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

Sentence: Fortunately, these same parents do want their children to <t>get</t> a decent education as traditionally understood, and they have enough common sense to know what that demands.

Senses:
1. definition=come into the possession of something concrete or abstract | examples=She got a lot of paintings from her uncle
2. definition=enter or assume a certain state or condition | examples=He became annoyed when he heard the bad news
3. definition=cause to move; cause to be in a certain position or condition | examples=He got his squad on the ball
4. definition=receive a specified treatment (abstract) | examples=These aspects of civilization do not find expression or receive an interpretation
5. definition=reach a destination; arrive by movement or progress | examples=She arrived home at 7 o'clock
6. definition=go or come after and bring or take back | examples=Get me those books over there, please
7. definition=go through (mental or physical states or experiences) | examples=get an idea
8. definition=take vengeance on or get even | examples=We'll get them!
9. definition=achieve a point or goal | examples=Nicklaus had a 70
10. definition=cause to do; cause to act in a specified manner | examples=The ads induced me to buy a VCR
11. definition=succeed in catching or seizing, especially after a chase | examples=We finally got the suspect
12. definition=come to have or undergo a change of (physical features and attributes) | examples=He grew a beard
13. definition=be stricken by an illness, fall victim to an illness | examples=He got AIDS
14. definition=communicate with a place or person; establish communication with, as if by telephone | examples=Bill called this number and he got Mary
15. definition=give certain properties to something | examples=get someone mad
16. definition=move into a desired direction of discourse | examples=What are you driving at?
17. definition=grasp with the mind or develop an understanding of | examples=did you catch that allusion?
18. definition=attract and fix | examples=His look caught her
19. definition=reach with a blow or hit in a particular spot | examples=the rock caught her in the back of the head
20. definition=reach by calculation | examples=What do you get when you add up these numbers?
21. definition=acquire as a result of some effort or action | examples=You cannot get water out of a stone
22. definition=purchase | examples=What did you get at the toy store?
23. definition=perceive by hearing | examples=I didn't catch your name
24. definition=suffer from the receipt of | examples=She will catch hell for this behavior!
25. definition=receive as a retribution or punishment | examples=He got 5 years in prison
26. definition=leave immediately; used usually in the imperative form | examples=Scram!
27. definition=reach and board | examples=She got the bus just as it was leaving
28. definition=irritate | examples=Her childish behavior really get to me
29. definition=evoke an emotional response | examples=Brahms's `Requiem' gets me every time
30. definition=apprehend and reproduce accurately | examples=She really caught the spirit of the place in her drawings
31. definition=earn or achieve a base by being walked by the pitcher | examples=He drew a base on balls
32. definition=overcome or destroy | examples=The ice storm got my hibiscus
33. definition=be a mystery or bewildering to | examples=This beats me!
34. definition=take the first step or steps in carrying out an action | examples=We began working at dawn
35. definition=undergo (as of injuries and illnesses) | examples=She suffered a fracture in the accident
36. definition=make children | examples=Abraham begot Isaac

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

 Sentence: "Fortunately, these same parents do want their children to <t>get</t> a decent education as traditionally understood, and they have enough common sense to know what that demands."

 Let me analyze the meaning of "get" in this context:
 - The parents want their children to "get" a decent education
 - This means to obtain, acquire, or receive an education
 - It's about coming into possession of something abstract (education)

 Now let me look at the senses:

 1. definition=come into the possession of something concrete or abstract | examples=She got a lot of paintings from her uncle
 - This fits well. "Get an education" means to come into possession of an education, to obtain it. Education is abstract.

 2. definition=enter or assume a certain state or condition | examples=He became annoyed when he heard the bad news
 - This would be like "get angry", "get tired". Not "get an education".

 3. definition=cause to move; cause to be in a certain position or condition | examples=He got his squad on the ball
 - This is causative. Not fitting here.

 4. definition=receive a specified treatment (abstract) | examples=These aspects of civilization do not find expression or receive an interpretation
 - This is about receiving treatment, like "get a haircut" or "get an injection"? The example is weird. But "get an education" could be seen as receiving treatment, but sense 1 seems more general and fitting.

 5. definition=reach a destination; arrive by movement or progress | examples=She arrived home at 7 o'clock
 - This is about arriving somewhere. "Get to school", "get home". Not "get an education".

 6. definition=go or come after and bring or take back | examples=Get me those books over there, please
 - This is fetching. Not fitting.

 7. definition=go through (mental or physical states or experiences) | examples=get an idea
 - "Get an idea" is the example. But "get an education" is more about obtaining/acquiring the education rather than experiencing a state.

 8. definition=take vengeance on or get even | examples=We'll get them!
 - Not fitting.

 9. definition=achieve a point or goal | examples=Nicklaus had a 70
 - This is about scores. "Get a good grade" might fit, but "get an education" is broader.

 10. definition=cause to do; cause to act in a specified manner | examples=The ads induced me to buy a VCR
 - Causative. Not fitting.

 11. definition=succeed in catching or seizing, especially after a chase | examples=We finally got the suspect
 - Not fitting.

 12. definition=come to have or undergo a change of (physical features and attributes) | examples=He grew a beard
 - This is about growing or developing physical attributes. "Get a tan", "get a beard". Education is not a physical feature.

 13. definition=be stricken by an illness, fall victim to an illness | examples=He got AIDS
 - Not fitting.

 14. definition=communicate with a place or person; establish communication with, as if by telephone | examples=Bill called this number and he got Mary
 - Not fitting.

 15. definition=give certain properties to something | examples=get someone mad
 - This is causative. "Get someone to do something" or "get someone mad". Not fitting.

 16. definition=move into a desired direction of discourse | examples=What are you driving at?
 - Not fitting.

 17. definition=grasp with the mind or develop an understanding of | examples=did you catch that allusion?
 - This is about understanding. "I get it" = I understand. But "get an education" is not about understanding a specific thing, but obtaining the education itself.

 18. definition=attract and fix | examples=His look caught her
 - Not fitting.

 19. definition=reach with a blow or hit in a particular spot | examples=the rock caught her in the back of the head
 - Not fitting.

 20. definition=reach by calculation | examples=What do you get when you add up these numbers?
 - Not fitting.

 21. definition=acquire as a result of some effort or action | examples=You cannot get water out of a stone
 - This is close. "Acquire as a result of some effort or action". Getting an education does require effort. But sense 1 is "come into the possession of something concrete or abstract" which is more general and covers "get an education" well.

 22. definition=purchase | examples=What did you get at the toy store?
 - This is buying. While education can be paid for, "get an education" doesn't specifically mean purchase.

 23. definition=perceive by hearing | examples=I didn't catch your name
 - Not fitting.

 24. definition=suffer from the receipt of | examples=She will catch hell for this behavior!
 - Not fitting.

 25. definition=receive as a retribution or punishment | examples=He got 5 years in prison
 - Not fitting.

 26. definition=leave immediately; used usually in the imperative form | examples=Scram!
 - Not fitting.

 27. definition=reach and board | examples=She got the bus just as it was leaving
 - Not fitting.

 28. definition=irritate | examples=Her childish behavior really get to me
 - Not fitting.

 29. definition=evoke an emotional response | examples=Brahms's `Requiem' gets me every time
 - Not fitting.

 30. definition=apprehend and reproduce accurately | examples=She really caught the spirit of the place in her drawings
 - Not fitting.

 31. definition=earn or achieve a base by being walked by the pitcher | examples=He drew a base on balls
 - Baseball specific. Not fitting.

 32. definition=overcome or destroy | examples=The ice storm got my hibiscus
 - Not fitting.

 33. definition=be a mystery or bewildering to | examples=This beats me!
 - Not fitting.

 34. definition=take the first step or steps in carrying out an action | examples=We began working at dawn
 - Not fitting.

 35. definition=undergo (as of injuries and illnesses) | examples=She suffered a fracture in the accident
 - Not fitting.

 36. definition=make children | examples=Abraham begot Isaac
 - Not fitting.

 So the best fit is sense 1: "come into the possession of something concrete or abstract". Education is abstract, and "get" here means to obtain or acquire it.

 Let me double-check sense 21: "acquire as a result of some effort or action". This could also fit because getting an education requires effort. However, sense 1 is the broader, more standard definition for "get" + abstract object like "education".

 Looking at the examples:
 - Sense 1: "She got a lot of paintings from her uncle" - this is receiving/obtaining
 - Sense 21: "You cannot get water out of a stone" - this is extracting/obtaining through effort

 "Get an education" is a very common collocation that typically falls under the "obtain/acquire" meaning, which is sense 1. In many dictionaries, "get an education" is listed under the general "obtain" sense.

 Also, sense 4 is "receive a specified treatment (abstract)" with the example "These aspects of civilization do not find expression or receive an interpretation". This seems like a very specific sense related to receiving treatment or interpretation, not quite "getting an education".

 Sense 1 is definitely the best choice.


attempt_kind: initial

status: success

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

Sentence: Fortunately, these same parents do want their children to get a <t>decent</t> education as traditionally understood, and they have enough common sense to know what that demands.

Senses:
1. definition=socially or conventionally correct; refined or virtuous | examples=from a decent family
2. definition=according with custom or propriety | examples=her becoming modesty
3. definition=conforming to conventions of sexual behavior; - George Santayana | examples=speech in this circle, if not always decent, never became lewd
4. definition=sufficient for the purpose | examples=an adequate income
5. definition=decently clothed | examples=are you decent?
6. definition=observing conventional sexual mores in speech or behavior or dress | examples=a modest neckline in her dress

finish_reason: stop

role: assistant

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

 Sentence: "Fortunately, these same parents do want their children to get a <t>decent</t> education as traditionally understood, and they have enough common sense to know what that demands."

 The word "decent" here modifies "education". The context suggests that parents want their children to receive an education that is good enough, satisfactory, or adequate - "as traditionally understood" and requiring "common sense" to know what it demands.

 Let's look at the options:

 1. "socially or conventionally correct; refined or virtuous" - This usually refers to people or families (e.g., "from a decent family"). While education could be virtuous, this doesn't seem to fit best here.

 2. "according with custom or propriety" - This seems similar to #1 but more about propriety. The example "her becoming modesty" suggests this is about proper behavior.

 3. "conforming to conventions of sexual behavior" - This is clearly about sexual decency, which doesn't fit with "education" in this context.

 4. "sufficient for the purpose" - Example: "an adequate income". This seems promising. "Decent education" often means an education that is good enough, adequate, or satisfactory in quality.

 5. "decently clothed" - Example: "are you decent?" - This is about being properly dressed, not about education.

 6. "observing conventional sexual mores in speech or behavior or dress" - Again, about modesty and sexual conventions, not about the quality of education.

 Looking at the sentence again: "get a decent education as traditionally understood" - this suggests a satisfactory, adequate, or good quality education.

 Sense 4 "sufficient for the purpose" with the example "an adequate income" aligns with the meaning of "decent" as "adequate" or "satisfactory" or "good enough" when describing an education.

 Actually, looking more carefully at sense 4: "sufficient for the purpose" - this is synonymous with "adequate". In the context of education, "decent" means adequate, satisfactory, or of acceptable quality.

 So the answer should be 4.

 Wait, let me double-check sense 1: "socially or conventionally correct; refined or virtuous". Could "decent education" mean a virtuous or proper education? Possibly, but the phrase "as traditionally understood" and the focus on parents wanting something practical for their children suggests quality/adequacy rather than social correctness.

 Also, looking at the example for sense 4: "an adequate income" - this shows that sense 4 is about sufficiency/adequacy. "Decent education" is commonly used to mean an education of acceptable quality - i.e., sufficient/adequate.

 Therefore, the answer is 4.

format: unknown

native_finish_reason: stop

provider: ModelRun

currency: USD


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

Sentence: Fortunately, these same parents do want their children to get a decent <t>education</t> as traditionally understood, and they have enough common sense to know what that demands.

Senses:
1. definition=the activities of educating or instructing; activities that impart knowledge or skill | examples=he received no formal education
2. definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. definition=the gradual process of acquiring knowledge | examples=education is a preparation for life
4. definition=the profession of teaching (especially at a school or college or university)
5. definition=the result of good upbringing (especially knowledge of correct social behavior) | examples=a woman of breeding and refinement
6. definition=the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979

reasoning_content:
The user wants me to identify which numbered sense of "education" is used in the given sentence. I need to return only the number.

Sentence: "Fortunately, these same parents do want their children to get a decent <t>education</t> as traditionally understood, and they have enough common sense to know what that demands."

Let's look at the senses:

1. the activities of educating or instructing; activities that impart knowledge or skill | examples=he received no formal education
2. knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. the gradual process of acquiring knowledge | examples=education is a preparation for life
4. the profession of teaching (especially at a school or college or university)
5. the result of good upbringing (especially knowledge of correct social behavior) | examples=a woman of breeding and refinement
6. the United States federal department...

In the sentence, "get a decent education" - this refers to receiving instruction or the activities of educating. The phrase "get an education" typically maps to sense 1 or 2. Let's analyze.

"get a decent education" - this is similar to "he received no formal education" (sense 1). It refers to the instruction/activities themselves, or the system of being educated.

Sense 2 is "knowledge acquired" - e.g., "he had a very broad education" which refers to the knowledge itself. But "get a decent education" is more about receiving the instruction/going through the process of being educated.

Sense 3 is the gradual process. "Education is a preparation for life" - abstract process.

In "get a decent education", it's about receiving formal instruction. So sense 1 seems best: "the activities of educating or instructing; activities that impart knowledge or skill". The example "he received no formal education" matches "get a decent education" almost exactly in structure.

Wait, could it be sense 2? "knowledge acquired by learning and instruction". If you "get" an education, are you getting knowledge? In common parlance, yes, but the example for sense 2 is "it was clear that he had a very broad education" which is about the state of being educated (the knowledge one possesses). The example for sense 1 is "he received no formal education" which is about the provision of teaching.

The sentence says "get a decent education as traditionally understood". This implies the traditional concept of schooling/instruction. Parents want their children to receive formal instruction. So sense 1.

Let me double-check. WordNet senses for "education":

1. education, instruction, teaching, pedagogy, didactics, educational activity -- (the activities of educating or instructing; activities that impart knowledge or skill) "he received no formal education"; "our instruction was carefully programmed"; "good classroom teaching is seldom rewarded"
2. education -- (knowledge acquired by learning and instruction) "it was clear that he had a very broad education"
3. education -- (the gradual process of acquiring knowledge) "education is a preparation for life"; "a girl's education was less important than a boy's"
4. education -- (the profession of teaching (especially at a school or college or university))
5. education, training, breeding -- (the result of good upbringing (especially knowledge of correct social behavior)) "a woman of breeding and refinement"
6. Department of Education, Education Department, Education -- (the United States federal department...)

Yes, "get a decent education" aligns with sense 1, just like "received no formal education". The focus is on the institutional/formal activities of instructing.

Therefore, the answer is 1.

provider: SiliconFlow


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

Sentence: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to <t>know</t> what that demands.

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

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

The sentence is: "Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to <t>know</t> what that demands."

Let me analyze the context:
- The parents have common sense
- They "know" what that (a decent education) demands
- This seems to mean they are aware/understand what is required or needed for a decent education

Now let's look at the senses:

1. "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about" - This could fit. They are aware of what a decent education demands.

2. "know how to do or perform something" - This doesn't fit. They're not knowing how to do something specific, but rather knowing what something demands.

3. "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt" - This is close but seems more about believing/being certain of truth, whereas here it's about understanding requirements.

4. "be familiar or acquainted with a person or an object" - Doesn't fit, not about familiarity with a person/object.

5. "have firsthand knowledge of states, situations, emotions, or sensations" - Doesn't fit, not about experiencing feelings.

6. "accept (someone) to be what is claimed or accept his power and authority" - Doesn't fit.

7. "have fixed in the mind" - Like knowing a language or facts. Not quite right.

8. "have sexual intercourse with" - Definitely not.

9. "know the nature or character of" - This could be close. "Know what that demands" could mean understanding the nature/character of what a decent education requires.

10. "be able to distinguish, recognize as being different" - Like knowing right from wrong. Not quite.

11. "perceive as familiar" - Not quite.

Between 1 and 9:
Sense 1: "be cognizant or aware of a fact or a specific piece of information"
Sense 9: "know the nature or character of"

The phrase "know what that demands" means understanding what is required, understanding the nature of the requirements. But sense 1 seems more general - being aware of what is demanded.

Actually, looking at sense 1 examples: "I know that the President lied to the people" - this is propositional knowledge.
Sense 9 examples: "we all knew her as a big show-off" - this is knowing the character/nature of someone.

In the sentence, "know what that demands" - "that" refers to "a decent education as traditionally understood". So they know what a decent education demands. This is understanding the requirements/nature of something.

But sense 1 is the most general sense of knowing a fact. "They know what that demands" = they are aware of what that demands.

Let me reconsider. The structure is "know what that demands" - this is knowing a fact (what the demands are).

Actually, looking at the WordNet senses (which these look like), sense 1 is usually the basic "cognizant of fact" sense.

But let me look at sense 9 again: "know the nature or character of" - examples: "we all knew her as a big show-off"

In the sentence: "they have enough common sense to know what that demands"

This could be interpreted as:
- They are aware of what that demands (sense 1)
- They understand the nature of what that demands (sense 9)

But "what that demands" is a noun clause serving as the object. They know [the answer to] what that demands.

Actually, looking carefully at the sentence structure: "know what that demands" - this means they understand what is required.

I think sense 1 is the best fit: "be cognizant or aware of a fact or a specific piece of information"

But wait, let me check if there's a better fit. Sense 3: "be aware of the truth of something" - similar to 1 but with emphasis on truth/belief.

Sense 1 seems to be the most appropriate. They possess knowledge/information about what a decent education demands.

Actually, looking at the example for sense 1: "I know that the President lied to the people" - this is knowing a proposition.
The sentence has "know what that demands" - knowing the content of what is demanded.

I think the answer is 1.

But let me double-check sense 9. "know the nature or character of" - if the sentence was "they know education" or "they know what education is like", that would fit sense 9. But "know what that demands" is knowing a specific piece of information (the requirements).

So I'll go with 1.


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

Sentence: Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that <t>demands</t>.

Senses:
1. definition=request urgently and forcefully | examples=The victim's family is demanding compensation
2. definition=require as useful, just, or proper | examples=It takes nerve to do what she did
3. definition=claim as due or just | examples=The bank demanded payment of the loan
4. definition=lay legal claim to
5. definition=summon to court
6. definition=ask to be informed of | examples=I demand an explanation

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

Sentence: "Fortunately, these same parents do want their children to get a decent education as traditionally understood, and they have enough common sense to know what that <t>demands</t>."

Let me analyze the sentence:
- The subject is "that" (referring to "a decent education as traditionally understood")
- The verb is "demands"
- The meaning here is that a decent education requires or necessitates certain things

Now let's look at the senses:

1. "request urgently and forcefully" - This implies someone is asking for something in a forceful way. In the sentence, "that" (the education) is not requesting something; it's requiring something. So this doesn't fit.

2. "require as useful, just, or proper" - This fits well. The sentence is saying that a decent education requires (demands) certain things. The education itself necessitates or requires certain actions, efforts, or conditions.

3. "claim as due or just" - This usually involves asserting a right to something (like payment). The education isn't claiming something; it's requiring something.

4. "lay legal claim to" - Legal context, doesn't fit here.

5. "summon to court" - Legal context, doesn't fit here.

6. "ask to be informed of" - This is about demanding an explanation or information. Doesn't fit the context.

Sense 2 seems to be the correct one. The word "demands" here means "requires" or "necessitates" - what a decent education requires or calls for.

Let me double-check by substituting the definitions:
- Sense 2: "...and they have enough common sense to know what that [requires as useful, just, or proper]."
- This makes perfect sense. A decent education requires certain things (effort, resources, standards, etc.).

The other senses don't fit:
- Sense 1: "...and they have enough common sense to know what that [requests urgently and forcefully]." - Doesn't make sense because "that" (the education) isn't requesting anything.
- Sense 3: "...and they have enough common sense to know what that [claims as due or just]." - Doesn't fit.

So the answer is 2.


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

Sentence: Their <t>commitment</t> to "creativity "can not survive adolescent illiteracy.

Senses:
1. definition=the trait of sincere and steadfast fixity of purpose | examples=a man of energy and commitment
2. definition=the act of binding yourself (intellectually or emotionally) to a course of action | examples=his long commitment to public service
3. definition=an engagement by contract involving financial obligation | examples=his business commitments took him to London
4. definition=a message that makes a pledge
5. definition=the official act of consigning a person to confinement (as in a prison or mental hospital)

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

Sentence: "Their <t>commitment</t> to "creativity "can not survive adolescent illiteracy."

Let me analyze the sentence:
- "Their commitment to 'creativity'" suggests dedication/devotion to the concept/ideal of creativity
- The phrase "can not survive adolescent illiteracy" suggests this dedication or adherence to creativity is being tested or challenged by lack of literacy

Now let me look at the senses:

1. "the trait of sincere and steadfast fixity of purpose" - This refers to the personal quality/character trait of being committed. Example: "a man of energy and commitment"

2. "the act of binding yourself (intellectually or emotionally) to a course of action" - This refers to the act of dedicating oneself or being dedicated to something. Example: "his long commitment to public service"

3. "an engagement by contract involving financial obligation" - This refers to contractual obligations. Example: "business commitments"

4. "a message that makes a pledge" - This would be like a promise or pledge itself as a message.

5. "the official act of consigning a person to confinement" - This refers to institutionalization/commitment to prison or mental hospital.

In the sentence "Their commitment to 'creativity' can not survive adolescent illiteracy," the word "commitment" is referring to their dedication or adherence to the concept of creativity. This seems to match sense 2: "the act of binding yourself (intellectually or emotionally) to a course of action" or sense 1: "the trait of sincere and steadfast fixity of purpose."

Let me distinguish between 1 and 2:
- Sense 1 focuses on the trait/quality of the person (e.g., "he has commitment")
- Sense 2 focuses on the act of being bound to a course of action (e.g., "commitment to public service")

The sentence says "Their commitment to 'creativity'" - the preposition "to" followed by the object "creativity" suggests sense 2, which involves being bound to a course of action or cause. The structure "commitment to X" where X is an ideal or course of action aligns with sense 2.

Sense 1 is more about the general trait (e.g., "she showed great commitment" without specifying to what), while sense 2 specifically involves the binding to a course of action.

Also, looking at the examples:
- Sense 2 example: "his long commitment to public service" - this matches the structure "commitment to [abstract concept/ideal]"

Therefore, the answer should be 2.

provider: DigitalOcean


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

Sentence: Their commitment to "creativity "can not <t>survive</t> adolescent illiteracy.

Senses:
1. definition=continue to live through hardship or adversity | examples=We went without water and food for 3 days
2. definition=continue in existence after (an adversity, etc.) | examples=He survived the cancer against all odds
3. definition=support oneself | examples=he could barely exist on such a low wage
4. definition=live longer than | examples=She outlived her husband by many years

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

 Sentence: "Their commitment to 'creativity' can not <t>survive</t> adolescent illiteracy."

 Let me analyze the sentence:
 - Subject: "Their commitment to 'creativity'"
 - Verb: "survive"
 - Object: "adolescent illiteracy"

 The sentence suggests that their commitment to creativity cannot continue to exist or persist in the face of adolescent illiteracy. It's about something (commitment/creativity) continuing to exist despite or through a difficult situation (adolescent illiteracy).

 Now let's look at the senses:

 1. "continue to live through hardship or adversity" - This is typically used for people or living things surviving. Example: "We went without water and food for 3 days." This implies the subject is living through hardship.

 2. "continue in existence after (an adversity, etc.)" - This can be used for abstract things like commitments, ideas, etc. continuing to exist after or despite adversity. Example: "He survived the cancer against all odds" - wait, that's actually sense 1 (living through). Actually, looking at the example "He survived the cancer against all odds" - this could be sense 2, but actually it looks like sense 1 (living through). Let me reconsider.

 Actually, looking carefully:
 - Sense 1: "continue to live through hardship or adversity" - examples: "We went without water and food for 3 days" - this is about living through a period of hardship.
 - Sense 2: "continue in existence after (an adversity, etc.)" - examples: "He survived the cancer against all odds" - this means he continued to exist (lived) after the cancer (or despite the cancer).

 Wait, sense 2 says "continue in existence after (an adversity, etc.)" - this could mean surviving a specific event or condition.

 But in the sentence: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 Here, "commitment" is the subject. Commitment is an abstract concept, not a person. So it can't "live" in the biological sense (sense 1).

 Sense 1 seems to be about living through hardship (intransitive or with through).
 Sense 2 seems to be about surviving a specific adverse event or condition (transitive).
 Sense 3 is about supporting oneself (financially).
 Sense 4 is about outliving someone.

 In the sentence, "survive" is used transitively with "adolescent illiteracy" as the object. The commitment cannot survive (continue to exist in spite of) adolescent illiteracy.

 This looks like sense 2: "continue in existence after (an adversity, etc.)" or rather "continue in existence despite/overcome an adversity".

 Actually, looking at the exact wording of sense 2: "continue in existence after (an adversity, etc.)"

 But in the sentence, it's not necessarily "after" - it's "in the face of" or "despite". But "after" here might mean "in the presence of" or "subsequent to encountering".

 Let me reconsider sense 1: "continue to live through hardship or adversity" - this is intransitive usually, or with "through". Example: "survive on little water" or "survive the winter"?

 Actually, looking at standard dictionary definitions:
 - Sense 1 (live through): "continue to live or exist in spite of (an accident or ordeal)" - e.g., "he has survived the war"
 - Sense 2 (outlive): "remain alive after the death of" or "continue to exist after"

 But the given senses are:
 1. continue to live through hardship or adversity | examples=We went without water and food for 3 days
 2. continue in existence after (an adversity, etc.) | examples=He survived the cancer against all odds
 3. support oneself | examples=he could barely exist on such a low wage
 4. live longer than | examples=She outlived her husband by many years

 Wait, sense 2 example "He survived the cancer against all odds" - this is actually the same as sense 1? No, sense 1 is "continue to live through hardship" - which could be intransitive. Sense 2 is "continue in existence after (an adversity)".

 Actually, looking at the sentence structure:
 - "Their commitment... cannot survive adolescent illiteracy"

 This means the commitment cannot continue to exist in the presence of/under the condition of adolescent illiteracy.

 Sense 2 says "continue in existence after (an adversity, etc.)" - this fits best because:
 - The subject is "commitment" (an abstract thing that exists, not a person who lives)
 - It takes an object "adolescent illiteracy" (the adversity)
 - It means the commitment will cease to exist if adolescent illiteracy is present

 Sense 1 is more about living through a period of hardship (often intransitive or emphasizing the duration).
 Sense 2 is about continuing to exist despite/overcoming a specific adversity (transitive).

 Sense 3 is clearly about financial support.
 Sense 4 is about outliving someone.

 So the answer should be 2.

 But let me double-check. Could it be sense 1?
 "continue to live through hardship or adversity" - if we interpret "live" broadly as "exist", then a commitment could "live through" adversity. But the example "We went without water and food for 3 days" suggests biological survival. Also, sense 1 doesn't typically take a direct object like "adolescent illiteracy" in the way it's used here. You can "survive the winter" (sense 1 or 2?), but "survive cancer" is usually sense 2 (overcoming a disease).

 Actually, looking at WordNet or similar lexical databases:
 - Survive sense 1: survive, last, live, live on, go, endure, hold up, hold out - continue to live; endure or last
 - Survive sense 2: survive, pull through, pull round, come through, make it - continue in existence after (an adversity etc.)

 The example for sense 2 "He survived the cancer against all odds" suggests overcoming a specific threat to existence.

 In our sentence: "commitment... cannot survive adolescent illiteracy" - the illiteracy is the threat/adversity that the commitment must overcome to continue existing.

 This is clearly sense 2.

 Wait, I should check if "survive" here could mean "outlive" (sense 4)? No, that doesn't make sense - commitment doesn't have a lifespan to compare with illiteracy.

 Or sense 3? "support oneself"? No, that doesn't fit.

 So it's between 1 and 2. Given the subject is an abstract noun (commitment) and the structure is transitive with the adversity as object, sense 2 is the best fit.

 Answer: 2


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

Sentence: Their commitment to "creativity "can not survive <t>adolescent</t> illiteracy.

Senses:
1. definition=relating to or peculiar to or suggestive of an adolescent | examples=adolescent problems
2. definition=being of the age 13 through 19 | examples=teenage mothers
3. definition=displaying or suggesting a lack of maturity | examples=adolescent insecurity
4. definition=in the state of development between puberty and maturity | examples=adolescent boys and girls

reasoning_content:
 The user wants me to identify which sense of "adolescent" is used in the sentence: "Their commitment to 'creativity' can not survive <t>adolescent</t> illiteracy."

 Let me analyze the sentence. The word "adolescent" is modifying "illiteracy" here. So it's being used as an adjective describing the type of illiteracy.

 Now let me look at the senses:

 1. "relating to or peculiar to or suggestive of an adolescent" - examples: adolescent problems
    This suggests things associated with adolescents in general.

 2. "being of the age 13 through 19" - examples: teenage mothers
    This is about the specific age range.

 3. "displaying or suggesting a lack of maturity" - examples: adolescent insecurity
    This is metaphorical, describing immature behavior or characteristics, not necessarily age-specific.

 4. "in the state of development between puberty and maturity" - examples: adolescent boys and girls
    This describes the developmental stage.

 In the sentence "adolescent illiteracy", the word is describing illiteracy that is characteristic of or related to adolescents (young people).

 Wait, let me think more carefully. "Adolescent illiteracy" most likely means illiteracy among adolescents (young people aged roughly 13-19), or illiteracy that is characteristic of the adolescent period.

 Looking at sense 1: "relating to or peculiar to or suggestive of an adolescent" - this would mean illiteracy that is related to adolescents or characteristic of them.

 Looking at sense 2: "being of the age 13 through 19" - this would mean illiteracy that is aged 13-19, which doesn't make sense literally, but could mean illiteracy affecting people of that age.

 Looking at sense 4: "in the state of development between puberty and maturity" - this describes the developmental stage.

 Actually, looking at the example for sense 1: "adolescent problems" - problems related to adolescents.
 Example for sense 4: "adolescent boys and girls" - boys and girls who are in the adolescent stage.

 "Adolescent illiteracy" is most similar to "adolescent problems" - it's illiteracy among or related to adolescents.

 But wait, let me reconsider the context. The sentence says "Their commitment to 'creativity' can not survive adolescent illiteracy."

 This sounds like it might be referring to illiteracy that is characteristic of adolescents, or perhaps immature/underdeveloped literacy (using "adolescent" metaphorically to mean immature).

 Sense 3 is "displaying or suggesting a lack of maturity" with example "adolescent insecurity." This is the metaphorical sense where adolescent means immature or undeveloped.

 However, "adolescent illiteracy" is more likely referring to literal illiteracy among adolescents (young people), not metaphorical "immature" illiteracy.

 Let me look at the definitions again:

 1. relating to or peculiar to or suggestive of an adolescent
 2. being of the age 13 through 19
 3. displaying or suggesting a lack of maturity
 4. in the state of development between puberty and maturity

 If "adolescent" is used as an adjective before "illiteracy", it could mean:
 - Illiteracy among adolescents (sense 1 or 2 or 4)
 - Immature/underdeveloped illiteracy (sense 3)

 But "illiteracy" itself is a lack of ability to read/write. "Adolescent illiteracy" would most naturally mean "illiteracy among adolescents" or "illiteracy characteristic of adolescents."

 Looking at the example "adolescent problems" for sense 1, this suggests sense 1 is about things associated with adolescents.

 Sense 4 example: "adolescent boys and girls" - this is describing the individuals themselves who are in that developmental state.

 Sense 2 example: "teenage mothers" - this is about the age.

 Actually, looking at the structure:
 - Sense 1: "adolescent problems" - problems of or relating to adolescents
 - Sense 4: "adolescent boys and girls" - boys and girls who are adolescents

 "Adolescent illiteracy" patterns like "adolescent problems" - it's a condition or phenomenon associated with adolescents.

 But I need to be careful. Let me think about whether it could be sense 3 (immature).

 If the sentence were "Their commitment to creativity cannot survive adolescent behavior," it could be interpreted as immature behavior (sense 3) or behavior of young people (sense 1).

 But "illiteracy" is typically a demographic/educational term. "Adolescent illiteracy" would refer to illiteracy among the adolescent population.

 Looking at the definitions:
 Sense 1: "relating to or peculiar to or suggestive of an adolescent"
 This fits "adolescent illiteracy" = illiteracy relating to adolescents.

 Sense 4: "in the state of development between puberty and maturity"
 This describes the state of being an adolescent. "Adolescent illiteracy" would mean illiteracy that is in that state? That doesn't quite fit.

 Actually, looking at sense 4's example "adolescent boys and girls" - this is clearly describing the noun as being in the adolescent stage.

 For "adolescent illiteracy", if we use sense 4, it would mean illiteracy that is in the state of development between puberty and maturity, which doesn't make much sense.

 Sense 2: "being of the age 13 through 19" - illiteracy cannot be of an age.

 Sense 3: "displaying or suggesting a lack of maturity" - this would mean immature illiteracy, which is possible but less likely in a formal context.

 Sense 1: "relating to or peculiar to or suggestive of an adolescent" - illiteracy relating to adolescents. This makes the most sense.

 Wait, I should look at the exact wording of the definitions again:

 1. definition=relating to or peculiar to or suggestive of an adolescent | examples=adolescent problems
 2. definition=being of the age 13 through 19 | examples=teenage mothers
 3. definition=displaying or suggesting a lack of maturity | examples=adolescent insecurity
 4. definition=in the state of development between puberty and maturity | examples=adolescent boys and girls

 "Adolescent illiteracy" = illiteracy among adolescents.

 This is most like sense 1: "relating to... an adolescent" or sense 4 describing the group.

 But sense 4 is specifically about the developmental state. When we say "adolescent problems", we mean problems associated with that age group.

 Actually, looking at standard dictionary definitions:
 - Adolescent (adj): relating to or characteristic of adolescence or adolescents
 - Adolescent (adj): young; teenage
 - Adolescent (adj): immature (informal)

 In the context of "illiteracy", this is likely referring to the demographic group.

 Between sense 1 and sense 4:
 Sense 1 focuses on "relating to or peculiar to or suggestive of"
 Sense 4 focuses on "in the state of development"

 "Adolescent boys and girls" = boys and girls in the state of development (sense 4)
 "Adolescent problems" = problems relating to adolescents (sense 1)

 "Adolescent illiteracy" is more like "adolescent problems" - it's a social/educational issue related to the adolescent population.

 However, I need to be careful. Let me think about whether there's any chance it's sense 3.

 If the sentence is metaphorical, "adolescent illiteracy" could mean immature or undeveloped literacy. But the phrase "Their commitment to 'creativity' can not survive..." suggests this is about a serious social issue, likely referring to actual illiteracy among young people.

 Actually, looking at the quotes around "creativity", this might be from a specific text. But I don't recognize it.

 Let me reconsider all options:

 If it's sense 1: illiteracy relating to adolescents
 If it's sense 2: illiteracy being of age 13-19 (nonsensical)
 If it's sense 3: illiteracy displaying lack of maturity (metaphorical)
 If it's sense 4: illiteracy in the state of development (nonsensical or metaphorical)

 Actually, sense 4 with "adolescent boys and girls" works because the boys and girls are in that state. But illiteracy cannot be "in the state of development between puberty and maturity" because illiteracy is not a living thing going through puberty.

 Sense 2 doesn't work because illiteracy doesn't have an age.

 So it's between sense 1 and sense 3.

 Sense 1: "relating to or peculiar to or suggestive of an adolescent"
 - This can modify abstract nouns like "problems" or "illiteracy"

 Sense 3: "displaying or suggesting a lack of maturity"
 - This is the metaphorical usage

 In educational and social contexts, "adolescent illiteracy" is a standard term referring to illiteracy among adolescents. This would be sense 1.

 For example, we say "adolescent health", "adolescent education", "adolescent behavior" - these all use "adolescent" to mean "relating to adolescents."

 Sense 3 is more for when we want to criticize something as immature, like "adolescent humor" or "adolescent behavior" (when used by adults).

 Given the serious tone of the sentence ("commitment", "survive", "illiteracy"), this is almost certainly referring to the demographic group, not using it as an insult for immaturity.

 Therefore, the answer should be 1.

 Wait, I want to double-check. Could it be sense 4?

 Sense 4: "in the state of development between puberty and maturity"
 Example: "adolescent boys and girls"

 If applied to "illiteracy": illiteracy that is in the state of development between puberty and maturity? That would mean illiteracy that is adolescent, i.e., developing but not mature. That could be a metaphorical usage meaning developing literacy or immature literacy.

 But "illiteracy" means inability to read. "Adolescent illiteracy" as a technical term refers to illiteracy among adolescents.

 Let me search my internal knowledge base for how these senses are distinguished in WordNet or similar lexical databases.

 In WordNet (which this format resembles):
 - Sense 1: adolescent (adj) - relating to or peculiar to or suggestive of an adolescent
 - Sense 2: adolescent, teen, teenage, teenaged (adj) - being of the age 13 through 19
 - Sense 3: adolescent, jejune, juvenile, puerile (adj) - displaying or suggesting a lack of maturity
 - Sense 4: adolescent (adj) - in the state of development between puberty and maturity

 "Adolescent illiteracy":
 - If it means illiteracy of young people aged 13-19, that would be sense 2 (but sense 2 applies to the people, not the condition)
 - Actually, looking at sense 2's example "teenage mothers" - this is mothers who are teenage.
 - "Adolescent illiteracy" would be illiteracy that is adolescent? No, that doesn't work.

 Actually, I think I need to parse the syntax better.

 "Adolescent" as an adjective can mean:
 A. Pertaining to adolescents (the group)
 B. Being an adolescent (the state)
 C. Immature

 For "adolescent mothers" = mothers who are adolescents (sense 2 or 4)
 For "adolescent problems" = problems of adolescents (sense 1)
 For "adolescent behavior" = could be behavior of adolescents (sense 1) or immature behavior (sense 3)

 "Adolescent illiteracy":
 This is most parallel to "adolescent problems" - it's a social issue associated with the demographic.

 In WordNet, "adolescent problems" is listed under sense 1.

 Therefore, "adolescent illiteracy" should also be sense 1.

 But let me also consider: could the sentence be using "adolescent" to mean "immature" or "underdeveloped"?

 "Their commitment to 'creativity' can not survive adolescent illiteracy."

 If "adolescent" means "immature" here, then the sentence means their commitment to creativity cannot survive immature/underdeveloped illiteracy. That doesn't make much sense because illiteracy is by definition a lack of development.

 If "adolescent" means "relating to adolescents", then it means their commitment to creativity cannot survive illiteracy among adolescents (or the illiteracy characteristic of adolescents). This makes sense - if adolescents are illiterate, they can't be creative in certain ways, or a commitment to creativity in education can't survive if students are illiterate.

 Actually, reading the sentence again: "Their commitment to 'creativity' can not survive adolescent illiteracy."

 This sounds like it could be from an educational context. If adolescents are illiterate, then a commitment to creativity (in education perhaps) cannot survive because basic literacy is lacking.

 This supports sense 1: relating to adolescents.

 One more check: is there any way this is sense 4?
 "in the state of development between puberty and maturity"
 This describes the developmental stage. "Adolescent illiteracy" would have to mean illiteracy that is in this developmental stage. That could theoretically mean literacy that is developing but not mature, but the word is "illiteracy" not "literacy."

 Actually, wait. Could "adolescent illiteracy" mean illiteracy characteristic of the adolescent period? Yes, and that would be sense 1 (relating to) or possibly sense 4 (in the state of).

 But sense 4 is specifically "in the state of development between puberty and maturity." This is a biological/developmental definition. When we modify "illiteracy" with it, we're saying the illiteracy is in that state? That doesn't work grammatically.

 Unless... "adolescent" is being used as a noun adjunct meaning "among adolescents." But the senses given are adjectival senses.

 Let me look at the exact wording of sense 1 again: "relating to or peculiar to or suggestive of an adolescent"
 And sense 4: "in the state of development between puberty and maturity"

 For a human: "He is adolescent" = sense 4.
 For a problem: "It is an adolescent problem" = sense 1.

 "Illiteracy" is not a person, so it cannot be "in the state of development" (sense 4). It can only be described as "relating to" adolescents (sense 1) or "suggesting lack of maturity" (sense 3).

 Between sense 1 and sense 3, sense 1 is the neutral, demographic meaning while sense 3 is the pejorative, metaphorical meaning.

 Given the context appears serious and the collocation "adolescent illiteracy" is a standard demographic term, the answer is 1.

 Actually, I want to check one more thing. The example for sense 2 is "teenage mothers." This shows that sense 2 is used to describe people of that age.

 The example for sense 4 is "adolescent boys and girls." This also describes people in that developmental state.

 The example for sense 1 is "adolescent problems." This describes things related to adolescents.

 "Adolescent illiteracy" = illiteracy related to adolescents. This matches sense 1.

 I'm confident the answer is 1.

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