where "best" describes schools with the most positive qualities (free of outside interference, governed by powerful head).

 Sense 2 is about "well" as in "it would be better to speak to him" - this is about advisable actions, not describing nouns like schools.

 Sense 14 mentions "most suitable or right for a particular purpose" which could also fit, but sense 1 is the primary definition for the superlative "best" when describing quality.

 Actually, looking carefully:
 - Sense 1 is specifically about the superlative of "good" having the most positive qualities.
 - Sense 14 is about "most suitable or right for a particular purpose" but the example is "a good time to plant tomatoes" - this is using "good" not "best".

 Wait, the senses listed seem to be mostly definitions of "good", not "best". But sense 1 explicitly mentions "superlative of `good'".

 The sentence uses "best" as an adjective modifying "schools" to mean schools of the highest quality.

 Sense 1: "(superlative of `good') having the most positive qualities" - this fits perfectly.
 Sense 14: "most suitable or right for a particular purpose" - this could also fit, but sense 1 is more general and directly addresses the superlative form.

 Actually, looking at the example for sense 1: "the best film of the year" - this is exactly parallel to "the best schools".

 So the answer should be 1.

 Let me double-check if any other sense could fit better.
 Sense 2 is about comparative/superlative of "well" (adverb), not "good" (adjective).
 Sense 3 is the base adjective "good".
 ...
 Sense 14 mentions "most suitable" but the definition says "most suitable or right for a particular purpose" and the example uses "good" not "best".

 Sense 1 is clearly the correct choice because:
 1. It explicitly identifies "best" as the superlative of "good"
 2. The example "the best film of the year" parallels "the best schools"
 3. The definition "having the most positive qualities" fits the context of describing high-quality schools

 Therefore, the answer is 1.

provider: ModelRun


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

Sentence: 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.

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

reasoning_content:
The user wants me to identify which numbered sense of "school" is used in the given sentence.

The sentence 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."

Let me analyze the context:
- The sentence is talking about studies from the Brookings Institution (a think tank)
- It mentions "the best schools"
- It describes them as being "free of outside interference" and "governed by a powerful head"
- This suggests educational institutions that have autonomy in governance

Now let's look at the senses:

1. "an educational institution" - examples: "the school was founded in 1900"
   - This seems to fit. The sentence is talking about educational institutions as entities that can be governed and free from interference.

2. "a building where young people receive education" - examples: "the school was built in 1932"
   - This refers to the physical building. The sentence is talking about governance and being free from interference, which applies more to the institution as an organization rather than just the building.

3. "the process of being formally educated at a school" - examples: "what will you do when you finish school?"
   - This refers to the concept of schooling/education as a process. The sentence uses "schools" (plural) and talks about them being governed, which doesn't fit the process meaning.

4. "a body of creative artists or writers or thinkers linked by a similar style or by similar teachers" - examples: "the Venetian school of painting"
   - This is about artistic movements. The context is clearly about educational institutions, not artistic schools.

5. "the period of instruction in a school; the time period when school is in session" - examples: "stay after school"
   - This refers to time periods. The sentence is talking about institutions being governed, not time periods.

6. "an educational institution's faculty and students" - examples: "the school keeps parents informed"
   - This refers to the people (faculty and students) collectively. While possible, the mention of being "governed by a powerful head" and "free of outside interference" suggests the institutional entity rather than just the people. Also, sense 1 is more general and fits better.

7. "a large group of fish" - examples: "a school of small glittering fish swam by"
   - Clearly not relevant here.

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

The sentence says "schools are those that are free of outside interference and are governed by a powerful head." Governance typically applies to institutions/organizations rather than just the collection of faculty and students. Also, the example for sense 1 ("the school was founded in 1900") shows it refers to the institution as an entity.

Therefore, sense 1 is the best fit.

Wait, let me double-check sense 6. The example "the school keeps parents informed" could be interpreted as the administration/institution. But sense 1 is defined as "an educational institution" which is the broadest and most appropriate for talking about schools as entities that can be governed.

Actually, looking carefully at the sentence structure: "the best schools are those that are free of outside interference and are governed by a powerful head" - this is clearly referring to educational institutions as organizations.

So the answer should be 1.


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

Sentence: 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.

Senses:
1. definition=relating to or being on or near the outer side or limit | examples=an outside margin
2. definition=coming from the outside | examples=extraneous light in the camera spoiled the photograph
3. definition=originating or belonging beyond some bounds: | examples=the outside world
4. definition=located, suited for, or taking place in the open air | examples=outdoor clothes
5. definition=functioning outside the boundaries or precincts of an organized unit | examples=extramural hospital care and treatment
6. definition=leading to or from the outside | examples=an outside door
7. definition=from or between other countries | examples=external commerce
8. definition=very unlikely | examples=an outside chance
9. definition=on or toward an outer edge | examples=an outer lane
10. definition=(of a baseball pitch) on the far side of home plate from the batter | examples=the pitch was away (or wide)

reasoning_content:
 The user wants me to identify which numbered sense of "outside" is used in the given sentence.

 Sentence: "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 key phrase is "outside interference" - meaning interference coming from external sources, beyond the boundaries of the school itself.

 Let's look at the senses:

 1. relating to or being on or near the outer side or limit - This is about physical position, not origin/source.
 2. coming from the outside - This fits well. "Extraneous" means coming from outside.
 3. originating or belonging beyond some bounds - This also fits. "The outside world" implies beyond some boundary.
 4. located, suited for, or taking place in the open air - This is about physical outdoor location.
 5. functioning outside the boundaries or precincts of an organized unit - This is about functioning outside boundaries, but "outside interference" is interference that comes from outside, not interference that functions outside.
 6. leading to or from the outside - This is about direction/movement.
 7. from or between other countries - This is specifically about international/external affairs.
 8. very unlikely - This is about probability.
 9. on or toward an outer edge - Physical position.
 10. (of a baseball pitch) - Specific sports term.

 Now between sense 2 and 3:
 Sense 2: "coming from the outside" | examples: "extraneous light in the camera spoiled the photograph"
 Sense 3: "originating or belonging beyond some bounds" | examples: "the outside world"

 "Outside interference" means interference that comes from sources external to the school - from beyond the school's boundaries. This matches sense 3 ("originating or belonging beyond some bounds") or sense 2 ("coming from the outside").

 However, looking more carefully:
 - Sense 2 focuses on "coming from" (source/origin)
 - Sense 3 focuses on "beyond some bounds" (belonging to the external world)

 "Outside interference" in the context of schools typically means interference from people or entities not part of the school (like government, parents, etc.) - i.e., from beyond the school's boundaries.

 But let's look at the examples:
 Sense 2 example: "extraneous light" - light coming from outside
 Sense 3 example: "the outside world" - the world beyond some boundary

 Actually, "outside interference" is interference that originates from outside the organization. Both could work, but let's see which definition is more precise.

 Sense 2: "coming from the outside" - this is very general
 Sense 3: "originating or belonging beyond some bounds" - this specifies "bounds"

 In the context of schools, "outside interference" refers to interference from beyond the boundaries of the school (from external sources). This aligns well with sense 3.

 However, looking at sense 2 again: "coming from the outside" - the example is "extraneous light" which is light coming from outside the camera/source.

 Actually, in many dictionary definitions, "outside" meaning external (not part of the organization) is often sense 2 or 3 depending on the specific dictionary.

 Let me reconsider the specific wording:

 Sense 2: "coming from the outside" | examples: extraneous light...
 Sense 3: "originating or belonging beyond some bounds" | examples: the outside world

 "Interference" is something that comes from outside (external sources). Both 2 and 3 seem plausible.

 But looking at the example for sense 2: "extraneous" means irrelevant or external/coming from outside.
 Looking at sense 3: "beyond some bounds" - the school has bounds/boundaries.

 Actually, looking at typical dictionary entries for "outside":
 - Sense 2 often deals with things that come from outside (external origin)
 - Sense 3 deals with things that are situated beyond limits

 But "outside interference" specifically means interference from external sources - i.e., coming from outside the system. This is most like sense 2 ("coming from the outside").

 However, let's look at sense 5: "functioning outside the boundaries or precincts of an organized unit" - example: "extramural hospital care". This is about things functioning outside, but interference is not something that functions outside; it's something that comes from outside to inside.

 Sense 3 "originating or belonging beyond some bounds" seems to capture "outside interference" well because the interference originates from beyond the school's bounds.

 But wait, sense 2 "coming from the outside" - the example "extraneous light" is light coming from outside the intended source. This is very similar to "outside interference" which is interference coming from outside the school.

 I think sense 2 is the best fit because:
 1. "Extraneous" in the example means "coming from outside" or "external"
 2. "Outside interference" means interference that is external to the school/coming from outside
 3. The definition "coming from the outside" directly matches

 Sense 3 emphasizes "beyond some bounds" which is also correct, but sense 2 is more direct about the origin/source.

 Let me check if there's a standard way these senses are ordered. This looks like it might be from WordNet or a specific dictionary.

 In WordNet 3.0 for "outside" (adjective):
 1. relating to or being on or near the outer side or limit (adj, all)
 2. coming from the outside (adj, all) - "extraneous light in the camera spoiled the photograph"
 3. originating or belonging beyond some bounds:"the outside world" (adj, all)
 4. located, suited for, or taking place in the open air (adj, all)
 5. functioning outside an established hierarchy or socially dominant pattern of behavior (not matching)
 ...

 Actually looking at these specific definitions, this looks like it might be from a specific dataset. The definitions match WordNet style.

 In WordNet:
 outside(a): coming from the outside; "extraneous light in the camera spoiled the photograph"; "relying upon an extraneous income"
 outside(a): originating or belonging beyond some bounds:"the outside world"; "outside interests"

 But there's also:
 outside(a): functioning outside the boundaries or precincts of an organized unit; "extramural hospital care and treatment"

 For "outside interference", this refers to interference from external sources. In educational contexts, this typically means from outside the school system (like government bureaucracy, etc.).

 Between sense 2 and 3:
 - Sense 2 focuses on the direction/source: "coming from"
 - Sense 3 focuses on location/origin: "beyond some bounds"

 "Outside interference" in the sentence is interference that comes from outside the school. Both apply, but sense 2 ("coming from the outside") seems to be the most direct match because interference is an action/force that comes from somewhere.

 However, looking closely at sense 3: "originating or belonging beyond some bounds" - interference originates from beyond the school's bounds. This fits very well too.

 But the example for sense 2 is "extraneous" which means "external" or "coming from outside and not essential". Outside interference is external interference.

 I think the answer is 2 or 3. Let me think about which is more likely intended by the question.

 Actually, looking at the specific phrasing "free of outside interference", this is a common collocation. "Outside" here means external (from outside the organization).

 In many dictionaries:
 - Sense 2: external, extraneous (coming from outside)
 - Sense 3: beyond the limits or scope of

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

 But let me reconsider sense 3: "originating or belonging beyond some bounds". If the bounds are the school's boundaries, then interference originates from beyond those bounds. This fits sense 3.

 Actually, looking at typical usage:
 - "Outside world" = world beyond one's immediate environment (sense 3)
 - "Outside interference" = interference coming from outside sources (sense 2)

 The word "interference" implies an action coming from outside, not just belonging to the outside. So sense 2 seems better.

 However, looking at the provided list again carefully:

 2. definition=coming from the outside | examples=extraneous light in the camera spoiled the photograph
 3. definition=originating or belonging beyond some bounds: | examples=the outside world

 "Outside interference" means interference that originates from beyond the boundaries of the school. This fits definition 3 very well.

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

 Wait, I should look at how "extraneous" relates. Extraneous means irrelevant or unrelated, coming from outside. Outside interference is interference that is external.

 I think both 2 and 3 are defensible, but 3 might be slightly better because "beyond some bounds" captures the idea of organizational boundaries (school boundaries), whereas "coming from the outside" is more general and physical.

 But actually, looking at the example for 2: "extraneous light" - light coming from outside the camera enclosure. This is interference coming from outside. Very similar to "outside interference".

 Looking at the example for 3: "the outside world" - the world beyond one's immediate environment/bounds.

 "Outside interference" is interference from the outside world/external sources. Both work.

 However, I think the intended answer is likely 2 or 3. Let me see if I can find this specific question or similar questions online.

 Given I cannot search, I must decide based on the definitions.

 "Study after study... tells us that the best schools are those that are free of outside interference..."

 This means interference from external sources (not part of the school).

 Sense 2: "coming from the outside" - matches "from external sources"
 Sense 3: "originating or belonging beyond some bounds" - matches "external to the school"

 But sense 5 is also interesting: "functioning outside the boundaries or precincts of an organized unit" - but this would mean the interference itself functions outside, which doesn't make sense. The interference acts upon the school from outside.

 Actually, looking carefully at sense 5: "functioning outside the boundaries..." - this describes something located outside and operating from there, but "outside interference" in the sentence refers to interference coming into the school from outside.

 I think sense 3 is the best answer because it emphasizes "beyond some bounds" (the school's autonomy/boundaries), which is the key concept in educational autonomy literature - external interference from beyond the school's proper jurisdiction.

 But sense 2 is also very strong.

 Let me reconsider the wording of sense 2: "coming from the outside"
 And sense 3: "originating or belonging beyond some bounds"

 "Outside interference" typically means interference from outside the organization. In this context, the school is the unit, and interference comes from beyond its bounds. This is sense 3.

 However, "coming from the outside" (sense 2) is also correct.

 Maybe I should look at the other senses to eliminate them:
 1. Physical outer side - not relevant
 4. Open air - not relevant
 5. Functioning outside - not relevant (interference doesn't function outside, it comes from outside to inside)
 6. Leading to/from outside - not relevant
 7. Between countries - not relevant (unless specified, but this is about schools generally)
 8. Very unlikely - not relevant
 9. Outer edge - physical
 10. Baseball - not relevant

 So it's between 2 and 3.

 Upon reflection, I think the answer is 3. The phrase "beyond some bounds" is crucial here. The interference originates from beyond the bounds of the school. The school has bounds, and the interference comes from outside those bounds.

 However, looking at the example for sense 2 again: "extraneous light in the camera". This is interference (light) coming from outside the camera. This is structurally identical to "outside interference coming from outside the school".

 I think I need to choose. I'll go with 3 because "originating or belonging beyond some bounds" captures the sense of organizational boundaries better than the more general "coming from the outside" (which could just mean through a window).

 Wait, actually, looking at typical dictionary entries for "outside":
 - Sense (a): coming from the outside: "extraneous light"
 - Sense (b): originating or belonging beyond some bounds: "the outside world"

 In many contexts, "outside interference" is interference from outside the organization, i.e., from beyond the organization's bounds. So sense 3.

 But let me reconsider sense 2 one more time. The definition is "coming from the outside". If something comes from the outside, it is external. This is a very direct match for "outside interference" = interference coming from outside.

 I think the answer is 2.

 Actually, looking at the specific context of schools, "outside interference" refers to interference from sources external to the school (like school boards, government, parents). These are sources beyond the bounds of the school itself.

 But I notice the example for sense 3 is "the outside world" - which contrasts with an inside space. Schools have an inside administrative space and an outside world.

 I think I'll go with 2, but I'm uncertain between 2 and 3.

 Wait, looking at the exact wording of sense 3: "originating or belonging beyond some bounds:"
 The colon suggests the definition continues or examples follow. The example is "the outside world".

 Outside interference originates beyond the bounds of the school.

 I think 3 is slightly better, but 2 is also justifiable.

 Let me check if "outside" in this context could be sense 7: "from or between other countries" - external affairs. No, that's international.

 Let me reconsider sense 5: "functioning outside the boundaries or precincts of an organized unit" - example "extramural hospital care". This means care provided outside the hospital. "Outside interference" could theoretically mean interference that happens outside, but that's not what it means. It means interference coming from outside.

 So back to 2 vs 3.

 In WordNet 3.1:
 S: (adj) outside -- (relating to or being on or near the outer side or limit) "an outside margin"
 S: (adj) external, extraneous, outside -- (coming from the outside) "extraneous light in the camera spoiled the photograph"; "relying upon an extraneous income"
 S: (adj) outside -- (originating or belonging beyond some bounds:"the outside world"; "outside interests")

 "Outside interests" in the third sense means interests belonging to the outside world, beyond some bounds.

 "Outside interference" is interference coming from the outside -> sense 2.

 I will go with 2.


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

Sentence: 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.

Senses:
1. definition=a policy of intervening in the affairs of other countries
2. definition=the act of hindering or obstructing or impeding
3. definition=electrical or acoustic activity that can disturb communication
4. definition=(American football) blocking a player's path with your body | examples=he ran interference for the quarterback
5. definition=any obstruction that impedes or is burdensome

reasoning_content:
 The user wants me to identify which numbered sense of "interference" is used in the given sentence.

 Sentence: "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."

 Let me analyze the context:
 - The sentence is talking about schools
 - It mentions "outside interference"
 - It contrasts this with being "governed by a powerful head"
 - The context suggests that outside parties trying to intervene or obstruct the school's operations is being discussed

 Now let's look at the senses:
 1. definition=a policy of intervening in the affairs of other countries
    - This is about international relations/foreign policy. The sentence is about schools, not countries. So this is not correct.

 2. definition=the act of hindering or obstructing or impeding
    - This fits well. "Outside interference" would mean outside parties hindering or obstructing the school's operations.

 3. definition=electrical or acoustic activity that can disturb communication
    - This is technical/physical interference (like radio interference). Not relevant to schools and governance.

 4. definition=(American football) blocking a player's path with your body | examples=he ran interference for the quarterback
    - This is specific to American football. The context is about schools and education, not sports.

 5. definition=any obstruction that impedes or is burdensome
    - This is similar to #2 but more general. Let me think about the difference.
    - #2: "the act of hindering or obstructing or impeding" - focuses on the action/act
    - #5: "any obstruction that impedes or is burdensome" - focuses on the thing/obstruction itself

    In the sentence: "free of outside interference"
    - "Interference" here refers to the act of interfering or the intervention by outside parties.
    - Looking at typical dictionary definitions, "interference" in the context of "outside interference" in schools usually means unwanted intervention or meddling.

    Let me reconsider the definitions more carefully:
    - Sense 2: "the act of hindering or obstructing or impeding"
    - Sense 5: "any obstruction that impedes or is burdensome"

    Actually, looking at WordNet or similar lexical databases (which this format resembles):
    - Sense 1 usually refers to foreign intervention
    - Sense 2 is general hindering
    - Sense 3 is technical/electrical
    - Sense 4 is sports
    - Sense 5 is about obstructions/hindrances as nouns

    Wait, let me look at the specific wording again. The sentence says "outside interference" in the context of school governance.

    In educational contexts, "outside interference" typically means unwanted intervention by external authorities or parties that hinders the school's ability to operate effectively.

    Between sense 2 and sense 5:
    - Sense 2 emphasizes the "act" of hindering
    - Sense 5 emphasizes the "obstruction" itself

    Both could work, but sense 2 is more commonly used for this type of context. "Interference" as an act of meddling or hindering.

    Actually, looking at standard dictionary entries for "interference":
    1. The action of interfering or the process of being interfered with
    2. In physics: wave interference
    3. In sports: illegal obstruction
    4. In radio/communications: unwanted signals

    The given sense 2: "the act of hindering or obstructing or impeding" seems to be the general definition that would cover "outside interference" in an organizational context.

    Sense 5: "any obstruction that impedes or is burdensome" - this seems like it could also fit, but "interference" in the context of schools and outside parties is more about the act of intervening/meddlng rather than a physical obstruction.

    Let me think about the specific word "interference" in educational policy contexts. When people say schools should be "free from outside interference," they mean free from external parties (like government bureaucrats, parents, politicians) intervening in or meddling with the school's operations.

    This aligns best with sense 2: "the act of hindering or obstructing or impeding" or potentially sense 1 if we stretch "other countries" to mean external entities, but sense 1 specifically mentions "other countries" which is too narrow.

    Actually, looking at the senses again:
    1. Foreign policy intervention
    2. General hindering/obstructing
    3. Electrical/acoustic disturbance
    4. Football blocking
    5. Any obstruction

    The context is about school governance. "Outside interference" means external parties trying to intervene or meddle in school affairs, which would hinder or obstruct the school's operation or the head teacher's governance.

    I think sense 2 is the best fit: "the act of hindering or obstructing or impeding"

    Wait, I should double-check sense 5. "Any obstruction that impedes or is burdensome." Is interference being used as an obstruction here?

    In the phrase "free of outside interference," interference is something that can be free of - it's a thing or an activity.

    Let me consider: "interference" can mean:
    - The act of interfering (e.g., "I resent his interference")
    - The result of interfering (e.g., "the interference caused problems")

    In this sentence, "outside interference" refers to the act or practice of outside parties interfering with the school.

    Sense 2: "the act of hindering or obstructing or impeding" - this captures the meaning of external parties acting to hinder the school's operation.

    Sense 5: "any obstruction that impedes or is burdensome" - this is more about a physical thing or condition that obstructs.

    Given that the context involves governance and external parties (Brookings Institution study about schools), the meaning is about external intervention or meddling that hinders the school's effectiveness.

    This is sense 2.

    Actually, let me reconsider if it could be sense 1. Sense 1 says "a policy of intervening in the affairs of other countries." The key word is "countries." The sentence is about schools, not countries. So definitely not sense 1.

    Sense 3 is technical - not relevant.
    Sense 4 is football - not relevant.

    So it's between 2 and 5.

    Looking at typical WordNet definitions:
    - Interference, intervention: a policy of intervening in the affairs of other countries (Sense 1)
    - Hindrance, hinderance, interference: the act of hindering or obstructing or impeding (Sense 2)
    - Noise, interference, disturbance: electrical or acoustic activity that can disturb communication (Sense 3)
    - Blocking, interference: (American football) blocking a player's path with your body (Sense 4)
    - Hindrance, hinderance, hitch, preventive, preventative, encumbrance, incumbrance, interference: any obstruction that impedes or is burdensome (Sense 5)

    In the sentence: "free of outside interference"

    If we look at actual usage in educational contexts, "outside interference" almost always refers to external intervention or meddling.

    For example: "The school operates without interference from the school board."
    This means the school board is not intervening/hindering.

    This matches sense 2: the act of hindering or obstructing.

    Sense 5 is about an obstruction as a thing. While interference can be an obstruction, in this context it's about the act of interfering.

    Also, looking at the example for sense 5: it would be things like "a hitch in the plan" or physical obstacles.

    But "outside interference" in organizational contexts is about the act of external parties intervening.

    Therefore, the answer is 2.

    Wait, I want to be absolutely sure. Let me think about whether "interference" in this context could be sense 5.

    Sense 5 examples might include: "The interference of the tree roots blocked the pipe." But actually, that doesn't sound right. We don't usually call tree roots "interference."

    Actually, looking at WordNet sense 5: "hindrance, hinderance, hitch, preventive, preventative, encumbrance, incumbrance, interference"

    These are all nouns referring to things that obstruct. But in the sentence "free of outside interference," interference is an uncountable noun referring to the activity of interfering.

    Compare:
    - "The interference stopped the signal." (Could be sense 3 or sense 2)
    - "We need to prevent outside interference." (Sense 2 - the act of interfering)

    In educational policy discourse, "interference" means unwanted intervention or meddling.

    I believe the answer is 2.

    Let me double-check by searching my mental database of how these senses are distinguished.

    Sense 1: International relations (interference in the internal affairs of another country)
    Sense 2: General - the act of interfering, hindering
    Sense 3: Physics/electronics - wave interference, radio interference
    Sense 4: Sports - running interference
    Sense 5: A thing that obstructs (synonyms: hindrance, encumbrance)

    In the sentence: "outside interference" in schools.
    This is clearly not sense 1 (not about countries).
    Not sense 3 (not about signals).
    Not sense 4 (not about football).

    Between sense 2 and 5:
    - Sense 2 focuses on the act/action of hindering
    - Sense 5 focuses on the obstruction as an entity

    "Outside interference" refers to the act of outside parties interfering. It is an action noun.
    Therefore: Sense 2.

    The answer is 2.


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

Sentence: 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.

Senses:
1. definition=bring into conformity with rules or principles or usage; impose regulations | examples=We cannot regulate the way people dress
2. definition=direct or strongly influence the behavior of | examples=His belief in God governs his conduct
3. definition=exercise authority over; as of nations | examples=Who is governing the country now?
4. definition=require to be in a certain grammatical case, voice, or mood | examples=most transitive verbs govern the accusative case in German

reasoning_content:
The user wants me to identify which sense of "govern" is used in the given sentence. 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 <t>governed</t> by a powerful head."

 Let me look at the four senses:

 1. bring into conformity with rules or principles or usage; impose regulations
    Example: "We cannot regulate the way people dress"
    This seems like it's about regulating or controlling behavior according to rules.

 2. direct or strongly influence the behavior of
    Example: "His belief in God governs his conduct"
    This is about influencing or determining behavior.

 3. exercise authority over; as of nations
    Example: "Who is governing the country now?"
    This is about ruling, managing, or exercising authority over an organization, institution, or nation.

 4. require to be in a certain grammatical case, voice, or mood
    Example: "most transitive verbs govern the accusative case in German"
    This is a linguistic/grammatical sense.

 Now, looking at the sentence: "schools... are governed by a powerful head"

 The context is about schools being managed or controlled by a head (principal/headmaster). This fits sense 3: "exercise authority over; as of nations".

 Let me verify:
 - Sense 1 is about imposing regulations or bringing into conformity - not quite right. The schools aren't being brought into conformity; they are being managed.
 - Sense 2 is about influencing behavior - while related, the context is about organizational control/authority, not behavioral influence.
 - Sense 3 is about exercising authority over - this fits best. Schools are institutions, and a "powerful head" exercises authority over them.
 - Sense 4 is grammatical - clearly wrong.

 The phrase "governed by a powerful head" in the context of schools means managed, controlled, or administered by a head. This aligns with sense 3: "exercise authority over; as of nations".

 The example for sense 3 is "Who is governing the country now?" which is about ruling/administering. Schools are similar to nations in this context - they are organizations/institutions that can be governed.

 So the answer should be 3.


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

Sentence: 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.

Senses:
1. definition=having great power or force or potency or effect | examples=the most powerful government in western Europe
2. definition=strong enough to knock down or overwhelm | examples=a knock-down blow
3. definition=having great influence
4. definition=(of a person) possessing physical strength and weight; rugged and powerful | examples=a hefty athlete
5. definition=displaying superhuman strength or power | examples=herculean exertions

reasoning_content:
 The user wants me to identify which numbered sense of "powerful" is used in the given sentence.

 Sentence: "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."

 The word "powerful" here describes a "head" (meaning headmaster or principal of a school) in the context of school governance.

 Let me look at the senses:

 1. having great power or force or potency or effect - This is a general definition. Could apply to governments, machines, etc.
 2. strong enough to knock down or overwhelm - This seems physical, like a blow.
 3. having great influence - This suggests influence over others, authority.
 4. (of a person) possessing physical strength and weight; rugged and powerful - This is about physical strength.
 5. displaying superhuman strength or power - This is about superhuman/herculean strength.

 In the context of a school being "governed by a powerful head," this refers to a headmaster/principal who has authority, influence, and control over the school. The context mentions "free of outside interference" and "governed by," which suggests administrative power, authority, and influence rather than physical strength.

 Sense 3 "having great influence" seems most appropriate here. A "powerful head" in an educational context means someone with significant authority and influence over the school's operations.

 Sense 1 is more general about having power or force, but sense 3 specifically mentions influence which fits better with leadership/governance contexts.

 Let me reconsider:
 - Sense 1: "having great power or force or potency or effect" - examples include "the most powerful government"
 - Sense 3: "having great influence"

 In the context of school governance, a "powerful head" would be one who has significant authority and influence to make decisions. This aligns with sense 3.

 However, sense 1 could also apply since a head of a school with great power would fit "having great power."

 But looking at the example for sense 1: "the most powerful government in western Europe" - this is about institutional power.
 Sense 3 examples aren't provided, but the definition is "having great influence."

 Actually, looking carefully at the sentence: "governed by a powerful head" - this is about leadership authority. In dictionary definitions, when describing a leader as powerful in an organizational context, it usually refers to their authority and influence.

 But I need to check if there's a distinction between sense 1 and sense 3 that would make one clearly better.

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

 In many dictionaries, "powerful" when referring to people in leadership positions can mean either:
 - Having great authority/influence (sense 3)
 - Having great power in a general sense (sense 1)

 However, looking at the specific wording:
 - Sense 1 examples: "the most powerful government" - this is about the power of the entity
 - Sense 4 is specifically about physical strength of a person
 - Sense 2 is about physical force (knock-down blow)
 - Sense 5 is superhuman

 So it's between 1 and 3.

 The key is "governed by a powerful head" in the context of schools. This refers to a principal/headmaster who has the authority to make decisions without outside interference. This is about influence and authority.

 Actually, looking at standard dictionary entries for "powerful":
 1. Having great power, force, or effect
 2. Having great influence or control

 Sense 3 here is "having great influence" which matches the second definition.

 In the context of school governance, describing a head (headmaster) as powerful refers to their ability to lead, make decisions, and control the school - which is about influence and authority.

 I think sense 3 is the correct answer.

 Wait, let me look again at sense 1: "having great power or force or potency or effect"
 And sense 3: "having great influence"

 In WordNet or similar lexical databases, these might be distinct senses. Sense 1 is often used for machines, weapons, drugs, etc. (potency, force). Sense 3 is used for people who have influence over others.

 Given the context is about governance and leadership (not physical strength or mechanical force), sense 3 is most appropriate.

 Actually, looking at the example for sense 1: "the most powerful government" - governments can be described as powerful in sense 1 or 3. But sense 1 emphasizes "force or potency or effect" while sense 3 emphasizes "influence."

 For a head of school, "influence" is the key aspect - they influence teachers, students, and school policy.

 I believe the answer is 3.

 But let me double-check: could it be sense 1? "Having great power" - a head with great power over the school. This is also plausible.

 However, looking at the distinction between the senses:
 - Sense 1 seems to be the general sense (powerful engine, powerful drug, powerful country)
 - Sense 3 is specifically about influence (powerful figure, powerful leader)

 The sentence emphasizes governance and being free from outside interference, which points to the head having authority and influence - sense 3.

 I'll go with 3.

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