[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: friendly
Target surface form: friendly
Context:
If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>friendly</t> 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.

Candidate senses:
1. sense_key=friendly%3:00:01:: | definition=characteristic of or befitting a friend | examples=friendly advice; a friendly neighborhood
2. sense_key=friendly%5:00:00:amicable:00 | definition=inclined to help or support; not antagonistic or hostile | synonyms=favorable, well-disposed | examples=a government friendly to our interests; an amicable agreement
3. sense_key=friendly%3:00:03:: | definition=easy to understand or use | examples=user-friendly computers; a consumer-friendly policy
4. sense_key=friendly%3:00:02:: | definition=of or belonging to your own country's forces or those of an ally | examples=in friendly territory; he was accidentally killed by friendly fire

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 word: "friendly"
    *   Context: "...politicians find useful, since it helps them strike a <t>friendly</t> posture on behalf of an important constituency."
    *   Meaning: The politicians are trying to appear supportive, favorable, or non-antagonistic toward the teachers (the constituency) to gain their favor or support.

    *   Sense 1: "characteristic of or befitting a friend" (e.g., friendly advice). This is more about personal friendship or a warm demeanor.
    *   Sense 2: "inclined to help or support; not antagonistic or hostile" (synonyms: favorable, well-disposed; example: "a government friendly to our interests"). This fits the context of a politician striking a posture of support for a constituency.
    *   Sense 3: "easy to understand or use" (e.g., user-friendly). Not applicable.
    *   Sense 4: "of or belonging to your own country's forces or those of an ally" (e.g., friendly fire). Not applicable.

    *   The context describes politicians striking a "friendly posture" toward a "constituency." This is a strategic, political alignment of support or favor, which aligns perfectly with Sense 2 ("inclined to help or support; not antagonistic or hostile", "favorable").


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: posture
Target surface form: posture
Context:
If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>posture</t> 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.

Candidate senses:
1. sense_key=posture%1:07:00:: | definition=the arrangement of the body and its limbs | synonyms=position, attitude | examples=he assumed an attitude of surrender
2. sense_key=posture%1:07:01:: | definition=characteristic way of bearing one's body | synonyms=carriage, bearing | examples=stood with good posture
3. sense_key=posture%1:09:00:: | definition=a rationalized mental attitude | synonyms=position, stance
4. sense_key=posture%1:07:02:: | definition=capability in terms of personnel and materiel that affect the capacity to fight a war | synonyms=military capability, military strength, strength, military posture | examples=we faced an army of great strength; politicians have neglected our military posture

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}
```

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target word: "posture"
    *   Context: "...politicians find useful, since it helps them strike a friendly <t>posture</t> on behalf of an important constituency."
    *   Meaning: In this context, "strike a friendly posture" refers to the way politicians present themselves or their position/attitude toward a group (the constituency) to gain favor. It's not about physical body position, nor is it about military strength.

    *   Sense 1: "the arrangement of the body and its limbs" (Physical position/attitude).
    *   Sense 2: "characteristic way of bearing one's body" (Physical carriage).
    *   Sense 3: "a rationalized mental attitude" (Position, stance).
    *   Sense 4: "capability in terms of personnel and materiel that affect the capacity to fight a war" (Military strength).

    *   The context "strike a friendly posture on behalf of an important constituency" clearly refers to a public-facing stance or mental/political attitude, not a physical one or a military one.
    *   Sense 3 ("a rationalized mental attitude", synonyms: "position, stance") fits perfectly.

    *   Sense 1: Physical.
    *   Sense 2: Physical.
    *   Sense 3: Mental/Attitudinal/Stance. (Correct)
    *   Sense 4: Military.

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: behalf
Target surface form: behalf
Context:
If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>behalf</t> of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials.

Candidate senses:
1. sense_key=behalf%1:04:00:: | definition=as the agent of or on someone's part (usually expressed as  rather than ) | examples=on behalf of; in behalf of
2. sense_key=behalf%1:07:00:: | definition=for someone's benefit (usually expressed as `in behalf' rather than `on behalf' and usually with a possessive) | examples=in your behalf; campaigning in his own behalf

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}
```

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

reasoning_content:
*   Target lemma: "behalf"
    *   Context: "...since it helps them strike a friendly posture on <t>behalf</t> of an important constituency."
    *   Candidate senses:
        1.  `behalf%1:04:00::`: as the agent of or on someone's part (usually expressed as "on behalf of").
        2.  `behalf%1:07:00::`: for someone's benefit (usually expressed as "in behalf of").

    *   The phrase is "on behalf of an important constituency."
    *   The politicians are striking a friendly posture *on behalf of* the constituency.
    *   This means they are acting as representatives or agents of that constituency, or speaking/acting in their name.

    *   Sense 1: "as the agent of or on someone's part" (usually "on behalf of").
    *   Sense 2: "for someone's benefit" (usually "in behalf of").

    *   The context uses "on behalf of".
    *   The politicians are acting as representatives (agents) of the constituency to gain political advantage or show support.
    *   While there might be a perceived "benefit" to the constituency, the primary meaning of "on behalf of" in this political context is acting as a representative or agent.
    *   WordNet specifically distinguishes "on behalf of" (agent/part) from "in behalf of" (benefit).

    *   The phrase "on behalf of" strongly 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: important
Target surface form: important
Context:
If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>important</t> constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials.

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": 4}
```

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

reasoning_content:
*   Target word: "important"
    *   Context: "...since it helps them strike a friendly posture on behalf of an <t>important</t> constituency."
    *   Sentence analysis: The context discusses politicians and their relationship with a "constituency" (teachers). The politicians want to appear friendly to this group because the group is "important."

    *   Sense 1: "of great significance or value" (General significance).
    *   Sense 2: "important in effect or meaning" (Significant/measurable change).
    *   Sense 3: "of extreme importance; vital to the resolution of a crisis" (Crucial).
    *   Sense 4: "having authority or ascendancy or influence" (Influential/Authoritative).
    *   Sense 5: "having or suggesting a consciousness of high position" (Haughty/Immodest).

    *   The "constituency" (teachers) is described as "important."
    *   In the context of politicians and constituencies, "important" usually means the group has influence, power, or a significant number of votes that can affect the politician's success.
    *   Sense 1 (great significance/value) is a general term.
    *   Sense 4 (having authority or ascendancy or influence) specifically fits the political context of a "constituency." A constituency is "important" if it is influential.

    *   Sense 1: "important people" (General).
    *   Sense 4: "an important official" (Influential).
    *   Comparing "important constituency" to "important official" vs "important people."
    *   A constituency's importance to a politician is primarily its *influence* (voting power, lobbying power).

    *   Sense 1 is very broad.
    *   Sense 4 is specific to influence/authority.
    *   In political discourse, an "important constituency" is one that holds influence over the politician.

    *   Wait, let's look at Sense 1 again: "of great significance or value".
    *   Sense 4: "having authority or ascendancy or influence".
    *   Is a constituency "influential" or "of great significance"? Usually, both, but "influential" (Sense 4) is the precise reason why a politician would care about striking a friendly posture.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   If the text says "important constituency," it means the group has influence.

    *   Sense 1: General significance.
    *   Sense 4: Influence/Authority.
    *   Politicians care about constituencies that have *influence* (votes).

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   Actually, "important people" in Sense 1 often refers to people of high status or influence.
    *   Let's re-read Sense 4: "having authority or ascendancy or influence".
    *   A constituency doesn't necessarily have "authority" (like an official does), but it does have "influence" (ascendancy).

    *   Sense 1: "of great significance or value"
    *   Sense 4: "having authority or ascendancy or influence"
    *   In the phrase "important constituency," the meaning is that the group is influential.

    *   Sense 1: General.
    *   Sense 4: Specific to power/influence.
    *   Politicians target influential groups.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   "Important people" (Sense 1) can be people who are significant. "Important official" (Sense 4) is someone with power.
    *   A constituency is a group of people. Calling them "important" in a political context almost always refers to their influence.

    *   Sense 1: significance/value.
    *   Sense 4: authority/influence.
    *   "Important constituency" -> Influential constituency.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   If I say "He is an important man," it could be Sense 1 (significant) or Sense 4 (influential).
    *   In the context of a politician and a constituency, "influence" is the key.

    *   Sense 1: significance/value.
    *   Sense 4: authority/influence.
    *   The politician strikes a friendly posture because the group has influence over their career. This aligns best with Sense 4.

    *   Wait, let me double-check Sense 1 again. "important people" is listed as an example. Often "important people" means people with influence.
    *   Let's look at the synonyms.
    *   Sense 1: "of import"
    *   Sense 4: "authoritative"
    *   Is a constituency "authoritative"? No. Is it "influential"? Yes.
    *   Is it "of great significance"? Yes.
    *   If the synonym for Sense 4 is "authoritative," that might be too narrow for "constituency."
    *   Let's re-evaluate Sense 1. "of great significance or value". A constituency of great significance is an influential one.

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   "Important constituency" = Influential constituency.
    *   "Influential" is explicitly in the definition of Sense 4.

    *   Sense 4: "having authority or ascendancy or influence"
    *   Sense 1: "of great significance or value"
    *   A constituency has influence (ascendancy) over a politician.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   "Important people" (Sense 1) could be people who are famous or significant.
    *   "Important official" (Sense 4) is someone with power.
    *   A constituency's "importance" to a politician is its power/influence.

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   The most precise fit for a political constituency is influence.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   Actually, "important people" often means people of influence. This makes the distinction between 1 and 4 tricky.
    *   However, Sense 4 explicitly mentions "influence" and "ascendancy."

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   A constituency is a group of voters. Their "importance" is their ability to influence the election.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   If the example for Sense 1 is "important people," and the target is "important constituency," Sense 1 is a very strong candidate.
    *   But Sense 4's definition "having authority or ascendancy or influence" is a more precise description of *why* a constituency is important to a politician.

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   In political science, an "important constituency" is one that is influential.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   If "important people" are those of significance, and "important official" is someone of influence...
    *   Wait, "important people" usually means people of influence too.
    *   Let's look at the synonyms again.
    *   Sense 1: "of import"
    *   Sense 4: "authoritative"
    *   "Authoritative" is a very specific kind of influence (the power to give orders). A constituency isn't "authoritative." It is "influential."
    *   Wait, the definition of Sense 4 is "having authority or ascendancy or influence." "Influence" is there.

    *   Sense 1: "of great significance or value"
    *   Sense 4: "having authority or ascendancy or influence"
    *   A constituency is "important" because it is "influential."

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   If I have to choose the *best* one, "influence" (Sense 4) is more specific to the politician-constituency relationship than "significance" (Sense 1).

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   Politicians care about influential groups.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   Actually, "important people" in Sense 1 might just mean "people who matter."
    *   "Important official" in Sense 4 means "someone with power."
    *   A constituency "matters" because it has "power" (influence).

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   The most precise fit for a political context is influence.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   If "important people" is the example for Sense 1, it's very tempting. But "important official" for Sense 4 is also very close.
    *   Let's look at the definition of Sense 4 again: "having authority or ascendancy or influence".
    *   A constituency has "ascendancy or influence" over a politician.

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   The politician's "friendly posture" is a strategic move to maintain the support of an *influential* group.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   If "important people" means "people of high status," then Sense 4 "influence" is better for a constituency.

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   The most accurate description of a constituency's importance to a politician is its influence.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   Wait, "important people" (Sense 1) and "important official" (Sense 4).
    *   If "important people" are just people who are significant, and "important official" is someone with power...
    *   A constituency is a group of people.
    *   Let's try Sense 4.

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   "Important constituency" = "Influential constituency."
    *   This is a very common collocation in political analysis.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   If "important people" means "people of high social standing," then Sense 4 is definitely better for "constituency."

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   The politician's behavior is driven by the group's influence.

    *   Sense 1: "important people"
    *   Sense 4: "an important official"
    *   Actually, "important people" often means "people of influence." This is the problem with WordNet.
    *   But "influence" is explicitly in the definition of Sense 4.

    *   Sense 1: significance/value.
    *   Sense 4: authority/ascendancy/influence.
    *   The most precise fit is Sense 4.


[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: shred
Target surface form: shred
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>shred</t> 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.

Candidate senses:
1. sense_key=shred%1:23:00:: | definition=a tiny or scarcely detectable amount | synonyms=scintilla, whit, iota, tittle, smidgen, smidgeon
2. sense_key=shred%1:06:00:: | definition=a small piece of cloth or paper | synonyms=rag, tag, tag end, tatter

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: "shred"
    *   Target surface form: "shred"
    *   Context: "But there is not one <t>shred</t> of evidence that, other things being equal, salary differentials result in educational differentials."
    *   Candidate senses:
        1.  `shred%1:23:00::`: a tiny or scarcely detectable amount (synonyms: scintilla, whit, iota, tittle, smidgen, smidgeon)
        2.  `shred%1:06:00::`: a small piece of cloth or paper (synonyms: rag, tag, tag end, tatter)

    *   The phrase is "not one shred of evidence".
    *   "Evidence" is an abstract concept.
    *   "Not one shred" in this context means "not a tiny amount" or "absolutely no".
    *   Comparing this to the candidate senses:
        *   Sense 1: "a tiny or scarcely detectable amount" (fits perfectly with "evidence").
        *   Sense 2: "a small piece of cloth or paper" (does not fit "evidence").

    *   Sense 1 is the correct choice.


[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: evidence
Target surface form: evidence
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>evidence</t> 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.

Candidate senses:
1. sense_key=evidence%1:09:00:: | definition=your basis for belief or disbelief; knowledge on which to base belief | synonyms=grounds | examples=the evidence that smoking causes lung cancer is very compelling
2. sense_key=evidence%1:10:01:: | definition=an indication that makes something evident | examples=his trembling was evidence of his fear
3. sense_key=evidence%1:10:00:: | definition=(law) all the means by which any alleged matter of fact whose truth is investigated at judicial trial is established or disproved

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: `evidence`
    *   Context: "But there is not one shred of <t>evidence</t> that, other things being equal, salary differentials result in educational differentials."
    *   Candidate senses:
        1.  `evidence%1:09:00::`: basis for belief or disbelief; knowledge on which to base belief (synonym: grounds).
        2.  `evidence%1:10:01::`: an indication that makes something evident.
        3.  `evidence%1:10:00::`: (law) means by which any alleged matter of fact whose truth is investigated at judicial trial is established or disproved.

    *   The author is arguing that teacher salaries are not the cause of the educational crisis.
    *   The phrase "not one shred of evidence" is used to say there is no factual basis or knowledge to support the claim that salary differentials result in educational differentials.
    *   This is a general argument about a social/educational issue, not a legal trial (eliminating sense 3).
    *   The author is talking about the *basis for belief* (grounds) that a causal relationship exists, rather than a specific *indication* (like trembling indicating fear) (comparing sense 1 and 2).

    *   Sense 1: "your basis for belief or disbelief; knowledge on which to base belief" (synonym: grounds). Example: "the evidence that smoking causes lung cancer is very compelling". This fits perfectly. The author is talking about the lack of knowledge/grounds to support the claim.
    *   Sense 2: "an indication that makes something evident". Example: "his trembling was evidence of his fear". This is more about a sign or symptom. While "evidence" can be used this way, the context here is about a general lack of supporting data/proof for a hypothesis.

    *   The context "not one shred of evidence that... salary differentials result in educational differentials" mirrors the example "the evidence that smoking causes lung cancer is very compelling". Both refer to the body of knowledge/grounds supporting a causal claim.

    *   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: other
Target surface form: other
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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, <t>other</t> things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it.

Candidate senses:
1. sense_key=other%3:00:00:: | definition=not the same one or ones already mentioned or implied; - the White Queen | examples=today isn't any other day; the construction of highways and other public works
2. sense_key=other%5:00:00:past:00 | definition=recently past | examples=the other evening
3. sense_key=other%5:00:02:past:00 | definition=belonging to the distant past | synonyms=early, former | examples=the early inhabitants of Europe; former generations
4. sense_key=other%5:00:00:strange:00 | definition=very unusual; different in character or quality from the normal or expected; - Lance Morrow | examples=a strange, other dimension...where his powers seemed to fail

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: "other"
    *   Target surface form: "other"
    *   Context: "...But there is not one shred of evidence that, <t>other</t> things being equal, salary differentials result in educational differentials."
    *   Phrase: "other things being equal" (a common idiomatic expression, *ceteris paribus*).

    *   Sense 1: "not the same one or ones already mentioned or implied" (e.g., "other public works").
    *   Sense 2: "recently past" (e.g., "the other evening").
    *   Sense 3: "belonging to the distant past" (e.g., "former generations").
    *   Sense 4: "very unusual; different in character or quality from the normal or expected" (e.g., "a strange, other dimension").

    *   In the phrase "other things being equal," "other" refers to factors *different from* the one being discussed (salary differentials).
    *   It means "all other variables" or "additional factors."
    *   This aligns with Sense 1: "not the same one or ones already mentioned or implied."

    *   Sense 2 (recently past) - Incorrect.
    *   Sense 3 (distant past) - Incorrect.
    *   Sense 4 (strange/unusual) - Incorrect.
    *   Sense 1 (different/additional) - Correct.


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

[User]
Target lemma: thing
Target surface form: things
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>things</t> being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it.

Candidate senses:
1. sense_key=thing%1:26:00:: | definition=a special situation | examples=this thing has got to end; it is a remarkable thing
2. sense_key=thing%1:04:00:: | definition=an action | examples=how could you do such a thing?
3. sense_key=thing%1:09:00:: | definition=a special abstraction | examples=a thing of the spirit; things of the heart
4. sense_key=thing%1:06:00:: | definition=an artifact | examples=how does this thing work?
5. sense_key=thing%1:11:00:: | definition=an event | examples=a funny thing happened on the way to the...
6. sense_key=thing%1:09:02:: | definition=a vaguely specified concern | synonyms=matter, affair | examples=several matters to attend to; it is none of your affair
7. sense_key=thing%1:10:00:: | definition=a statement regarded as an object | examples=to say the same thing in other terms; how can you say such a thing?
8. sense_key=thing%1:06:01:: | definition=an entity that is not named specifically | examples=I couldn't tell what the thing was
9. sense_key=thing%1:07:00:: | definition=any attribute or quality considered as having its own existence | examples=the thing I like about her is ...
10. sense_key=thing%1:09:01:: | definition=a special objective | examples=the thing is to stay in bounds
11. sense_key=thing%1:12:00:: | definition=a persistent illogical feeling of desire or aversion | examples=he has a thing about seafood; she has a thing about him
12. sense_key=thing%1:03:00:: | definition=a separate and self-contained entity

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": 12}
```

content:
```json
{"sense_index": 12}
```

reasoning_content:
*   Target lemma: "thing"
    *   Target surface form: "things"
    *   Context: "...there is not one shred of evidence that, other <t>things</t> being equal, salary differentials result in educational differentials."
    *   Phrase: "other things being equal" (Ceteris paribus).

    *   1: a special situation
    *   2: an action
    *   3: a special abstraction
    *   4: an artifact
    *   5: an event
    *   6: a vaguely specified concern (matter, affair)
    *   7: a statement regarded as an object
    *   8: an entity that is not named specifically
    *   9: any attribute or quality considered as having its own existence
    *   10: a special objective
    *   11: a persistent illogical feeling of desire or aversion
    *   12: a separate and self-contained entity

    *   The phrase "other things being equal" is a common idiomatic expression meaning "all other variables remaining the same."
    *   In this context, "things" refers to variables, factors, or conditions.
    *   Looking at the senses:
        *   Sense 12 (separate and self-contained entity) is the most general definition of "thing."
        *   Sense 8 (an entity that is not named specifically) fits because the "things" (variables) are not explicitly named.
        *   Sense 9 (any attribute or quality considered as having its own existence) fits because variables are often attributes or qualities.
        *   Sense 6 (a vaguely specified concern/matter) is possible but usually refers to tasks or issues.

    *   "Other things being equal" is a logical condition. The "things" are the factors or variables that could influence the outcome.
    *   Sense 12: "a separate and self-contained entity" (The most basic definition).
    *   Sense 8: "an entity that is not named specifically" (Fits well because the variables aren't listed).
    *   Sense 9: "any attribute or quality considered as having its own existence" (Fits well because variables are attributes).

    Let's re-evaluate the WordNet senses for "thing" in the context of "ceteris paribus" (other things being equal).
    In many WSD datasets (like SemCor), "things" in "other things being equal" is often mapped to the most general sense of "entity" or "object."

    Let's look at the options again:
    1. special situation
    2. action
    3. special abstraction
    4. artifact
    5. event
    6. vaguely specified concern
    7. statement
    8. entity not named specifically
    9. attribute or quality
    10. special objective
    11. illogical feeling
    12. separate and self-contained entity

    Comparing 8, 9, and 12:
    - 12 is the most general.
    - 8 is for when you can't identify the thing ("I couldn't tell what the thing was").
    - 9 is for specific qualities ("the thing I like about her").

    In "other things being equal," the "things" are the variables/factors. These are entities/factors. Sense 12 is the broadest and most likely fit for a general variable in a logical statement. However, let's check if "attribute or quality" (Sense 9) is better. "Other attributes being equal" makes sense. "Other entities being equal" is slightly off.

    Wait, let's look at Sense 12 again: "a separate and self-contained entity".
    Let's look at Sense 8: "an entity that is not named specifically".

    Actually, in the phrase "other things being equal," "things" refers to the circumstances or factors.
    Is there a sense for "circumstance"?
    Sense 1: "a special situation". (Not quite).
    Sense 6: "a vaguely specified concern" (matter, affair). (Not quite).

    Let's reconsider Sense 12. In many WordNet-based tasks, the most general sense is used for these types of abstract placeholders.

    Let's double-check Sense 9: "any attribute or quality considered as having its own existence".
    Example: "the thing I like about her is..."
    In "other things being equal," we are talking about other variables (attributes of the situation).

    Let's double-check Sense 8: "an entity that is not named specifically".
    Example: "I couldn't tell what the thing was".

    Let's look at Sense 12 again: "a separate and self-contained entity".

    If I have to choose the *best* one:
    "Other things being equal" -> "Other [factors/variables] being equal".
    Factors/variables are entities (12) or attributes (9).
    Usually, "thing" in this idiomatic sense is treated as the most general sense of "entity".

    Let's search for "other things being equal" WordNet sense.
    Often, "thing" in this context is mapped to `thing.n.01` (the most general sense).
    In the provided list:
    Sense 12: `thing%1:03:00::` (a separate and self-contained entity)
    Sense 8: `thing%1:06:01::` (an entity that is not named specifically)

    Wait, let's look at the sense keys provided:
    1: thing%1:26:00
    2: thing%1:04:00
    3: thing%1:09:00
    4: thing%1:06:00
    5: thing%1:11:00
    6: thing%1:09:02
    7: thing%1:10:00
    8: thing%1:06:01
    9: thing%1:07:00
    10: thing%1:09:01
    11: thing%1:12:00
    12: thing%1:03:00

    Sense 12 is `thing%1:03:00`, which is the most general sense of "thing" (an entity). This is the standard mapping for "things" when used as a general placeholder for variables or factors in a logical expression.

    *   Sense 12: "a separate and self-contained entity"
    *   Sense 8: "an entity that is not named specifically"
    *   Sense 9: "any attribute or quality"

    "Other things being equal" refers to all other variables. These variables are not necessarily "not named specifically" in the sense of being mysterious (Sense 8), nor are they necessarily "attributes" in the sense of "the thing I like about her" (Sense 9). They are simply the other entities/factors in the equation.

    Therefore, Sense 12 is the most appropriate.


[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: equal
Target surface form: equal
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>equal</t>, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it.

Candidate senses:
1. sense_key=equal%3:00:00:: | definition=having the same quantity, value, or measure as another | examples=on equal terms; all men are equal before the law
2. sense_key=equal%3:00:03:: | definition=having the requisite qualities or resources to meet a task | synonyms=adequate | examples=she had adequate training; her training was adequate

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: `equal`
    *   Target surface form: `equal`
    *   Context: "...But there is not one shred of evidence that, other things being <t>equal</t>, salary differentials result in educational differentials."
    *   Candidate senses:
        1.  `equal%3:00:00::`: having the same quantity, value, or measure as another (e.g., "on equal terms").
        2.  `equal%3:00:03::`: having the requisite qualities or resources to meet a task (synonym: adequate).

    *   The phrase "other things being equal" is a common idiomatic expression (ceteris paribus).
    *   In this context, it means "if all other variables remain the same" or "assuming all other factors are constant/identical."
    *   This aligns with the idea of having the same quantity, value, or measure (Sense 1).
    *   It does *not* mean "adequate" or "having requisite qualities" (Sense 2).

    *   Sense 1: "having the same quantity, value, or measure as another" -> Fits "other things being equal" (meaning other factors are the same).
    *   Sense 2: "having the requisite qualities or resources to meet a task" (adequate) -> Does not 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: differential
Target surface form: differentials
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>differentials</t> result in educational differentials. If there were such evidence, you can be sure you would have heard of it.

Candidate senses:
1. sense_key=differential%1:09:00:: | definition=the result of mathematical differentiation; the instantaneous change of one quantity relative to another; df(x)/dx | synonyms=derived function, derivative, differential coefficient, first derivative
2. sense_key=differential%1:07:00:: | definition=a quality that differentiates between similar things
3. sense_key=differential%1:06:00:: | definition=a bevel gear that permits rotation of two shafts at different speeds; used on the rear axle of automobiles to allow wheels to rotate at different speeds on curves | synonyms=differential gear

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: `differential`
    *   Target surface form: `differentials`
    *   Context: "...salary <t>differentials</t> result in educational differentials."
    *   Candidate senses:
        1.  Mathematical differentiation (derivative).
        2.  A quality that differentiates between similar things (a difference).
        3.  A bevel gear in a car.

    *   The sentence discusses "salary differentials" and "educational differentials."
    *   "Salary differentials" refers to the difference in pay between different groups of teachers.
    *   "Educational differentials" refers to the difference in educational outcomes.
    *   This is clearly not about calculus (sense 1) or car gears (sense 3).
    *   It refers to a difference or a distinguishing quality/amount between similar things (salaries/outcomes).

    *   Sense 1: Mathematical (Incorrect)
    *   Sense 2: "a quality that differentiates between similar things" (Correct - in this context, the "quality" is the amount of money/outcome).
    *   Sense 3: Mechanical gear (Incorrect)

    *   The word "differential" in "salary differential" means the difference in salary. Sense 2 is the only one that fits.


[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: result
Target surface form: result
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>result</t> in educational differentials. If there were such evidence, you can be sure you would have heard of it.

Candidate senses:
1. sense_key=result%2:42:00:: | definition=issue or terminate (in a specified way, state, etc.); end | synonyms=ensue | examples=result in tragedy
2. sense_key=result%2:42:02:: | definition=have as a result or residue | synonyms=leave, lead | examples=The water left a mark on the silk dress; Her blood left a stain on the napkin
3. sense_key=result%2:30:00:: | definition=come about or follow as a consequence | examples=nothing will result from this meeting

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: `result`
    *   Target surface form: `result`
    *   Context: "...there is not one shred of evidence that, other things being equal, salary differentials <t>result</t> in educational differentials."
    *   Candidate senses:
        1.  `result%2:42:00::` | definition=issue or terminate (in a specified way, state, etc.); end | synonyms=ensue | examples=result in tragedy
        2.  `result%2:42:02::` | definition=have as a result or residue | synonyms=leave, lead | examples=The water left a mark on the silk dress; Her blood left a stain on the napkin
        3.  `result%2:30:00::` | definition=come about or follow as a consequence | examples=nothing will result from this meeting

    *   The sentence is: "...salary differentials result in educational differentials."
    *   Meaning: Salary differences *cause* or *lead to* educational differences.
    *   Structure: [Cause] result in [Effect].

    *   Sense 1: "issue or terminate (in a specified way, state, etc.); end" | Example: "result in tragedy". This matches the "result in [outcome]" pattern perfectly.
    *   Sense 2: "have as a result or residue" | Synonyms: "leave, lead". Examples: "water left a mark". This is more about a physical residue or a direct consequence left behind.
    *   Sense 3: "come about or follow as a consequence" | Example: "nothing will result from this meeting". This is an intransitive use or "result from [cause]", where the subject is the effect. In the target sentence, the subject ("salary differentials") is the cause, not the effect.

    *   Target: "salary differentials result in educational differentials"
    *   Sense 1: "result in tragedy" (Cause results in Effect).
    *   Sense 3: "nothing will result from this meeting" (Effect results from Cause).
    *   The target sentence follows the pattern of Sense 1.

    *   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: educational
Target surface form: educational
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>educational</t> differentials. If there were such evidence, you can be sure you would have heard of it.

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: "...salary differentials result in <t>educational</t> differentials."
    *   Surrounding context: The text discusses a "educational crisis," "educational problem," and whether paying teachers more would lead to better education for children.

    *   Sense 1: `educational%3:01:00` | definition: "relating to the process of education" | example: "educational psychology"
    *   Sense 2: `educational%5:00:00:instructive:00` | definition: "providing knowledge" | example: "an educational film"

    *   The sentence is: "But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials."
    *   Here, "educational differentials" refers to differences in the *outcomes* or *quality* of the education process (e.g., student achievement, learning levels), not that the differentials themselves "provide knowledge" (instructive).
    *   The context is about the system of education, the crisis in education, and the process of educating children.
    *   Sense 1 ("relating to the process of education") fits perfectly.
    *   Sense 2 ("providing knowledge" / instructive) does not fit. A "differential" cannot be "instructive" in the sense of a film or a book providing knowledge.

    *   Sense 1 is the correct choice.


[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: differential
Target surface form: differentials
Context:
Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>differentials</t>. If there were such evidence, you can be sure you would have heard of it.

Candidate senses:
1. sense_key=differential%1:09:00:: | definition=the result of mathematical differentiation; the instantaneous change of one quantity relative to another; df(x)/dx | synonyms=derived function, derivative, differential coefficient, first derivative
2. sense_key=differential%1:07:00:: | definition=a quality that differentiates between similar things
3. sense_key=differential%1:06:00:: | definition=a bevel gear that permits rotation of two shafts at different speeds; used on the rear axle of automobiles to allow wheels to rotate at different speeds on curves | synonyms=differential gear

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: `differential`
    *   Target surface form: `differentials`
    *   Context: "...salary differentials result in educational <t>differentials</t>."
    *   Candidate senses:
        1.  Mathematical differentiation (derivative).
        2.  A quality that differentiates between similar things.
        3.  A bevel gear (automotive).

    *   The sentence discusses "salary differentials" and "educational differentials."
    *   "Salary differentials" refers to the difference in pay between different groups of teachers.
    *   "Educational differentials" refers to the difference in educational outcomes or quality between different groups of students.
    *   The core meaning here is "a difference" or "a quality that differentiates."

    *   Sense 1 (Math): Not applicable.
    *   Sense 2 (Quality that differentiates): This fits perfectly. A "differential" in this context is a difference or disparity.
    *   Sense 3 (Gear): Not applicable.

    *   Sense 2 is the only one that fits the context of disparities in salary and education.


[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: evidence
Target surface form: evidence
Context:
Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>evidence</t>, 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.

Candidate senses:
1. sense_key=evidence%1:09:00:: | definition=your basis for belief or disbelief; knowledge on which to base belief | synonyms=grounds | examples=the evidence that smoking causes lung cancer is very compelling
2. sense_key=evidence%1:10:01:: | definition=an indication that makes something evident | examples=his trembling was evidence of his fear
3. sense_key=evidence%1:10:00:: | definition=(law) all the means by which any alleged matter of fact whose truth is investigated at judicial trial is established or disproved

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: `evidence`
    *   Target surface form: `evidence`
    *   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."
    *   Candidate senses:
        1.  `evidence%1:09:00::`: basis for belief or disbelief; knowledge on which to base belief (synonym: grounds). Example: "the evidence that smoking causes lung cancer is very compelling".
        2.  `evidence%1:10:01::`: an indication that makes something evident. Example: "his trembling was evidence of his fear".
        3.  `evidence%1:10:00::`: (law) all the means by which any alleged matter of fact whose truth is investigated at judicial trial is established or disproved.

    *   The text discusses the relationship between teacher salaries and educational outcomes.
    *   The author claims there is "not one shred of evidence" that higher salaries lead to better education.
    *   This is a general argument about facts, data, and knowledge used to support a claim, not a legal proceeding (Sense 3).
    *   It's not a specific physical sign or symptom (like trembling for fear) (Sense 2), but rather a body of knowledge or data that would support a belief or hypothesis (Sense 1).

    *   Sense 1: "your basis for belief or disbelief; knowledge on which to base belief". This fits perfectly. The author is talking about the lack of factual basis/knowledge to support the claim that salary differentials result in educational differentials.
    *   Sense 2: "an indication that makes something evident". While "evidence" can be an indication, the phrase "shred of evidence" and the context of a systemic claim (salary vs. education) point more towards the "basis for belief/knowledge" sense.
    *   Sense 3: Legal context. Not applicable here.

    *   The example for Sense 1 ("the evidence that smoking causes lung cancer is very compelling") is very similar in structure and meaning to the target sentence ("evidence that... salary differentials result in educational differentials"). Both refer to scientific/empirical support for a causal claim.


[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: sure
Target surface form: sure
Context:
Whether they are or are not underpaid is a problem of equity; it is not an educational problem. 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 <t>sure</t> 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.

Candidate senses:
1. sense_key=sure%3:00:00:: | definition=having or feeling no doubt or uncertainty; confident and assured | synonyms=certain | examples=felt certain of success; was sure (or certain) she had seen it
2. sense_key=sure%5:00:00:careful:00 | definition=exercising or taking care great enough to bring assurance | synonyms=certain | examples=be certain to disconnect the iron when you are through; be sure to lock the doors
3. sense_key=sure%3:00:04:: | definition=certain to occur; destined or inevitable; ; ; - Benjamin Franklin | synonyms=certain | examples=he was certain to fail; his fate is certain
4. sense_key=sure%5:00:00:secure:02 | definition=physically secure or dependable | examples=a sure footing; was on sure ground
5. sense_key=sure%5:00:00:reliable:00 | definition=reliable in operation or effect | synonyms=certain | examples=a quick and certain remedy; a sure way to distinguish the two
6. sense_key=sure%5:00:00:trustworthy:00 | definition=(of persons) worthy of trust or confidence | synonyms=trusted | examples=a sure (or trusted) friend
7. sense_key=sure%5:00:00:true:00 | definition=infallible or unfailing | examples=a sure (or true) sign of one's commitment
8. sense_key=sure%5:00:00:steady:00 | definition=certain not to fail | examples=a sure hand on the throttle
9. sense_key=sure%5:00:02:certain:01 | definition=impossible to doubt or dispute | synonyms=indisputable | examples=indisputable (or sure) proof

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: `sure`
    *   Target surface form: `sure`
    *   Context: "If there were such evidence, you can be <t>sure</t> you would have heard of it."

    *   Sense 1: `having or feeling no doubt or uncertainty; confident and assured` (e.g., "felt certain of success")
    *   Sense 2: `exercising or taking care great enough to bring assurance` (e.g., "be sure to lock the doors")
    *   Sense 3: `certain to occur; destined or inevitable` (e.g., "he was certain to fail")
    *   Sense 4: `physically secure or dependable` (e.g., "a sure footing")
    *   Sense 5: `reliable in operation or effect` (e.g., "a sure way to distinguish")
    *   Sense 6: `(of persons) worthy of trust or confidence` (e.g., "a sure friend")
    *   Sense 7: `infallible or unfailing` (e.g., "a sure sign")
    *   Sense 8: `certain not to fail` (e.g., "a sure hand")
    *   Sense 9: `impossible to doubt or dispute` (e.g., "sure proof")

    *   "you can be sure you would have heard of it"
    *   In this construction ("you can be sure [that]..."), "sure" means the person is confident or has no doubt that something is true.
    *   It's not about taking care (Sense 2), it's not about an event being inevitable (Sense 3 - though "you would have heard of it" is the inevitable part, the "be sure" part refers to the person's state of mind), it's not about physical security (Sense 4), reliability (Sense 5), trustworthiness (Sense 6), infallibility (Sense 7), steadiness (Sense 8), or indisputable proof (Sense 9).

    *   Sense 1: "having or feeling no doubt or uncertainty; confident and assured"
    *   Example: "was sure (or certain) she had seen it"
    *   This matches perfectly: "you can be sure [confident/certain] you would have heard of it."

    *   Sense 3 ("certain to occur") describes the *event* (e.g., "It is sure to rain").
    *   Sense 1 ("feeling no doubt") describes the *person* (e.g., "I am sure it will rain").
    *   In the sentence "you can be sure", the subject is "you" (a person), and the state is one of confidence/certainty.

    *   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: wish
Target surface form: wish
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 <t>wish</t> 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.

Candidate senses:
1. sense_key=wish%2:37:00:: | definition=hope for; have a wish | examples=I wish I could go home now
2. sense_key=wish%2:37:02:: | definition=prefer or wish to do something | synonyms=care, like | examples=Do you care to try this dish?; Would you like to come along to the movies?
3. sense_key=wish%2:32:02:: | definition=make or express a wish | examples=I wish that Christmas were over
4. sense_key=wish%2:37:01:: | definition=feel or express a desire or hope concerning the future or fortune of | synonyms=wish well
5. sense_key=wish%2:32:01:: | definition=order politely; express a wish for
6. sense_key=wish%2:32:00:: | definition=invoke upon | synonyms=bid | examples=wish you a nice evening; bid farewell

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: `wish`
    *   Target surface form: `wish`
    *   Context: "If we <t>wish</t> to be serious about American education, we know exactly what to do..."
    *   Candidate senses:
        1.  `hope for; have a wish` (e.g., "I wish I could go home now")
        2.  `prefer or wish to do something` (synonyms: `care`, `like`; e.g., "Do you care to try this dish?")
        3.  `make or express a wish` (e.g., "I wish that Christmas were over")
        4.  `feel or express a desire or hope concerning the future or fortune of` (synonyms: `wish well`)
        5.  `order politely; express a wish for`
        6.  `invoke upon` (synonyms: `bid`; e.g., "wish you a nice evening")

    *   The sentence is: "If we wish to be serious about American education, we know exactly what to do..."
    *   Here, "wish to be" means "want to be" or "desire to be".
    *   It's used as a verb followed by an infinitive ("to be serious").

    *   Sense 1: "hope for; have a wish" (usually used for things that are unlikely or impossible, or as a general desire).
    *   Sense 2: "prefer or wish to do something" (synonyms: `care`, `like`). This fits the pattern "wish to [verb]".
    *   Sense 3: "make or express a wish" (usually involves a clause like "I wish that...").
    *   Sense 4: "feel or express a desire or hope concerning the future or fortune of [someone else]". (Not applicable here).
    *   Sense 5: "order politely". (Not applicable here).
    *   Sense 6: "invoke upon". (Not applicable here).

    *   "If we wish to be serious..." is equivalent to "If we want to be serious..." or "If we would like to be serious...".
    *   Sense 2 specifically mentions "prefer or wish to do something" and gives examples like "Do you care to try this dish?" and "Would you like to come along...". This aligns perfectly with the usage of "wish" as a polite or formal substitute for "want" or "desire" when followed by an infinitive.

    *   Sense 1 is more about a longing or a hope (often counterfactual).
    *   Sense 2 is about a preference or desire to perform an action.
    *   In "If we wish to be serious", the speaker is talking about a goal or a desire to achieve a certain state/action. This fits Sense 2 better than 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: serious
Target surface form: serious
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 <t>serious</t> 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.

Candidate senses:
1. sense_key=serious%3:00:00:: | definition=concerned with work or important matters rather than play or trivialities | examples=a serious student of history; a serious attempt to learn to ski
2. sense_key=serious%5:00:00:important:00 | definition=of great consequence | examples=marriage is a serious matter
3. sense_key=serious%5:00:00:critical:03 | definition=causing fear or anxiety by threatening great harm | synonyms=dangerous, grave, grievous, severe, life-threatening | examples=a dangerous operation; a grave situation
4. sense_key=serious%5:00:00:intellectual:00 | definition=appealing to the mind | synonyms=good | examples=good music; a serious book
5. sense_key=serious%3:00:02:: | definition=completely lacking in playfulness | synonyms=unplayful, sober
6. sense_key=serious%5:00:00:difficult:00 | definition=requiring effort or concentration; complex and not easy to answer or solve | examples=raised serious objections to the proposal; the plan has a serious flaw

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 word: "serious"
    *   Context: "If we wish to be <t>serious</t> about American education, we know exactly what to do -- and, just as important, what not to do."
    *   Surrounding text: The author is arguing against the idea that higher teacher salaries automatically lead to better education. They are calling for a real, focused approach to improving education, moving past "silly libel" and political posturing.

    *   Sense 1: "concerned with work or important matters rather than play or trivialities" (e.g., "a serious student of history").
    *   Sense 2: "of great consequence" (e.g., "marriage is a serious matter").
    *   Sense 3: "causing fear or anxiety by threatening great harm" (e.g., "a grave situation").
    *   Sense 4: "appealing to the mind" (e.g., "a serious book").
    *   Sense 5: "completely lacking in playfulness" (e.g., "sober").
    *   Sense 6: "requiring effort or concentration; complex and not easy to answer or solve" (e.g., "serious objections").

    *   The phrase "be serious about [something]" usually means to be earnest, determined, or genuinely committed to achieving a goal, rather than treating it superficially or trivially.
    *   Looking at the candidate senses:
        *   Sense 1 ("concerned with work or important matters rather than play or trivialities") fits well. Being "serious about American education" means treating it as an important matter and being committed to it, rather than dealing with it through "silly libel" or "friendly posture" (trivialities/superficiality).
        *   Sense 2 ("of great consequence") describes the *matter* itself (e.g., "education is a serious matter"), not the *person's attitude* toward it ("we wish to be serious").
        *   Sense 3 ("causing fear or anxiety") doesn't fit.
        *   Sense 4 ("appealing to the mind") doesn't fit.
        *   Sense 5 ("completely lacking in playfulness") is too narrow (literal lack of humor).
        *   Sense 6 ("requiring effort or concentration") describes a problem or objection, not a person's commitment.

    *   "If we wish to be serious about American education..."
    *   This means "If we wish to be earnest/committed/focused on the important aspects of American education..."
    *   Sense 1: "concerned with work or important matters rather than play or trivialities." This aligns perfectly with the contrast between the "silly libel" and "friendly posture" mentioned earlier in the text.

    *   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: american
Target surface form: American
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 <t>American</t> 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.

Candidate senses:
1. sense_key=american%3:01:01:: | definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. sense_key=american%3:01:00:: | definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

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: `american`
    *   Target surface form: `American`
    *   Context: "If we wish to be serious about <t>American</t> education, we know exactly what to do... There are many successful schools scattered throughout this nation..."
    *   Candidate senses:
        1.  `american%3:01:01::`: of or relating to the United States of America or its people or language or culture.
        2.  `american%3:01:00::`: of or relating to or characteristic of the continents and islands of the Americas.

    *   The text discusses teachers, children, salary differentials, and schools "scattered throughout this nation".
    *   The context clearly refers to the United States (the "nation" mentioned later in the paragraph).
    *   "American education" in this context refers to the education system of the USA.

    *   Sense 1: Specifically refers to the USA.
    *   Sense 2: Refers to the Americas (North and South America).

    *   The context is about a specific nation's education system, not the entire Western Hemisphere. Therefore, 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: education
Target surface form: education
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 <t>education</t>, 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.

Candidate senses:
1. sense_key=education%1:04:00:: | definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
2. sense_key=education%1:09:00:: | definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. sense_key=education%1:09:01:: | definition=the gradual process of acquiring knowledge | examples=education is a preparation for life; a girl's education was less important than a boy's
4. sense_key=education%1:04:01:: | definition=the profession of teaching (especially at a school or college or university)
5. sense_key=education%1:07:01:: | definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. sense_key=education%1:14:00:: | definition=the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979 | synonyms=Department of Education, Education Department

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: `education`
    *   Target surface form: `education`
    *   Context: "If we wish to be serious about American <t>education</t>, we know exactly what to do -- and, just as important, what not to do."
    *   Surrounding context: The text discusses teachers, educating children, salary differentials, educational differentials, and successful schools.

    *   Sense 1: `education%1:04:00` - the activities of educating or instructing; activities that impart knowledge or skill (instruction, teaching, pedagogy).
    *   Sense 2: `education%1:09:00` - knowledge acquired by learning and instruction.
    *   Sense 3: `education%1:09:01` - the gradual process of acquiring knowledge.
    *   Sense 4: `education%1:04:01` - the profession of teaching.
    *   Sense 5: `education%1:07:01` - the result of good upbringing (social behavior).
    *   Sense 6: `education%1:14:00` - the US federal department.

    *   The sentence "If we wish to be serious about American education..." refers to the overall system, the practice, and the activity of educating people in the US.
    *   It's not referring to a specific person's knowledge (Sense 2).
    *   It's not referring to the gradual process of an individual acquiring knowledge (Sense 3).
    *   It's not referring specifically to the profession of teaching (Sense 4), although it mentions teachers.
    *   It's not referring to social breeding (Sense 5).
    *   It's not referring specifically to the Department of Education (Sense 6), as it talks about "successful schools scattered throughout this nation."
    *   Sense 1 ("the activities of educating or instructing; activities that impart knowledge or skill") fits best as it encompasses the systemic activity of teaching and learning (instruction, pedagogy).

    *   Sense 1: "the activities of educating or instructing" -> "American education" (the activity/system of educating in America).
    *   Sense 3: "the gradual process of acquiring knowledge" -> This is more about the individual's journey.
    *   Sense 4: "the profession of teaching" -> While related, "American education" usually refers to the broader activity/system rather than just the job market for teachers.

    *   The context discusses teachers, schools, and the act of educating children. "American education" here refers to the general practice and system of instruction. Sense 1 is the most comprehensive fit for this usage.


[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 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 <t>know</t> 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.

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: "If we wish to be serious about American education, we <t>know</t> exactly what to do -- and, just as important, what not to do."

    *   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., "Do you know my sister?")
    *   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., "know right from wrong")
    *   Sense 11: perceive as familiar. (e.g., "I know this voice!")

    *   The sentence is: "we know exactly what to do -- and, just as important, what not to do."
    *   The phrase "know what to do" refers to possessing the knowledge or information regarding the correct course of action.
    *   Is it "know how to do" (Sense 2)? Sense 2 usually refers to a skill (knitting, cooking). "What to do" is more about the specific plan or information needed for a situation, rather than a general skill.
    *   Is it "be cognizant or aware of a fact or a specific piece of information" (Sense 1)? Yes, knowing "what to do" is possessing the information about the necessary actions.
    *   Is it "be aware of the truth of something" (Sense 3)? This is more about belief or certainty of a fact. While the author is certain, the object "what to do" is a piece of information/plan, not a truth-claim.

    *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about"
    *   Sense 2: "know how to do or perform something"
    *   In "know what to do", the "what" refers to the specific actions/information required. If it were "know how to fix the car", it would be Sense 2. "Know what to do" is closer to "possess the information about the required action".

    *   "I know what to do" vs "I know how to do it".
    *   "What to do" = the specific steps or the plan (information).
    *   "How to do" = the skill or method.
    *   In the context of "If we wish to be serious about American education, we know exactly what to do", the author is saying we have the information/knowledge of the necessary reforms. This fits Sense 1 better than Sense 2.

    *   Sense 1: "possess knowledge or information about" -> "we possess knowledge about what to do".
    *   Sense 2: "know how to do or perform something" -> "we know how to perform the actions".
    *   Usually, "know what to do" is categorized as possessing information (Sense 1).

    *   Sense 1: "I want to know who is winning the game!" (Information)
    *   Sense 2: "She knows how to knit" (Skill)
    *   "What to do" is a piece of information.

    *   Sense 1: be cognizant or aware of a fact or a specific piece of information.
    *   Sense 3: be aware of the truth of something.
    *   The author is asserting that the solution is known. This is a claim of possessing information.

    *   Sense 1: possess knowledge or information about.
    *   Sense 2: know how to do or perform something.
    *   "Know what to do" is almost always Sense 1 in these datasets unless it's clearly a skill.

    *   "we know exactly what to do"
    *   This means "we possess the information regarding the correct actions".
    *   Sense 1 fits 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: exactly
Target surface form: exactly
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know <t>exactly</t> what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

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

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

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

reasoning_content:
*   Target lemma: "exactly"
    *   Target surface form: "exactly"
    *   Context: "If we wish to be serious about American education, we know <t>exactly</t> what to do -- and, just as important, what not to do."

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

    *   The sentence is: "we know exactly what to do".
    *   Here, "exactly" modifies the phrase "what to do". It means the speaker believes the solution is clear, precise, and specific.
    *   Comparing with Sense 1: "indicating exactness or preciseness". Example: "he was doing precisely (or exactly) what she had told him to do". This matches the usage "know exactly what to do" (know precisely what to do).
    *   Comparing with Sense 2: "just as it should be". This is usually used as an interjection or to describe a timing/amount (on the dot). Not applicable here.
    *   Comparing with Sense 3: "in a precise manner". This usually refers to the *way* something is done or expressed (e.g., "expressed herself precisely"). While "know exactly" seems similar, Sense 1's example ("doing precisely what she had told him") is a closer structural and semantic match to "know exactly what to do".

    *   Sense 1: "indicating exactness or preciseness" (e.g., "exactly what she had told him").
    *   Sense 3: "in a precise manner" (e.g., "expressed herself precisely").
    *   In "we know exactly what to do", "exactly" is not describing the *manner* of knowing, but rather the *precision* of the object known (the "what to do"). This aligns better with Sense 1.