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

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

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

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

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: "just"
    *   Target surface form: "just"
    *   Context: "...we know exactly what to do -- and, <t>just</t> as important, what not to do."

    *   Sense 1: "and nothing more" (merely, simply, only). Example: "I was merely asking."
    *   Sense 2: "indicating exactness or preciseness" (precisely, exactly). Example: "it was just as he said."
    *   Sense 3: "only a moment ago" (just now). Example: "he has just arrived."
    *   Sense 4: "absolutely" (simply). Example: "I just can't take it anymore."
    *   Sense 5: "only a very short time before" (barely, hardly). Example: "they could barely hear."
    *   Sense 6: "exactly at this moment or the moment described". Example: "we've just finished painting."

    *   The phrase is "just as important".
    *   In this context, "just" is used to emphasize the equality of importance between "what to do" and "what not to do".
    *   "Just as important" means "equally important" or "precisely as important".
    *   Comparing this to the senses:
        *   Sense 1 (merely): "merely as important" - doesn't fit.
        *   Sense 2 (exactness/preciseness): "precisely as important" or "exactly as important". This fits the usage of "just as [adjective]" to indicate equality or exactness.
        *   Sense 3 (moment ago): Time-related - doesn't fit.
        *   Sense 4 (absolutely): "absolutely as important" - doesn't quite fit the comparative structure "just as...".
        *   Sense 5 (barely): "barely as important" - doesn't fit.
        *   Sense 6 (exactly at this moment): Time-related - doesn't fit.

    *   Sense 2 definition: "indicating exactness or preciseness".
    *   Synonyms: "precisely, exactly".
    *   Example: "it was just as he said".
    *   In "just as important", "just" functions as an intensifier meaning "exactly" or "precisely" to emphasize the equality of the comparison.

    *   Sense 1: "merely as important" (Incorrect)
    *   Sense 2: "exactly as important" (Correct)
    *   Sense 3: (Time) (Incorrect)
    *   Sense 4: "absolutely as important" (Less precise than Sense 2 for "just as...")
    *   Sense 5: (Barely) (Incorrect)
    *   Sense 6: (Time) (Incorrect)


attempt_kind: initial

status: success

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

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

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

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

raw_output:
```json
{"sense_index": 1}
```

finish_reason: stop

content:
```json
{"sense_index": 1}
```

role: assistant

reasoning_content:
*   Target lemma: "important"
    *   Target surface form: "important"
    *   Context: "...If we wish to be serious about American education, we know exactly what to do -- and, just as <t>important</t>, what not to do."
    *   Candidate senses:
        1.  `important%3:00:00::`: of great significance or value (syn: of import)
        2.  `important%3:00:04::`: important in effect or meaning (syn: significant)
        3.  `important%3:00:02::`: of extreme importance; vital to the resolution of a crisis (syn: crucial)
        4.  `important%5:00:00:influential:00`: having authority or ascendancy or influence (syn: authoritative)
        5.  `important%5:00:00:immodest:02`: having or suggesting a consciousness of high position

    *   The sentence is: "If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do."
    *   The word "important" here refers to the *significance* or *value* of knowing "what not to do" in the context of improving American education.
    *   It's comparing the importance of knowing "what to do" with the importance of knowing "what not to do."

    *   Sense 1: "of great significance or value" (General significance).
    *   Sense 2: "important in effect or meaning" (Often used for statistical significance or a noticeable change).
    *   Sense 3: "of extreme importance; vital to the resolution of a crisis" (Crucial/Vital).
    *   Sense 4: "having authority or ascendancy or influence" (Influential person).
    *   Sense 5: "having or suggesting a consciousness of high position" (Haughty/Pompous).

    *   Sense 4 and 5 are clearly wrong (not referring to a person's status).
    *   Sense 2 ("significant") usually refers to a change or a difference (e.g., "a significant change"). While "what not to do" is significant, Sense 1 is a better fit for general value/significance.
    *   Sense 3 ("crucial/vital") is very strong. Is knowing "what not to do" *vital to the resolution of a crisis*? While education might be seen as a crisis, the phrasing "just as important" is a standard way of saying "equally significant" or "equally valuable."
    *   Sense 1 ("of great significance or value") is the most general and fits best here. The author is saying that knowing what *not* to do is as significant/valuable as knowing what *to* do.

    *   "just as important" = "just as significant" or "just as valuable."
    *   Sense 1: "of great significance or value."
    *   Sense 3: "of extreme importance; vital to the resolution of a crisis."
    *   Comparing the two, Sense 1 is the standard meaning for "important" in this context. Sense 3 is reserved for "crucial" or "critical" moments.

    *   Sense 1: "important people; the important questions of the day"
    *   Sense 2: "a significant change in tax laws"
    *   Sense 3: "a crucial moment in his career"
    *   The phrase "what not to do" is like "the important questions of the day" (Sense 1) rather than "a crucial moment" (Sense 3) or "a significant change" (Sense 2).

currency: USD

source: unavailable


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

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

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

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: `school`
    *   Target surface form: `schools`
    *   Context: "There are many successful <t>schools</t> scattered throughout this nation, some of them in the poorest of ghettos... Conversely, there are the majority of unsuccessful schools..."
    *   Candidate senses:
        1.  `school%1:14:00::`: an educational institution
        2.  `school%1:06:00::`: a building where young people receive education (schoolhouse)
        3.  `school%1:09:00::`: the process of being formally educated (schooling)
        4.  `school%1:14:02::`: a body of creative artists/writers/thinkers
        5.  `school%1:28:00::`: the period of instruction (schooltime)
        6.  `school%1:14:03::`: an educational institution's faculty and students
        7.  `school%1:14:01::`: a large group of fish (shoal)

    *   The text discusses "American education," "educational reform," "salary differentials," and "educational differentials."
    *   It mentions "successful schools scattered throughout this nation" and "unsuccessful schools."
    *   The context refers to the institutions themselves (their success or failure in providing education), not specifically the buildings (sense 2), the process of schooling (sense 3), the time period (sense 5), the people within them (sense 6), a group of artists (sense 4), or fish (sense 7).

    *   Sense 1: "an educational institution" - This fits perfectly. A school as an organization/institution can be "successful" or "unsuccessful."
    *   Sense 2: "a building where young people receive education" - While schools are in buildings, "successful" and "unsuccessful" usually describe the institution's performance, not the architecture.
    *   Sense 6: "an educational institution's faculty and students" - This is close, but "scattered throughout this nation" and "unsuccessful schools" typically refer to the institutions as entities.

    *   The phrase "successful schools" and "unsuccessful schools" in the context of "educational reform" strongly points to the institution (Sense 1).

    *   Sense 1: `school%1:14:00::` (an educational institution)
    *   Sense 2: `school%1:06:00::` (a building)
    *   Sense 3: `school%1:09:00::` (schooling)
    *   Sense 4: `school%1:14:02::` (artistic school)
    *   Sense 5: `school%1:28:00::` (schooltime)
    *   Sense 6: `school%1:14:03::` (faculty/students)
    *   Sense 7: `school%1:14:01::` (fish)

    The best fit is Sense 1.


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

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

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

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: "scattered"
    *   Target surface form: "scattered"
    *   Context: "There are many successful schools <t>scattered</t> throughout this nation..."
    *   Candidate senses:
        1.  `scattered%5:00:00:distributed:00`: occurring or distributed over widely spaced and irregular intervals in time or space (e.g., scattered showers, scattered villages).
        2.  `scattered%5:00:00:incoherent:00`: lacking orderly continuity (e.g., confused instructions).

    *   The sentence is: "There are many successful schools scattered throughout this nation..."
    *   "Scattered throughout this nation" refers to the physical distribution of schools across a geographical area (the nation).
    *   This matches the definition of "distributed over widely spaced and irregular intervals in... space."

    *   Sense 1: Distributed over space (matches "throughout this nation").
    *   Sense 2: Incoherent/disjointed (does not match the context of physical location).

    *   Sense 1 is the correct fit.


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

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

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

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

raw_output:
```json
{"sense_index": 3}
```

content:
```json
{"sense_index": 3}
```

reasoning_content:
*   Target lemma: `poor`
    *   Target surface form: `poorest`
    *   Context: "...some of them in the <t>poorest</t> of ghettos..."
    *   Candidate senses:
        1.  `unfortunate` (deserving pity)
        2.  `having little money or few possessions` (referring to people/entities)
        3.  `characterized by or indicating poverty` (referring to areas/economies)
        4.  `lacking in specific resources, qualities or substances` (e.g., poor land)
        5.  `insufficient` (e.g., poor salary)
        6.  `bad/unsatisfactory` (e.g., poor light)

    *   The word "poorest" modifies "ghettos".
    *   A "ghetto" is a place/area.
    *   "Poorest of ghettos" refers to ghettos characterized by extreme poverty.

    *   Sense 1: Unfortunate (people). Not a fit for "ghettos".
    *   Sense 2: Having little money (people/countries). While "poor countries" is an example, "ghettos" are areas.
    *   Sense 3: Characterized by or indicating poverty. Example: "they lived in the poor section of town". This fits "poorest of ghettos" perfectly.
    *   Sense 4: Lacking specific resources (e.g., poor land). This is more about natural resources or specific qualities.
    *   Sense 5: Insufficient (e.g., poor salary). Not a fit.
    *   Sense 6: Unsatisfactory (e.g., poor light). Not a fit.

    *   Sense 2 is about the *state* of having little money (often applied to people or nations).
    *   Sense 3 is about the *characteristic* of poverty applied to a place (e.g., "poor section of town").
    *   "Ghettos" are sections of town. Therefore, Sense 3 is the most precise fit.


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

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

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

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

raw_output:
```json
{"sense_index": 2}
```

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: "same"
    *   Target surface form: "same"
    *   Context: "...There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the <t>same</t> message."
    *   Candidate senses:
        1.  `same%3:00:02::`: same in identity (e.g., the same man).
        2.  `same%3:00:00::`: closely similar or comparable in kind or quality or quantity or degree (e.g., curtains the same color).
        3.  `same%3:00:04::`: equal in amount or value (e.g., like amounts).
        4.  `same%5:00:00:unchanged:00`: unchanged in character or nature (e.g., the village stayed the same).

    *   The sentence says: "...they are all sending us the same message."
    *   Does "same message" mean the *exact same physical instance* of a message (Sense 1)? No.
    *   Does it mean the messages are *closely similar or comparable in kind/quality/content* (Sense 2)? Yes. The schools are different, but the message they convey is the same (similar/identical in content).
    *   Does it mean *equal in amount or value* (Sense 3)? No.
    *   Does it mean *unchanged in character or nature* (Sense 4)? No, it's not describing a change over time.

    *   Sense 1 (Identity): "The same man" refers to one specific individual. "The same message" could mean the exact same piece of paper, but here it means the *content* of the message is identical across different schools.
    *   Sense 2 (Similarity/Comparability): "Closely similar or comparable in kind or quality". This fits best. When multiple sources send the "same message," they are sending messages with the same meaning or content.

    *   Sense 1: Identity (One and the same).
    *   Sense 2: Similarity (Identical in nature/content).
    *   In "sending us the same message," the schools are not sending one single physical message together; they are each sending a message, and those messages are identical in content. This is a classic use of "same" meaning "identical in nature/content" rather than "identical in identity."

    *   Wait, let me re-evaluate Sense 1 vs Sense 2.
    *   "The same man" (Sense 1) = Identity.
    *   "The same color" (Sense 2) = Similarity/Identical quality.
    *   "The same message" = The messages have the same content. This is more like "the same color" (Sense 2) than "the same man" (Sense 1).

    *   Sense 1: Identity.
    *   Sense 2: Similarity/Comparable in kind.
    *   Sense 3: Equal in amount.
    *   Sense 4: Unchanged.

    The schools are sending messages that are identical in content. This falls under "closely similar or comparable in kind or quality" (Sense 2).

    *Self-Correction:* In many linguistic datasets, "the same [noun]" where [noun] is an abstract concept like "message," "idea," or "opinion" is often categorized as Sense 2 (similarity/identical quality) rather than Sense 1 (numerical identity).

    *   Sense 1: "the same man I saw yesterday" (Numerical identity).
    *   Sense 2: "curtains the same color as the walls" (Qualitative identity).
    *   "The same message" is qualitative identity.

    Therefore, Sense 2 is the best fit.


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

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

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

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: "majority"
    *   Context: "Conversely, there are the <t>majority</t> of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand."
    *   Candidate senses:
        1.  `majority%1:07:00::`: the property resulting from being or relating to the greater in number of two parts; the main part (synonym: bulk). Example: "the majority of his customers prefer it".
        2.  `majority%1:23:00::`: (elections) more than half of the votes (synonym: absolute majority).
        3.  `majority%1:28:00::`: the age at which persons are considered competent to manage their own affairs (synonym: legal age).

    *   The sentence says "there are the majority of unsuccessful schools".
    *   This refers to the greater number of schools that are unsuccessful.
    *   It is not referring to an election or votes (Sense 2).
    *   It is not referring to the legal age of adulthood (Sense 3).
    *   It fits the definition of "the greater in number of two parts" or "the main part" (Sense 1).

    *   Sense 1: "the property resulting from being or relating to the greater in number of two parts; the main part". This matches perfectly.


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

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

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

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: `school`
    *   Target surface form: `schools`
    *   Context: "There are many successful schools scattered throughout this nation... Conversely, there are the majority of unsuccessful <t>schools</t>, and we know which efforts at educational reform are doomed beforehand."

    *   Sense 1: `an educational institution` (General term for the organization/entity)
    *   Sense 2: `a building where young people receive education` (Physical structure)
    *   Sense 3: `the process of being formally educated at a school` (Schooling)
    *   Sense 4: `a body of creative artists or writers or thinkers...` (Artistic/intellectual school)
    *   Sense 5: `the period of instruction in a school` (Schooltime)
    *   Sense 6: `an educational institution's faculty and students` (The people within the institution)
    *   Sense 7: `a large group of fish` (Shoal)

    *   The text discusses "successful schools" and "unsuccessful schools" in the context of "educational reform" and "educational differentials."
    *   It refers to them as being "scattered throughout this nation," which could imply buildings, but the focus is on their success/failure in education and the impact of reform.
    *   "Successful schools" and "unsuccessful schools" typically refer to the institutions as a whole (the organization, the system, the entity), not just the physical building (Sense 2), the people (Sense 6), or the process (Sense 3).
    *   Sense 1 ("an educational institution") is the most general and fitting description for an entity that can be "successful" or "unsuccessful" and be the target of "educational reform."

    *   Sense 1: Educational institution. (Fits perfectly)
    *   Sense 2: Building. (Too narrow; reform targets the institution, not just the building)
    *   Sense 6: Faculty and students. (Possible, but "successful school" usually refers to the institution as a whole)

    *   The context "successful schools scattered throughout this nation" and "unsuccessful schools" clearly points to the institutions themselves.

    *   Sense 1 is the best fit.


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

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

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

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: `know`
    *   Target surface form: `know`
    *   Context: "...Conversely, there are the majority of unsuccessful schools, and we <t>know</t> which efforts at educational reform are doomed beforehand."
    *   Surrounding context: The author is discussing educational reform, stating that we already have the information/knowledge needed to improve schools and that we are aware of which efforts fail.

    *   Sense 1: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about. (Example: "I know that the President lied...")
    *   Sense 2: know how to do or perform something. (Example: "She knows how to knit")
    *   Sense 3: be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt. (Example: "I know that I left the key on the table")
    *   Sense 4: be familiar or acquainted with a person or an object. (Example: "Do you know my sister?")
    *   Sense 5: have firsthand knowledge of states, situations, emotions, or sensations. (Example: "I know the feeling!")
    *   Sense 6: accept (someone) to be what is claimed or accept his power and authority. (Example: "The Crown Prince was acknowledged...")
    *   Sense 7: have fixed in the mind. (Example: "I know Latin")
    *   Sense 8: have sexual intercourse with.
    *   Sense 9: know the nature or character of. (Example: "we all knew her as a big show-off")
    *   Sense 10: be able to distinguish, recognize as being different. (Example: "The child knows right from wrong")
    *   Sense 11: perceive as familiar. (Example: "I know this voice!")

    *   The sentence is: "...we <t>know</t> which efforts at educational reform are doomed beforehand."
    *   This means the speaker is asserting that they possess the information or are aware of the fact regarding which reforms fail.
    *   Comparing Sense 1 and Sense 3:
        *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about"
        *   Sense 3: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt"
    *   In this context, "knowing which efforts are doomed" is more about possessing the information/knowledge (Sense 1) than a deep-seated belief or faith (Sense 3). The author is arguing that the evidence is already there ("We really do know all we need to know").

    *   Sense 1 fits best because it describes possessing knowledge or being aware of a specific piece of information (which efforts are doomed).

    *   Sense 1: "be cognizant or aware of a fact or a specific piece of information" -> "we know which efforts... are doomed". This fits perfectly.


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

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

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

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

raw_output:
```json
{"sense_index": 4}
```

content:
```json
{"sense_index": 4}
```

reasoning_content:
*   Target lemma: `effort`
    *   Target surface form: `efforts`
    *   Context: "...and we know which <t>efforts</t> at educational reform are doomed beforehand."

    *   Sense 1: `earnest and conscientious activity intended to do or accomplish something` (Synonyms: attempt, endeavor, try).
    *   Sense 2: `use of physical or mental energy; hard work` (Synonyms: elbow grease, exertion, travail, sweat).
    *   Sense 3: `a notable achievement` (Synonyms: feat, exploit).
    *   Sense 4: `a series of actions advancing a principle or tending toward a particular end` (Synonyms: campaign, cause, crusade, drive, movement).

    *   The phrase is "efforts at educational reform".
    *   "Educational reform" is a broad goal or principle.
    *   "Efforts" here refers to the organized attempts, programs, or campaigns aimed at achieving this reform.
    *   Comparing Sense 1 and Sense 4:
        *   Sense 1 (attempt/endeavor) is more about a single try or a general exertion of will.
        *   Sense 4 (campaign/cause/drive/movement) is about a *series of actions* advancing a principle (educational reform).
    *   In the context of "educational reform," we are usually talking about policy initiatives, systemic changes, or organized movements rather than just a single person's "try" (Sense 1) or "hard work" (Sense 2).
    *   However, "efforts at [something]" is a very common way to say "attempts to [do something]".
    *   Let's look at the synonyms for Sense 4: campaign, cause, crusade, drive, movement. "Educational reform efforts" often maps to "educational reform campaigns" or "educational reform drives".
    *   Let's look at the synonyms for Sense 1: attempt, endeavor. "Efforts at educational reform" could be "attempts at educational reform".

    *   Sense 1: "made an effort to cover all the reading material" (individual attempt).
    *   Sense 4: "he supported populist campaigns" (organized series of actions).
    *   "Efforts at educational reform" usually refers to the collective, organized attempts (policies, programs) to change the system. This aligns well with "a series of actions advancing a principle" (Sense 4).

    *   Wait, let me re-read Sense 1: "earnest and conscientious activity intended to do or accomplish something".
    *   Let me re-read Sense 4: "a series of actions advancing a principle or tending toward a particular end".
    *   "Educational reform" is definitely a "principle" or a "particular end". The "efforts" are the actions taken to get there.
    *   Is it a "campaign" or an "attempt"?
    *   In political/social contexts (like educational reform), "efforts" often refers to the organized initiatives.
    *   Let's check common usage: "efforts to reduce poverty", "efforts at peace". These are often systemic/organized.
    *   If I say "my efforts to clean the room", that's Sense 1.
    *   If I say "the government's efforts to reform the tax code", that's more like Sense 4.

    *   Sense 1: attempt, endeavor.
    *   Sense 4: campaign, cause, crusade, drive, movement.
    *   "Efforts at educational reform" $\approx$ "Campaigns for educational reform" or "Attempts at educational reform".
    *   Looking at the context: "we know which efforts at educational reform are doomed beforehand." This sounds like it's referring to specific types of reform initiatives/programs.
    *   Sense 4 specifically mentions "advancing a principle". Educational reform is a principle/goal.

    *   Sense 1 is very general.
    *   Sense 4 is more specific to organized, goal-oriented actions (like reform).
    *   In many WSD datasets (like SemCor), "efforts" in the context of social/political change is often mapped to the "campaign/drive" sense.

    *   Sense 1: "earnest and conscientious activity intended to do or accomplish something"
    *   Sense 4: "a series of actions advancing a principle or tending toward a particular end"
    *   "Efforts at educational reform" fits Sense 4 better because it's a systemic goal (a principle/end) and involves a series of actions (policies, laws, changes).

    *   Sense 1: "made an effort to cover all the reading material" (Individual, short-term).
    *   Sense 4: "he supported populist campaigns" (Collective, long-term, principle-based).
    *   Educational reform is collective and principle-based.

    *   Sense 1: attempt, endeavor.
    *   Sense 4: campaign, cause, crusade, drive, movement.
    *   "Efforts at educational reform" $\rightarrow$ "Campaigns for educational reform". This fits well.

    *   Sense 1: "earnest and conscientious activity intended to do or accomplish something"
    *   Sense 4: "a series of actions advancing a principle or tending toward a particular end"
    *   The context "efforts at educational reform" describes a systemic endeavor. Sense 4 is the most precise fit for organized social/political efforts.


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

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

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

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: `educational`
    *   Target surface form: `educational`
    *   Context: "...we know which efforts at <t>educational</t> reform are doomed beforehand."
    *   Candidate senses:
        1.  `educational%3:01:00::`: relating to the process of education (e.g., educational psychology)
        2.  `educational%5:00:00:instructive:00`: providing knowledge (e.g., an educational film)

    *   The phrase is "educational reform".
    *   "Reform" in this context refers to changes made to the system, policies, or methods of education.
    *   Is "educational reform" about *providing knowledge* (instructive) or *relating to the process of education* (systemic/process)?
    *   "Educational reform" refers to the process, administration, and structure of education.

    *   Sense 1: "relating to the process of education". This fits perfectly with "reform" (changing the process/system).
    *   Sense 2: "providing knowledge" (instructive). An "educational film" provides knowledge. "Educational reform" does not mean "reform that provides knowledge"; it means "reform of the educational system".

    *   Sense 1 is the correct fit.


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

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

Candidate senses:
1. sense_key=reform%1:04:00:: | definition=a change for the better as a result of correcting abuses | examples=justice was for sale before the reform of the law courts
2. sense_key=reform%1:04:01:: | definition=a campaign aimed to correct abuses or malpractices | examples=the reforms he proposed were too radical for the politicians
3. sense_key=reform%1:04:02:: | definition=self-improvement in behavior or morals by abandoning some vice | examples=the family rejoiced in the drunkard's reform

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

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: `reform`
    *   Target surface form: `reform`
    *   Context: "...Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand."
    *   Candidate senses:
        1.  `reform%1:04:00`: a change for the better as a result of correcting abuses (the result/outcome).
        2.  `reform%1:04:01`: a campaign aimed to correct abuses or malpractices (the process/effort/initiative).
        3.  `reform%1:04:02`: self-improvement in behavior or morals by abandoning some vice (personal change).

    *   The phrase is "efforts at educational reform".
    *   "Efforts at [something]" usually refers to a process, a campaign, or an attempt to achieve a goal.
    *   "Educational reform" in this context refers to systemic changes or initiatives aimed at improving the education system.

    *   Sense 1: "a change for the better as a result of correcting abuses". This is the *result* of the reform.
    *   Sense 2: "a campaign aimed to correct abuses or malpractices". This is the *effort* or *initiative* to bring about change.
    *   Sense 3: "self-improvement in behavior or morals". This is personal and doesn't fit "educational reform" in a systemic school context.

    *   The context mentions "efforts at educational reform".
    *   "Efforts at" strongly aligns with "a campaign aimed to correct abuses or malpractices" (Sense 2).
    *   While Sense 1 is the *result* of such efforts, the "efforts at reform" refers to the campaign/initiative itself.

    *   Sense 1: The outcome (e.g., "The reform of the law courts improved justice").
    *   Sense 2: The process/campaign (e.g., "The reforms he proposed...").
    *   In "efforts at educational reform", "reform" is the goal of the effort, which is the campaign/initiative to change the system.

    *   Sense 2 is the best fit.


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

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

Candidate senses:
1. sense_key=doomed%5:00:00:dead:01 | definition=marked for certain death | examples=the black spot told the old sailor he was doomed
2. sense_key=doomed%5:00:00:lost:02 | definition=in danger of the eternal punishment of Hell | synonyms=cursed, damned, unredeemed, unsaved | examples=poor damned souls
3. sense_key=doomed%5:00:00:unfortunate:00 | definition=marked by or promising bad fortune; ; ; ; - W.H.Prescott | synonyms=ill-fated, ill-omened, ill-starred, unlucky | examples=their business venture was doomed from the start; an ill-fated business venture
4. sense_key=doomed%5:00:00:certain:03 | definition=(usually followed by `to') determined by tragic fate | synonyms=fated | examples=doomed to unhappiness; fated to be the scene of Kennedy's assassination

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

content:
```json
{"sense_index": 3}
```

reasoning_content:
*   Target lemma: `doomed`
    *   Target surface form: `doomed`
    *   Context: "...Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are <t>doomed</t> beforehand."

    *   Sense 1: `dead:01` - marked for certain death (literal death).
    *   Sense 2: `lost:02` - in danger of eternal punishment of Hell (religious/spiritual).
    *   Sense 3: `unfortunate:00` - marked by or promising bad fortune; ill-fated, unlucky. Example: "their business venture was doomed from the start".
    *   Sense 4: `certain:03` - determined by tragic fate (usually followed by 'to'). Example: "doomed to unhappiness".

    *   The context refers to "efforts at educational reform" being "doomed beforehand".
    *   This means the efforts are destined to fail or are unlikely to succeed.
    *   This matches the "marked by or promising bad fortune" or "ill-fated" meaning.
    *   Comparing Sense 3 and Sense 4:
        *   Sense 3: "marked by or promising bad fortune" / "ill-fated". Example: "business venture was doomed from the start". This fits perfectly with "efforts at educational reform are doomed beforehand".
        *   Sense 4: "determined by tragic fate" (usually followed by 'to'). The sentence structure here is "are doomed beforehand", not "are doomed to [verb]". While similar, Sense 3's example ("business venture was doomed from the start") is almost identical in structure and meaning to "efforts at educational reform are doomed beforehand".

    *   Sense 1 (death) - No.
    *   Sense 2 (Hell) - No.
    *   Sense 3 (ill-fated/failure) - Yes.
    *   Sense 4 (tragic fate/doomed to) - Less likely than Sense 3 given the structure and the nature of "educational reform".

    *   The word "doomed" in "efforts at educational reform are doomed beforehand" means they are destined to fail. This aligns best with Sense 3.


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

[User]
Target lemma: really
Target surface form: really
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We <t>really</t> do know all we need to know, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=really%4:02:03:: | definition=in accordance with truth or fact or reality | synonyms=truly, genuinely | examples=she was now truly American; a genuinely open society
2. sense_key=really%4:02:04:: | definition=in actual fact | synonyms=actually | examples=to be nominally but not actually independent; no one actually saw the shark
3. sense_key=really%4:02:02:: | definition=in fact (used as intensifiers or sentence modifiers) | synonyms=in truth, truly | examples=in truth, moral decay hastened the decline of the Roman Empire; really, you shouldn't have done it
4. sense_key=really%4:02:00:: | definition=used as intensifiers; `real' is sometimes used informally for `really'; `rattling' is informal | synonyms=very, real, rattling | examples=she was very gifted; he played very well

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

content:
```json
{"sense_index": 2}
```

reasoning_content:
*   Target lemma: "really"
    *   Target surface form: "really"
    *   Context: "We <t>really</t> do know all we need to know, if only we could assimilate this knowledge into our thinking."
    *   Candidate senses:
        1.  `really%4:02:03::`: in accordance with truth or fact or reality (truly, genuinely)
        2.  `really%4:02:04::`: in actual fact (actually)
        3.  `really%4:02:02::`: in fact (used as intensifiers or sentence modifiers) (in truth, truly)
        4.  `really%4:02:00::`: used as intensifiers (very, real, rattling)

    *   Sentence: "We really do know all we need to know..."
    *   The word "really" is used here to emphasize the truth of the statement "We do know all we need to know."
    *   It's not modifying an adjective (like "really gifted" - sense 4).
    *   It's not contrasting a nominal state with an actual state (like "nominally but not actually independent" - sense 2).
    *   It's used to stress the reality or truth of the claim.

    *   Sense 1: "in accordance with truth or fact or reality" (truly, genuinely). Example: "she was now truly American".
    *   Sense 2: "in actual fact" (actually). Example: "no one actually saw the shark".
    *   Sense 3: "in fact (used as intensifiers or sentence modifiers)" (in truth, truly). Example: "really, you shouldn't have done it".
    *   Sense 4: "used as intensifiers" (very). Example: "she was very gifted".

    *   The phrase "We really do know" uses "really" as an intensifier for the verb phrase "do know".
    *   Sense 4 is for modifying adjectives or adverbs ("very gifted").
    *   Sense 1, 2, and 3 are closer.
    *   Sense 1 (truly, genuinely) fits well: "We truly do know..."
    *   Sense 2 (actually) fits well: "We actually do know..."
    *   Sense 3 (in truth, truly) is often used as a sentence modifier or a general intensifier of truth.

    Let's look at the nuances:
    *   Sense 1: "in accordance with truth or fact or reality" (truly, genuinely).
    *   Sense 2: "in actual fact" (actually).
    *   Sense 3: "in fact (used as intensifiers or sentence modifiers)".

    In "We really do know all we need to know", "really" is emphasizing the truth of the assertion. This is a common use of "really" as an intensifier of a verb.

    Comparing Sense 1 and Sense 3:
    Sense 1: "she was now truly American" (genuine state).
    Sense 3: "really, you shouldn't have done it" (sentence modifier).

    Wait, let's look at Sense 1 again: "in accordance with truth or fact or reality".
    "We really do know" = "We truly do know" = "It is a fact that we know".

    Let's look at Sense 2: "in actual fact". "We actually do know".

    Let's look at Sense 3: "in fact (used as intensifiers or sentence modifiers)".

    Actually, looking at the examples for Sense 3: "in truth, moral decay hastened the decline of the Roman Empire; really, you shouldn't have done it". These are sentence modifiers.

    Looking at Sense 1: "she was now truly American; a genuinely open society". These describe a state of being.

    Looking at Sense 2: "to be nominally but not actually independent; no one actually saw the shark". This often contrasts expectation with reality.

    In "We really do know all we need to know", the author is asserting a truth against a potential doubt or as a strong conclusion. "We truly do know".

    Let's re-evaluate Sense 1 vs Sense 3.
    Sense 1: truly, genuinely.
    Sense 3: in truth, truly.

    Wait, the WordNet senses provided are:
    1. really%4:02:03:: (truly, genuinely)
    2. really%4:02:04:: (actually)
    3. really%4:02:02:: (in truth, truly)
    4. really%4:02:00:: (very)

    In "We really do know", "really" is an intensifier.
    If it means "very", it's Sense 4. But you can't say "We very do know". So it's not Sense 4.
    If it means "actually", it's Sense 2. "We actually do know".
    If it means "truly", it's Sense 1 or 3.

    Let's look at the context again: "We really do know all we need to know, if only we could assimilate this knowledge into our thinking."
    The author is emphasizing the fact that the knowledge exists.

    Sense 1: "in accordance with truth or fact or reality"
    Sense 2: "in actual fact"
    Sense 3: "in fact (used as intensifiers or sentence modifiers)"

    Sense 3's examples are "in truth, moral decay..." and "really, you shouldn't have done it". These are adverbials modifying the whole sentence.
    In "We really do know", "really" is modifying the verb "do know".

    Sense 1's examples are "truly American" and "genuinely open society". These are modifying adjectives.

    Sense 2's examples are "not actually independent" and "no one actually saw". These are modifying verbs or adjectives.

    Wait, "no one actually saw the shark" is very similar to "We really do know". Both are emphasizing the factuality of the action.

    Let's double-check Sense 1 again. "truly American".
    Let's double-check Sense 2 again. "actually saw".

    If I replace "really" with "actually": "We actually do know all we need to know." (Fits perfectly).
    If I replace "really" with "truly": "We truly do know all we need to know." (Fits perfectly).
    If I replace "really" with "genuinely": "We genuinely do know all we need to know." (Fits okay).

    Let's look at the WordNet distinctions again.
    Sense 1: truly, genuinely (often used with adjectives/states).
    Sense 2: actually (often used to contrast expectation or state a fact).
    Sense 3: in truth, truly (often used as a sentence modifier).

    In "We really do know", the author is making a strong assertion of fact. This aligns well with "actually" (Sense 2) or "truly" (Sense 1).

    However, "really" as an intensifier for a verb ("I really like it", "We really do know") is often categorized as "actually" or "truly".

    Let's re-read the senses one more time.
    1. in accordance with truth or fact or reality
    2. in actual fact
    3. in fact (used as intensifiers or sentence modifiers)

    Wait, Sense 3 says "used as intensifiers". "We really do know". "Really" is intensifying the verb "do know".

    Let's look at the examples for Sense 3 again: "in truth, moral decay hastened the decline of the Roman Empire; really, you shouldn't have done it". These are sentence modifiers.

    Let's look at Sense 2: "no one actually saw the shark". This is a verb modifier.

    Let's look at Sense 1: "she was now truly American". This is an adjective modifier.

    Wait, "We really do know" is a verb modifier. Sense 2's example "no one actually saw the shark" is also a verb modifier.

    Let's compare "actually" (Sense 2) and "truly" (Sense 1/3).
    "We actually do know" vs "We truly do know".
    Both work. But "actually" often emphasizes the factuality in the face of doubt. The context "If we wish to be serious... we know exactly what to do... We really do know all we need to know" suggests an emphasis on the fact that the knowledge is already there, contrary to the idea that we need more research or reform. This fits the "actually" (Sense 2) nuance.

    Wait, let me look at Sense 3 again: "in fact (used as intensifiers or sentence modifiers)".
    If "really" is used as an intensifier for the verb "do know", could it be Sense 3?
    "really, you shouldn't have done it" (Sentence modifier).
    "We really do know" (Verb modifier).

    Let's look at Sense 1 again: "in accordance with truth or fact or reality".
    "she was now truly American".

    Let's look at Sense 2 again: "in actual fact".
    "no one actually saw the shark".

    Comparing "no one actually saw the shark" (Sense 2) and "We really do know all we need to know".
    Both are asserting the factuality of a verb.

    Let's check if "really" in "We really do know" is more like "very" (Sense 4).
    "We very do know" - No.

    So it's between 1, 2, and 3.
    Sense 3 is often for sentence-initial "Really, ..." or "In truth, ...".
    Sense 1 is often for "truly [adjective]".
    Sense 2 is often for "actually [verb]".

    Therefore, Sense 2 seems the most plausible for "really do know".

    Wait, let me search for "really do know" in a corpus or dictionary.
    "I really do love you" -> "I truly love you" or "I actually love you".
    "We really do know" -> "We actually know" or "We truly know".

    Let's re-examine Sense 1: "in accordance with truth or fact or reality".
    Sense 2: "in actual fact".

    These are very similar. Let's look at the synonyms.
    Sense 1: truly, genuinely.
    Sense 2: actually.

    "We actually do know" (Sense 2)
    "We truly do know" (Sense 1)

    In the context "We really do know all we need to know, if only we could assimilate this knowledge into our thinking", the author is emphasizing that the knowledge is already present. This is a statement of fact.

    Let's look at the examples again.
    Sense 1: "she was now truly American" (a state of being).
    Sense 2: "no one actually saw the shark" (an event/action).

    "Knowing" is more of a state/action. "We really do know" is similar to "no one actually saw".

    Let's double-check Sense 3 again. "in fact (used as intensifiers or sentence modifiers)".
    If "really" is used as an intensifier for the verb "do know", it might be Sense 3.
    But the examples for Sense 3 are sentence modifiers.

    Let's try Sense 1 again. "truly, genuinely".
    "We truly do know all we need to know."

    Let's try Sense 2 again. "actually".
    "We actually do know all we need to know."

    Looking at the context, the author is arguing against the need for more information. "We know exactly what to do... We really do know all we need to know". This is emphasizing the factuality of the knowledge.

    Let's compare "actually" and "truly" in this context.
    "Actually" often implies a correction of a misconception.
    "Truly" often implies a deep or sincere truth.

    The author is correcting the misconception that we don't know what to do.
    "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to know..."

    This fits the "actually" (Sense 2) nuance of correcting a misconception or stating a fact.

    Wait, let me look at Sense 1 again. "in accordance with truth or fact or reality".
    And Sense 2: "in actual fact".

    These are so close. Let's look at the synonyms again.
    Sense 1: truly, genuinely.
    Sense 2: actually.

    If I have to choose one, "actually" (Sense 2) often fits better when emphasizing a fact that might be doubted or is being contrasted.

    Let's re-read the context one more time.
    "If we wish to be serious about American education, we know exactly what to do... We really do know all we need to know..."
    The "really" here is emphasizing the certainty and factuality of the knowledge.

    Let's look at Sense 3 again: "in fact (used as intensifiers or sentence modifiers)".
    Could "really" be an intensifier here? "We *really* do know".
    Yes, it is intensifying the verb phrase "do know".
    But Sense 3's examples are "in truth, moral decay..." and "really, you shouldn't have done it". These are sentence modifiers.

    Let's look at Sense 2's example: "no one actually saw the shark".
    This is a verb modifier.

    Let's look at Sense 1's example: "she was now truly American".
    This is an adjective modifier.

    So, for a verb modifier, Sense 2 is the best fit among the examples.

    Wait, let me check one more time.
    Sense 1: truly, genuinely.
    Sense 2: actually.
    Sense 3: in truth, truly.
    Sense 4: very.

    "We really do know"
    "We actually do know" (Sense 2)
    "We truly do know" (Sense 1 or 3)

    If "really" is used to emphasize the truth of a statement, especially in contrast to what might be expected, "actually" is a very strong synonym.

    Let's double-check the WordNet sense keys if possible (though I shouldn't use them in the answer).
    really%4:02:00 (very)
    really%4:02:02 (in fact)
    really%4:02:03 (truly)
    really%4:02:04 (actually)

    In many WordNet-based datasets, "really" as an intensifier for a verb (like "I really like") is often mapped to "actually" or "truly".

    Let's look at the context again.
    "We know exactly what to do... We really do know all we need to know".
    This is a strong assertion of fact.

    Let's compare:
    "We actually do know all we need to know."
    "We truly do know all we need to know."

    Both are very similar. But "actually" (Sense 2) often fits better when the speaker is emphasizing that something is a fact, especially when it might be surprising or contrary to belief.

    Let's re-examine Sense 3: "in fact (used as intensifiers or sentence modifiers)".
    If "really" is used as an intensifier for the verb "do know", it could be Sense 3.
    But the examples for Sense 3 are sentence modifiers.

    Let's look at Sense 2 again: "in actual fact".
    Example: "no one actually saw the shark".
    This is a perfect parallel to "We really do know".

    Final check:
    Sense 1: truly/genuinely (often adjectives)
    Sense 2: actually (often verbs, contrasting fact)
    Sense 3: in truth/truly (often sentence modifiers)
    Sense 4: very (adjectives/adverbs)

    The target "really" modifies the verb "do know" and emphasizes the factuality of the statement. This matches Sense 2.


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

[User]
Target lemma: know
Target surface form: know
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do <t>know</t> all we need to know, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

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

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: `know`
    *   Target surface form: `know`
    *   Context: "We really do <t>know</t> all we need to know, if only we could assimilate this knowledge into our thinking."
    *   Surrounding context: The author is discussing educational reform, stating that the solutions are already known ("we know exactly what to do", "we know which efforts... are doomed").

    *   Sense 1: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about. (Example: "I know that the President lied")
    *   Sense 2: know how to do or perform something. (Example: "She knows how to knit")
    *   Sense 3: be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt. (Example: "I know that I left the key on the table")
    *   Sense 4: be familiar or acquainted with a person or an object. (Example: "Do you know my sister?")
    *   Sense 5: have firsthand knowledge of states, situations, emotions, or sensations. (Example: "I know the feeling!")
    *   Sense 6: accept (someone) to be what is claimed or accept his power and authority. (Example: "The Crown Prince was acknowledged")
    *   Sense 7: have fixed in the mind. (Example: "I know Latin")
    *   Sense 8: have sexual intercourse with.
    *   Sense 9: know the nature or character of. (Example: "we all knew her as a big show-off")
    *   Sense 10: be able to distinguish, recognize as being different. (Example: "know right from wrong")
    *   Sense 11: perceive as familiar. (Example: "I know this voice!")

    *   The sentence is "We really do know all we need to know..."
    *   The "all we need to know" refers back to the previous statements: "we know exactly what to do" and "we know which efforts at educational reform are doomed beforehand."
    *   This is about possessing information or being aware of facts/solutions.
    *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about."
    *   Sense 3: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt."

    *   Sense 1 is more about possessing information/facts.
    *   Sense 3 is more about conviction or certainty about the truth of a proposition.
    *   In the context "We really do know all we need to know", the author is emphasizing that the *information* (the "what to do" and "what not to do") is already available/possessed.
    *   Looking at the previous sentences: "we know exactly what to do" and "we know which efforts... are doomed". These are statements of possessing knowledge/information.
    *   The phrase "assimilate this knowledge into our thinking" strongly links "know" to the possession of knowledge/information.

    *   Sense 1: "possess knowledge or information about"
    *   Sense 3: "be aware of the truth of something"
    *   The author is arguing that the *facts* of what works in education are known. This aligns better with Sense 1 (possessing information/facts) than Sense 3 (belief/faith/certainty of truth).

    *   Sense 1: "I know that the President lied to the people" (Fact/Information)
    *   Sense 3: "I know that I left the key on the table" (Certainty/Truth)
    *   The context "We really do know all we need to know" refers to the body of knowledge regarding educational reform. This is a collection of facts/information.

    *   Sense 1: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about.
    *   This fits perfectly.


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

[User]
Target lemma: need
Target surface form: need
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we <t>need</t> to know, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=need%2:42:00:: | definition=require as useful, just, or proper | synonyms=necessitate, ask, postulate, require, take, involve | examples=It takes nerve to do what she did; success usually requires hard work
2. sense_key=need%2:34:00:: | definition=have need of | synonyms=want, require | examples=This piano wants the attention of a competent tuner
3. sense_key=need%2:34:01:: | definition=have or feel a need for | examples=always needing friends and money

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: `need`
    *   Target surface form: `need`
    *   Context: "We really do know all we <t>need</t> to know, if only we could assimilate this knowledge into our thinking."
    *   Candidate senses:
        1.  `need%2:42:00::`: require as useful, just, or proper (e.g., "success usually requires hard work").
        2.  `need%2:34:00::`: have need of (e.g., "This piano wants the attention of a competent tuner").
        3.  `need%2:34:01::`: have or feel a need for (e.g., "always needing friends and money").

    *   The phrase is "all we need to know".
    *   This means "all the knowledge that is required/necessary for us to achieve the goal (being serious about American education)".
    *   It's not about a physical lack or a feeling of wanting (Sense 3).
    *   It's not about a thing (like a piano) needing attention (Sense 2).
    *   It's about a requirement for a purpose (knowing enough to act).

    *   Sense 1: "require as useful, just, or proper". Synonyms: necessitate, require. Example: "success usually requires hard work". This fits well. "All we need to know" = "All that is required/necessary for us to know".
    *   Sense 2: "have need of". This is often used for things that are deficient or need repair.
    *   Sense 3: "have or feel a need for". This is more about a personal desire or deficiency.

    *   "We really do know all we need to know" $\approx$ "We know all that is required to be known".
    *   This aligns best with Sense 1 (require as useful, just, or proper).

    *   Sense 1: require as useful, just, or proper.
    *   Sense 2: have need of.
    *   Sense 3: have or feel a need for.
    *   In "all we need to know", "need" functions as a modal-like verb meaning "is necessary". Sense 1 captures the "necessity/requirement" aspect best.


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

[User]
Target lemma: know
Target surface form: know
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to <t>know</t>, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

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

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: `know`
    *   Target surface form: `know`
    *   Context: "We really do know all we need to <t>know</t>, if only we could assimilate this knowledge into our thinking."
    *   Surrounding context: The author is discussing educational reform, stating that the solutions are already known ("we know exactly what to do", "we know which efforts... are doomed").

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

    *   The sentence is: "We really do know all we need to <t>know</t>, if only we could assimilate this knowledge into our thinking."
    *   The phrase "all we need to know" refers to the information/facts/strategies regarding educational reform mentioned previously ("we know exactly what to do", "we know which efforts... are doomed").
    *   This is about possessing information or being aware of facts.

    *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about". This fits perfectly.
    *   Sense 2: "know how to do or perform something". While the author mentions "what to do", the phrase "all we need to know" in the target sentence refers to the body of knowledge/information (as evidenced by "assimilate this knowledge").
    *   Sense 3: "be aware of the truth of something". This is close, but Sense 1 is more about possessing the information/facts.
    *   Sense 7: "have fixed in the mind" (like a language or a list of verbs). Not the best fit.

    *   The target "know" in "all we need to know" is used in the sense of possessing the necessary information or facts.
    *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about".

    *   "We really do know all we need to know" -> "We possess all the information we need".
    *   This aligns with Sense 1.


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

[User]
Target lemma: assimilate
Target surface form: assimilate
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to know, if only we could <t>assimilate</t> this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=assimilate%2:31:00:: | definition=take up mentally | synonyms=absorb, ingest, take in | examples=he absorbed the knowledge or beliefs of his tribe
2. sense_key=assimilate%2:30:00:: | definition=become similar to one's environment | examples=Immigrants often want to assimilate quickly
3. sense_key=assimilate%2:30:01:: | definition=make similar | examples=This country assimilates immigrants very quickly
4. sense_key=assimilate%2:35:00:: | definition=take (gas, light or heat) into a solution | synonyms=imbibe
5. sense_key=assimilate%2:30:02:: | definition=become similar in sound | examples=The nasal assimilates to the following consonant

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

content:
```json
{"sense_index": 1}
```

reasoning_content:
*   Target lemma: `assimilate`
    *   Context: "We really do know all we need to know, if only we could <t>assimilate</t> this knowledge into our thinking."
    *   Target surface form: `assimilate`

    *   Sense 1: `take up mentally` (synonyms: absorb, ingest, take in; example: "he absorbed the knowledge or beliefs of his tribe")
    *   Sense 2: `become similar to one's environment` (example: "Immigrants often want to assimilate quickly")
    *   Sense 3: `make similar` (example: "This country assimilates immigrants very quickly")
    *   Sense 4: `take (gas, light or heat) into a solution` (synonym: imbibe)
    *   Sense 5: `become similar in sound` (example: "The nasal assimilates to the following consonant")

    *   The sentence is: "...if only we could assimilate this knowledge into our thinking."
    *   The object being assimilated is "this knowledge".
    *   The goal is to integrate this knowledge "into our thinking".
    *   This matches the mental process of absorbing or taking in information.

    *   Sense 1: "take up mentally" / "absorb" / "take in". This fits perfectly.
    *   Sense 2: "become similar to one's environment" (cultural assimilation). Not applicable.
    *   Sense 3: "make similar" (cultural assimilation). Not applicable.
    *   Sense 4: "take (gas, light or heat) into a solution". Not applicable.
    *   Sense 5: "become similar in sound" (phonetics). Not applicable.

    *   The best fit is Sense 1.