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

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

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

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

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

reasoning_content:
*   Target lemma: `student`
    *   Target surface form: `student`
    *   Context: "...schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of <t>student</t> discipline."
    *   Candidate senses:
        1.  `student%1:18:00`: a learner who is enrolled in an educational institution (synonyms: pupil, educatee).
        2.  `student%1:18:01`: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (synonyms: scholar, scholarly person, bookman).

    *   The sentence discusses schools, principals, faculty, curriculum, and "student discipline".
    *   "Student discipline" refers to the behavior and rules governing the learners (pupils) in the school.
    *   This clearly aligns with the definition of a learner enrolled in an educational institution.

    *   Sense 1: Learner in an educational institution. (Fits perfectly)
    *   Sense 2: A learned person/scholar. (Does not fit the context of school discipline)

    *   The correct sense index is 1.


attempt_kind: initial

status: success

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

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

Candidate senses:
1. sense_key=study%1:04:00:: | definition=a detailed critical inspection | synonyms=survey
2. sense_key=study%1:09:03:: | definition=applying the mind to learning and understanding a subject (especially by reading) | synonyms=work | examples=mastering a second language requires a lot of work; no schools offer graduate study in interior design
3. sense_key=study%1:10:00:: | definition=a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale
4. sense_key=study%1:09:04:: | definition=a state of deep mental absorption | examples=she is in a deep study
5. sense_key=study%1:06:00:: | definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. sense_key=study%1:09:02:: | definition=a branch of knowledge | synonyms=discipline, subject, subject area, subject field, field, field of study | examples=in what discipline is his doctorate?; teachers should be well trained in their subject
7. sense_key=study%1:06:01:: | definition=preliminary drawing for later elaboration | synonyms=sketch | examples=he made several studies before starting to paint
8. sense_key=study%1:09:01:: | definition=attentive consideration and meditation | synonyms=cogitation | examples=after much cogitation he rejected the offer
9. sense_key=study%1:18:00:: | definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. sense_key=study%1:10:01:: | definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

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

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

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target lemma: "study"
    *   Target surface form: "Study"
    *   Context: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."
    *   Key phrase: "Study after study -- the most recent from the Brookings Institution -- tells us..."

    *   Sense 1: a detailed critical inspection (survey)
    *   Sense 2: applying the mind to learning and understanding a subject (work)
    *   Sense 3: a written document describing the findings of some individual or group (report, written report)
    *   Sense 4: a state of deep mental absorption
    *   Sense 5: a room used for reading and writing and studying
    *   Sense 6: a branch of knowledge (discipline, subject)
    *   Sense 7: preliminary drawing for later elaboration (sketch)
    *   Sense 8: attentive consideration and meditation (cogitation)
    *   Sense 9: someone who memorizes quickly and easily
    *   Sense 10: a composition intended to develop one aspect of the performer's technique

    *   The context mentions "Study after study" and "the most recent from the Brookings Institution".
    *   The Brookings Institution is a research organization that produces reports/papers.
    *   The "study" in this context refers to a research report or a written document describing findings.
    *   This matches Sense 3: "a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale".

    *   Sense 1 (detailed critical inspection) is the *process* of studying, whereas Sense 3 is the *result* (the document). The phrase "the most recent from the Brookings Institution" strongly implies a published report/document.
    *   Sense 2, 4, 5, 6, 7, 8, 9, 10 are clearly incorrect based on the context.

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

Candidate senses:
1. sense_key=study%1:04:00:: | definition=a detailed critical inspection | synonyms=survey
2. sense_key=study%1:09:03:: | definition=applying the mind to learning and understanding a subject (especially by reading) | synonyms=work | examples=mastering a second language requires a lot of work; no schools offer graduate study in interior design
3. sense_key=study%1:10:00:: | definition=a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale
4. sense_key=study%1:09:04:: | definition=a state of deep mental absorption | examples=she is in a deep study
5. sense_key=study%1:06:00:: | definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. sense_key=study%1:09:02:: | definition=a branch of knowledge | synonyms=discipline, subject, subject area, subject field, field, field of study | examples=in what discipline is his doctorate?; teachers should be well trained in their subject
7. sense_key=study%1:06:01:: | definition=preliminary drawing for later elaboration | synonyms=sketch | examples=he made several studies before starting to paint
8. sense_key=study%1:09:01:: | definition=attentive consideration and meditation | synonyms=cogitation | examples=after much cogitation he rejected the offer
9. sense_key=study%1:18:00:: | definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. sense_key=study%1:10:01:: | definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

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: `study`
    *   Target surface form: `study`
    *   Context: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."
    *   Key phrase: "Study after study -- the most recent from the Brookings Institution -- tells us..."

    *   Sense 1: a detailed critical inspection (survey)
    *   Sense 2: applying the mind to learning and understanding a subject (work)
    *   Sense 3: a written document describing the findings of some individual or group (report, written report)
    *   Sense 4: a state of deep mental absorption
    *   Sense 5: a room used for reading and writing and studying
    *   Sense 6: a branch of knowledge (discipline, subject)
    *   Sense 7: preliminary drawing for later elaboration (sketch)
    *   Sense 8: attentive consideration and meditation (cogitation)
    *   Sense 9: someone who memorizes quickly and easily
    *   Sense 10: a composition intended to develop one aspect of the performer's technique

    *   The context mentions "Study after study" and refers to "the most recent from the Brookings Institution".
    *   The Brookings Institution is a well-known think tank that produces reports and research papers.
    *   The phrase "tells us" implies that the "study" is a source of information or a report of findings.
    *   This aligns perfectly with Sense 3: "a written document describing the findings of some individual or group" (synonyms: report, written report).

    *   Sense 1 (detailed critical inspection) is the *process* of studying, whereas the context refers to the *result* (the document/report).
    *   Sense 2 (applying the mind) is the *act* of learning.
    *   Sense 6 (branch of knowledge) doesn't fit "the most recent from the Brookings Institution".


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

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

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

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

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

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

reasoning_content:
*   Target lemma: "most"
    *   Target surface form: "most"
    *   Context: "...Study after study -- the <t>most</t> recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference..."
    *   Candidate senses:
        1.  `most%4:02:00::` (superlative): used to form the superlative (e.g., "the most dangerous snake").
        2.  `most%4:02:01::` (very): very (e.g., "a most welcome relief").
        3.  `most%4:02:02::` (almost): slightly short of or not quite accomplished (e.g., "the job is (just) about done").

    *   The phrase is "the most recent".
    *   "Recent" is an adjective.
    *   "Most recent" is the superlative form of "recent".
    *   It refers to the one that happened closest to the present time compared to all others in the set of studies.

    *   Sense 1: "used to form the superlative". This fits perfectly. "Most recent" is the superlative of "recent".
    *   Sense 2: "very". "The very recent from the Brookings Institution" doesn't make grammatical sense in this specific structure ("the most recent").
    *   Sense 3: "almost". "The almost recent" doesn't make sense here.

    *   The word "most" is modifying "recent" to indicate the highest degree of recency. This is the standard superlative usage.


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

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

Candidate senses:
1. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late
3. sense_key=tell%2:32:01:: | definition=narrate or give a detailed account of | synonyms=narrate, recount, recite | examples=Tell what happened; The father told a story to his child
4. sense_key=tell%2:32:02:: | definition=give instructions to or direct somebody to do something with authority | synonyms=order, enjoin, say | examples=I said to him to go home; She ordered him to do the shopping
5. sense_key=tell%2:31:00:: | definition=discern or comprehend | examples=He could tell that she was unhappy
6. sense_key=tell%2:32:08:: | definition=inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!
7. sense_key=tell%2:32:03:: | definition=give evidence | synonyms=evidence | examples=he was telling on all his former colleague
8. sense_key=tell%2:31:01:: | definition=mark as different | synonyms=distinguish, separate, differentiate, secern, secernate, severalize | examples=We distinguish several kinds of maple

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: `tell`
    *   Target surface form: `tells`
    *   Context: "Study after study -- the most recent from the Brookings Institution -- <t>tells</t> us that the best schools are those that are free of outside interference and are governed by a powerful head."

    *   Sense 1: express in words (state, say)
    *   Sense 2: let something be known
    *   Sense 3: narrate or give a detailed account of (narrate, recount, recite)
    *   Sense 4: give instructions to or direct somebody to do something with authority (order, enjoin)
    *   Sense 5: discern or comprehend
    *   Sense 6: inform positively and with certainty and confidence (assure)
    *   Sense 7: give evidence (evidence)
    *   Sense 8: mark as different (distinguish, separate)

    *   The subject is "Study after study".
    *   The object is "us".
    *   The content is "that the best schools are those that are free of outside interference...".
    *   In this context, "tells us" means the studies *indicate*, *show*, *state*, or *demonstrate* a particular finding.

    *   Sense 1 (express in words/state/say): This fits well. A study "states" or "says" that something is the case.
    *   Sense 2 (let something be known): This is similar to Sense 1 but often implies a specific act of communication.
    *   Sense 3 (narrate/recount): This is for stories or detailed accounts, not typically for research findings.
    *   Sense 4 (order/direct): Not applicable.
    *   Sense 5 (discern/comprehend): Not applicable.
    *   Sense 6 (inform positively/assure): This is more about personal assurance.
    *   Sense 7 (give evidence): "Give evidence" is close, but the example "telling on all his former colleague" refers to informing on someone (betraying). However, the definition "give evidence" could potentially fit. Let's re-examine.
    *   Sense 8 (distinguish): Not applicable.

    *   Sense 1: "express in words" (state, say). "Study after study... states us that..." (Wait, "states us" is grammatically incorrect; it would be "states that..."). But "tells us" is the surface form. "Tells us" = "says to us" or "informs us".
    *   Sense 2: "let something be known". "Study after study... lets it be known to us that...".
    *   Sense 7: "give evidence". "Study after study... gives evidence that...".

    Let's look at Sense 1 again: "express in words | synonyms=state, say".
    Example: "He said that he wanted to marry her; tell me what is bothering you".
    "Study after study tells us that..." is a very common way of saying "Study after study shows/states that...".

    Wait, let's look at Sense 2: "let something be known".
    Example: "Tell them that you will be late".

    Let's look at Sense 7 again: "give evidence".
    Example: "he was telling on all his former colleague". (This example is about informing/snitching).

    Comparing Sense 1 and Sense 2:
    Sense 1 is more about the act of stating/saying.
    Sense 2 is more about the act of informing.

    Actually, "Study after study tells us that..." is most closely aligned with "states" or "indicates". In many WordNet-based datasets, when a study "tells" us something, it's often mapped to the sense of "stating" or "informing".

    Let's re-evaluate Sense 1: "express in words | synonyms=state, say".
    If we replace "tells" with "says": "Study after study says to us that..." (a bit clunky, but "Study after study says that..." is perfect).

    Let's re-evaluate Sense 2: "let something be known".
    If we replace "tells" with "lets us know": "Study after study lets us know that...".

    Let's look at the options again.
    1. express in words (state, say)
    2. let something be known
    3. narrate
    4. order
    5. discern
    6. assure
    7. give evidence
    8. distinguish

    In the context of a study providing information, "tells us" is essentially "informs us" or "states". Sense 1 (state, say) is the most general and fitting for "expressing" a finding.

    Wait, let me double-check Sense 7 again. "give evidence". If "tell" means "to be a sign of" or "to indicate", that's often a different sense. But the example "telling on all his former colleague" is definitely "snitching".

    Let's look at Sense 1 again. "express in words". A study's results are expressed in words.

    Is there a better fit?
    "Study after study tells us that..."
    This is a common metaphorical use where the study is the agent of communication.

    Let's compare Sense 1 and Sense 2 again.
    Sense 1: express in words (state, say)
    Sense 2: let something be known

    Usually, "tell someone something" (the structure used here: tells [us] [that...]) is the primary meaning of "tell" as in "inform".

    Looking at the provided senses:
    Sense 1: express in words (state, say)
    Sense 2: let something be known

    Sense 1's synonyms are "state, say".
    Sense 2's example is "Tell them that you will be late".

    "Study after study tells us that..." is very similar to "Tell them that you will be late" in structure (Tell [someone] [that...]).

    Wait, let's look at Sense 1's examples: "He said that he wanted to marry her; tell me what is bothering you".
    "Tell me what is bothering you" also fits the structure "Tell [someone] [something]".

    Let's think about the nuance. "Express in words" (Sense 1) vs "Let something be known" (Sense 2).
    "Study after study tells us" means the studies *inform* us or *reveal* to us.

    Actually, in many WSD tasks, "tell" in the sense of "inform" is mapped to the most basic "say/state" sense if a specific "inform" sense isn't available, or to a specific "inform" sense.

    Let's look at the senses again.
    Sense 1: express in words (state, say)
    Sense 2: let something be known

    If I have to choose between "express in words" and "let something be known", "let something be known" (Sense 2) feels slightly closer to "inform", while "express in words" (Sense 1) is more about the act of speaking/writing.

    However, "state" (synonym of Sense 1) is very common for studies. "The study states that..."

    Let's re-read: "Study after study... tells us that the best schools are those that are free of outside interference..."

    If we use "say" (Sense 1): "Study after study says that..." (Very common).
    If we use "let be known" (Sense 2): "Study after study lets it be known that..." (Less common).

    Let's check Sense 1 again: "express in words | synonyms=state, say".
    This seems the most plausible.

    Wait, let me look at Sense 7 again: "give evidence".
    If "tell" means "to indicate" (e.g., "The thermometer tells us it's hot"), that's "give evidence".
    "Study after study tells us that..."
    Is the study "giving evidence" or "stating"?
    A study *provides evidence* that...
    A study *tells us* that...

    Let's look at the example for Sense 7: "he was telling on all his former colleague". This is "snitching" (informing on someone). That's a very specific meaning of "telling on".

    Let's look at Sense 1 again. "express in words".
    "Study after study tells us that..."
    This is a standard way of saying the studies *state* or *show*.

    Let's double-check Sense 2: "let something be known".
    Example: "Tell them that you will be late".
    This is more about conveying a message.

    Let's compare:
    1. express in words (state, say)
    2. let something be known

    In the context of "Study after study tells us that...", the studies are the source of the information. They "state" the finding.

    Let's search for "tell" in WordNet.
    tell.v.01: communicate orally
    tell.v.02: communicate impartially
    tell.v.03: narrate
    tell.v.04: order
    tell.v.05: discern
    tell.v.06: assure
    tell.v.07: betray
    tell.v.08: distinguish

    Wait, the sense keys provided are:
    1. tell%2:32:04:: (express in words)
    2. tell%2:32:00:: (let something be known)
    3. tell%2:32:01:: (narrate)
    4. tell%2:32:02:: (order)
    5. tell%2:31:00:: (discern)
    6. tell%2:32:08:: (assure)
    7. tell%2:32:03:: (give evidence)
    8. tell%2:31:01:: (distinguish)

    Looking at these, Sense 1 (express in words/state/say) and Sense 2 (let something be known) are very close.
    Sense 1: "express in words" (state, say)
    Sense 2: "let something be known"

    "Study after study tells us that..."
    If you replace "tells" with "says", it works perfectly.
    If you replace "tells" with "states", it works perfectly.
    Both "say" and "state" are synonyms of Sense 1.

    Let's check Sense 2 again. "let something be known".
    This is often used for "telling" a secret or "telling" someone a piece of news.

    Let's consider Sense 7 again: "give evidence".
    "The evidence tells us that..."
    "Study after study tells us that..."
    In this case, the study *is* the evidence.

    However, the example for Sense 7 ("telling on all his former colleague") is so different from "giving evidence" in the sense of "indicating" that it's confusing. But the definition says "give evidence".

    Wait, "tell on" (as in the example) means to inform against. "Give evidence" can also mean to testify against someone.

    Let's re-evaluate Sense 1. "express in words | synonyms=state, say".
    This is the most straightforward fit for "Study after study tells us that...".

    Let's double-check the context one more time.
    "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference..."

    This is a classic use of "tell" meaning "to communicate information" or "to state".

    Comparing Sense 1 and Sense 2 again:
    Sense 1: express in words (state, say)
    Sense 2: let something be known

    In many linguistic datasets (like SemCor), "tell" in this context is often mapped to the most general sense of communicating information.

    Let's look at the examples for Sense 1: "He said that he wanted to marry her; tell me what is bothering you".
    These are examples of communicating information.

    Let's look at the examples for Sense 2: "Tell them that you will be late".
    This is also communicating information.

    What is the difference between "express in words" and "let something be known"?
    "Express in words" is the act of stating.
    "Let something be known" is the act of informing.

    "Study after study tells us that..."
    The studies are *stating* a fact.

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

Candidate senses:
1. sense_key=best%3:00:00:: | definition=(superlative of `good') having the most positive qualities | examples=the best film of the year; the best solution
2. sense_key=best%5:00:00:advisable:00 | definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | synonyms=better | examples=it would be better to speak to him; the White House thought it best not to respond
3. sense_key=good%3:00:01:: | definition=having desirable or positive qualities especially those suitable for a thing specified | synonyms=good | examples=good news from the hospital; a good report card
4. sense_key=full%5:00:00:ample:00 | definition=having the normally expected amount | synonyms=full, good | examples=gives full measure; gives good measure
5. sense_key=good%3:00:02:: | definition=morally admirable | synonyms=good
6. sense_key=estimable%5:00:00:reputable:00 | definition=deserving of esteem and respect | synonyms=estimable, good, honorable, respectable | examples=all respectable companies give guarantees; ruined the family's good name
7. sense_key=beneficial%5:00:00:advantageous:00 | definition=promoting or enhancing well-being | synonyms=beneficial, good | examples=an arms limitation agreement beneficial to all countries; the beneficial effects of a temperate climate
8. sense_key=good%5:00:00:nice:00 | definition=agreeable or pleasing | synonyms=good | examples=we all had a good time; good manners
9. sense_key=good%5:00:00:righteous:00 | definition=of moral excellence | synonyms=good, just, upright | examples=a genuinely good person; a just cause
10. sense_key=adept%5:00:00:skilled:00 | definition=having or showing knowledge and skill and aptitude | synonyms=adept, expert, good, practiced, proficient, skillful | examples=adept in handicrafts; an adept juggler
11. sense_key=good%5:00:00:complete:00 | definition=thorough | synonyms=good | examples=had a good workout; gave the house a good cleaning
12. sense_key=dear%5:00:00:close:02 | definition=with or in a close or intimate relationship | synonyms=dear, good, near | examples=a good friend; my sisters and brothers are near and dear
13. sense_key=dependable%5:00:00:sound:00 | definition=financially sound | synonyms=dependable, good, safe, secure | examples=a good investment; a secure investment
14. sense_key=good%5:00:00:opportune:00 | definition=most suitable or right for a particular purpose | synonyms=good, right, ripe | examples=a good time to plant tomatoes; the right time to act
15. sense_key=good%5:00:00:fortunate:00 | definition=resulting favorably | synonyms=good, well | examples=it's a good thing that I wasn't there; it is good that you stayed
16. sense_key=effective%5:00:00:operative:00 | definition=exerting force or influence | synonyms=effective, good, in effect, in force | examples=the law is effective immediately; a warranty good for two years
17. sense_key=good%5:00:00:pleasing:00 | definition=capable of pleasing | synonyms=good | examples=good looks
18. sense_key=good%5:00:00:intellectual:00 | definition=appealing to the mind | synonyms=good, serious | examples=good music; a serious book
19. sense_key=good%5:00:00:healthy:00 | definition=in excellent physical condition | synonyms=good, sound | examples=good teeth; I still have one good leg
20. sense_key=good%5:00:00:healthful:00 | definition=tending to promote physical well-being; beneficial to health | synonyms=good, salutary | examples=beneficial effects of a balanced diet; a good night's sleep
21. sense_key=good%5:00:00:genuine:00 | definition=not forged | synonyms=good, honest | examples=a good dollar bill
22. sense_key=good%5:00:00:fresh:01 | definition=not left to spoil | synonyms=good, undecomposed, unspoiled, unspoilt | examples=the meat is still good
23. sense_key=good%5:00:00:discriminating:00 | definition=generally admired | synonyms=good | examples=good taste

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: `best`
    *   Target surface form: `best`
    *   Context: "...Study after study -- the most recent from the Brookings Institution -- tells us that the <t>best</t> schools are those that are free of outside interference and are governed by a powerful head."

    *   The sentence says "the best schools are those that are free of outside interference...".
    *   Here, "best" is used as an adjective modifying "schools".
    *   It is the superlative form of "good".
    *   It means the schools with the most positive qualities or the highest quality.

    *   Sense 1: `best%3:00:00::` | definition=(superlative of `good') having the most positive qualities | examples=the best film of the year; the best solution.
    *   Sense 2: `best%5:00:00:advisable:00` | definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | synonyms=better | examples=it would be better to speak to him; the White House thought it best not to respond.
    *   Senses 3-23: These are various senses of "good" (the positive form), not "best" (the superlative).

    *   Sense 1 is the superlative of "good" meaning "having the most positive qualities". This fits perfectly with "the best schools".
    *   Sense 2 is the superlative of "well" meaning "advisable". This does not fit "the best schools".
    *   Senses 3-23 are not superlatives.

    *   The target word is "best".
    *   The context is "the best schools".
    *   Sense 1 is the superlative of "good" (most positive qualities).
    *   Sense 2 is the superlative of "well" (advisable).
    *   The correct sense is Sense 1.


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

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

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

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

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

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

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

    *   The text discusses "schools" having "principals," "authority over the faculty, the curriculum, and all matters of student discipline," and being "governed by a powerful head."
    *   This refers to the organization/institution as a whole, rather than just the building (Sense 2), the process (Sense 3), the people (Sense 6), or a group of fish (Sense 7).
    *   Sense 1 ("an educational institution") fits best because it encompasses the administrative structure (principals, faculty, curriculum, governance) mentioned in the text.

    *   Sense 1: Educational institution. (Fits perfectly)
    *   Sense 2: Building. (The text talks about governance and curriculum, not architecture)
    *   Sense 6: Faculty and students. (The text talks about the school *having* a principal and being *governed*, which describes the institution as an entity)

    *   The context "the best schools are those that are free of outside interference and are governed by a powerful head" clearly points to the institution.


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

Candidate senses:
1. sense_key=outside%3:00:00:: | definition=relating to or being on or near the outer side or limit | examples=an outside margin
2. sense_key=outside%5:00:00:extrinsic:00 | definition=coming from the outside | synonyms=external, extraneous | examples=extraneous light in the camera spoiled the photograph; relying upon an extraneous income
3. sense_key=outside%5:00:00:external:00 | definition=originating or belonging beyond some bounds: | examples=the outside world; outside interests
4. sense_key=outside%3:00:04:: | definition=located, suited for, or taking place in the open air | synonyms=outdoor, out-of-door | examples=outdoor clothes; badminton and other outdoor games
5. sense_key=outside%5:00:00:extramural:00 | definition=functioning outside the boundaries or precincts of an organized unit | examples=extramural hospital care and treatment; extramural studies
6. sense_key=outside%5:00:00:exterior:00 | definition=leading to or from the outside | examples=an outside door
7. sense_key=outside%5:00:00:foreign:02 | definition=from or between other countries | synonyms=external, international | examples=external commerce; international trade
8. sense_key=outside%5:00:00:unlikely:00 | definition=very unlikely | synonyms=remote | examples=an outside chance; a remote possibility
9. sense_key=outside%5:00:00:outer:00 | definition=on or toward an outer edge | examples=an outer lane; the outside lane
10. sense_key=outside%5:00:00:inaccurate:00 | definition=(of a baseball pitch) on the far side of home plate from the batter | synonyms=away | examples=the pitch was away (or wide); an outside pitch

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: "outside"
    *   Target surface form: "outside"
    *   Context: "...the best schools are those that are free of <t>outside</t> interference and are governed by a powerful head."

    *   Sense 1: relating to or being on or near the outer side or limit (e.g., outside margin).
    *   Sense 2: coming from the outside; extrinsic, extraneous (e.g., extraneous light, extraneous income).
    *   Sense 3: originating or belonging beyond some bounds (e.g., the outside world, outside interests).
    *   Sense 4: located, suited for, or taking place in the open air (e.g., outdoor clothes).
    *   Sense 5: functioning outside the boundaries or precincts of an organized unit (e.g., extramural hospital care).
    *   Sense 6: leading to or from the outside (e.g., an outside door).
    *   Sense 7: from or between other countries (e.g., external commerce).
    *   Sense 8: very unlikely (e.g., an outside chance).
    *   Sense 9: on or toward an outer edge (e.g., an outer lane).
    *   Sense 10: (baseball pitch) on the far side of home plate.

    *   The phrase is "outside interference".
    *   In the context of schools, "outside interference" refers to interference coming from sources beyond the school's own internal administration or governance (e.g., politicians, parents, lobbyists, etc.).
    *   This means the interference originates or belongs beyond the bounds of the school's internal structure.

    *   Sense 2 (extrinsic/extraneous): "coming from the outside".
    *   Sense 3 (external): "originating or belonging beyond some bounds".
    *   Sense 5 (extramural): "functioning outside the boundaries or precincts of an organized unit".

    *   Sense 2 often refers to things that are not essential or are additive (extraneous).
    *   Sense 3 refers to things originating beyond a specific boundary (like "outside interests" or "the outside world"). "Outside interference" fits well here, as the interference comes from beyond the bounds of the school's internal authority.
    *   Sense 5 is more specific to professional or academic contexts (extramural), but "outside interference" is a more general term for external influence.

    *   "Outside interests" (Sense 3) is very similar to "outside interference".
    *   "Extraneous income" (Sense 2) is more about the source being separate from the main one, but "outside interference" usually implies a boundary (the school) and something crossing that boundary.

    *   Sense 3: "originating or belonging beyond some bounds" -> "outside interference" (interference originating beyond the bounds of the school).
    *   Sense 2: "coming from the outside" -> "extraneous light".

    Wait, let's look at Sense 3 again: "originating or belonging beyond some bounds: the outside world; outside interests".
    And Sense 2: "coming from the outside: external, extraneous; extraneous light in the camera spoiled the photograph; relying upon an extraneous income".

    "Outside interference" is almost synonymous with "external interference". Both Sense 2 and Sense 3 list "external" as a synonym or related concept. However, Sense 3's example "outside interests" is a very close parallel to "outside interference".

    Let's re-evaluate Sense 5: "functioning outside the boundaries or precincts of an organized unit". This is usually used for services (extramural care).

    Comparing Sense 2 and Sense 3:
    Sense 2: extrinsic, extraneous.
    Sense 3: external, originating beyond bounds.

    "Outside interference" in a school context means interference from people/entities not part of the school's internal governance. This fits "originating or belonging beyond some bounds" (Sense 3) perfectly.

    *   Sense 3: "originating or belonging beyond some bounds: the outside world; outside interests"
    *   Context: "free of outside interference"
    *   This matches the pattern of "outside interests".

    *   Sense 2: "coming from the outside" (extrinsic/extraneous).
    *   Sense 3: "originating or belonging beyond some bounds" (external).

    In many WordNet versions, "outside interests" and "outside interference" are classic examples of Sense 3.

    Sense 3: "originating or belonging beyond some bounds"
    Example: "outside interests"
    Context: "outside interference"
    This is a strong 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: interference
Target surface form: interference
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside <t>interference</t> and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=interference%1:10:00:: | definition=a policy of intervening in the affairs of other countries | synonyms=intervention
2. sense_key=interference%1:04:00:: | definition=the act of hindering or obstructing or impeding | synonyms=hindrance, hinderance
3. sense_key=interference%1:11:00:: | definition=electrical or acoustic activity that can disturb communication | synonyms=noise, disturbance
4. sense_key=interference%1:04:01:: | definition=(American football) blocking a player's path with your body | examples=he ran interference for the quarterback
5. sense_key=interference%1:06:00:: | definition=any obstruction that impedes or is burdensome | synonyms=hindrance, hinderance, hitch, preventive, preventative, encumbrance

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 word: "interference"
    *   Context: "...the best schools are those that are free of outside interference and are governed by a powerful head."
    *   Meaning: The context refers to external parties (parents, politicians, boards, etc.) meddling in or obstructing the management/governance of schools.

    *   Sense 1: "a policy of intervening in the affairs of other countries" (International relations/politics - doesn't fit).
    *   Sense 2: "the act of hindering or obstructing or impeding" (General act of obstruction - fits).
    *   Sense 3: "electrical or acoustic activity that can disturb communication" (Technical/signal noise - doesn't fit).
    *   Sense 4: "(American football) blocking a player's path with your body" (Sports - doesn't fit).
    *   Sense 5: "any obstruction that impedes or is burdensome" (The *thing* that obstructs - fits).

    *   Sense 2 is "the act of hindering or obstructing or impeding".
    *   Sense 5 is "any obstruction that impedes or is burdensome".
    *   In the phrase "free of outside interference", "interference" refers to the *act* of intervening or meddling (the process of hindering the principal's authority).
    *   Looking at the synonyms for Sense 2: "hindrance, hinderance".
    *   Looking at the synonyms for Sense 5: "hindrance, hinderance, hitch, preventive, preventative, encumbrance".
    *   Usually, "outside interference" in a management/governance context refers to the *act* of intervening (meddling).
    *   Let's re-evaluate Sense 2 vs Sense 5.
        *   Sense 2: "the act of hindering..."
        *   Sense 5: "any obstruction that impedes..."
    *   "Outside interference" is the act of people from outside the school system intervening in its operations. This aligns best with the "act of hindering or obstructing" (Sense 2).

    *   Wait, let me double-check if there's a better sense for "meddling".
    *   Sense 1 is specifically about *countries*.
    *   Sense 2 is the general act of hindering.
    *   Sense 5 is the obstruction itself.
    *   In "free of outside interference", it means free from the *act* of others interfering.

    *   Sense 2: act of hindering/obstructing.
    *   Sense 5: any obstruction.
    *   "Interference" in the sense of "meddling" is most closely captured by the act of hindering or obstructing the proper function of something.

    *   Sense 2: "the act of hindering or obstructing or impeding"
    *   Sense 5: "any obstruction that impedes or is burdensome"
    *   "Outside interference" is the act of meddling. Meddling is an act.

    *   Sense 1: International politics.
    *   Sense 2: Act of hindering.
    *   Sense 3: Signal noise.
    *   Sense 4: Football.
    *   Sense 5: An obstruction (the thing).

    The context "free of outside interference" refers to the act of external parties intervening. Sense 2 is the most appropriate.


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

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

Candidate senses:
1. sense_key=govern%2:41:02:: | definition=bring into conformity with rules or principles or usage; impose regulations | synonyms=regulate, regularize, regularise, order | examples=We cannot regulate the way people dress; This town likes to regulate
2. sense_key=govern%2:41:01:: | definition=direct or strongly influence the behavior of | examples=His belief in God governs his conduct
3. sense_key=govern%2:41:00:: | definition=exercise authority over; as of nations | synonyms=rule | examples=Who is governing the country now?
4. sense_key=govern%2:42:00:: | definition=require to be in a certain grammatical case, voice, or mood | examples=most transitive verbs govern the accusative case in German

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: `govern`
    *   Target surface form: `governed`
    *   Context: "...the best schools are those that are free of outside interference and are <t>governed</t> by a powerful head."
    *   Key phrases: "principals with a large measure of authority", "free of outside interference", "governed by a powerful head", "unambiguous accountability".

    *   Sense 1: `govern%2:41:02::` - bring into conformity with rules or principles or usage; impose regulations (regulate).
    *   Sense 2: `govern%2:41:01::` - direct or strongly influence the behavior of (e.g., belief governs conduct).
    *   Sense 3: `govern%2:41:00::` - exercise authority over; as of nations (rule).
    *   Sense 4: `govern%2:42:00::` - require to be in a certain grammatical case, voice, or mood.

    *   The context discusses school administration, specifically the authority of the principal ("powerful head").
    *   The sentence says schools are "governed by a powerful head."
    *   This refers to the exercise of authority and leadership over an organization (the school).
    *   Sense 3 ("exercise authority over") fits best, as it describes the act of ruling or managing an entity through authority.
    *   Sense 1 (regulate) is more about rules/standards.
    *   Sense 2 (influence behavior) is more about internal drivers or general influence.
    *   Sense 4 (grammar) is irrelevant.

    *   Sense 3: "exercise authority over; as of nations". While "nations" is the example, the core meaning is exercising authority over a group or entity. A school is an entity, and a principal exercises authority over it.


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

Candidate senses:
1. sense_key=powerful%3:00:00:: | definition=having great power or force or potency or effect | examples=the most powerful government in western Europe; his powerful arms
2. sense_key=powerful%5:00:02:strong:00 | definition=strong enough to knock down or overwhelm | synonyms=knock-down | examples=a knock-down blow
3. sense_key=powerful%5:00:00:influential:00 | definition=having great influence | synonyms=potent
4. sense_key=powerful%5:00:01:strong:00 | definition=(of a person) possessing physical strength and weight; rugged and powerful | synonyms=brawny, hefty, muscular, sinewy | examples=a hefty athlete; a muscular boxer
5. sense_key=powerful%5:00:00:superhuman:00 | definition=displaying superhuman strength or power | synonyms=herculean | examples=herculean exertions

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: "powerful"
    *   Context: "...the best schools are those that are free of outside interference and are governed by a <t>powerful</t> head. With that authority, of course, goes an unambiguous accountability."
    *   Key phrases: "principals with a large measure of authority", "governed by a powerful head", "With that authority".

    *   Sense 1: "having great power or force or potency or effect" (General power/force).
    *   Sense 2: "strong enough to knock down or overwhelm" (Physical force/impact).
    *   Sense 3: "having great influence" (Influence/authority).
    *   Sense 4: "possessing physical strength and weight" (Physical brawn).
    *   Sense 5: "displaying superhuman strength or power" (Herculean).

    *   The context explicitly links "powerful" to "authority" ("principals with a large measure of authority", "governed by a powerful head", "With that authority").
    *   Sense 3 ("having great influence") is the closest match for authority/influence in a leadership role.
    *   Sense 1 is a broader definition of power, but Sense 3 specifically targets influence/authority, which fits the context of a school principal's role.

    *   Sense 1: General power.
    *   Sense 3: Influence.
    *   In the context of a "head" (principal) of a school, "powerful" refers to their authority and influence over the faculty and curriculum.

    *   Sense 3 is the most precise fit for "authority" and "influence" in a professional/organizational leadership context.


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

Candidate senses:
1. sense_key=head%1:08:00:: | definition=the upper part of the human body or the front part of the body in animals; contains the face and brains | synonyms=caput | examples=he stuck his head out the window
2. sense_key=head%1:05:00:: | definition=a single domestic animal | examples=200 head of cattle
3. sense_key=head%1:09:00:: | definition=that which is responsible for one's thoughts and feelings; the seat of the faculty of reason | synonyms=mind, brain, psyche, nous | examples=his mind wandered; I couldn't get his words out of my head
4. sense_key=head%1:18:00:: | definition=a person who is in charge | synonyms=chief, top dog | examples=the head of the whole operation
5. sense_key=head%1:14:00:: | definition=the front of a military formation or procession | examples=the head of the column advanced boldly; they were at the head of the attack
6. sense_key=head%1:19:00:: | definition=the pressure exerted by a fluid | examples=a head of steam
7. sense_key=head%1:15:00:: | definition=the top of something | examples=the head of the stairs; the head of the page
8. sense_key=head%1:15:01:: | definition=the source of water from which a stream arises | synonyms=fountainhead, headspring | examples=they tracked him back toward the head of the stream
9. sense_key=head%1:10:03:: | definition=(grammar) the word in a grammatical constituent that plays the same grammatical role as the whole constituent | synonyms=head word
10. sense_key=head%1:26:00:: | definition=the tip of an abscess (where the pus accumulates)
11. sense_key=head%1:23:00:: | definition=the length or height based on the size of a human or animal head | examples=he is two heads taller than his little sister; his horse won by a head
12. sense_key=head%1:20:00:: | definition=a dense cluster of flowers or foliage | synonyms=capitulum | examples=a head of cauliflower; a head of lettuce
13. sense_key=head%1:18:01:: | definition=the educator who has executive authority for a school | synonyms=principal, school principal, head teacher | examples=she sent unruly pupils to see the principal
14. sense_key=head%1:18:03:: | definition=an individual person | examples=tickets are $5 per head
15. sense_key=head%1:18:02:: | definition=a user of (usually soft) drugs | examples=the office was full of secret heads
16. sense_key=head%1:17:02:: | definition=a natural elevation (especially a rocky one that juts out into the sea) | synonyms=promontory, headland, foreland
17. sense_key=head%1:17:01:: | definition=a rounded compact mass | examples=the head of a comet
18. sense_key=head%1:17:00:: | definition=the foam or froth that accumulates at the top when you pour an effervescent liquid into a container | examples=the beer had a large head of foam
19. sense_key=head%1:15:02:: | definition=the part in the front or nearest the viewer | synonyms=forefront | examples=he was in the forefront; he was at the head of the column
20. sense_key=head%1:11:01:: | definition=a difficult juncture | synonyms=pass, straits | examples=a pretty pass; matters came to a head yesterday
21. sense_key=head%1:11:00:: | definition=forward movement | synonyms=headway | examples=the ship made little headway against the gale
22. sense_key=head%1:10:01:: | definition=a V-shaped mark at one end of an arrow pointer | synonyms=point | examples=the point of the arrow was due north
23. sense_key=head%1:10:02:: | definition=the subject matter at issue | synonyms=question | examples=the question of disease merits serious discussion; under the head of minor Roman poets
24. sense_key=head%1:10:00:: | definition=a line of text serving to indicate what the passage below it is about | synonyms=heading, header | examples=the heading seemed to have little to do with the text
25. sense_key=head%1:08:01:: | definition=the rounded end of a bone that fits into a rounded cavity in another bone to form a joint | examples=the head of the humerus
26. sense_key=head%1:08:02:: | definition=that part of a skeletal muscle that is away from the bone that it moves
27. sense_key=head%1:06:05:: | definition=(computer science) a tiny electromagnetic coil and metal pole used to write and read magnetic patterns on a disk | synonyms=read/write head
28. sense_key=head%1:06:04:: | definition=(usually plural) the obverse side of a coin that usually bears the representation of a person's head | examples=call heads or tails!
29. sense_key=head%1:06:03:: | definition=the striking part of a tool | examples=the head of the hammer
30. sense_key=head%1:06:02:: | definition=(nautical) a toilet on board a boat or ship
31. sense_key=head%1:06:00:: | definition=a projection out from one end; , | examples=the head of the nail; a pinhead is the head of a pin
32. sense_key=head%1:06:01:: | definition=a membrane that is stretched taut over a drum | synonyms=drumhead
33. sense_key=head%1:04:00:: | definition=oral stimulation of the genitals | synonyms=oral sex | examples=they say he gives good head

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": 13}
```

content:
```json
{"sense_index": 13}
```

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

    *   The context discusses schools, principals, authority over faculty/curriculum, and governance.
    *   The sentence says "the best schools are those that... are governed by a powerful <t>head</t>."
    *   In this context, "head" refers to the person in charge of the school.

    *   Sense 1: Upper part of human body (No)
    *   Sense 2: Single domestic animal (No)
    *   Sense 3: Seat of reason/mind (No)
    *   Sense 4: A person who is in charge (chief, top dog) (Possible)
    *   Sense 5: Front of military formation (No)
    *   Sense 6: Fluid pressure (No)
    *   Sense 7: Top of something (No)
    *   Sense 8: Source of water (No)
    *   Sense 9: Grammatical head (No)
    *   Sense 10: Tip of abscess (No)
    *   Sense 11: Length/height based on head size (No)
    *   Sense 12: Cluster of flowers/foliage (No)
    *   Sense 13: The educator who has executive authority for a school (principal, school principal, head teacher) (Very strong match)
    *   Sense 14: Individual person (No)
    *   Sense 15: Drug user (No)
    *   Sense 16: Natural elevation (No)
    *   Sense 17: Rounded compact mass (No)
    *   Sense 18: Foam/froth (No)
    *   Sense 19: Forefront (No)
    *   Sense 20: Difficult juncture (No)
    *   Sense 21: Forward movement (No)
    *   Sense 22: V-shaped mark (No)
    *   Sense 23: Subject matter (No)
    *   Sense 24: Line of text (No)
    *   Sense 25: End of bone (No)
    *   Sense 26: Part of muscle (No)
    *   Sense 27: Computer read/write head (No)
    *   Sense 28: Side of coin (No)
    *   Sense 29: Striking part of tool (No)
    *   Sense 30: Nautical toilet (No)
    *   Sense 31: Projection (No)
    *   Sense 32: Drum membrane (No)
    *   Sense 33: Oral sex (No)

    *   Sense 4 is a general "person in charge."
    *   Sense 13 is specifically "the educator who has executive authority for a school (principal, school principal, head teacher)."
    *   The context explicitly mentions "principals" in the preceding sentence: "schools should have principals with a large measure of authority... governed by a powerful head."
    *   Sense 13 is the most precise and accurate fit.

    *   Sense index for Sense 13 is 13.


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

[User]
Target lemma: authority
Target surface form: authority
Context:
They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that <t>authority</t>, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance.

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

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

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

reasoning_content:
*   Target lemma: `authority`
    *   Target surface form: `authority`
    *   Context: "...schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. ... the best schools are those that are free of outside interference and are governed by a powerful head. With that <t>authority</t>, of course, goes an unambiguous accountability."

    *   Sense 1: the power or right to give orders or make decisions (synonyms: authorization, potency, dominance, say-so).
    *   Sense 2: (usually plural) persons who exercise (administrative) control over others (e.g., "the authorities").
    *   Sense 3: an expert whose views are taken as definitive.
    *   Sense 4: freedom from doubt; belief in yourself and your abilities (confidence).
    *   Sense 5: an administrative unit of government (agency).
    *   Sense 6: official permission or approval (sanction).
    *   Sense 7: an authoritative written work.

    *   The text discusses principals having "a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   It mentions schools being "governed by a powerful head."
    *   The target word "authority" refers back to this "large measure of authority" and the power of the "powerful head."
    *   This clearly refers to the *power or right to give orders or make decisions*.

    *   Sense 1: "the power or right to give orders or make decisions" - Matches perfectly.
    *   Sense 2: "persons who exercise control" - No, the text refers to the *power* itself ("With that authority"), not the people.
    *   Sense 3: "an expert" - No.
    *   Sense 4: "confidence" - No.
    *   Sense 5: "administrative unit" - No.
    *   Sense 6: "official permission" - No, it's not about a specific permission for a program, but the general power to govern.
    *   Sense 7: "written work" - No.

    *   The context "principals with a large measure of authority over the faculty" and "governed by a powerful head" strongly points to Sense 1.


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

[User]
Target lemma: go_with
Target surface form: goes
Context:
They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, <t>goes</t> an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance.

Candidate senses:
1. sense_key=go_with%2:42:01:: | definition=be present or associated with an event or entity | synonyms=attach to, accompany, come with | examples=French fries come with the hamburger; heart attacks are accompanied by distruction of heart tissue
2. sense_key=go_with%2:42:00:: | definition=go or occur together | synonyms=collocate with, construe with, cooccur with | examples=The word 'hot' tends to cooccur with 'cold'

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: `go_with`
    *   Target surface form: `goes`
    *   Context: "With that authority, of course, <t>goes</t> an unambiguous accountability."
    *   Candidate senses:
        1.  `go_with%2:42:01::`: be present or associated with an event or entity (synonyms: attach to, accompany, come with). Example: "French fries come with the hamburger."
        2.  `go_with%2:42:00::`: go or occur together (synonyms: collocate with, construe with, cooccur with). Example: "The word 'hot' tends to cooccur with 'cold'."

    *   The sentence is: "With that authority, of course, goes an unambiguous accountability."
    *   Meaning: Accountability is associated with or accompanies authority. If you have the authority, you also have the accountability.
    *   This is a relationship of association or accompaniment between two abstract concepts (authority and accountability).

    *   Sense 1: "be present or associated with an event or entity". Synonyms: "attach to", "accompany", "come with". This fits perfectly. Accountability *comes with* or *is associated with* authority.
    *   Sense 2: "go or occur together". Synonyms: "collocate with", "construe with", "cooccur with". This sense is primarily linguistic (collocation) or statistical (co-occurrence). While "authority" and "accountability" occur together in this text, the meaning isn't about linguistic collocation, but about a conceptual association.

    *   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: unambiguous
Target surface form: unambiguous
Context:
They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an <t>unambiguous</t> accountability. Schools that are structured in this way produce students with higher morale and superior academic performance.

Candidate senses:
1. sense_key=unambiguous%3:00:00:: | definition=having or exhibiting a single clearly defined meaning; - Mario Vargas Llosa | examples=As a horror, apartheid...is absolutely unambiguous
2. sense_key=unambiguous%3:00:04:: | definition=admitting of no doubt or misunderstanding; having only one meaning or interpretation and leading to only one conclusion | synonyms=unequivocal, univocal | examples=unequivocal evidence; took an unequivocal position

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

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

reasoning_content:
*   Target word: "unambiguous"
    *   Context: "With that authority, of course, goes an <t>unambiguous</t> accountability."
    *   Meaning of the sentence: The author is arguing that school principals should have more authority, and that this authority leads to a clear, certain, and unquestionable level of accountability.

    *   Sense 1: "having or exhibiting a single clearly defined meaning" (Focuses on linguistic clarity or a specific meaning).
    *   Sense 2: "admitting of no doubt or misunderstanding; having only one meaning or interpretation and leading to only one conclusion" (Focuses on certainty, lack of doubt, and being unequivocal).

    *   "Unambiguous accountability" doesn't mean the *word* "accountability" has one meaning. It means the *state* of being accountable is clear, certain, and leaves no room for doubt about who is responsible.
    *   Sense 2 ("admitting of no doubt or misunderstanding", "unequivocal") fits perfectly here. Accountability that is "unequivocal" means there is no doubt about who is held responsible.

    *   Sense 1 is more about semantic clarity (e.g., an unambiguous sentence).
    *   Sense 2 is more about certainty and lack of doubt (e.g., unambiguous evidence, unambiguous accountability).


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

[User]
Target lemma: school
Target surface form: Schools
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. <t>Schools</t> that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

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

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

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

reasoning_content:
*   Target lemma: `school`
    *   Target surface form: `Schools`
    *   Context: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline... <t>Schools</t> that are structured in this way produce students with higher morale and superior academic performance."
    *   Candidate senses:
        1.  `school%1:14:00::`: an educational institution.
        2.  `school%1:06:00::`: a building where young people receive education.
        3.  `school%1:09:00::`: the process of being formally educated at a school (schooling).
        4.  `school%1:14:02::`: a body of creative artists/writers/thinkers.
        5.  `school%1:28:00::`: the period of instruction in a school.
        6.  `school%1:14:03::`: an educational institution's faculty and students.
        7.  `school%1:14:01::`: a large group of fish.

    *   The text discusses "schools" having "principals," "authority over the faculty, the curriculum, and all matters of student discipline," and being "structured in this way" to "produce students with higher morale and superior academic performance."
    *   This refers to the organization/institution as a whole, not just the building (sense 2), the process of schooling (sense 3), the time period (sense 5), the people within it (sense 6), or a group of fish/artists (senses 7, 4).

    *   Sense 1: "an educational institution" - This fits perfectly. A school as an institution has a principal, a curriculum, and a structure.
    *   Sense 6: "an educational institution's faculty and students" - While schools consist of faculty and students, the context talks about the *structure* and *governance* (principals, authority, curriculum), which describes the institution itself.

    *   The context focuses on the administrative and organizational aspect ("principals," "authority," "curriculum," "structured in this way"). This strongly points to the "educational institution" (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: way
Target surface form: way
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this <t>way</t> produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=way%1:07:01:: | definition=how something is done or how it happens | synonyms=manner, mode, style, fashion | examples=her dignified manner; his rapid manner of talking
2. sense_key=way%1:04:01:: | definition=how a result is obtained or an end is achieved | synonyms=means, agency | examples=a means of control; an example is the best agency of instruction
3. sense_key=way%1:15:00:: | definition=a line leading to a place or point | synonyms=direction | examples=he looked the other direction; didn't know the way home
4. sense_key=way%1:26:00:: | definition=the condition of things generally | examples=that's the way it is; I felt the same way
5. sense_key=way%1:04:00:: | definition=a course of conduct | synonyms=path, way of life | examples=the path of virtue; we went our separate ways
6. sense_key=way%1:06:00:: | definition=any artifact consisting of a road or path affording passage from one place to another | examples=he said he was looking for the way out
7. sense_key=way%1:04:02:: | definition=a journey or passage | examples=they are on the way
8. sense_key=way%1:23:00:: | definition=space for movement | synonyms=room, elbow room | examples=room to pass; make way for
9. sense_key=way%1:07:02:: | definition=the property of distance in general | examples=it's a long way to Moscow; he went a long ways
10. sense_key=way%1:09:00:: | definition=doing as one pleases or chooses | examples=if I had my way
11. sense_key=way%1:09:01:: | definition=a general category of things; used in the expression `in the way of' | examples=they didn't have much in the way of clothing
12. sense_key=way%1:21:00:: | definition=a portion of something divided into shares | examples=they split the loot three ways

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: `way`
    *   Target surface form: `way`
    *   Context: "Schools that are structured in this <t>way</t> produce students with higher morale and superior academic performance."
    *   Surrounding context: The text discusses the structure of schools, specifically the need for principals to have authority over faculty, curriculum, and discipline, and the lack of outside interference.

    *   1: `way%1:07:01::` - how something is done or how it happens (manner, mode, style, fashion).
    *   2: `way%1:04:01::` - how a result is obtained or an end is achieved (means, agency).
    *   3: `way%1:15:00::` - a line leading to a place or point (direction).
    *   4: `way%1:26:00::` - the condition of things generally.
    *   5: `way%1:04:00::` - a course of conduct (path, way of life).
    *   6: `way%1:06:00::` - any artifact consisting of a road or path.
    *   7: `way%1:04:02::` - a journey or passage.
    *   8: `way%1:23:00::` - space for movement.
    *   9: `way%1:07:02::` - the property of distance in general.
    *   10: `way%1:09:00::` - doing as one pleases or chooses.
    *   11: `way%1:09:01::` - a general category of things (in the way of).
    *   12: `way%1:21:00::` - a portion of something divided into shares.

    *   The sentence is "Schools that are structured in this way...".
    *   "Structured in this way" refers to the manner or mode of organization described previously (principals with authority, free of outside interference).
    *   This fits the definition of "how something is done or how it happens" (manner, mode, style, fashion).

    *   Sense 1: "how something is done or how it happens" (manner, mode, style, fashion). This fits perfectly.
    *   Sense 2: "how a result is obtained or an end is achieved" (means, agency). While the structure *leads* to the result, "structured in this way" describes the *manner* of the structure, not the *means* to achieve the result (though they are close, "manner" is a better fit for "structured in this way").
    *   Sense 4: "the condition of things generally". Not quite.

    *   "Structured in this way" = "Structured in this manner".
    *   Sense 1 synonyms: manner, mode, style, fashion.
    *   This is the most accurate fit.