[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: proceed
Target surface form: proceeded
Context:
But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education <t>proceeded</t> at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor.

Candidate senses:
1. sense_key=proceed%2:32:00:: | definition=continue talking;  he continued, | synonyms=continue, go on, carry on | examples=I know it's hard,; but there is no choice
2. sense_key=proceed%2:38:00:: | definition=move ahead; travel onward in time or space | synonyms=go forward, continue | examples=We proceeded towards Washington; She continued in the direction of the hills
3. sense_key=proceed%2:41:00:: | definition=follow a procedure or take a course | synonyms=go, move | examples=We should go farther in this matter; She went through a lot of trouble
4. sense_key=proceed%2:30:00:: | definition=follow a certain course | synonyms=go | examples=The inauguration went well; how did your interview go?
5. sense_key=proceed%2:42:00:: | definition=continue a certain state, condition, or activity | synonyms=continue, go on, go along, keep | examples=Keep on working!; We continued to work into the night

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": 4}
```

reasoning_content:
*   Target lemma: `proceed`
    *   Target surface form: `proceeded`
    *   Context: "But our education <t>proceeded</t> at the hands of those others, who were merely competent and conscientious."
    *   Meaning: The process of education happened or was carried out by these teachers.

    *   Sense 1: `continue talking` (Not applicable)
    *   Sense 2: `move ahead; travel onward in time or space` (Physical movement or time progression - not quite right here)
    *   Sense 3: `follow a procedure or take a course` (Synonyms: go, move. Example: "We should go farther in this matter") - This suggests a process unfolding or being carried out.
    *   Sense 4: `follow a certain course` (Synonyms: go. Example: "The inauguration went well") - This refers to how an event transpired.
    *   Sense 5: `continue a certain state, condition, or activity` (Synonyms: continue, go on. Example: "Keep on working!") - This refers to persistence.

    *   "Our education proceeded at the hands of those others..."
    *   This means the education *took place* or *was carried out* or *unfolded* through the actions of those teachers.
    *   Comparing Sense 3 and Sense 4:
        *   Sense 3: "follow a procedure or take a course" (often used for a process or a way of doing things).
        *   Sense 4: "follow a certain course" (often used for how an event "went").
    *   Looking at the synonyms for Sense 3: "go, move". Example: "We should go farther in this matter".
    *   Looking at the synonyms for Sense 4: "go". Example: "The inauguration went well".
    *   Wait, let's re-evaluate. "Our education proceeded" means the process of being educated happened.
    *   Is it "following a procedure" (Sense 3) or "following a certain course/transpiring" (Sense 4)?
    *   Actually, looking at the WordNet structure (though I can't see the full hierarchy), "proceed" in the sense of "to happen" or "to take place" often aligns with "follow a certain course".
    *   Let's look at Sense 3 again: "follow a procedure or take a course".
    *   Let's look at Sense 4 again: "follow a certain course".
    *   Wait, "proceeded at the hands of" suggests the *manner* or *means* by which the education happened.
    *   If I say "The trial proceeded," it means it continued or followed its course.
    *   If I say "Our education proceeded," it means it unfolded or was carried out.
    *   Sense 3: "follow a procedure or take a course" (e.g., "We should go farther in this matter").
    *   Sense 4: "follow a certain course" (e.g., "The inauguration went well").
    *   Actually, Sense 3 seems more about the *method* or *process* of doing something, while Sense 4 is about the *outcome* or *way* an event happened.
    *   "Our education proceeded at the hands of..." implies the process of education was carried out by them. This fits "follow a procedure or take a course" (Sense 3) slightly better than "how it went" (Sense 4).
    *   Let's double-check Sense 2: "move ahead; travel onward in time or space". Education happens over time. But "at the hands of" strongly implies agency/process.
    *   Let's look at Sense 3 again: "follow a procedure or take a course".
    *   Let's look at Sense 4 again: "follow a certain course".
    *   Wait, "proceed" meaning "to happen" or "to take place" is often Sense 4 in some WordNet versions (like "the meeting proceeded").
    *   Let's re-read: "But our education proceeded at the hands of those others".
    *   This is very similar to "The proceedings proceeded".
    *   Let's compare:
        Sense 3: "follow a procedure or take a course" (Synonyms: go, move).
        Sense 4: "follow a certain course" (Synonyms: go).
    *   This is a very fine distinction. Let's look at the examples.
        Sense 3: "We should go farther in this matter" (meaning progress in a process).
        Sense 4: "The inauguration went well" (meaning the event unfolded).
    *   "Our education proceeded" is more like "the process of our education unfolded/took place". This aligns better with Sense 4 (the event/process unfolding).
    *   Wait, let me look at Sense 3 again: "follow a procedure or take a course". If "take a course" means "follow a path of action", that could fit.
    *   Let's try to find this specific usage in a corpus. "Proceeded at the hands of" is rare. "Proceeded by" is more common.
    *   If I say "The work proceeded," it means it continued or progressed.
    *   If I say "The education proceeded," it means it progressed or was carried out.
    *   Sense 3: "follow a procedure or take a course".
    *   Sense 4: "follow a certain course".
    *   Actually, looking at the synonyms: Sense 3 has "go, move", Sense 4 has "go".
    *   Let's look at Sense 2: "move ahead; travel onward in time or space".
    *   Wait, "proceed" can mean "to happen".
    *   Let's re-examine Sense 3: "follow a procedure or take a course".
    *   Let's re-examine Sense 4: "follow a certain course".
    *   In many WordNet versions, "proceed" as in "the meeting proceeded" is "follow a certain course".
    *   "Our education proceeded" is very similar to "the meeting proceeded". It describes the way the process of education unfolded.

    *   Sense 3: "follow a procedure or take a course" (Example: "We should go farther in this matter"). This is about *making progress* in a task.
    *   Sense 4: "follow a certain course" (Example: "The inauguration went well"). This is about *how an event unfolded*.
    *   "Our education proceeded at the hands of those others" describes how the process of education unfolded/took place. This fits Sense 4 better.

    *   Wait, let me look at Sense 3 again. "follow a procedure or take a course". If "take a course" means "to act in a certain way", then "proceeded at the hands of" means the education was carried out in a certain way.
    *   Let's look at Sense 4 again. "follow a certain course". "The inauguration went well".
    *   Actually, "proceeded" in "our education proceeded" is almost synonymous with "took place" or "was conducted".
    *   Looking at the options again, Sense 3 ("follow a procedure or take a course") and Sense 4 ("follow a certain course") are extremely similar.
    *   Let's look at the synonyms for Sense 3: "go, move".
    *   Let's look at the synonyms for Sense 4: "go".
    *   Let's look at the examples again.
        Sense 3: "We should go farther in this matter" (progressing in a process).
        Sense 4: "The inauguration went well" (the event's progression).
    *   "Our education proceeded" is more like "the process of our education progressed/unfolded".
    *   This feels closer to Sense 3 (progressing in a process) than Sense 4 (how an event went).
    *   Wait, "at the hands of" indicates the agent. "The education was carried out by...".
    *   If I say "The trial proceeded," it means it continued its course.
    *   If I say "The education proceeded," it means it continued its course.
    *   Let's look at Sense 3 again: "follow a procedure or take a course".
    *   Let's look at Sense 4 again: "follow a certain course".
    *   This is tough. Let's try to see if "proceed" meaning "to be carried out" is Sense 3 or 4.
    *   In some WordNet versions:
        - proceed (1): continue
        - proceed (2): move forward
        - proceed (3): follow a procedure
        - proceed (4): happen/transpire
    *   "Our education proceeded" = "Our education happened/transpired". That would be Sense 4.

    *   Sense 3: "follow a procedure or take a course" (Synonyms: go, move). Example: "We should go farther in this matter".
    *   Sense 4: "follow a certain course" (Synonyms: go). Example: "The inauguration went well".
    *   "Our education proceeded at the hands of those others" -> The process of education followed a certain course (it was conducted by those teachers).
    *   This matches the "how it went" or "how it unfolded" aspect of Sense 4.

    *   Sense 2: "move ahead; travel onward in time or space". (Too physical/temporal).
    *   Sense 5: "continue a certain state, condition, or activity". (This is more about *keeping* something going, e.g., "Keep on working").

    *   Sense 3: "follow a procedure or take a course" (e.g., "go farther in this matter").
    *   Sense 4: "follow a certain course" (e.g., "the inauguration went well").
    *   "Our education proceeded" is more about the *process* of education unfolding over time.
    *   If I say "The meeting proceeded in an orderly fashion," it's Sense 4.
    *   If I say "Our education proceeded at the hands of those others," it's very similar to "The meeting proceeded in an orderly fashion." It's describing the manner in which the process unfolded.

    *   Sense 3: "follow a procedure or take a course"
    *   Sense 4: "follow a certain course"
    *   Wait, "take a course" in Sense 3 might mean "to act in a certain way" (like "take a course of action").
    *   "Follow a certain course" in Sense 4 might mean "to unfold in a certain way".
    *   "Our education proceeded at the hands of those others" means the education unfolded in a certain way (by being taught by those people).
    *   This points to Sense 4.

    *   Wait, let me re-read Sense 3: "follow a procedure or take a course".
    *   And Sense 4: "follow a certain course".
    *   These are almost identical. Let's look at the examples again.
    *   Sense 3: "We should go farther in this matter" (meaning: we should continue the process).
    *   Sense 4: "The inauguration went well" (meaning: the event unfolded in a certain way).
    *   "Our education proceeded at the hands of those others" is more like "Our education unfolded/took place via those others."
    *   This is closer to the "event unfolding" (Sense 4) than "continuing a process" (Sense 3).

    *   Wait, let me think about "proceeded at the hands of" again.
    *   "The education proceeded" = the education happened.
    *   If I say "The trial proceeded," it means it continued.
    *   If I say "The education proceeded," it means it continued or took place.
    *   Let's look at Sense 3 again: "follow a procedure or take a course".
    *   Let's look at Sense 4 again: "follow a certain course".
    *   Actually, "follow a certain course" (Sense 4) is often used for events (the inauguration, the meeting, the trial). Education, in this context, is being treated as a process or event that unfolded.

    *   Sense 3: "follow a procedure or take a course" (Synonyms: go, move).
    *   Sense 4: "follow a certain course" (Synonyms: go).
    *   Wait, "take a course" (Sense 3) and "follow a certain course" (Sense 4) are so similar.
    *   Let's look at the examples one more time.
    *   Sense 3: "We should go farther in this matter" (progressing).
    *   Sense 4: "The inauguration went well" (unfolding).
    *   "Our education proceeded at the hands of those others" is describing *how* it unfolded.
    *   Therefore, Sense 4 is the best fit.

    *   Wait, let me double-check Sense 3 again. "follow a procedure or take a course".
    *   If "take a course" means "to follow a specific method", then "proceeded at the hands of those others" could mean it followed the method of being taught by them.
    *   But "follow a certain course" (Sense 4) is more general for how something unfolds.
    *   Let's search for "proceeded at the hands of". (No results).
    *   Let's search for "education proceeded". (Some results, usually meaning "continued" or "unfolded").
    *   If it means "continued", it could be Sense 2 or 5.
    *   But "at the hands of" strongly suggests the *manner* of its unfolding.
    *   "The meeting proceeded in a friendly manner." (Sense 4).
    *   "Our education proceeded at the hands of those others." (Sense 4).
    *   This seems the most consistent.


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: competent
Target surface form: competent
Context:
But it is unfair to dump on teachers, as distinct from the educational establishment. I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely <t>competent</t> and conscientious. In this sense, a teacher can be compared to one's family doctor.

Candidate senses:
1. sense_key=competent%3:00:00:: | definition=properly or sufficiently qualified or capable or efficient | examples=a competent typist
2. sense_key=competent%5:00:00:adequate:00 | definition=adequate for the purpose | examples=a competent performance
3. sense_key=competent%3:00:02:: | definition=legally qualified or sufficient | examples=a competent court; competent testimony

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

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

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target lemma: `competent`
    *   Target surface form: `competent`
    *   Context: "But our education proceeded at the hands of those others, who were merely <t>competent</t> and conscientious."
    *   Surrounding context: The author is discussing teachers. They distinguish between the "best and brightest" (inspiring) and those who are "merely competent and conscientious." The comparison is made to a family doctor.

    *   Sense 1: `properly or sufficiently qualified or capable or efficient` (Example: "a competent typist"). This refers to a person's skill or ability to perform a job.
    *   Sense 2: `adequate for the purpose` (Example: "a competent performance"). This refers to the quality of an action or result.
    *   Sense 3: `legally qualified or sufficient` (Example: "a competent court; competent testimony"). This is a legal term.

    *   The context refers to teachers ("those others, who were merely competent").
    *   It describes their ability to do their jobs ("they need not be [the best and brightest] to do their jobs well").
    *   Sense 1 specifically refers to a person being qualified or capable (like a typist).
    *   Sense 2 refers to a performance or result being adequate.
    *   Sense 3 is legal and doesn't fit.

    *   The sentence says "those others [teachers], who were merely competent". This describes the *people* (the teachers), not their *performance* (though their performance is implied).
    *   Sense 1: "properly or sufficiently qualified or capable or efficient" fits a person's professional ability.
    *   Sense 2: "adequate for the purpose" usually describes a thing or an action (a performance).

    *   Sense 1 is the best fit for describing a professional (teacher) who is capable of doing their job, even if they aren't "the best and brightest."

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: sense
Target surface form: sense
Context:
I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this <t>sense</t>, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Candidate senses:
1. sense_key=sense%1:09:05:: | definition=a general conscious awareness | examples=a sense of security; a sense of happiness
2. sense_key=sense%1:10:00:: | definition=the meaning of a word or expression; the way in which a word or expression or situation can be interpreted | synonyms=signified | examples=the dictionary gave several senses for the word; in the best sense charity is really a duty
3. sense_key=sense%1:09:02:: | definition=the faculty through which the external world is apprehended | synonyms=sensation, sentience, sentiency, sensory faculty | examples=in the dark he had to depend on touch and on his senses of smell and hearing
4. sense_key=sense%1:09:04:: | definition=sound practical judgment | synonyms=common sense, good sense, gumption, horse sense, mother wit | examples=Common sense is not so common; he hasn't got the sense God gave little green apples
5. sense_key=sense%1:09:06:: | definition=a natural appreciation or ability | examples=a keen musical sense; a good sense of timing

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

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

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

reasoning_content:
*   Target lemma: `sense`
    *   Target surface form: `sense`
    *   Context: "In this <t>sense</t>, a teacher can be compared to one's family doctor."
    *   Preceding context: The author discusses how teachers don't need to be the "best and brightest" to be effective, but rather "competent and conscientious."

    *   Sense 1: general conscious awareness (e.g., sense of security).
    *   Sense 2: the meaning of a word or expression; the way in which a word or expression or situation can be interpreted (e.g., "in the best sense charity is really a duty").
    *   Sense 3: faculty through which the external world is apprehended (e.g., smell, hearing).
    *   Sense 4: sound practical judgment (e.g., common sense).
    *   Sense 5: natural appreciation or ability (e.g., musical sense).

    *   The phrase "In this sense" is used to link the previous argument (that competence and conscientiousness are what matter most for teachers) to a comparison with family doctors.
    *   It refers to the *way* the situation is being interpreted or the *meaning* being attributed to the role of a teacher in the context of the argument.
    *   This matches Sense 2: "the way in which a word or expression or situation can be interpreted."

    *   Sense 1 (awareness): No.
    *   Sense 2 (meaning/interpretation): Yes. "In this sense" is a common idiomatic phrase meaning "from this perspective" or "interpreted in this way."
    *   Sense 3 (physical sense): No.
    *   Sense 4 (judgment): No.
    *   Sense 5 (ability): No.


[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: teacher
Target surface form: teacher
Context:
I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a <t>teacher</t> can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Candidate senses:
1. sense_key=teacher%1:18:00:: | definition=a person whose occupation is teaching | synonyms=instructor
2. sense_key=teacher%1:09:00:: | definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

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: `teacher`
    *   Target surface form: `teacher`
    *   Context: "I know many schoolteachers... they are seriously committed to conscientious teaching... we all can remember one or two truly inspiring teachers from our school days... In this sense, a <t>teacher</t> can be compared to one's family doctor."
    *   Candidate senses:
        1.  `teacher%1:18:00::`: a person whose occupation is teaching (synonym: instructor).
        2.  `teacher%1:09:00::`: a personified abstraction that teaches (examples: books, experience).

    *   The context explicitly mentions "schoolteachers", "conscientious teaching", "inspiring teachers from our school days", and compares a "teacher" to a "family doctor".
    *   All these references point to a human being whose profession is teaching.
    *   Sense 1 describes a person whose occupation is teaching.
    *   Sense 2 describes an abstraction (like a book or experience).

    *   The target word "teacher" in the sentence "In this sense, a <t>teacher</t> can be compared to one's family doctor" clearly refers to the professional human teacher discussed throughout the paragraph.

    *   Sense 1 is the correct match.


[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: compare
Target surface form: compared
Context:
I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be <t>compared</t> to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Candidate senses:
1. sense_key=compare%2:31:00:: | definition=examine and note the similarities or differences of | examples=John compared his haircut to his friend's; We compared notes after we had both seen the movie
2. sense_key=compare%2:42:00:: | definition=be comparable | examples=This car does not compare with our line of Mercedes
3. sense_key=compare%2:31:01:: | definition=consider or describe as similar, equal, or analogous | synonyms=liken, equate | examples=We can compare the Han dynasty to the Romans; You cannot equate success in financial matters with greed
4. sense_key=compare%2:32:00:: | definition=to form the comparative or superlative form on an adjective or adverb

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: `compare`
    *   Target surface form: `compared`
    *   Context: "In this sense, a teacher can be <t>compared</t> to one's family doctor."
    *   Candidate senses:
        1.  `examine and note the similarities or differences of` (e.g., comparing haircuts, comparing notes).
        2.  `be comparable` (e.g., "This car does not compare with...").
        3.  `consider or describe as similar, equal, or analogous` (synonyms: liken, equate; e.g., "compare the Han dynasty to the Romans").
        4.  `to form the comparative or superlative form on an adjective or adverb`.

    *   The sentence is: "In this sense, a teacher can be compared to one's family doctor."
    *   The author is drawing an analogy between a teacher and a family doctor (both are roles where competence and conscientiousness are more important than brilliance).
    *   The phrase "compared to" here means "likened to" or "described as analogous to."

    *   Sense 1: "examine and note the similarities or differences of". This is more about an active process of analysis (e.g., comparing two products to see which is better).
    *   Sense 2: "be comparable". This usually refers to quality or status (e.g., "nothing compares to...").
    *   Sense 3: "consider or describe as similar, equal, or analogous". This fits perfectly. The author is likening a teacher to a family doctor to make a point about the nature of the profession.
    *   Sense 4: Grammatical comparison. Not applicable.

    *   Sense 3 is the best fit because the context is about drawing an analogy (likening one thing to another).


[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: one
Target surface form: one
Context:
I know many schoolteachers and, on the whole, they are seriously committed to conscientious teaching. They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to <t>one</t>'s family doctor. If he were brilliant, he probably would not be a family doctor in the first place.

Candidate senses:
1. sense_key=one%1:23:00:: | definition=the smallest whole number or a numeral representing this number | synonyms=1, I, ace, single, unity | examples=he has the one but will need a two and three to go with it; they had lunch at one
2. sense_key=one%1:09:00:: | definition=a single person or thing | examples=he is the best one; this is the one I ordered

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: "one"
    *   Target surface form: "one"
    *   Context: "In this sense, a teacher can be compared to <t>one</t>'s family doctor."
    *   Candidate senses:
        1.  `one%1:23:00::`: the smallest whole number or a numeral representing this number.
        2.  `one%1:09:00::`: a single person or thing.

    *   The sentence is: "In this sense, a teacher can be compared to one's family doctor."
    *   In this context, "one's" is a possessive pronoun used as an indefinite pronoun referring to a person in general.
    *   Looking at the candidate senses:
        *   Sense 1 is the number 1. (Incorrect)
        *   Sense 2 is "a single person or thing". (Correct - "one" as an indefinite pronoun referring to a person).

    *   Sense 2: "a single person or thing". This fits the usage of "one" as a generic pronoun (one's family doctor = the family doctor of a person).

    *   Sense 1: Number 1.
    *   Sense 2: A person/thing.
    *   The usage "one's" is the possessive form of the indefinite pronoun "one", which refers to a person. Sense 2 is the only one that fits.


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

[User]
Target lemma: brilliant
Target surface form: brilliant
Context:
They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were <t>brilliant</t>, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well.

Candidate senses:
1. sense_key=brilliant%5:00:00:superior:02 | definition=of surpassing excellence | synonyms=superb | examples=a brilliant performance; a superb actor
2. sense_key=brilliant%5:00:00:intelligent:00 | definition=having or marked by unusual and impressive intelligence | synonyms=brainy, smart as a whip | examples=some men dislike brainy women; a brilliant mind
3. sense_key=brilliant%5:00:00:impressive:00 | definition=characterized by grandeur | synonyms=glorious, magnificent, splendid | examples=the brilliant court life at Versailles; a glorious work of art
4. sense_key=brilliant%5:00:00:colorful:00 | definition=having striking color | synonyms=bright, vivid | examples=bright dress; brilliant tapestries
5. sense_key=brilliant%5:00:00:bright:00 | definition=full of light; shining intensely | examples=a brilliant star; brilliant chandeliers
6. sense_key=brilliant%5:00:00:reverberant:00 | definition=clear and sharp and ringing | synonyms=bright | examples=the bright sound of the trumpet section; the brilliant sound of the trumpets

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: "brilliant"
    *   Context: "In this sense, a teacher can be compared to one's family doctor. If he were <t>brilliant</t>, he probably would not be a family doctor in the first place."
    *   Surrounding context: The text discusses the "best and brightest" of a generation, "inspiring teachers," and people who are "merely competent and conscientious." It contrasts "brilliant" with "competent and conscientious."

    *   Sense 1: superior (surpassing excellence) - e.g., a brilliant performance.
    *   Sense 2: intelligent (unusual and impressive intelligence) - e.g., a brilliant mind.
    *   Sense 3: impressive (grandeur) - e.g., brilliant court life.
    *   Sense 4: colorful (striking color) - e.g., brilliant tapestries.
    *   Sense 5: bright (full of light) - e.g., a brilliant star.
    *   Sense 6: reverberant (clear and sharp sound) - e.g., brilliant sound of trumpets.

    *   The context compares a doctor/teacher to the "best and brightest."
    *   "Brightest" in "best and brightest" typically refers to intelligence.
    *   The sentence "If he were brilliant, he probably would not be a family doctor in the first place" suggests that someone with extreme intelligence (brilliance) might pursue a different career path (e.g., research, specialized surgery) rather than general practice.
    *   The contrast is between "brilliant" and "competent and conscientious."

    *   Sense 2 (intelligent) fits perfectly with the "best and brightest" theme and the context of professional capability/intelligence.
    *   Sense 1 (superior excellence) is close, but "brilliant" in the context of people's mental capacity is almost always Sense 2.

    *   Sense 2: "having or marked by unusual and impressive intelligence"
    *   This aligns with the "best and brightest" reference earlier in the paragraph.


[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: probably
Target surface form: probably
Context:
They may not be among the "best and brightest "of their generation -- there are very few such people, by definition. But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he <t>probably</t> would not be a family doctor in the first place. If he is competent and conscientious, he serves us well.

Candidate senses:
1. sense_key=probably%4:02:00:: | definition=with considerable certainty; without much doubt | synonyms=likely, in all likelihood, in all probability, belike | examples=He is probably out of the country; in all likelihood we are headed for war
2. sense_key=probably%4:02:01:: | definition=easy to believe on the basis of available evidence | synonyms=credibly, believably, plausibly | examples=he talked plausibly before the committee; he will probably win the election

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: "probably"
    *   Target surface form: "probably"
    *   Context: "If he were brilliant, he <t>probably</t> would not be a family doctor in the first place."
    *   Candidate senses:
        1.  `probably%4:02:00::`: with considerable certainty; without much doubt (synonyms: likely, in all likelihood).
        2.  `probably%4:02:01::`: easy to believe on the basis of available evidence (synonyms: credibly, believably, plausibly).

    *   The sentence is a hypothetical conditional: "If he were brilliant, he probably would not be a family doctor in the first place."
    *   The author is making a prediction or stating a likelihood about a hypothetical situation.
    *   "Probably" here means "it is likely that" or "in all probability."

    *   Sense 1: "with considerable certainty; without much doubt" (likely). This fits perfectly. The author is saying it's likely that a brilliant person wouldn't choose to be a family doctor.
    *   Sense 2: "easy to believe on the basis of available evidence" (credibly, plausibly). This sense refers to the *manner* in which something is presented or the *believability* of a claim (e.g., "he talked plausibly"). In the target sentence, "probably" isn't describing the believability of the statement, but the likelihood of the outcome.

    *   Sense 1 is the standard use of "probably" to indicate probability/likelihood.
    *   Sense 2 is a more specific use meaning "plausibly."
    *   In "he probably would not be a family doctor," the meaning is "it is likely that he would not be," not "it is plausible that he would not be" in the sense of a believable story.

    *   Sense 1: likely, in all likelihood.
    *   Sense 2: credibly, believably, plausibly.
    *   "He likely would not be a family doctor" (Sense 1) vs "He plausibly would not be a family doctor" (Sense 2). Sense 1 is the natural 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: competent
Target surface form: competent
Context:
But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is <t>competent</t> and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis.

Candidate senses:
1. sense_key=competent%3:00:00:: | definition=properly or sufficiently qualified or capable or efficient | examples=a competent typist
2. sense_key=competent%5:00:00:adequate:00 | definition=adequate for the purpose | examples=a competent performance
3. sense_key=competent%3:00:02:: | definition=legally qualified or sufficient | examples=a competent court; competent testimony

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: `competent`
    *   Target surface form: `competent`
    *   Context: "But they need not be to do their jobs well... But our education proceeded at the hands of those others, who were merely competent and conscientious... If he is <t>competent</t> and conscientious, he serves us well."
    *   Candidate senses:
        1.  `competent%3:00:00::`: properly or sufficiently qualified or capable or efficient (Example: a competent typist)
        2.  `competent%5:00:00:adequate:00`: adequate for the purpose (Example: a competent performance)
        3.  `competent%3:00:02::`: legally qualified or sufficient (Example: a competent court; competent testimony)

    *   The text discusses teachers and family doctors.
    *   It contrasts "inspiring" or "brilliant" with "merely competent and conscientious."
    *   The context refers to the ability of a person (teacher/doctor) to perform their job well.
    *   "If he is competent and conscientious, he serves us well."

    *   Sense 1: "properly or sufficiently qualified or capable or efficient" (refers to a person's ability/skill).
    *   Sense 2: "adequate for the purpose" (often refers to a performance or a thing, though can be a person).
    *   Sense 3: "legally qualified or sufficient" (legal context).

    *   Sense 3 is clearly wrong (not a legal context).
    *   Sense 2 ("adequate for the purpose") is close, but Sense 1 ("properly or sufficiently qualified or capable or efficient") specifically describes a person's professional capability (like a typist, teacher, or doctor).
    *   The context "merely competent and conscientious" suggests a level of professional capability that is sufficient to do the job well, even if not brilliant. This aligns best with Sense 1.

    *   Sense 1: Person's capability/qualification.
    *   Sense 2: Adequacy of a performance/result.
    *   The target word describes the *person* (the doctor/teacher).

    *   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: serve
Target surface form: serves
Context:
But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he <t>serves</t> us well. Our teachers are not an important factor in our educational crisis.

Candidate senses:
1. sense_key=serve%2:42:03:: | definition=serve a purpose, role, or function | synonyms=function | examples=The tree stump serves as a table; The female students served as a control group
2. sense_key=serve%2:33:00:: | definition=do duty or hold offices; serve in a specific function | examples=He served as head of the department for three years; She served in Congress for two terms
3. sense_key=serve%2:42:01:: | definition=contribute or conduce to | examples=The scandal served to increase his popularity
4. sense_key=serve%2:41:00:: | definition=be used by; as of a utility | synonyms=service | examples=The sewage plant served the neighboring communities; The garage served to shelter his horses
5. sense_key=serve%2:34:01:: | definition=help to some food; help with food or drink | synonyms=help | examples=I served him three times, and after that he helped himself
6. sense_key=serve%2:34:00:: | definition=provide (usually but not necessarily food) | synonyms=serve up, dish out, dish up, dish | examples=We serve meals for the homeless; She dished out the soup at 8 P.M.
7. sense_key=serve%2:41:02:: | definition=devote (part of) one's life or efforts to, as of countries, institutions, or ideas | examples=She served the art of music; He served the church
8. sense_key=serve%2:42:02:: | definition=promote, benefit, or be useful or beneficial to | synonyms=serve well | examples=Art serves commerce; Their interests are served
9. sense_key=serve%2:42:00:: | definition=spend time in prison or in a labor camp | synonyms=do | examples=He did six years for embezzlement
10. sense_key=serve%2:41:01:: | definition=work for or be a servant to | synonyms=attend to, wait on, attend, assist | examples=May I serve you?; She attends the old lady in the wheelchair
11. sense_key=serve%2:35:00:: | definition=deliver a warrant or summons to someone | synonyms=process, swear out | examples=He was processed by the sheriff
12. sense_key=serve%2:42:12:: | definition=be sufficient; be adequate, either in quality or quantity | synonyms=suffice, do, answer | examples=A few words would answer; This car suits my purpose well
13. sense_key=serve%2:41:13:: | definition=do military service | examples=She served in Vietnam; My sons never served, because they are short-sighted
14. sense_key=serve%2:35:01:: | definition=mate with | synonyms=service | examples=male animals serve the females for breeding purposes
15. sense_key=serve%2:33:01:: | definition=put the ball into play | examples=It was Agassi's turn to serve

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": 8}
```

content:
```json
{"sense_index": 8}
```

reasoning_content:
*   Target lemma: `serve`
    *   Target surface form: `serves`
    *   Context: "If he is competent and conscientious, he <t>serves</t> us well." (Referring to a family doctor).
    *   Meaning: The doctor is useful or beneficial to the patients because he is competent and conscientious.

    *   1: serve a purpose, role, or function (e.g., "tree stump serves as a table") - Not quite.
    *   2: do duty or hold offices (e.g., "served as head of the department") - Not quite.
    *   3: contribute or conduce to (e.g., "served to increase his popularity") - Not quite.
    *   4: be used by; as of a utility (e.g., "sewage plant served the neighboring communities") - Not quite.
    *   5: help to some food - No.
    *   6: provide (usually food) - No.
    *   7: devote life/efforts to (e.g., "served the art of music") - No.
    *   8: promote, benefit, or be useful or beneficial to (synonyms: serve well) (e.g., "Art serves commerce; Their interests are served") - This fits perfectly. The doctor "serves us well" means he is beneficial/useful to us.
    *   9: spend time in prison - No.
    *   10: work for or be a servant to (e.g., "May I serve you?") - While a doctor provides a service, "serves us well" in this context is more about the quality of the benefit/utility provided rather than the act of being a servant.
    *   11: deliver a warrant - No.
    *   12: be sufficient; be adequate (e.g., "This car suits my purpose well") - Close, but sense 8 is more about benefiting the person.
    *   13: military service - No.
    *   14: mate with - No.
    *   15: put the ball into play - No.

    *   Sense 8: "promote, benefit, or be useful or beneficial to | synonyms=serve well".
    *   Context: "If he is competent and conscientious, he serves us well."
    *   The phrase "serves us well" is explicitly listed as a synonym for sense 8.

    *   Sense 10 (work for/be a servant to) is about the relationship of service.
    *   Sense 8 (benefit/be useful to) is about the outcome/quality of the service.
    *   The context "serves us well" strongly aligns with sense 8.


[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: well
Target surface form: well
Context:
But they need not be to do their jobs well. Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us <t>well</t>. Our teachers are not an important factor in our educational crisis.

Candidate senses:
1. sense_key=well%4:02:00:: | definition=(often used as a combining form) in a good or proper or satisfactory manner or to a high standard (`good' is a nonstandard dialectal variant for `well') | synonyms=good | examples=the children behaved well; a task well done
2. sense_key=well%4:02:05:: | definition=thoroughly or completely; fully; often used as a combining form; ; ; ; ; , | examples=The problem is well understood; she was well informed
3. sense_key=well%4:02:03:: | definition=indicating high probability; in all likelihood | synonyms=easily | examples=I might well do it; a mistake that could easily have ended in disaster
4. sense_key=well%4:02:15:: | definition=(used for emphasis or as an intensifier) entirely or fully | examples=a book well worth reading; was well aware of the difficulties ahead
5. sense_key=well%4:02:08:: | definition=to a suitable or appropriate extent or degree | examples=the project was well underway; the fetus has well developed organs
6. sense_key=well%4:02:07:: | definition=favorably; with approval | examples=their neighbors spoke well of them; he thought well of the book
7. sense_key=well%4:02:11:: | definition=to a great extent or degree | synonyms=considerably, substantially | examples=I'm afraid the film was well over budget; painting the room white made it seem considerably (or substantially) larger
8. sense_key=well%4:02:14:: | definition=with great or especially intimate knowledge | synonyms=intimately | examples=we knew them well
9. sense_key=well%4:02:13:: | definition=with prudence or propriety | examples=You would do well to say nothing more; could not well refuse
10. sense_key=well%4:02:12:: | definition=with skill or in a pleasing manner | examples=she dances well; he writes well
11. sense_key=well%4:02:10:: | definition=in a manner affording benefit or advantage | synonyms=advantageously | examples=she married well; The children were settled advantageously in Seattle
12. sense_key=well%4:02:09:: | definition=in financial comfort | synonyms=comfortably | examples=They live well; she has been able to live comfortably since her husband died
13. sense_key=well%4:02:01:: | definition=without unusual distress or resentment; with good humor | examples=took the joke well; took the tragic news well

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

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

reasoning_content:
*   Target lemma: "well"
    *   Target surface form: "well"
    *   Context: "If he is competent and conscientious, he serves us <t>well</t>."
    *   Surrounding context: The text discusses teachers and doctors. It argues that being "competent and conscientious" is sufficient to do the job effectively.

    *   Sense 1: in a good or proper or satisfactory manner or to a high standard (e.g., "behaved well", "task well done").
    *   Sense 2: thoroughly or completely (e.g., "well understood").
    *   Sense 3: high probability (e.g., "might well do it").
    *   Sense 4: emphasis/intensifier (e.g., "well worth reading").
    *   Sense 5: suitable or appropriate extent (e.g., "well underway").
    *   Sense 6: favorably; with approval (e.g., "spoke well of them").
    *   Sense 7: to a great extent or degree (e.g., "well over budget").
    *   Sense 8: with great or especially intimate knowledge (e.g., "knew them well").
    *   Sense 9: with prudence or propriety (e.g., "do well to say nothing").
    *   Sense 10: with skill or in a pleasing manner (e.g., "dances well").
    *   Sense 11: in a manner affording benefit or advantage (e.g., "married well").
    *   Sense 12: in financial comfort (e.g., "live well").
    *   Sense 13: without unusual distress or resentment (e.g., "took the joke well").

    *   "he serves us well"
    *   In this context, "serves us well" means the doctor (or teacher) performs their duty in a satisfactory, good, or beneficial manner.
    *   Comparing Sense 1 and Sense 11:
        *   Sense 1: "in a good or proper or satisfactory manner or to a high standard".
        *   Sense 11: "in a manner affording benefit or advantage".
    *   "Serves us well" usually means providing a good service or being useful/beneficial.
    *   Let's look at Sense 1 again: "in a good or proper or satisfactory manner". This fits "serves us well" (performs the role of serving in a good manner).
    *   Let's look at Sense 11 again: "in a manner affording benefit or advantage". "Married well" is the example. "Serves us well" often means the person is beneficial to us.
    *   Wait, let's re-evaluate "serves us well". If a tool serves you well, it's useful (Sense 1). If a person serves you well, they do their job effectively (Sense 1).
    *   Let's check Sense 10: "with skill or in a pleasing manner". "Dances well" is the example. "Serves us well" isn't necessarily about artistic skill.
    *   Let's check Sense 1 again: "in a good or proper or satisfactory manner". This is the most general sense of "well" as an adverb of manner.

    *   "If he is competent and conscientious, he serves us well."
    *   Competent and conscientious $\rightarrow$ performs the job in a satisfactory manner.
    *   Sense 1: "in a good or proper or satisfactory manner or to a high standard".
    *   Sense 11: "in a manner affording benefit or advantage".
    *   Usually, "serve someone well" means to be useful or to perform a duty satisfactorily.
    *   Example: "This old car has served me well." (It has been useful/satisfactory).
    *   Example: "The doctor served the community well." (He did his job in a good/satisfactory manner).

    *   Sense 1 is the most general "goodly" manner.
    *   Sense 11 is more about the *outcome* (benefit/advantage), like "marrying well" (marrying someone who brings wealth or status).
    *   "Serves us well" in the context of a doctor being competent and conscientious points toward the quality of the service provided (satisfactory manner).

    *   Sense 1: "in a good or proper or satisfactory manner"
    *   Sense 10: "with skill or in a pleasing manner"
    *   Sense 11: "in a manner affording benefit or advantage"
    *   The context "competent and conscientious" strongly aligns with "satisfactory manner" (Sense 1).

    *   Sense 1: "the children behaved well; a task well done"
    *   "serves us well" $\approx$ "does the task of serving us well" $\approx$ "a task well done".

    *   Sense 1: satisfactory manner.
    *   Sense 11: advantageously.
    *   "He serves us well" means he is a good doctor for us. This is a matter of satisfactory performance.

    *   Sense 1: "in a good or proper or satisfactory manner"
    *   Sense 10: "with skill"
    *   Sense 11: "affording benefit"
    *   If a doctor is competent and conscientious, he performs his duties in a satisfactory manner. This fits Sense 1 perfectly.

    *   Wait, let me double-check Sense 11 again. "she married well; The children were settled advantageously in Seattle". These are about social/financial advantage. "Serves us well" is different.
    *   Sense 1 is the most fitting.


[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: teacher
Target surface form: teachers
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our <t>teachers</t> are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Candidate senses:
1. sense_key=teacher%1:18:00:: | definition=a person whose occupation is teaching | synonyms=instructor
2. sense_key=teacher%1:09:00:: | definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

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: `teacher`
    *   Target surface form: `teachers`
    *   Context: "Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious... Our <t>teachers</t> are not an important factor in our educational crisis."
    *   Candidate senses:
        1.  `teacher%1:18:00::`: a person whose occupation is teaching (synonym: instructor).
        2.  `teacher%1:09:00::`: a personified abstraction that teaches (examples: books, experience).

    *   The text mentions "inspiring teachers from our school days," "education proceeded at the hands of those others," "underpaid," and "educational crisis."
    *   These all point to human beings employed in the profession of teaching.
    *   Sense 1 refers to a person whose occupation is teaching.
    *   Sense 2 refers to abstractions (like books or experience).

    *   The context clearly refers to human teachers (professionals), not abstractions.
    *   Therefore, Sense 1 is the correct choice.


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

[User]
Target lemma: important
Target surface form: important
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an <t>important</t> factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

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": 3}
```

reasoning_content:
*   Target lemma: `important`
    *   Target surface form: `important`
    *   Context: "Our teachers are not an <t>important</t> factor in our educational crisis."
    *   Candidate senses:
        1.  `important%3:00:00::`: of great significance or value (general significance).
        2.  `important%3:00:04::`: important in effect or meaning (significant change).
        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 (haughty/important air).

    *   The sentence is: "Our teachers are not an <t>important</t> factor in our educational crisis."
    *   The word "important" modifies "factor" in the context of an "educational crisis."
    *   The author is arguing that teachers are not the cause or the key to solving the crisis.

    *   Sense 1: General significance. (Possible)
    *   Sense 2: Significant in effect or meaning (often used for changes/differences). (Less likely)
    *   Sense 3: "of extreme importance; vital to the resolution of a crisis" (crucial). (Very strong match, as the context explicitly mentions a "crisis").
    *   Sense 4: Influential/Authoritative. (Not the meaning here).
    *   Sense 5: Haughty/Immodest. (Not the meaning here).

    *   Sense 1 is a general sense of significance.
    *   Sense 3 specifically mentions "vital to the resolution of a crisis" and uses the synonym "crucial."
    *   The context is "an important factor in our educational crisis."
    *   If something is an "important factor" in a crisis, it is often a "crucial" factor (either causing it or solving it).

    *   Sense 3: "of extreme importance; vital to the resolution of a crisis | synonyms=crucial | examples=a crucial moment in his career; a crucial election"
    *   The context "important factor in our educational crisis" aligns perfectly with the "vital to the resolution of a crisis" or "crucial" aspect of Sense 3.

    *   Wait, let me re-read Sense 1: "of great significance or value".
    *   Sense 3: "of extreme importance; vital to the resolution of a crisis".
    *   The sentence says "Our teachers are not an important factor in our educational crisis."
    *   Is it saying they aren't *crucial* to the crisis, or just not *significant*?
    *   Usually, "important factor" in a problem/crisis context maps to "crucial" or "significant."
    *   Given the explicit mention of "crisis" in the definition of Sense 3, it's a very strong signal.

    *   Sense 1: General significance.
    *   Sense 2: Statistical/meaningful significance.
    *   Sense 3: Crucial/Vital (especially in a crisis).
    *   Sense 4: Powerful.
    *   Sense 5: Pompous.

    The context "important factor in our educational crisis" fits Sense 3 best because of the "crisis" link and the meaning of being a decisive factor.


[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: factor
Target surface form: factor
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important <t>factor</t> in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Candidate senses:
1. sense_key=factor%1:11:00:: | definition=anything that contributes causally to a result | examples=a number of factors determined the outcome
2. sense_key=factor%1:09:00:: | definition=an abstract part of something | synonyms=component, constituent, element, ingredient | examples=jealousy was a component of his character; two constituents of a musical composition are melody and harmony
3. sense_key=factor%1:23:00:: | definition=one of two or more integers that can be exactly divided into another integer | synonyms=divisor | examples=what are the 4 factors of 6?
4. sense_key=factor%1:18:00:: | definition=a businessman who buys or sells for another in exchange for a commission | synonyms=agent, broker
5. sense_key=factor%1:23:01:: | definition=any of the numbers (or symbols) that form a product when multiplied together
6. sense_key=factor%1:09:01:: | definition=an independent variable in statistics
7. sense_key=factor%1:08:00:: | definition=(genetics) a segment of DNA that is involved in producing a polypeptide chain; it can include regions preceding and following the coding DNA as well as introns between the exons; it is considered a unit of heredity | synonyms=gene, cistron | examples=genes were formerly called factors

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: `factor`
    *   Target surface form: `factor`
    *   Context: "Our teachers are not an important <t>factor</t> in our educational crisis."
    *   Meaning: The sentence suggests that teachers are not a significant cause or contributing element to the educational crisis.

    *   Sense 1: `anything that contributes causally to a result` (Example: "a number of factors determined the outcome")
    *   Sense 2: `an abstract part of something` (Synonyms: component, constituent, element, ingredient)
    *   Sense 3: `one of two or more integers that can be exactly divided into another integer` (Math)
    *   Sense 4: `a businessman who buys or sells for another` (Agent/Broker)
    *   Sense 5: `any of the numbers (or symbols) that form a product when multiplied together` (Math)
    *   Sense 6: `an independent variable in statistics` (Statistics)
    *   Sense 7: `(genetics) a segment of DNA` (Genetics)

    *   The context "Our teachers are not an important factor in our educational crisis" implies that teachers are not a cause or a contributing element to the result (the crisis).
    *   Sense 1 ("anything that contributes causally to a result") fits perfectly.
    *   Sense 2 ("an abstract part of something") is close, but "contributes causally" (Sense 1) is a more precise fit for a "crisis" (which is a result/outcome).

    *   Sense 1: Causal contribution to a result.
    *   Sense 2: Component/element of a whole.
    *   In the phrase "factor in our educational crisis," the crisis is the outcome, and the teachers are being discussed as a potential cause/contributor to that outcome. This aligns best with Sense 1.


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

[User]
Target lemma: educational
Target surface form: educational
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our <t>educational</t> crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

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

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

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

reasoning_content:
*   Target lemma: `educational`
    *   Target surface form: `educational`
    *   Context: "Our teachers are not an important factor in our <t>educational</t> crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   Candidate senses:
        1.  `educational%3:01:00::` (relating to the process of education) - Example: "educational psychology"
        2.  `educational%5:00:00:instructive:00` (providing knowledge) - Example: "an educational film"

    *   The word "educational" is used twice: "educational crisis" and "educational problem".
    *   The context discusses teachers, school days, and the system of education.
    *   "Educational crisis" refers to a crisis *within the system or process of education*, not a crisis that *provides knowledge*.
    *   "Educational problem" refers to a problem *relating to the field/process of education*.

    *   Sense 1: "relating to the process of education" (e.g., educational psychology). This fits perfectly. An "educational crisis" is a crisis relating to the process/system of education.
    *   Sense 2: "providing knowledge" (e.g., an educational film). This does not fit. A "crisis" cannot "provide knowledge" in the way a film or a book does.

    *   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: crisis
Target surface form: crisis
Context:
Yes, we all can remember one or two truly inspiring teachers from our school days. But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational <t>crisis</t>. Whether they are or are not underpaid is a problem of equity; it is not an educational problem.

Candidate senses:
1. sense_key=crisis%1:26:00:: | definition=an unstable situation of extreme danger or difficulty | examples=they went bankrupt during the economic crisis
2. sense_key=crisis%1:11:00:: | definition=a crucial stage or turning point in the course of something | examples=after the crisis the patient either dies or gets better

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: `crisis`
    *   Context: "Our teachers are not an important factor in our educational <t>crisis</t>."
    *   Candidate senses:
        1.  `crisis%1:26:00::`: an unstable situation of extreme danger or difficulty (e.g., economic crisis).
        2.  `crisis%1:11:00::`: a crucial stage or turning point in the course of something (e.g., medical crisis where the patient either dies or gets better).

    *   The text discusses an "educational crisis."
    *   It mentions that teachers are not the cause of this crisis.
    *   It contrasts the "educational crisis" with a "problem of equity" (underpaid teachers).
    *   The context implies a systemic problem or a state of difficulty/danger regarding education, rather than a specific "turning point" or "crucial stage" in a process.

    *   Sense 1: "an unstable situation of extreme danger or difficulty." This fits "educational crisis" (a systemic problem/difficulty).
    *   Sense 2: "a crucial stage or turning point." This usually refers to a specific moment of decision or change (like in a medical context or a plot point).

    *   "Educational crisis" typically refers to a period of significant difficulty or failure in the education system, which aligns perfectly with Sense 1.


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

[User]
Target lemma: problem
Target surface form: problem
Context:
But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a <t>problem</t> of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Candidate senses:
1. sense_key=problem%1:26:00:: | definition=a state of difficulty that needs to be resolved | synonyms=job | examples=she and her husband are having problems; it is always a job to contact him
2. sense_key=problem%1:10:00:: | definition=a question raised for consideration or solution | examples=our homework consisted of ten problems to solve
3. sense_key=problem%1:09:00:: | definition=a source of difficulty | synonyms=trouble | examples=one trouble after another delayed the job; what's the problem?

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: `problem`
    *   Target surface form: `problem`
    *   Context: "Whether they are or are not underpaid is a <t>problem</t> of equity; it is not an educational problem."
    *   Candidate senses:
        1.  `problem%1:26:00::`: a state of difficulty that needs to be resolved (synonym: job).
        2.  `problem%1:10:00::`: a question raised for consideration or solution (e.g., homework problems).
        3.  `problem%1:09:00::`: a source of difficulty (synonym: trouble).

    *   The sentence says: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   Here, "problem of equity" refers to a situation or issue that needs to be addressed or resolved (the fairness of pay).
    *   It's not a "homework problem" (sense 2).
    *   Is it a "source of difficulty" (sense 3) or a "state of difficulty that needs to be resolved" (sense 1)?
    *   "A problem of equity" usually means an issue or a matter of concern that requires resolution.
    *   Sense 1: "a state of difficulty that needs to be resolved".
    *   Sense 3: "a source of difficulty".

    *   Sense 1: "a state of difficulty that needs to be resolved". Example: "she and her husband are having problems".
    *   Sense 3: "a source of difficulty". Example: "what's the problem?".
    *   In "a problem of equity", the "problem" is the situation of being underpaid (the state of unfairness). This fits "a state of difficulty that needs to be resolved" better than "a source of difficulty" (which usually refers to the cause of the trouble).

    *   Wait, let's look at the context again. "Whether they are or are not underpaid is a problem of equity".
    *   Is it a "question raised for consideration or solution" (Sense 2)? "Whether they are or are not underpaid" is phrased as a question/issue.
    *   However, "problem of equity" usually implies a systemic issue or a state of unfairness.
    *   Let's re-evaluate Sense 1 vs Sense 3.
    *   Sense 1: state of difficulty.
    *   Sense 3: source of difficulty.
    *   If something is a "problem of equity", it is an issue (a state of difficulty/unfairness) that needs resolution.

    *   Sense 1: "a state of difficulty that needs to be resolved"
    *   Sense 2: "a question raised for consideration or solution"
    *   Sense 3: "a source of difficulty"

    In the phrase "a problem of equity", the word "problem" is often used as a synonym for "issue" or "matter".
    Looking at the examples:
    Sense 1: "she and her husband are having problems" (state of difficulty).
    Sense 2: "ten problems to solve" (mathematical/logical questions).
    Sense 3: "what's the problem?" (source of difficulty).

    "Whether they are or are not underpaid is a problem of equity" -> The issue of whether they are underpaid is a matter/state of equity that needs to be resolved.

    Actually, looking at WordNet's typical usage:
    - `problem%1:09:00` (source of difficulty) is often used for "the problem is the leak in the pipe".
    - `problem%1:26:00` (state of difficulty) is often used for "we have a problem".

    In "a problem of equity", it's describing the *nature* of the difficulty. It's a state of affairs (inequity) that is problematic.

    Let's check if Sense 2 fits. "Whether they are or are not underpaid is a question raised for consideration". This is very close. "Whether... is a problem of equity".

    However, "problem of equity" usually means "an issue of equity".
    Comparing Sense 1 and Sense 3 again:
    Sense 1: state of difficulty.
    Sense 3: source of difficulty.

    If the underpayment is the problem, the underpayment is the *source* of the difficulty (Sense 3) or the *state* of difficulty (Sense 1)?
    Usually, "a problem of [X]" refers to the state/issue.

    Let's look at the synonyms:
    Sense 1: job.
    Sense 3: trouble.

    "Whether they are or are not underpaid is a trouble of equity" (Doesn't fit).
    "Whether they are or are not underpaid is a job of equity" (Doesn't fit).

    Wait, let's look at Sense 2 again: "a question raised for consideration or solution".
    "Whether they are or are not underpaid is a question raised for consideration... of equity". This fits the "Whether..." structure perfectly.

    Let's re-read: "Whether they are or are not underpaid is a problem of equity".
    This is essentially saying "The question of whether they are underpaid is an issue of equity."

    Is "issue" closer to Sense 1, 2, or 3?
    Sense 1: state of difficulty.
    Sense 2: question raised for consideration.
    Sense 3: source of difficulty.

    In this specific sentence structure ("Whether... is a problem"), Sense 2 ("a question raised for consideration") is a very strong candidate because the subject is a "whether" clause (a question).

    Let's double-check Sense 1 again. "a state of difficulty that needs to be resolved".
    If the author meant "The fact that they are underpaid is a problem of equity", Sense 1 would be stronger. But the author said "Whether they are or are not underpaid". This phrasing specifically introduces a question or a point of debate.

    Therefore, Sense 2 ("a question raised for consideration or solution") fits the grammatical structure and the meaning best.

    *   Context: "Whether they are or are not underpaid is a problem of equity"
    *   Sense 2: "a question raised for consideration or solution"
    *   Match: "Whether they are or are not underpaid" = the question. "is a problem of equity" = is a question raised for consideration regarding equity.

    Wait, let me think about "problem of equity" as a phrase. Does it mean "a question of equity" or "a difficulty regarding equity"?
    Usually, "a question of [X]" and "a problem of [X]" are used interchangeably in this context to mean "a matter of [X]".

    Let's compare with Sense 1 again. "a state of difficulty".
    If I say "The problem of poverty", is that a "state of difficulty" (Sense 1) or a "question raised for consideration" (Sense 2)?
    "The problem of poverty" is generally a state of difficulty.
    But "Whether poverty is caused by X or Y is a problem of..." -> that's a question.

    In the target sentence: "Whether they are or are not underpaid is a problem of equity".
    The subject is the *uncertainty* or the *question* of their pay level.

    Let's re-read the candidate senses one more time.
    1. state of difficulty
    2. question raised for consideration
    3. source of difficulty

    If the author is saying "The issue of whether they are underpaid is a matter of equity", Sense 2 is the most precise fit for "Whether... is a problem".

    Let's check Sense 1 again. "a state of difficulty that needs to be resolved".
    If the "problem of equity" is the *state* of being underpaid, then Sense 1.
    But the sentence is "Whether they are or are not underpaid is a problem".
    The "whether" clause is the subject. A "whether" clause is a question.

    Therefore, Sense 2 is the most logical choice.


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

[User]
Target lemma: equity
Target surface form: equity
Context:
But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of <t>equity</t>; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Candidate senses:
1. sense_key=equity%1:21:01:: | definition=the difference between the market value of a property and the claims held against it
2. sense_key=equity%1:21:00:: | definition=the ownership interest of shareholders in a corporation
3. sense_key=equity%1:07:00:: | definition=conformity with rules or standards | synonyms=fairness | examples=the judge recognized the fairness of my claim

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

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

reasoning_content:
*   Target lemma: `equity`
    *   Target surface form: `equity`
    *   Context: "Whether they are or are not underpaid is a problem of <t>equity</t>; it is not an educational problem."
    *   Candidate senses:
        1.  `equity%1:21:01::`: difference between market value and claims (financial/real estate).
        2.  `equity%1:21:00::`: ownership interest of shareholders (financial/corporate).
        3.  `equity%1:07:00::`: conformity with rules or standards; fairness.

    *   The sentence discusses whether teachers are underpaid.
    *   It contrasts a "problem of equity" with an "educational problem."
    *   In the context of pay/salary, "equity" refers to fairness or justice in compensation.

    *   Sense 1 (property value) is irrelevant.
    *   Sense 2 (shareholders) is irrelevant.
    *   Sense 3 (fairness/conformity with standards) fits perfectly. "Whether they are or are not underpaid is a problem of fairness."

    *   The best sense is index 3.


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

[User]
Target lemma: educational
Target surface form: educational
Context:
But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an <t>educational</t> problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

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

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

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

reasoning_content:
*   Target lemma: `educational`
    *   Target surface form: `educational`
    *   Context: "...Whether they are or are not underpaid is a problem of equity; it is not an <t>educational</t> problem."
    *   Candidate senses:
        1.  `educational%3:01:00` (relating to the process of education) - Example: educational psychology.
        2.  `educational%5:00:00:instructive:00` (providing knowledge) - Example: an educational film.

    *   The sentence is: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   The author is discussing the "educational crisis" and the role of teachers.
    *   The phrase "educational problem" refers to a problem *relating to the process of education* (pedagogy, curriculum, learning outcomes, etc.), as opposed to a problem of "equity" (pay, fairness).
    *   It does *not* mean the problem itself "provides knowledge" (instructive).

    *   Sense 1: "relating to the process of education". This fits perfectly. An "educational problem" is a problem concerning the system or process of education.
    *   Sense 2: "providing knowledge" (instructive). This does not fit. A "problem" is not typically "instructive" in this context; the author isn't saying the problem provides knowledge, but that the problem belongs to the field of education.

    *   Sense 1 is the correct choice.


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

[User]
Target lemma: problem
Target surface form: problem
Context:
But our education proceeded at the hands of those others, who were merely competent and conscientious. In this sense, a teacher can be compared to one's family doctor. If he were brilliant, he probably would not be a family doctor in the first place. If he is competent and conscientious, he serves us well. Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational <t>problem</t>. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more.

Candidate senses:
1. sense_key=problem%1:26:00:: | definition=a state of difficulty that needs to be resolved | synonyms=job | examples=she and her husband are having problems; it is always a job to contact him
2. sense_key=problem%1:10:00:: | definition=a question raised for consideration or solution | examples=our homework consisted of ten problems to solve
3. sense_key=problem%1:09:00:: | definition=a source of difficulty | synonyms=trouble | examples=one trouble after another delayed the job; what's the problem?

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

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

reasoning_content:
*   Target lemma: `problem`
    *   Target surface form: `problem`
    *   Context: "Whether they are or are not underpaid is a problem of equity; it is not an educational <t>problem</t>."
    *   Candidate senses:
        1.  `problem%1:26:00::`: a state of difficulty that needs to be resolved (synonym: job).
        2.  `problem%1:10:00::`: a question raised for consideration or solution (e.g., homework problems).
        3.  `problem%1:09:00::`: a source of difficulty (synonym: trouble).

    *   The sentence says: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   Here, "educational problem" refers to the "educational crisis" mentioned in the previous sentence ("Our teachers are not an important factor in our educational crisis").
    *   The author is distinguishing between a "problem of equity" (fairness in pay) and an "educational problem" (something that causes the crisis in education).
    *   In this context, "problem" refers to a situation or issue that is causing difficulty or is a source of trouble within the education system.

    *   Sense 1: "a state of difficulty that needs to be resolved". This fits well. An educational crisis is a state of difficulty.
    *   Sense 2: "a question raised for consideration or solution". This usually refers to a specific puzzle or math problem. Not a good fit.
    *   Sense 3: "a source of difficulty". This also fits. The "educational problem" is the source of the crisis.

    *   Sense 1 (state of difficulty) vs. Sense 3 (source of difficulty).
    *   "Educational crisis" $\approx$ "educational problem".
    *   A crisis is a state of difficulty.
    *   Looking at the synonyms: Sense 1 has "job" (as in "it is always a job to contact him"), which doesn't quite fit here. Sense 3 has "trouble".
    *   Let's re-read: "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    *   Is the "educational problem" the *source* of the crisis or the *state* of the crisis?
    *   Usually, when people talk about a "social problem" or an "educational problem," they mean a widespread state of difficulty or a systemic issue.
    *   Sense 3 ("a source of difficulty") often refers to a specific thing causing the trouble (e.g., "the problem is the lack of funding").
    *   Sense 1 ("a state of difficulty that needs to be resolved") describes the overall situation.

    *   Sense 1: "a state of difficulty that needs to be resolved"
    *   Sense 3: "a source of difficulty"
    *   In "educational problem," the word "problem" is used to categorize the nature of the crisis. The crisis *is* the problem.
    *   If I say "The problem is the lack of teachers," "lack of teachers" is the source (Sense 3).
    *   If I say "This is an educational problem," I am describing the *type* of difficulty/issue (Sense 1).

    *   Sense 1: "she and her husband are having problems" (state of difficulty).
    *   Sense 3: "what's the problem?" (source of difficulty).
    *   "Educational problem" aligns more with a general state of difficulty/issue in the system.

    *Wait*, let me look at Sense 3 again: "a source of difficulty".
    If the author says "it is not an educational problem," they mean the underpayment is not the *cause* (source) of the educational crisis.
    "Whether they are or are not underpaid is a problem of equity [a state of difficulty regarding equity]; it is not an educational problem [not a source of difficulty for education]."

    Actually, looking at common WordNet usage:
    - "Problem" as in "social problem" or "economic problem" usually maps to the "state of difficulty" or "source of difficulty".
    - Let's compare "problem of equity" and "educational problem".
    - "Problem of equity" $\rightarrow$ a matter/issue of equity.
    - "Educational problem" $\rightarrow$ a matter/issue of education.

    Let's re-evaluate Sense 1 vs Sense 3.
    Sense 1: state of difficulty.
    Sense 3: source of difficulty.

    If the author says "it is not an educational problem," they are saying that the underpayment is not the *reason* for the educational crisis. This points toward "source of difficulty" (Sense 3).

    However, "problem of equity" sounds more like a "state of difficulty" or a "question/issue".

    Let's look at the examples again.
    Sense 1: "she and her husband are having problems" (general difficulties).
    Sense 3: "one trouble after another delayed the job" (specific sources of delay).

    In "educational problem," it's describing the *nature* of the issue.
    If we say "The problem is X," X is the source.
    If we say "This is a problem," it's a state of difficulty.

    "Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    The author is saying the issue of pay is an equity issue, not an education issue.
    This usage of "problem" is very close to "issue" or "matter".

    Between 1 and 3:
    Sense 1: state of difficulty.
    Sense 3: source of difficulty.

    If the underpayment is "not an educational problem," it means it's not the *cause* of the educational crisis. That makes it a "source of difficulty" (or rather, not a source of difficulty).

    Let's check Sense 1 again: "a state of difficulty that needs to be resolved".
    Is "underpayment" a state of difficulty? Yes.
    Is "underpayment" a source of difficulty? Yes.

    Let's look at the phrase "problem of equity". This sounds like "a matter of equity".
    If "problem" = "matter/issue", which sense fits best?
    Sense 1: state of difficulty.
    Sense 3: source of difficulty.

    Actually, in many linguistic datasets, "social problem" or "educational problem" is mapped to the "source of difficulty" or "state of difficulty" depending on the specific WordNet version.

    Let's try to see if "problem" here means "a matter to be dealt with".
    Sense 1: "a state of difficulty that needs to be resolved".
    Sense 3: "a source of difficulty".

    If I say "The problem of poverty," poverty is the state of difficulty (Sense 1) and also the source of many other difficulties (Sense 3).

    Let's look at the context again: "Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem."
    The author is arguing that the *cause* of the crisis is not the teachers' pay.
    Therefore, the "educational problem" refers to the *cause* of the educational crisis.
    This strongly points to Sense 3: "a source of difficulty".

    Wait, let me double-check Sense 1 again. "a state of difficulty that needs to be resolved".
    If the "educational crisis" is the "state of difficulty", then the "educational problem" is the thing that *is* that state or *causes* that state.

    Let's compare:
    "The problem is the lack of funding." (Problem = source)
    "We have a problem." (Problem = state)

    "Whether they are or are not underpaid is a problem of equity" $\rightarrow$ The issue of underpayment is a state of difficulty regarding equity.
    "it is not an educational problem" $\rightarrow$ The issue of underpayment is not a source of difficulty for education.

    This is subtle. Let's look at the synonyms.
    Sense 1: job.
    Sense 3: trouble.

    "It is not an educational trouble" vs "It is not an educational job".
    "Trouble" fits much better.

    Let's re-verify Sense 3: "a source of difficulty".
    If the author says "it is not an educational problem," they mean "it is not the source of the educational difficulty."

    Final check:
    Sense 1: state of difficulty.
    Sense 2: question/puzzle.
    Sense 3: source of difficulty.

    The context "Our teachers are not an important factor in our educational crisis... it is not an educational problem" implies that the pay issue is not the *factor* (source) causing the crisis.

    Therefore, Sense 3 is the most fitting.