[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: want
Target surface form: wants
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who <t>wants</t> to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=want%2:37:00:: | definition=feel or have a desire for; want strongly | synonyms=desire | examples=I want to go home now; I want my own room
2. sense_key=want%2:34:00:: | definition=have need of | synonyms=need, require | examples=This piano wants the attention of a competent tuner
3. sense_key=want%2:35:00:: | definition=hunt or look for; want for a particular reason | examples=Your former neighbor is wanted by the FBI; Uncle Sam wants you
4. sense_key=want%2:31:01:: | definition=wish or demand the presence of | examples=I want you here at noon!
5. sense_key=want%2:42:01:: | definition=be without, lack; be deficient in | examples=want courtesy; want the strength to go on living

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: `want`
    *   Target surface form: `wants`
    *   Context: "Anyone who <t>wants</t> to appreciate just how bizarre this situation is... should read the article by Caleb Nelson..."
    *   Candidate senses:
        1.  `feel or have a desire for; want strongly` (synonym: desire)
        2.  `have need of` (synonym: need, require)
        3.  `hunt or look for; want for a particular reason` (e.g., wanted by the FBI)
        4.  `wish or demand the presence of` (e.g., I want you here)
        5.  `be without, lack; be deficient in` (e.g., want courtesy)

    *   The sentence is: "Anyone who wants to appreciate just how bizarre this situation is... should read the article..."
    *   In this context, "wants to appreciate" means the person has a desire or wish to understand or appreciate the situation.

    *   Sense 1: "feel or have a desire for; want strongly" - This fits perfectly. "Anyone who desires to appreciate..."
    *   Sense 2: "have need of" - While one might "need" to appreciate it, "want" in the sense of "desire to [do something]" is the standard usage here.
    *   Sense 3: "hunt or look for" - Not applicable.
    *   Sense 4: "wish or demand the presence of" - Not applicable.
    *   Sense 5: "be without, lack" - Not applicable.

    *   The usage "wants to [verb]" almost always maps to the "desire" sense (Sense 1).


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: appreciate
Target surface form: appreciate
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to <t>appreciate</t> just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=appreciate%2:37:00:: | definition=recognize with gratitude; be grateful for
2. sense_key=appreciate%2:31:00:: | definition=be fully aware of; realize fully | synonyms=take account | examples=Do you appreciate the full meaning of this letter?
3. sense_key=appreciate%2:40:00:: | definition=hold dear | synonyms=prize, value, treasure | examples=I prize these old photographs
4. sense_key=appreciate%2:30:00:: | definition=gain in value | synonyms=apprize, apprise, revalue | examples=The yen appreciated again!
5. sense_key=appreciate%2:30:01:: | definition=increase the value of | synonyms=apprize, apprise | examples=The Germans want to appreciate the Deutsche Mark

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}
```

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target word: "appreciate"
    *   Context: "Anyone who wants to <t>appreciate</t> just how bizarre this situation is -- with students who ca not add or subtract 'learning 'the conceptual basis of mathematical theory -- should read the article by Caleb Nelson..."
    *   Meaning: In this context, "appreciate" means to understand, realize, or be fully aware of the extent or nature of the "bizarre situation."

    *   Sense 1: recognize with gratitude; be grateful for (Incorrect: Not about gratitude).
    *   Sense 2: be fully aware of; realize fully (Correct: Fits the context of understanding how bizarre the situation is).
    *   Sense 3: hold dear; prize, value, treasure (Incorrect: Not about valuing the situation).
    *   Sense 4: gain in value (Incorrect: Not about financial value).
    *   Sense 5: increase the value of (Incorrect: Not about financial value).

    *   The sentence "Anyone who wants to appreciate just how bizarre this situation is" means "Anyone who wants to *fully realize* or *be fully aware of* just how bizarre this situation is."
    *   This aligns perfectly with Sense 2.

currency: USD

source: unavailable


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

[User]
Target lemma: just
Target surface form: just
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate <t>just</t> how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

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

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

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

reasoning_content:
*   Target lemma: `just`
    *   Target surface form: `just`
    *   Context: "Anyone who wants to appreciate <t>just</t> how bizarre this situation is -- with students who ca not add or subtract 'learning 'the conceptual basis of mathematical theory -- should read the article by Caleb Nelson..."

    *   Sense 1: `and nothing more` (merely, simply, only, but)
    *   Sense 2: `indicating exactness or preciseness` (precisely, exactly)
    *   Sense 3: `only a moment ago` (just now)
    *   Sense 4: `absolutely` (simply)
    *   Sense 5: `only a very short time before` (barely, hardly, scarcely)
    *   Sense 6: `exactly at this moment or the moment described`

    *   The phrase is "appreciate just how bizarre this situation is".
    *   Here, "just" is used for emphasis to highlight the degree of bizarreness.
    *   Let's test the synonyms:
        *   "appreciate *merely* how bizarre..." (Doesn't fit well)
        *   "appreciate *precisely* how bizarre..." (Fits well - emphasizing the exact degree)
        *   "appreciate *absolutely* how bizarre..." (Fits well - emphasizing the intensity)
        *   "appreciate *only a moment ago* how bizarre..." (Doesn't fit)
        *   "appreciate *barely* how bizarre..." (Doesn't fit)

    *   Sense 2: "indicating exactness or preciseness" (precisely, exactly). Example: "it was just as he said".
    *   Sense 4: "absolutely" (simply). Example: "I just can't take it anymore".

    In the phrase "just how [adjective]", "just" is often used as an intensifier.
    Compare:
    - "You don't know just how much I love you." (precisely/exactly how much)
    - "Look just how big it is!" (precisely/exactly how big)

    Looking at Sense 2: "indicating exactness or preciseness" (precisely, exactly).
    Looking at Sense 4: "absolutely" (simply).

    If I replace "just" with "precisely": "Anyone who wants to appreciate precisely how bizarre this situation is..." (This makes perfect sense).
    If I replace "just" with "absolutely": "Anyone who wants to appreciate absolutely how bizarre this situation is..." (This is less common in this specific syntactic structure "just how [adj]").

    Wait, let's look at Sense 4 again: "absolutely" (simply). Example: "I just can't take it anymore". This is more of an emphatic "simply".

    Let's re-evaluate Sense 2: "indicating exactness or preciseness". Example: "he was doing precisely (or exactly) what she had told him to do".

    In "just how bizarre", "just" emphasizes the degree. This is a common usage meaning "exactly" or "precisely".

    *   Sense 1: merely/simply (No)
    *   Sense 2: precisely/exactly (Yes)
    *   Sense 3: a moment ago (No)
    *   Sense 4: absolutely (Maybe, but Sense 2 is stronger for "just how...")
    *   Sense 5: barely (No)
    *   Sense 6: exactly at this moment (No)

    "Just how [adjective]" is a standard construction where "just" means "precisely" or "exactly" to emphasize the extent of the quality.

    Example: "I can't imagine just how difficult it must be." -> "I can't imagine precisely how difficult it must be."

    Therefore, Sense 2 is the best fit.


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

[User]
Target lemma: situation
Target surface form: situation
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this <t>situation</t> is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=situation%1:26:00:: | definition=the general state of things; the combination of circumstances at a given time; ; ; - Franklin D.Roosevelt | synonyms=state of affairs | examples=the present international situation is dangerous; wondered how such a state of affairs had come about
2. sense_key=situation%1:26:01:: | definition=a condition or position in which you find yourself | synonyms=position | examples=the unpleasant situation (or position) of having to choose between two evils; found herself in a very fortunate situation
3. sense_key=situation%1:26:02:: | definition=a complex or critical or unusual difficulty | examples=the dangerous situation developed suddenly; that's quite a situation
4. sense_key=situation%1:15:00:: | definition=physical position in relation to the surroundings | synonyms=site | examples=the sites are determined by highly specific sequences of nucleotides
5. sense_key=situation%1:04:00:: | definition=a job in an organization | synonyms=position, post, berth, office, spot, billet | examples=he occupied a post in the treasury

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: `situation`
    *   Context: "Anyone who wants to appreciate just how bizarre this <t>situation</t> is -- with students who ca not add or subtract 'learning 'the conceptual basis of mathematical theory -- should read the article..."
    *   The context describes a state of affairs where students are learning conceptual math but cannot perform basic arithmetic (adding/subtracting). The author calls this "bizarre."

    *   Sense 1: `the general state of things; the combination of circumstances at a given time` (Synonym: state of affairs).
    *   Sense 2: `a condition or position in which you find yourself` (Synonym: position).
    *   Sense 3: `a complex or critical or unusual difficulty`.
    *   Sense 4: `physical position in relation to the surroundings` (Synonym: site).
    *   Sense 5: `a job in an organization` (Synonym: position, post).

    *   The author is talking about the overall state of American math education (the "New Math" influence).
    *   The phrase "how bizarre this situation is" refers to the paradoxical state of affairs (students knowing theory but not basic skills).
    *   Sense 1 ("the general state of things; the combination of circumstances") fits well.
    *   Sense 3 ("a complex or critical or unusual difficulty") also seems plausible because the author calls it "bizarre" and implies it's a problem.
    *   Let's compare Sense 1 and Sense 3.
        *   Sense 1: "the present international situation is dangerous" (general state of affairs).
        *   Sense 3: "the dangerous situation developed suddenly" (a critical difficulty).
    *   In the text, "this situation" refers to the specific set of circumstances described: "students who cannot add or subtract 'learning' the conceptual basis of mathematical theory." This is a "state of affairs." While it is "bizarre" (unusual), the core meaning is the set of circumstances.
    *   However, "bizarre" often aligns with "unusual difficulty" or "complex/critical" (Sense 3).
    *   Let's look at the synonyms for Sense 1: "state of affairs". "How bizarre this state of affairs is" works perfectly.
    *   Let's look at Sense 3 again: "a complex or critical or unusual difficulty". Is the situation described a "difficulty" or a "state of affairs"? It's a state of affairs that *creates* a difficulty.
    *   Usually, when describing a systemic issue like the state of education, "situation" refers to the "state of affairs" (Sense 1).

    *   Sense 1: General state of things.
    *   Sense 3: A specific critical/unusual difficulty.
    *   The text says "how bizarre this situation is". The "situation" is the fact that students are learning theory but not basics. This is a description of the current state of math education.
    *   Comparing "the present international situation" (Sense 1) to "the dangerous situation developed suddenly" (Sense 3). The former is a broad state; the latter is a specific crisis.
    *   The author is discussing a broad educational trend/state.

    *   Sense 1: "the general state of things; the combination of circumstances at a given time"
    *   Sense 3: "a complex or critical or unusual difficulty"
    *   The context "students who cannot add or subtract 'learning' the conceptual basis of mathematical theory" is a combination of circumstances. The author finds this combination "bizarre".
    *   Sense 1 is the most general and fits the "state of affairs" description best.

    *   Sense 1: state of affairs.
    *   Sense 2: personal position.
    *   Sense 3: crisis/difficulty.
    *   Sense 4: location.
    *   Sense 5: job.
    *   The context is clearly not 2, 4, or 5.
    *   Between 1 and 3: "this situation" = "this state of affairs". The "bizarre" part is an adjective describing the state of affairs. Sense 3 defines the situation *as* the difficulty itself. Sense 1 defines it as the state of things.
    *   In "how bizarre this situation is", "situation" is the object being described as bizarre. This points more towards Sense 1 (the state of things).

    *   Sense 1: "the present international situation is dangerous"
    *   Sense 3: "that's quite a situation" (often used when something is a mess or a crisis).
    *   The author is describing a systemic failure in education. This is a "state of affairs".

    *   Sense 1: state of affairs.
    *   Sense 3: unusual difficulty.
    *   The "situation" is the paradox of the "New Math" results. This is a state of affairs.

    *   Wait, looking at Sense 3 again: "a complex or critical or unusual difficulty". The author calls it "bizarre". "Bizarre" is a synonym for "unusual".
    *   However, "situation" in "this situation" usually refers to the set of circumstances.
    *   Let's re-read: "Anyone who wants to appreciate just how bizarre this situation is -- with students who cannot add or subtract 'learning' the conceptual basis of mathematical theory..."
    *   The "situation" is the fact that students are in this state. This is a "state of affairs".

    *   Sense 1: general state of things.
    *   Sense 3: unusual difficulty.
    *   If I say "The situation in the Middle East is tense," that's Sense 1.
    *   If I say "We've got a real situation here!" (meaning a crisis), that's Sense 3.
    *   The author is saying "this situation [the state of math education] is bizarre." This is more like "The situation in the Middle East is tense."

    *   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: student
Target surface form: students
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with <t>students</t> who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=student%1:18:00:: | definition=a learner who is enrolled in an educational institution | synonyms=pupil, educatee
2. sense_key=student%1:18:01:: | definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines | synonyms=scholar, scholarly person, bookman

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: `student`
    *   Target surface form: `students`
    *   Context: The text discusses academic potential, textbooks, math tests, and the comparison between American, British, French, German, and Japanese students. It specifically mentions "students who cannot add or subtract 'learning' the conceptual basis of mathematical theory" and "student discipline" in schools.
    *   Candidate Senses:
        1.  `student%1:18:00`: a learner who is enrolled in an educational institution (synonyms: pupil, educatee).
        2.  `student%1:18:01`: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (synonyms: scholar, scholarly person, bookman).

    *   The context refers to people taking math tests, using textbooks, and being subject to "student discipline" in schools.
    *   These are clearly learners enrolled in educational institutions, not scholars who have gained mastery in a discipline.

    *   Sense 1 fits perfectly (learner enrolled in an educational institution).
    *   Sense 2 does not fit (learned person/scholar).


[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: add
Target surface form: add
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not <t>add</t> or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=add%2:30:00:: | definition=make an addition (to); join or combine or unite with others; increase the quality, quantity, size or scope of | examples=We added two students to that dorm room; She added a personal note to her letter
2. sense_key=add%2:32:01:: | definition=state or say further | synonyms=append, supply | examples=`It doesn't matter,' he supplied
3. sense_key=add%2:40:00:: | definition=bestow a quality on | synonyms=lend, impart, bestow, contribute, bring | examples=Her presence lends a certain cachet to the company; The music added a lot to the play
4. sense_key=add%2:31:00:: | definition=make an addition by combining numbers | synonyms=add together | examples=Add 27 and 49, please!
5. sense_key=add%2:32:00:: | definition=determine the sum of | synonyms=total, tot, tot up, sum, sum up, summate | examples=Add all the people in this town to those of the neighboring town
6. sense_key=add%2:42:00:: | definition=constitute an addition | examples=This paper will add to her reputation

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

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

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

reasoning_content:
*   Target lemma: `add`
    *   Target surface form: `add`
    *   Context: "...with students who ca not <t>add</t> or subtract 'learning 'the conceptual basis of mathematical theory..."
    *   Key phrase: "students who ca not add or subtract"

    *   Sense 1: make an addition (to); join or combine or unite with others; increase quality/quantity/size/scope. (e.g., "added two students to that dorm room")
    *   Sense 2: state or say further. (e.g., "he supplied")
    *   Sense 3: bestow a quality on. (e.g., "music added a lot to the play")
    *   Sense 4: make an addition by combining numbers. (e.g., "Add 27 and 49, please!")
    *   Sense 5: determine the sum of. (e.g., "Add all the people in this town...")
    *   Sense 6: constitute an addition. (e.g., "add to her reputation")

    *   The context mentions "students who ca not add or subtract".
    *   This is clearly referring to basic arithmetic operations.
    *   "Add" and "subtract" are paired here as the fundamental mathematical operations.
    *   Sense 4 ("make an addition by combining numbers") and Sense 5 ("determine the sum of") are both related to arithmetic.
    *   Sense 4 is the act of performing the operation (combining numbers).
    *   Sense 5 is more about finding the total (summing up).
    *   In the phrase "cannot add or subtract", it refers to the basic skill of performing addition.

    *   Sense 4: "make an addition by combining numbers" (Synonym: add together). Example: "Add 27 and 49, please!"
    *   Sense 5: "determine the sum of" (Synonyms: total, tot, sum). Example: "Add all the people in this town to those of the neighboring town".
    *   Usually, "cannot add or subtract" refers to the basic mathematical operation of addition (Sense 4). Sense 5 is more about totaling a list or a group.

    *   The context is about students failing in math tests and the "New Math" approach.
    *   "Students who cannot add or subtract" means they lack the basic skill of performing addition and subtraction.
    *   Sense 4 fits best as the general ability to perform the operation of addition.


[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: subtract
Target surface form: subtract
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or <t>subtract</t> "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=subtract%2:31:00:: | definition=make a subtraction | synonyms=deduct, take off | examples=subtract this amount from my paycheck
2. sense_key=subtract%2:30:00:: | definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French

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: `subtract`
    *   Target surface form: `subtract`
    *   Context: "...with students who ca not add or <t>subtract</t> 'learning' the conceptual basis of mathematical theory..."
    *   Candidate senses:
        1.  `subtract%2:31:00::` (make a subtraction; deduct, take off; e.g., "subtract this amount from my paycheck")
        2.  `subtract%2:30:00::` (take off or away; e.g., "this prefix was subtracted when the word was borrowed from French")

    *   The sentence discusses students' inability to "add or subtract" in the context of math tests and "New Math."
    *   "Add or subtract" is a common phrase referring to basic arithmetic operations.
    *   Sense 1 refers to the mathematical operation of subtraction (making a subtraction, deducting).
    *   Sense 2 refers to removing something (like a prefix in linguistics).

    *   The context is explicitly about math ("math tests", "New Math", "add or subtract").
    *   Sense 1 is the mathematical operation.
    *   Sense 2 is a more general "removal" or linguistic removal.

    *   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: learn
Target surface form: learning
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "<t>learning</t> "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=learn%2:31:00:: | definition=gain knowledge or skills | synonyms=larn, acquire | examples=She learned dancing from her sister; I learned Sanskrit
2. sense_key=learn%2:31:01:: | definition=get to know or become aware of, usually accidentally | synonyms=hear, get word, get wind, pick up, find out, get a line | examples=I learned that she has two grown-up children; I see that you have been promoted
3. sense_key=learn%2:31:03:: | definition=commit to memory; learn by heart | synonyms=memorize, memorise, con | examples=Have you memorized your lines for the play yet?
4. sense_key=learn%2:31:02:: | definition=be a student of a certain subject | synonyms=study, read, take | examples=She is reading for the bar exam
5. sense_key=learn%2:32:00:: | definition=impart skills or knowledge to | synonyms=teach, instruct | examples=I taught them French; He instructed me in building a boat
6. sense_key=learn%2:32:02:: | definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | synonyms=determine, check, find out, see, ascertain, watch | examples=I want to see whether she speaks French; See whether it works

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: `learn`
    *   Target surface form: `learning`
    *   Context: "...with students who cannot add or subtract 'learning' the conceptual basis of mathematical theory..."
    *   Meaning: The students are being taught (or are attempting to acquire knowledge of) the conceptual basis of mathematical theory, but they cannot perform basic operations like addition or subtraction.

    *   Sense 1: `gain knowledge or skills` (e.g., "learned dancing", "learned Sanskrit").
    *   Sense 2: `get to know or become aware of, usually accidentally` (e.g., "learned that she has two grown-up children").
    *   Sense 3: `commit to memory; learn by heart` (e.g., "memorized your lines").
    *   Sense 4: `be a student of a certain subject` (e.g., "reading for the bar exam").
    *   Sense 5: `impart skills or knowledge to` (synonyms: teach, instruct).
    *   Sense 6: `find out, learn, or determine with certainty` (e.g., "see whether she speaks French").

    *   The phrase is "learning the conceptual basis of mathematical theory".
    *   This refers to the process of acquiring knowledge or understanding of a subject (mathematical theory).
    *   Sense 1 ("gain knowledge or skills") fits perfectly.
    *   Sense 4 ("be a student of a certain subject") is similar but usually refers to a broader status (e.g., "studying law").
    *   Sense 5 ("impart skills or knowledge to") is the opposite (teaching).
    *   Sense 2, 3, and 6 do not fit the context of academic study of a conceptual basis.

    *   Sense 1: "gain knowledge or skills" -> "learning the conceptual basis of mathematical theory". This is the most direct fit.

    *   The context describes a situation where students are focused on the "conceptual basis" (theoretical knowledge) rather than basic skills (adding/subtracting). This is a classic "acquiring knowledge" scenario.


[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: basis
Target surface form: basis
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual <t>basis</t> of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=basis%1:24:00:: | definition=a relation that provides the foundation for something | synonyms=footing, ground | examples=they were on a friendly footing; he worked on an interim basis
2. sense_key=basis%1:09:00:: | definition=the fundamental assumptions from which something is begun or developed or calculated or explained | synonyms=base, foundation, fundament, groundwork, cornerstone | examples=the whole argument rested on a basis of conjecture
3. sense_key=basis%1:24:01:: | definition=the most important or necessary part of something | synonyms=base | examples=the basis of this drink is orange juice

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: `basis`
    *   Target surface form: `basis`
    *   Context: "...with students who ca not add or subtract 'learning 'the conceptual <t>basis</t> of mathematical theory -- should read the article..."
    *   Candidate senses:
        1.  `basis%1:24:00::`: a relation that provides the foundation for something (e.g., "friendly footing", "interim basis").
        2.  `basis%1:09:00::`: the fundamental assumptions from which something is begun or developed or calculated or explained (e.g., "basis of conjecture").
        3.  `basis%1:24:01::`: the most important or necessary part of something (e.g., "basis of this drink is orange juice").

    *   The phrase is "the conceptual basis of mathematical theory".
    *   This refers to the underlying principles, fundamental assumptions, or the theoretical foundation upon which mathematical theory is built.

    *   Sense 1: Focuses on the *nature* of a relationship or the *frequency/manner* of an activity (e.g., "on a daily basis", "on a friendly footing"). This doesn't fit "conceptual basis of mathematical theory".
    *   Sense 2: Focuses on "fundamental assumptions from which something is begun or developed or calculated or explained". This fits perfectly with "conceptual basis of mathematical theory".
    *   Sense 3: Focuses on the "most important or necessary part" (like an ingredient in a drink). While a conceptual basis is important, Sense 2 is much more precise for theoretical/conceptual foundations.

    *   Sense 2 is the best fit because "conceptual basis" in the context of a theory refers to the fundamental assumptions or groundwork.


[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: mathematical
Target surface form: mathematical
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of <t>mathematical</t> theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=mathematical%3:01:00:: | definition=of or pertaining to or of the nature of mathematics | examples=a mathematical textbook; slide rules and other mathematical instruments
2. sense_key=mathematical%3:00:00:: | definition=relating to or having ability to think in or work with numbers | synonyms=numerical | examples=tests for rating numerical aptitude; a mathematical whiz
3. sense_key=mathematical%5:00:00:unquestionable:00 | definition=beyond question | examples=a mathematical certainty
4. sense_key=mathematical%5:00:00:possible:00 | definition=statistically possible though highly improbable | examples=have a mathematical chance of making the playoffs
5. sense_key=mathematical%5:00:00:exact:00 | definition=characterized by the exactness or precision of mathematics | examples=mathematical precision

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: `mathematical`
    *   Target surface form: `mathematical`
    *   Context: "...with students who ca not add or subtract 'learning 'the conceptual basis of <t>mathematical</t> theory -- should read the article by Caleb Nelson..."
    *   Candidate senses:
        1.  `mathematical%3:01:00::`: of or pertaining to or of the nature of mathematics (e.g., mathematical textbook).
        2.  `mathematical%3:00:00::`: relating to or having ability to think in or work with numbers (e.g., numerical aptitude).
        3.  `mathematical%5:00:00:unquestionable:00`: beyond question (e.g., mathematical certainty).
        4.  `mathematical%5:00:00:possible:00`: statistically possible though highly improbable (e.g., mathematical chance).
        5.  `mathematical%5:00:00:exact:00`: characterized by the exactness or precision of mathematics (e.g., mathematical precision).

    *   The phrase is "the conceptual basis of mathematical theory".
    *   "Mathematical theory" refers to theories *of* mathematics or theories *pertaining to* mathematics.
    *   It is not referring to a person's ability to work with numbers (Sense 2).
    *   It is not referring to something being unquestionable (Sense 3).
    *   It is not referring to a statistical possibility (Sense 4).
    *   It is not referring to precision (Sense 5).
    *   It is referring to the nature of the theory (it's a theory about mathematics).

    *   Sense 1: "of or pertaining to or of the nature of mathematics". This fits perfectly. "Mathematical theory" is a theory pertaining to mathematics.

    *   Sense 1: "of or pertaining to or of the nature of mathematics" -> Fits "mathematical theory".
    *   Sense 2: "relating to or having ability to think in or work with numbers" -> This describes a person's skill (e.g., "mathematical mind").
    *   Sense 3: "beyond question" -> "mathematical certainty".
    *   Sense 4: "statistically possible" -> "mathematical chance".
    *   Sense 5: "exactness or precision" -> "mathematical precision".

    The context "conceptual basis of mathematical theory" clearly points to 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: read
Target surface form: read
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should <t>read</t> the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=read%2:31:00:: | definition=interpret something that is written or printed | examples=read the advertisement; Have you read Salman Rushdie?
2. sense_key=read%2:42:00:: | definition=have or contain a certain wording or form | synonyms=say | examples=The passage reads as follows; What does the law say?
3. sense_key=read%2:31:01:: | definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon
4. sense_key=read%2:31:06:: | definition=obtain data from magnetic tapes | synonyms=scan | examples=This dictionary can be read by the computer
5. sense_key=read%2:31:02:: | definition=interpret the significance of, as of palms, tea leaves, intestines, the sky; also of human behavior | examples=She read the sky and predicted rain; I can't read his strange behavior
6. sense_key=read%2:31:09:: | definition=interpret something in a certain way; convey a particular meaning or impression | synonyms=take | examples=I read this address as a satire; How should I take this message?
7. sense_key=read%2:31:05:: | definition=be a student of a certain subject | synonyms=learn, study, take | examples=She is reading for the bar exam
8. sense_key=read%2:32:02:: | definition=indicate a certain reading; of gauges and instruments | synonyms=register, show, record | examples=The thermometer showed thirteen degrees below zero; The gauge read `empty'
9. sense_key=read%2:36:05:: | definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year
10. sense_key=read%2:31:08:: | definition=to hear and understand | examples=I read you loud and clear!
11. sense_key=read%2:31:04:: | definition=make sense of a language | synonyms=understand, interpret, translate | examples=She understands French; Can you read Greek?

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: `read`
    *   Target surface form: `read`
    *   Context: "...Anyone who wants to appreciate just how bizarre this situation is... should <t>read</t> the article by Caleb Nelson..."
    *   Candidate senses:
        1.  `interpret something that is written or printed` (e.g., read the advertisement)
        2.  `have or contain a certain wording or form` (e.g., The passage reads as follows)
        3.  `look at, interpret, and say out loud something that is written or printed` (e.g., read the proclamation)
        4.  `obtain data from magnetic tapes` (e.g., read by the computer)
        5.  `interpret the significance of...` (e.g., read the sky)
        6.  `interpret something in a certain way...` (e.g., I read this address as a satire)
        7.  `be a student of a certain subject` (e.g., reading for the bar exam)
        8.  `indicate a certain reading; of gauges and instruments` (e.g., The gauge read 'empty')
        9.  `audition for a stage role...` (e.g., auditioning for 'Julius Caesar')
        10. `to hear and understand` (e.g., I read you loud and clear!)
        11. `make sense of a language` (e.g., Can you read Greek?)

    *   The sentence is: "Anyone who wants to appreciate just how bizarre this situation is... should read the article by Caleb Nelson..."
    *   The object of "read" is "the article by Caleb Nelson".
    *   The action is the act of reading a written piece of text (an article) to gain information or appreciate a point.

    *   Sense 1: `interpret something that is written or printed`. This fits perfectly. Reading an article is interpreting written text.
    *   Sense 2: `have or contain a certain wording`. (Incorrect: the subject is "Anyone", not the article).
    *   Sense 3: `look at, interpret, and say out loud`. (Incorrect: there is no indication that the person should read the article *out loud*).
    *   Sense 4: `obtain data from magnetic tapes`. (Incorrect: this is about computers).
    *   Sense 5: `interpret the significance of (palms, etc.)`. (Incorrect).
    *   Sense 6: `interpret something in a certain way`. (Incorrect: this is about interpretation/impression, not the act of reading the text).
    *   Sense 7: `be a student of a certain subject`. (Incorrect).
    *   Sense 8: `indicate a certain reading (gauges)`. (Incorrect).
    *   Sense 9: `audition for a stage role`. (Incorrect).
    *   Sense 10: `to hear and understand`. (Incorrect).
    *   Sense 11: `make sense of a language`. (Incorrect).

    *   Sense 1 is the standard meaning of reading a text (like an article).


[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: article
Target surface form: article
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=article%1:10:00:: | definition=nonfictional prose forming an independent part of a publication
2. sense_key=article%1:03:00:: | definition=one of a class of artifacts | examples=an article of clothing
3. sense_key=article%1:10:02:: | definition=a separate section of a legal document (as a statute or contract or will) | synonyms=clause
4. sense_key=article%1:10:01:: | definition=(grammar) a determiner that may indicate the specificity of reference of a noun phrase

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: "article"
    *   Target surface form: "article"
    *   Context: "...should read the <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."
    *   Candidate senses:
        1.  `article%1:10:00::` nonfictional prose forming an independent part of a publication.
        2.  `article%1:03:00::` one of a class of artifacts (e.g., article of clothing).
        3.  `article%1:10:02::` a separate section of a legal document (e.g., clause).
        4.  `article%1:10:01::` (grammar) a determiner.

    *   The context mentions "read the article by Caleb Nelson... in the November American Spectator."
    *   "American Spectator" is a publication (a magazine).
    *   Caleb Nelson is the author.
    *   The action is "read".
    *   This clearly refers to a piece of writing in a publication.

    *   Sense 1: "nonfictional prose forming an independent part of a publication" - Matches perfectly.
    *   Sense 2: "one of a class of artifacts" - Does not match.
    *   Sense 3: "separate section of a legal document" - Does not match.
    *   Sense 4: "(grammar) a determiner" - Does not match.

    *   The best sense is index 1.


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

[User]
Target lemma: recent
Target surface form: recent
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a <t>recent</t> math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=recent%5:00:00:new:00 | definition=new | examples=recent graduates; a recent addition to the house
2. sense_key=recent%5:00:00:past:00 | definition=of the immediate past or just previous to the present time | synonyms=late | examples=a late development; their late quarrel

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: `recent`
    *   Target surface form: `recent`
    *   Context: "...should read the article by Caleb Nelson (himself a <t>recent</t> math major at Harvard) in the November American Spectator."
    *   Candidate senses:
        1.  `recent%5:00:00:new:00`: new (examples: recent graduates; a recent addition to the house)
        2.  `recent%5:00:00:past:00`: of the immediate past or just previous to the present time (synonyms: late; examples: a late development; their late quarrel)

    *   The phrase is "a recent math major at Harvard".
    *   In this context, "recent math major" means someone who has recently completed their degree as a math major (similar to "recent graduate").

    *   Sense 1: "new" (Example: "recent graduates"). This fits perfectly. A "recent math major" is essentially a "recent graduate" in math.
    *   Sense 2: "of the immediate past or just previous to the present time" (Example: "a late development"). This refers more to events or time periods rather than people's status/roles.

    *   Sense 1 specifically lists "recent graduates" as an example. "Recent math major" is synonymous with "recent graduate in math".


[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: major
Target surface form: major
Context:
No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math <t>major</t> at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline.

Candidate senses:
1. sense_key=major%1:18:00:: | definition=a commissioned military officer in the United States Army or Air Force or Marines; below lieutenant colonel and above captain
2. sense_key=major%1:18:02:: | definition=British statesman who was prime minister from 1990 until 1997 (born in 1943) | synonyms=John Major, John R. Major, John Roy Major
3. sense_key=major%1:18:01:: | definition=a university student who is studying a particular field as the principal subject | examples=she is a linguistics major
4. sense_key=major%1:09:00:: | definition=the principal field of study of a student at a university | examples=her major is linguistics

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

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

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

reasoning_content:
*   Target lemma: `major`
    *   Target surface form: `major`
    *   Context: "...should read the article by Caleb Nelson (himself a recent math <t>major</t> at Harvard) in the November American Spectator."
    *   Candidate senses:
        1.  Military officer.
        2.  John Major (British statesman).
        3.  A university student studying a particular field as the principal subject.
        4.  The principal field of study of a student at a university.

    *   The phrase is "Caleb Nelson (himself a recent math major at Harvard)".
    *   "Caleb Nelson" is a person.
    *   "himself a recent math major" describes Caleb Nelson.
    *   "at Harvard" indicates the institution.
    *   "math major" refers to the person who studied mathematics.

    *   Sense 1: Military officer (Incorrect).
    *   Sense 2: John Major (Incorrect).
    *   Sense 3: A university student who is studying a particular field as the principal subject (Correct - Caleb Nelson is the student).
    *   Sense 4: The principal field of study of a student at a university (Incorrect - Caleb Nelson is not a "field of study", he is a person).

    *   Sense 3 fits perfectly: "Caleb Nelson (himself a recent math major...)" means Caleb Nelson is a person who majored in math.


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

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

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

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

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

reasoning_content:
*   Target lemma: "most"
    *   Target surface form: "Most"
    *   Context: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

    *   Sense 1: `most%4:02:00::` | definition: "used to form the superlative" | synonyms: "to the highest degree" | example: "the king cobra is the most dangerous snake"
    *   Sense 2: `most%4:02:01::` | definition: "very" | example: "a most welcome relief"
    *   Sense 3: `most%4:02:02::` | definition: "(of actions or states) slightly short of or not quite accomplished; all but" | synonyms: "about, almost, nearly, near, nigh, virtually" | example: "the job is (just) about done"

    *   The phrase is "Most important of all".
    *   This is a superlative construction. It means "the most important thing" or "of all the things mentioned/to be mentioned, this one is the most important."
    *   It is used to form the superlative of "important".

    *   Sense 1 fits perfectly: "used to form the superlative" / "to the highest degree".
    *   Sense 2 ("very") doesn't fit the "of all" construction as well as the superlative does.
    *   Sense 3 ("almost") is completely incorrect.

    *   The target word "Most" in "Most important of all" is clearly the superlative marker.


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

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

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}.

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

reasoning_content:
*   Target lemma: "important"
    *   Target surface form: "important"
    *   Context: "Most <t>important</t> of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   Candidate senses:
        1.  `important%3:00:00::`: of great significance or value.
        2.  `important%3:00:04::`: important in effect or meaning (significant).
        3.  `important%3:00:02::`: of extreme importance; vital to the resolution of a crisis (crucial).
        4.  `important%5:00:00:influential:00`: having authority or ascendancy or influence (authoritative).
        5.  `important%5:00:00:immodest:02`: having or suggesting a consciousness of high position.

    *   The phrase is "Most important of all".
    *   The author is listing reasons or points to improve education (textbooks, then the role of principals).
    *   "Most important of all" is used here as a transition to introduce the point the author considers the most significant or valuable among the points being made.

    *   Sense 1: "of great significance or value". This fits well. The point about principals is of great significance to the author's argument.
    *   Sense 2: "important in effect or meaning" (significant). This usually refers to a change or a difference (e.g., "a significant change"). Not the best fit for "Most important of all".
    *   Sense 3: "of extreme importance; vital to the resolution of a crisis" (crucial). While the author thinks it's very important, "vital to the resolution of a crisis" is a more specific, urgent meaning.
    *   Sense 4: "having authority or ascendancy or influence" (authoritative). This describes a person (e.g., "an important official"). The word "important" here modifies the point being made, not a person.
    *   Sense 5: "having or suggesting a consciousness of high position". This describes a manner or air. Not applicable.

    *   "Most important of all" is a common idiomatic expression meaning "the most significant point".
    *   Sense 1 ("of great significance or value") is the general sense of importance and fits perfectly here.

    *   Sense 1: general significance/value.
    *   Sense 2: statistical/meaningful significance.
    *   Sense 3: critical/crucial for a crisis.
    *   Sense 4: influential person.
    *   Sense 5: pompous/haughty.

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

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

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

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

reasoning_content:
*   Target lemma: `school`
    *   Target surface form: `schools`
    *   Context: "...Most important of all, <t>schools</t> should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study... tells us that the best schools are those that are free of outside interference and are governed by a powerful head."

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

    *   The context mentions "principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   It also mentions "the best schools are those that are free of outside interference and are governed by a powerful head."
    *   This refers to the *institution* as an organizational entity (which has a principal, a curriculum, and a faculty), not just the building (Sense 2), the process (Sense 3), the people (Sense 6), or the time period (Sense 5).

    *   Sense 1 (`an educational institution`) fits perfectly. It describes the organization that has a principal and a curriculum.
    *   Sense 6 (`an educational institution's faculty and students`) is close, but the text says schools *have* principals and faculty, implying the school is the entity that encompasses them.

    *   Sense 1 is the most appropriate for "schools" in the context of having principals, curricula, and being governed.


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

Candidate senses:
1. sense_key=principal%1:21:01:: | definition=the original amount of a debt on which interest is calculated
2. sense_key=principal%1:18:00:: | definition=the educator who has executive authority for a school | synonyms=school principal, head teacher, head | examples=she sent unruly pupils to see the principal
3. sense_key=principal%1:18:01:: | definition=an actor who plays a principal role | synonyms=star, lead
4. sense_key=principal%1:21:02:: | definition=capital as contrasted with the income derived from it | synonyms=corpus, principal sum
5. sense_key=principal%1:18:03:: | definition=(criminal law) any person involved in a criminal offense, regardless of whether the person profits from such involvement
6. sense_key=principal%1:18:02:: | definition=the major party to a financial transaction at a stock exchange; buys and sells for his own account | synonyms=dealer

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: `principal`
    *   Target surface form: `principals`
    *   Context: "Most important of all, schools should have <t>principals</t> with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   Additional context: "the best schools are those that are free of outside interference and are governed by a powerful head."

    *   Sense 1: Original amount of debt (financial).
    *   Sense 2: Educator with executive authority for a school (school principal, head teacher, head).
    *   Sense 3: Actor in a principal role (star, lead).
    *   Sense 4: Capital as contrasted with income (financial).
    *   Sense 5: Person involved in a criminal offense (law).
    *   Sense 6: Major party to a financial transaction (stock exchange).

    *   The sentence mentions "schools", "authority over the faculty", "curriculum", "student discipline", and "governed by a powerful head".
    *   This aligns perfectly with Sense 2: "the educator who has executive authority for a school".


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

Candidate senses:
1. sense_key=measure%1:04:01:: | definition=any maneuver made as part of progress toward a goal | synonyms=step | examples=the situation called for strong measures; the police took steps to reduce crime
2. sense_key=measure%1:03:00:: | definition=how much there is or how many there are of something that you can quantify | synonyms=quantity, amount
3. sense_key=measure%1:10:02:: | definition=a statute in draft before it becomes law | synonyms=bill | examples=they held a public hearing on the bill
4. sense_key=measure%1:04:00:: | definition=the act or process of assigning numbers to phenomena according to a rule | synonyms=measurement, measuring, mensuration | examples=the measurements were carefully done; his mental measurings proved remarkably accurate
5. sense_key=measure%1:10:03:: | definition=a basis for comparison; a reference point against which other things can be evaluated | synonyms=standard, criterion, touchstone | examples=the schools comply with federal standards; they set the measure for all subsequent work
6. sense_key=measure%1:10:01:: | definition=(prosody) the accent in a metrical foot of verse | synonyms=meter, metre, beat, cadence
7. sense_key=measure%1:10:00:: | definition=musical notation for a repeating pattern of musical beats | synonyms=bar | examples=the orchestra omitted the last twelve bars of the song
8. sense_key=measure%1:06:00:: | definition=measuring instrument having a sequence of marks at regular intervals; used as a reference in making measurements | synonyms=measuring stick, measuring rod
9. sense_key=measure%1:06:01:: | definition=a container of some standard capacity that is used to obtain fixed amounts of a substance

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: `measure`
    *   Target surface form: `measure`
    *   Context: "...schools should have principals with a large <t>measure</t> of authority over the faculty, the curriculum, and all matters of student discipline."

    *   Sense 1: maneuver/step toward a goal (e.g., "strong measures").
    *   Sense 2: quantity/amount (how much there is of something).
    *   Sense 3: statute in draft (bill).
    *   Sense 4: act/process of assigning numbers (measurement).
    *   Sense 5: basis for comparison (standard/criterion).
    *   Sense 6: prosody (accent in verse).
    *   Sense 7: musical notation (bar).
    *   Sense 8: measuring instrument (measuring stick).
    *   Sense 9: container of standard capacity.

    *   The phrase is "a large measure of authority".
    *   "Authority" is an abstract quality.
    *   "A large measure of" in this context means "a large amount of" or "a significant quantity of".

    *   Sense 2: "how much there is or how many there are of something that you can quantify | synonyms=quantity, amount". This fits perfectly. "A large amount of authority" = "a large measure of authority".

    *   Sense 1 (maneuver) doesn't fit ("a large maneuver of authority" is incorrect).
    *   Sense 3 (bill) doesn't fit.
    *   Sense 4 (process of measuring) doesn't fit.
    *   Sense 5 (standard) doesn't fit ("a large standard of authority" is not what is meant).
    *   Senses 6-9 are clearly incorrect.


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

Candidate senses:
1. sense_key=authority%1:07:00:: | definition=the power or right to give orders or make decisions | synonyms=authorization, authorisation, potency, dominance, say-so | examples=he has the authority to issue warrants; deputies are given authorization to make arrests
2. sense_key=authority%1:18:01:: | definition=(usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew
3. sense_key=authority%1:18:00:: | definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law
4. sense_key=authority%1:09:00:: | definition=freedom from doubt; belief in yourself and your abilities | synonyms=assurance, self-assurance, confidence, self-confidence, sureness | examples=his assurance in his superiority did not make him popular; after that failure he lost his confidence
5. sense_key=authority%1:14:00:: | definition=an administrative unit of government | synonyms=agency, federal agency, government agency, bureau, office | examples=the Central Intelligence Agency; the Census Bureau
6. sense_key=authority%1:07:02:: | definition=official permission or approval | synonyms=authorization, authorisation, sanction | examples=authority for the program was renewed several times
7. sense_key=authority%1:10:00:: | definition=an authoritative written work | examples=this book is the final authority on the life of Milton

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

    *   Sense 1: "the power or right to give orders or make decisions" (Synonyms: authorization, potency, dominance, say-so).
    *   Sense 2: "(usually plural) persons who exercise (administrative) control over others" (Example: the authorities have issued a curfew).
    *   Sense 3: "an expert whose views are taken as definitive" (Example: he is an authority on corporate law).
    *   Sense 4: "freedom from doubt; belief in yourself and your abilities" (Synonyms: assurance, confidence).
    *   Sense 5: "an administrative unit of government" (Synonyms: agency, bureau).
    *   Sense 6: "official permission or approval" (Synonyms: authorization, sanction).
    *   Sense 7: "an authoritative written work" (Example: this book is the final authority).

    *   The context describes principals having "authority over the faculty, the curriculum, and all matters of student discipline."
    *   This refers to the *power* or *right* to make decisions and give orders within the school.
    *   Sense 1 ("the power or right to give orders or make decisions") fits perfectly.
    *   Sense 2 refers to the *people* (the authorities), but the text says "a large measure of authority," implying the quality/power, not the people themselves.
    *   Sense 3 refers to expertise, which is not the primary meaning here (though principals are experts, the context is about control/discipline).
    *   Sense 4 refers to self-confidence.
    *   Sense 5 refers to a government agency.
    *   Sense 6 refers to permission (e.g., "I have authority to sign this"). While similar to Sense 1, Sense 1 is broader and fits "authority over [something]" better.
    *   Sense 7 refers to a book.

    *   "a large measure of authority over the faculty" $\rightarrow$ power/right to make decisions.
    *   Sense 1: "the power or right to give orders or make decisions".


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

Candidate senses:
1. sense_key=faculty%1:09:00:: | definition=one of the inherent cognitive or perceptual powers of the mind | synonyms=mental faculty, module
2. sense_key=faculty%1:14:00:: | definition=the body of teachers and administrators at a school | synonyms=staff | examples=the dean addressed the letter to the entire staff of the university

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: `faculty`
    *   Target surface form: `faculty`
    *   Context: "...schools should have principals with a large measure of authority over the <t>faculty</t>, the curriculum, and all matters of student discipline."
    *   Candidate senses:
        1.  `faculty%1:09:00::`: inherent cognitive or perceptual powers of the mind (mental faculty).
        2.  `faculty%1:14:00::`: the body of teachers and administrators at a school (staff).

    *   The sentence discusses schools, principals, authority, curriculum, and student discipline.
    *   The word "faculty" is listed alongside "curriculum" and "student discipline" as things a principal should have authority over.
    *   In the context of a school, "faculty" refers to the teaching staff.

    *   Sense 1: Cognitive powers (Incorrect).
    *   Sense 2: Body of teachers and administrators (Correct).

    *   The best sense is index 2.


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

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

Candidate senses:
1. sense_key=matter%1:09:01:: | definition=a vaguely specified concern | synonyms=affair, thing | examples=several matters to attend to; it is none of your affair
2. sense_key=matter%1:09:00:: | definition=some situation or event that is thought about | synonyms=topic, subject, issue | examples=he kept drifting off the topic; he had been thinking about the subject for several years
3. sense_key=matter%1:03:00:: | definition=that which has mass and occupies space | examples=physicists study both the nature of matter and the forces which govern it
4. sense_key=matter%1:09:02:: | definition=a problem | examples=is anything the matter?
5. sense_key=matter%1:07:00:: | definition=(used with negation) having consequence | examples=they were friends and it was no matter who won the games
6. sense_key=matter%1:10:00:: | definition=written works (especially in books or magazines) | examples=he always took some reading matter with him on the plane

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: `matter`
    *   Target surface form: `matters`
    *   Context: "...schools should have principals with a large measure of authority over the faculty, the curriculum, and all <t>matters</t> of student discipline."

    *   Sense 1: `matter%1:09:01::` - a vaguely specified concern (synonyms: affair, thing). Example: "several matters to attend to".
    *   Sense 2: `matter%1:09:00::` - some situation or event that is thought about (synonyms: topic, subject, issue). Example: "he kept drifting off the topic".
    *   Sense 3: `matter%1:03:00::` - that which has mass and occupies space (physical matter).
    *   Sense 4: `matter%1:09:02::` - a problem. Example: "is anything the matter?".
    *   Sense 5: `matter%1:07:00::` - (used with negation) having consequence. Example: "it was no matter who won".
    *   Sense 6: `matter%1:10:00::` - written works. Example: "reading matter".

    *   The phrase is "all matters of student discipline".
    *   Here, "matters" refers to the various affairs, concerns, or issues related to student discipline.
    *   Comparing Sense 1 and Sense 2:
        *   Sense 1 (a vaguely specified concern/affair/thing) fits well. "Affairs of student discipline" or "things related to student discipline".
        *   Sense 2 (some situation or event that is thought about/topic/subject/issue) also fits. "Issues of student discipline".
    *   Let's look closer at the WordNet distinctions (though they are schematic).
        *   Sense 1: "a vaguely specified concern" (affair, thing).
        *   Sense 2: "some situation or event that is thought about" (topic, subject, issue).
    *   In the context of "authority over... all matters of student discipline", it refers to the administrative concerns, tasks, and situations that a principal handles. This aligns more closely with "affairs" or "concerns" (Sense 1) than with a "topic" or "subject" of discussion (Sense 2).

    *   Sense 1: "several matters to attend to" (very similar to "matters of student discipline" - things to be handled).
    *   Sense 2: "he kept drifting off the topic" (more about a subject of conversation or study).

    *   Sense 1 is the best fit for administrative concerns/affairs.