[User]
Which numbered sense of "violate" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to <t>violate</t> some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them.

Senses:
1. definition=fail to agree with; be in violation of; as of rules or patterns | synonyms=go against, break | examples=This sentence violates the rules of syntax
2. definition=act in disregard of laws, rules, contracts, or promises | synonyms=transgress, offend, infract, go against, breach, break | examples=offend all laws of humanity; violate the basic laws or human civilization
3. definition=destroy | examples=Don't violate my garden; violate my privacy
4. definition=violate the sacred character of a place or language | synonyms=desecrate, profane, outrage | examples=desecrate a cemetery; violate the sanctity of the church
5. definition=force (someone) to have sex against their will | synonyms=rape, ravish, assault, dishonor, dishonour, outrage | examples=The woman was raped on her way home at night
6. definition=destroy and strip of its possession | synonyms=rape, spoil, despoil, plunder | examples=The soldiers raped the beautiful country

reasoning_content:
*   Context: "...effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to <t>violate</t> some cherished vested interests."
    *   Target word: "violate"
    *   Object of "violate": "some cherished vested interests"

    *   Sense 1: fail to agree with; be in violation of; as of rules or patterns (e.g., syntax rules).
    *   Sense 2: act in disregard of laws, rules, contracts, or promises (e.g., laws of humanity).
    *   Sense 3: destroy (e.g., garden, privacy).
    *   Sense 4: violate the sacred character of a place or language (e.g., desecrate a cemetery).
    *   Sense 5: force (someone) to have sex against their will.
    *   Sense 6: destroy and strip of its possession (e.g., plunder a country).

    *   "Vested interests" are established rights or privileges that people are reluctant to give up.
    *   To "violate" vested interests in this context means to act in a way that disregards, infringes upon, or goes against those interests/privileges.
    *   Comparing with the senses:
        *   Sense 1 is more about patterns/rules (syntax).
        *   Sense 2 is about disregarding laws, rules, contracts, or promises. Vested interests often function like unwritten rules or established rights/contracts.
        *   Sense 3 is "destroy" (privacy, garden). While "destroying" an interest is possible, "violate" in the context of rights/interests usually aligns with "breach" or "disregard."
        *   Sense 4 is about sacredness.
        *   Sense 5 is sexual assault.
        *   Sense 6 is plundering.

    *   Sense 2: "act in disregard of laws, rules, contracts, or promises | synonyms=transgress, offend, infract, go against, breach, break".
    *   "Violating vested interests" means acting in a way that breaches or goes against those established interests. This fits the "breach" or "go against" aspect of Sense 2.

    *   Wait, let's look at Sense 3 again: "destroy | examples=Don't violate my garden; violate my privacy".
    *   "Violate my privacy" is a very common usage. Is "violating vested interests" more like "violating privacy" (Sense 3) or "violating a law" (Sense 2)?
    *   Vested interests are not necessarily laws, but they are established claims.
    *   Let's re-examine Sense 2: "act in disregard of laws, rules, contracts, or promises".
    *   Let's re-examine Sense 3: "destroy".
    *   Actually, "violate" in the sense of "infringe upon" or "disregard" (like privacy or rights) is often grouped.
    *   Looking at the provided senses:
        *   Sense 1: fail to agree with (syntax).
        *   Sense 2: act in disregard of laws, rules, contracts, or promises.
        *   Sense 3: destroy (garden, privacy).
    *   "Vested interests" are similar to "privacy" or "rights" in that they are things one possesses that should not be intruded upon or disregarded.
    *   However, "violate" in the context of "vested interests" usually means to act in a way that harms or disregards those interests.
    *   Let's check if "violate" meaning "infringe" is closer to 2 or 3.
    *   Sense 2 mentions "breach" and "go against".
    *   Sense 3 mentions "destroy" and gives "violate my privacy" as an example.
    *   "Violating privacy" is not exactly "destroying" privacy, but rather infringing upon it.
    *   "Violating vested interests" is infringing upon them.
    *   If "violate my privacy" is Sense 3, then "violate vested interests" (infringing upon a right/interest) is likely Sense 3.

    *   Sense 2: laws, rules, contracts, promises.
    *   Sense 3: destroy (garden), violate (privacy).
    *   "Vested interests" are not laws or contracts (Sense 2), but they are like "privacy" (Sense 3) in that they are personal/group boundaries or rights.

    *   Wait, let me look at the senses again.
    *   Sense 1: fail to agree with (syntax).
    *   Sense 2: act in disregard of laws, rules, contracts, or promises.
    *   Sense 3: destroy (garden, privacy).
    *   If "violate my privacy" is listed under "destroy", then the sense of "infringe upon" is being categorized as "destroy" (Sense 3).
    *   "Violate vested interests" = infringe upon/disregard those interests. This matches the "violate my privacy" example in Sense 3.

    *   Sense 2: "offend all laws of humanity; violate the basic laws or human civilization".
    *   Sense 3: "Don't violate my garden; violate my privacy".
    *   "Vested interests" are more like "privacy" (a personal/group claim) than "laws of humanity" (universal rules).

    *   Sense 3 includes "violate my privacy".
    *   "Violate vested interests" is very similar to "violate privacy" (infringing on something that belongs to someone).

    *   Sense 2: laws, rules, contracts, promises.
    *   Sense 3: destroy, privacy.
    *   Vested interests are not laws, rules, contracts, or promises. They are established advantages.
    *   Therefore, Sense 3 is the most likely fit, given the "privacy" example.


attempt_kind: initial

status: success

[User]
Which numbered sense of "belief" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These <t>beliefs</t> so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Senses:
1. definition=any cognitive content held as true
2. definition=a vague idea in which some confidence is placed | synonyms=impression, feeling, notion, opinion | examples=his impression of her was favorable; what are your feelings about the crisis?

finish_reason: stop

role: assistant

reasoning_content:
*   Context: "And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular... These <t>beliefs</t> so dominate our educational establishment..."
    *   Target word: "beliefs"
    *   Senses provided:
        1.  "any cognitive content held as true"
        2.  "a vague idea in which some confidence is placed | synonyms=impression, feeling, notion, opinion"

    *   The text mentions "metaphysical beliefs about human nature".
    *   Metaphysical beliefs are typically structured convictions or philosophical positions held to be true.
    *   The text says these beliefs "dominate our educational establishment," suggesting they are foundational principles or tenets, not just "vague ideas" or "impressions."
    *   Sense 1 is a broad definition covering anything held as true (convictions, tenets, facts, etc.).
    *   Sense 2 is more about a "vague idea," "impression," or "feeling."

    *   "Metaphysical beliefs" are not vague impressions; they are specific (though perhaps incorrect) cognitive contents held as true about the nature of reality/humanity.
    *   Therefore, Sense 1 fits better than Sense 2.

    *   Sense 1: any cognitive content held as true. (Fits "metaphysical beliefs")
    *   Sense 2: a vague idea... impression, feeling. (Does not fit "metaphysical beliefs" as well as Sense 1).

currency: USD

source: unavailable


[User]
Which numbered sense of "so" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs <t>so</t> dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Senses:
1. definition=to a very great extent or degree | examples=the idea is so obvious; never been so happy
2. definition=in a manner that facilitates | examples=he observed the snakes so he could describe their behavior; he stooped down so he could pick up his hat
3. definition=in such a condition or manner, especially as expressed or implied | examples=They're happy and I hope they will remain so; so live your life that old age will bring no regrets
4. definition=to a certain unspecified extent or degree | examples=I can only go so far with this student; can do only so much in a day
5. definition=in the same way; also | examples=I was offended and so was he; worked hard and so did she
6. definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | synonyms=thus, thusly | examples=hold the brush so; set up the pieces thus
7. definition=(usually followed by `that') to an extent or degree as expressed | examples=he was so tired he could hardly stand; so dirty that it smells
8. definition=subsequently or soon afterward (often used as sentence connectors) | synonyms=then, and so, and then | examples=then he left; go left first, then right
9. definition=(used to introduce a logical conclusion) from that fact or reason or as a result | synonyms=therefore, hence, thence, thus | examples=therefore X must be true; the eggs were fresh and hence satisfactory
10. definition=in truth (often tends to intensify) | synonyms=indeed | examples=they said the car would break down and indeed it did; it is very cold indeed

reasoning_content:
*   Context: "These beliefs <t>so</t> dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them."
    *   Target word: "so"

    *   The sentence structure is: "These beliefs **so** dominate [objects] **that** it seems almost blasphemous to challenge them."
    *   This follows the pattern "so [verb/adjective] that [result]".
    *   The word "so" here indicates the degree to which the beliefs dominate, leading to a specific result (it seems blasphemous to challenge them).

    *   Sense 1: "to a very great extent or degree" (e.g., "the idea is so obvious"). This is close, but usually doesn't explicitly link to a "that" clause in the same way Sense 7 does.
    *   Sense 2: "in a manner that facilitates" (purpose). Not applicable.
    *   Sense 3: "in such a condition or manner" (referring back). Not applicable.
    *   Sense 4: "to a certain unspecified extent or degree" (limited). Not applicable.
    *   Sense 5: "in the same way; also". Not applicable.
    *   Sense 6: "in the way indicated". Not applicable.
    *   Sense 7: "(usually followed by `that') to an extent or degree as expressed" (e.g., "he was so tired he could hardly stand"). This matches perfectly.
    *   Sense 8: "subsequently or soon afterward". Not applicable.
    *   Sense 9: "logical conclusion" (therefore). Not applicable.
    *   Sense 10: "in truth" (indeed). Not applicable.

    *   The phrase "so dominate... that it seems..." fits the definition of Sense 7: "to an extent or degree as expressed" and is followed by "that".


[User]
Which numbered sense of "educational" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our <t>educational</t> establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Senses:
1. definition=relating to the process of education | examples=educational psychology
2. definition=providing knowledge | examples=an educational film

reasoning_content:
*   Context: "These beliefs so dominate our <t>educational</t> establishment, our media, our politicians, and even our parents..."
    *   Target word: "educational"
    *   Senses:
        1.  relating to the process of education (e.g., educational psychology)
        2.  providing knowledge (e.g., an educational film)

    *   The phrase is "educational establishment".
    *   "Educational establishment" refers to the system, institutions, and people involved in the process of education (schools, boards, ministries, etc.).
    *   Does it mean "providing knowledge establishment"? No.
    *   Does it mean "relating to the process of education establishment"? Yes. It describes the nature of the establishment (it's the one concerned with education).

    *   Sense 1: "relating to the process of education". This fits perfectly. "Educational establishment" is an establishment relating to the process of education.
    *   Sense 2: "providing knowledge". This usually describes a specific tool or experience (a book, a film, a trip). An "establishment" isn't typically described as "providing knowledge" in the same way a film is; rather, it's the entity *responsible* for the process.

    *   The word "educational" in "educational establishment" is used as an adjective to categorize the type of establishment. This aligns with Sense 1.


[User]
Which numbered sense of "establishment" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational <t>establishment</t>, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Senses:
1. definition=the act of forming or establishing something | synonyms=constitution, formation, organization, organisation | examples=the constitution of a PTA group last year; it was the establishment of his reputation
2. definition=an organization founded and united for a specific purpose | synonyms=institution
3. definition=the persons (or committees or departments etc.) who make up a body for the purpose of administering something | synonyms=administration, governance, governing body, brass, organization, organisation | examples=he claims that the present administration is corrupt; the governance of an association is responsible to its members
4. definition=a public or private structure (business or governmental or educational) including buildings and equipment for business or residence
5. definition=any large organization
6. definition=(ecology) the process by which a plant or animal becomes established in a new habitat | synonyms=ecesis
7. definition=the cognitive process of establishing a valid proof | synonyms=validation

reasoning_content:
*   Context: "These beliefs so dominate our educational <t>establishment</t>, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them."
    *   Target word: "establishment"
    *   Contextual clues: "educational establishment", "our media", "our politicians", "parents". The sentence discusses beliefs dominating the people/structures in charge of education.

    *   Sense 1: The act of forming or establishing something (e.g., constitution, formation). -> *Incorrect.* (Not referring to the act of creating).
    *   Sense 2: An organization founded and united for a specific purpose (e.g., institution). -> *Possible, but maybe too broad.*
    *   Sense 3: The persons (or committees or departments etc.) who make up a body for the purpose of administering something (e.g., administration, governance, governing body, brass). -> *Very strong fit.* "Educational establishment" often refers to the people in power/administration within the education system.
    *   Sense 4: A public or private structure (buildings and equipment). -> *Incorrect.* (Not referring to physical buildings).
    *   Sense 5: Any large organization. -> *Possible, but Sense 3 is more specific to the "power structure" implied by "dominate" and "challenge".*
    *   Sense 6: Ecology (plant/animal habitat). -> *Incorrect.*
    *   Sense 7: Cognitive process of establishing a proof. -> *Incorrect.*

    *   The sentence says beliefs "dominate our educational establishment, our media, our politicians".
    *   This grouping (establishment, media, politicians) strongly suggests the "power structure" or the "people in charge" (the "Establishment" with a capital E, though written in lowercase here).
    *   Sense 3 specifically mentions "the persons... who make up a body for the purpose of administering something" and synonyms like "administration" and "governing body".
    *   Sense 2 is "an organization founded... for a specific purpose".
    *   Sense 5 is "any large organization".
    *   Comparing 2, 3, and 5: The context is about beliefs dominating the *people/system of control* (the administration/governing body) rather than just a generic organization or a building.

    *   "Educational establishment" in this context refers to the system of people and institutions that control education.
    *   Sense 3: "the persons (or committees or departments etc.) who make up a body for the purpose of administering something". This fits the "power structure" nuance perfectly.

    *   Wait, let me double-check if "establishment" in "educational establishment" usually means the physical school (Sense 4) or the system/people (Sense 3).
    *   "These beliefs so dominate our educational establishment..." -> Beliefs don't dominate buildings; they dominate people, policies, and administrations.
    *   Therefore, Sense 3 is the most accurate.


[User]
Which numbered sense of "politician" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our <t>politicians</t>, and even our parents that it seems almost blasphemous to challenge them. Here is an example.

Senses:
1. definition=a leader engaged in civil administration
2. definition=a person active in party politics | synonyms=politico, pol, political leader
3. definition=a schemer who tries to gain advantage in an organization in sly or underhanded ways

reasoning_content:
*   Context: "These beliefs so dominate our educational establishment, our media, our <t>politicians</t>, and even our parents that it seems almost blasphemous to challenge them."
    *   Target word: "politicians"
    *   Senses provided:
        1.  A leader engaged in civil administration.
        2.  A person active in party politics (politico, pol, political leader).
        3.  A schemer who tries to gain advantage in an organization in sly or underhanded ways.

    *   The sentence lists groups of people/entities that are dominated by certain beliefs: "educational establishment", "media", "politicians", and "parents".
    *   In this context, "politicians" refers to the people who hold political office or are involved in the governance/political process of a society.

    *   Sense 1: "a leader engaged in civil administration". This is close, but usually refers more to the administrative side of government.
    *   Sense 2: "a person active in party politics". This is the standard definition of a politician—someone involved in the political process, running for office, or holding office.
    *   Sense 3: "a schemer...". This is a pejorative use of the word. While the author of the text might be critical of politicians, the word "politicians" here is used as a category of societal influence (alongside media and parents), not necessarily as a synonym for "schemer".

    *   The context lists "educational establishment", "media", and "politicians". These are the pillars of societal influence/power.
    *   Sense 2 is the most general and fitting description for people in the political sphere.

    *   Sense 1 is more about administration (civil servants/administrators).
    *   Sense 2 is about the political actors (the people we usually call politicians).
    *   Sense 3 is a specific negative trait.

    The most appropriate sense is 2.


[User]
Which numbered sense of "even" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and <t>even</t> our parents that it seems almost blasphemous to challenge them. Here is an example.

Senses:
1. definition=used as an intensive especially to indicate something unexpected | examples=even an idiot knows that; declined even to consider the idea
2. definition=in spite of; notwithstanding | examples=even when he is sick, he works; even with his head start she caught up with him
3. definition=to a greater degree or extent; used with comparisons | synonyms=yet, still | examples=looked sick and felt even worse; an even (or still) more interesting problem
4. definition=to the full extent | examples=loyal even unto death

reasoning_content:
*   Context: "These beliefs so dominate our educational establishment, our media, our politicians, and <t>even</t> our parents that it seems almost blasphemous to challenge them."
    *   Target word: "even"
    *   Senses provided:
        1.  Intensive, indicating something unexpected (e.g., "even an idiot knows that").
        2.  In spite of; notwithstanding (e.g., "even when he is sick").
        3.  To a greater degree or extent; used with comparisons (e.g., "even worse").
        4.  To the full extent (e.g., "loyal even unto death").

    *   The sentence lists groups dominated by certain beliefs: "educational establishment", "media", "politicians", and "even our parents".
    *   The use of "even" here suggests that it's surprising or unexpected that *parents* (who one might expect to want the best education for their children) are also dominated by these beliefs.
    *   It's adding a final item to a list to emphasize that the influence extends to a group that might be considered an unlikely or extreme example.

    *   Sense 1: "used as an intensive especially to indicate something unexpected". This fits perfectly. The author is emphasizing that the influence is so widespread that it reaches even the parents.
    *   Sense 2: "in spite of; notwithstanding". This doesn't fit. It's not saying "notwithstanding our parents".
    *   Sense 3: "to a greater degree or extent; used with comparisons". There is no comparison (like "more" or "worse") here.
    *   Sense 4: "to the full extent". This doesn't fit the context of a list of people.

    *   The word "even" is used to highlight the surprising inclusion of "parents" in the list of those dominated by the beliefs. This matches Sense 1.


[User]
Which numbered sense of "parent" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our <t>parents</t> that it seems almost blasphemous to challenge them. Here is an example.

Senses:
1. definition=a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
2. definition=an organism (plant or animal) from which younger ones are obtained

reasoning_content:
*   Context: "These beliefs so dominate our educational establishment, our media, our politicians, and even our <t>parents</t> that it seems almost blasphemous to challenge them."
    *   Target word: "parents"
    *   Senses:
        1.  a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian.
        2.  an organism (plant or animal) from which younger ones are obtained.

    *   The sentence discusses education, children, educational establishments, media, and politicians.
    *   "Parents" in this context refers to the people who have children and are involved in their upbringing/education.

    *   Sense 1: Human parents (father/mother/guardian).
    *   Sense 2: Biological parent organism (general biology, plants/animals).

    *   The context is about teaching children to read, write, and reckon. This clearly refers to human parents.


[User]
Which numbered sense of "seem" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it <t>seems</t> almost blasphemous to challenge them. Here is an example.

Senses:
1. definition=give a certain impression or have a certain outward aspect | synonyms=look, appear | examples=She seems to be sleeping; This appears to be a very difficult problem
2. definition=seem to be true, probable, or apparent | synonyms=appear | examples=It seems that he is very gifted; It appears that the weather in California is very bad
3. definition=appear to exist | examples=There seems no reason to go ahead with the project now
4. definition=appear to one's own mind or opinion | examples=I seem to be misunderstood by everyone; I can't seem to learn these Chinese characters

reasoning_content:
*   Context: "...These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it <t>seems</t> almost blasphemous to challenge them."
    *   Target word: "seems"

    *   Sense 1: give a certain impression or have a certain outward aspect (look, appear). Example: "She seems to be sleeping." (Focus on outward appearance/impression of a person or thing).
    *   Sense 2: seem to be true, probable, or apparent. Example: "It seems that he is very gifted." (Focus on a general impression or perceived truth about a situation).
    *   Sense 3: appear to exist. Example: "There seems no reason..." (Focus on existence).
    *   Sense 4: appear to one's own mind or opinion. Example: "I seem to be misunderstood..." (Focus on subjective perception/experience).

    *   The sentence is: "...it seems almost blasphemous to challenge them."
    *   This is an impersonal construction ("it seems...").
    *   It's describing a perceived truth or a general impression of the situation (challenging the beliefs feels/appears to be blasphemous).
    *   Comparing with Sense 1: It's not about a physical outward aspect.
    *   Comparing with Sense 2: "It seems that [challenging them is almost blasphemous]." This fits the "seem to be true, probable, or apparent" definition.
    *   Comparing with Sense 3: It's not about whether something exists or doesn't exist.
    *   Comparing with Sense 4: While it involves an opinion, Sense 4 is usually used with a personal subject ("I seem to...", "He seems to..."). The impersonal "it seems" usually aligns with Sense 2.

    *   Sense 2: "seem to be true, probable, or apparent".
    *   Context: "it seems almost blasphemous to challenge them" $\approx$ "it appears to be true/apparent that challenging them is blasphemous."

    *   Sense 1: "She seems to be sleeping" (Outward appearance).
    *   Sense 2: "It seems that he is very gifted" (General impression/apparent truth).
    *   The context "it seems almost blasphemous" matches the structure and meaning of Sense 2.


[User]
Which numbered sense of "blasphemous" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost <t>blasphemous</t> to challenge them. Here is an example.

Senses:
1. definition=grossly irreverent toward what is held to be sacred | synonyms=profane, sacrilegious | examples=blasphemous rites of a witches' Sabbath; profane utterances against the Church
2. definition=characterized by profanity or cursing | synonyms=blue, profane | examples=foul-mouthed and blasphemous; blue language

reasoning_content:
*   Context: "These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost <t>blasphemous</t> to challenge them."
    *   Target word: "blasphemous"
    *   Senses:
        1.  Grossly irreverent toward what is held to be sacred (profane, sacrilegious).
        2.  Characterized by profanity or cursing (blue, profane).

    *   The author is talking about "cherished metaphysical beliefs" and "vested interests" that dominate society.
    *   The author says challenging these beliefs seems "almost blasphemous."
    *   In this context, "blasphemous" is used metaphorically. The "beliefs" are treated as "sacred" (though not necessarily religiously sacred, but socially/institutionally sacred).
    *   Challenging them is seen as an act of irreverence toward these "sacred" beliefs.

    *   Sense 1: Irreverent toward what is held to be sacred. (Fits the metaphorical use of treating beliefs as sacred).
    *   Sense 2: Characterized by profanity or cursing. (Does not fit; the author isn't saying that challenging the beliefs involves using curse words).

    *   The word "blasphemous" here means that challenging the dominant beliefs is seen as a violation of something held sacred (the status quo/cherished beliefs). This aligns perfectly with Sense 1.


[User]
Which numbered sense of "challenge" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to <t>challenge</t> them. Here is an example.

Senses:
1. definition=take exception to | synonyms=dispute, gainsay | examples=She challenged his claims
2. definition=issue a challenge to | examples=Fischer challenged Spassky to a match
3. definition=ask for identification | examples=The illegal immigrant was challenged by the border guard
4. definition=raise a formal objection in a court of law | synonyms=take exception

reasoning_content:
*   Context: "...These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to <t>challenge</t> them."
    *   Target word: "challenge"
    *   Meaning in context: To question the validity or truth of the beliefs; to dispute them.

    *   Sense 1: "take exception to | synonyms=dispute, gainsay | examples=She challenged his claims" -> This fits perfectly. Challenging beliefs is similar to challenging claims (disputing them).
    *   Sense 2: "issue a challenge to | examples=Fischer challenged Spassky to a match" -> This refers to a competition or a dare. Not applicable here.
    *   Sense 3: "ask for identification | examples=The illegal immigrant was challenged by the border guard" -> This refers to security/police checks. Not applicable here.
    *   Sense 4: "raise a formal objection in a court of law | synonyms=take exception" -> This is a specific legal context. While "take exception" is used, the context is about beliefs in education/society, not a courtroom.

    *   The context is about questioning/disputing "cherished metaphysical beliefs".
    *   Sense 1 (dispute, gainsay) is the correct match.


[User]
Which numbered sense of "here" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. <t>Here</t> is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "

Senses:
1. definition=in or at this place; where the speaker or writer is | examples=I work here; turn here
2. definition=in this circumstance or respect or on this point or detail | examples=what do we have here?; here I must disagree
3. definition=to this place (especially toward the speaker) | synonyms=hither | examples=come here, please
4. definition=at this time; now | examples=we'll adjourn here for lunch and discuss the remaining issues this afternoon

reasoning_content:
*   Context: A passage discussing the failure to teach children to read, write, and reckon due to metaphysical beliefs and vested interests. The sentence is: "<t>Here</t> is an example."
    *   Target word: "Here"
    *   Senses provided:
        1.  In or at this place (physical location).
        2.  In this circumstance or respect or on this point or detail (metaphorical/contextual location).
        3.  To this place (direction).
        4.  At this time; now (temporal).

    *   The author is making an argument about educational beliefs.
    *   The author says, "These beliefs so dominate... that it seems almost blasphemous to challenge them."
    *   Then, the author says, "<t>Here</t> is an example."
    *   The "example" follows immediately in the text (the question about creativity).
    *   In this context, "Here" doesn't refer to a physical location (Sense 1), a direction (Sense 3), or a specific time (Sense 4).
    *   Instead, it refers to the point in the argument or the specific detail being introduced. It's like saying "In this respect" or "On this point, let me give an example."

    *   Sense 1: Physical place. (Incorrect)
    *   Sense 2: In this circumstance or respect or on this point or detail. (Correct - it introduces a specific point/example in the discourse).
    *   Sense 3: To this place. (Incorrect)
    *   Sense 4: At this time. (Incorrect)

    *   "Here is an example" is a common way to introduce a point or detail in a text. This aligns perfectly with Sense 2 ("on this point or detail").


[User]
Which numbered sense of "example" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an <t>example</t>. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "

Senses:
1. definition=an item of information that is typical of a class or group | synonyms=illustration, instance, representative | examples=this patient provides a typical example of the syndrome; there is an example on page 10
2. definition=a representative form or pattern | synonyms=model | examples=I profited from his example
3. definition=something to be imitated | synonyms=exemplar, model, good example | examples=an exemplar of success; a model of clarity
4. definition=punishment intended as a warning to others | synonyms=deterrent example, lesson, object lesson | examples=they decided to make an example of him
5. definition=an occurrence of something | synonyms=case, instance | examples=it was a case of bad judgment; another instance occurred yesterday
6. definition=a task performed or problem solved in order to develop skill or understanding | synonyms=exercise | examples=you must work the examples at the end of each chapter in the textbook

reasoning_content:
*   Context: "These beliefs so dominate our educational establishment... that it seems almost blasphemous to challenge them. Here is an <t>example</t>. If I were to ask a sample of American parents..."
    *   The word "example" refers to the scenario/illustration that follows (asking parents about creativity).

    *   Sense 1: an item of information that is typical of a class or group (illustration, instance, representative).
    *   Sense 2: a representative form or pattern (model).
    *   Sense 3: something to be imitated (exemplar, model).
    *   Sense 4: punishment intended as a warning (deterrent).
    *   Sense 5: an occurrence of something (case, instance).
    *   Sense 6: a task performed or problem solved (exercise).

    *   The author is illustrating a point about beliefs dominating the educational establishment.
    *   The "example" provided is a specific scenario (asking parents a question) that serves as an illustration of the general claim.
    *   Sense 1 ("an item of information that is typical of a class or group", synonym "illustration") fits perfectly.
    *   Sense 5 ("an occurrence of something", synonym "case") is close, but Sense 1 is more about illustrating a point or a class of things (the "beliefs" mentioned).

    *   Sense 1: "this patient provides a typical example of the syndrome" (illustrating a general condition).
    *   Context: "Here is an example [of how these beliefs dominate]..."
    *   This is a classic use of "example" as an illustration.


[User]
Which numbered sense of "ask" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to <t>ask</t> a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "?

Senses:
1. definition=inquire about | synonyms=inquire, enquire | examples=I asked about their special today; He had to ask directions several times
2. definition=make a request or demand for something to somebody | examples=She asked him for a loan
3. definition=direct or put; seek an answer to | examples=ask a question
4. definition=consider obligatory; request and expect | synonyms=require, expect | examples=We require our secretary to be on time; Aren't we asking too much of these children?
5. definition=address a question to and expect an answer from | examples=Ask your teacher about trigonometry; The children asked me about their dead grandmother
6. definition=require as useful, just, or proper | synonyms=necessitate, postulate, need, require, take, involve | examples=It takes nerve to do what she did; success usually requires hard work
7. definition=require or ask for as a price or condition | examples=He is asking $200 for the table; The kidnappers are asking a million dollars in return for the release of their hostage

reasoning_content:
*   Context: "If I were to <t>ask</t> a sample of American parents, 'Do you wish the elementary schools to encourage creativity in your children?' the near-unanimous answer would be, 'Yes, of course.'"
    *   Target word: "ask"

    *   Sense 1: inquire about (e.g., "asked about their special today").
    *   Sense 2: make a request or demand for something (e.g., "asked him for a loan").
    *   Sense 3: direct or put; seek an answer to (e.g., "ask a question").
    *   Sense 4: consider obligatory; request and expect (e.g., "asking too much of these children").
    *   Sense 5: address a question to and expect an answer from (e.g., "Ask your teacher about trigonometry").
    *   Sense 6: require as useful, just, or proper (e.g., "success usually requires hard work").
    *   Sense 7: require or ask for as a price or condition (e.g., "asking $200 for the table").

    *   The sentence is: "If I were to ask a sample of American parents, 'Do you wish...?'"
    *   The speaker is posing a question to a group of people and expecting an answer.
    *   This matches the action of addressing a question to someone to get an answer.

    *   Sense 1 (inquire about) is close, but usually involves asking *about* a topic.
    *   Sense 3 (direct or put; seek an answer to) usually takes the *question* as the object (e.g., "ask a question"). Here, the object is "a sample of American parents" (the people being asked).
    *   Sense 5 (address a question to and expect an answer from) takes the *person* as the object (e.g., "Ask your teacher"). This matches the structure "ask a sample of American parents".

    *   Context: "ask [people], '[question]'"
    *   Sense 5: "address a question to and expect an answer from" (Example: "Ask your teacher about trigonometry").
    *   This fits perfectly.


[User]
Which numbered sense of "sample" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a <t>sample</t> of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "?

Senses:
1. definition=a small part of something intended as representative of the whole
2. definition=items selected at random from a population and used to test hypotheses about the population | synonyms=sample distribution, sampling
3. definition=all or part of a natural object that is collected and preserved as an example of its class

reasoning_content:
*   Context: "If I were to ask a <t>sample</t> of American parents, 'Do you wish the elementary schools to encourage creativity in your children?' the near-unanimous answer would be, 'Yes, of course.'"
    *   Target word: "sample"
    *   Senses provided:
        1.  a small part of something intended as representative of the whole.
        2.  items selected at random from a population and used to test hypotheses about the population (statistical sense).
        3.  all or part of a natural object that is collected and preserved as an example of its class (biological/geological sense).

    *   The author is talking about asking a group of American parents a question to illustrate a point about general beliefs.
    *   The "sample" here refers to a group of people chosen to represent the larger population of American parents.

    *   Sense 1: "a small part of something intended as representative of the whole." This fits well. A group of parents represents the whole population of parents.
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population." This is a more technical, statistical definition. While the author is using a "sample" in a way that mirrors statistical sampling, the context is a general rhetorical example ("If I were to ask..."), not a formal scientific study testing a hypothesis.
    *   Sense 3: "all or part of a natural object that is collected and preserved..." This clearly doesn't fit (not a biological specimen).

    *   Sense 1 is the general meaning of a representative part.
    *   Sense 2 is the specific statistical meaning.
    *   In the sentence "If I were to ask a sample of American parents...", the author is using the word in a general sense to mean "a representative group," which aligns best with Sense 1. However, often in these types of NLP tasks, "sample" in the context of people from a population is mapped to the statistical sense (Sense 2). Let's re-evaluate.
    *   Sense 1: "a small part of something intended as representative of the whole" (e.g., a sample of fabric, a sample of the population).
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population" (e.g., a random sample for a poll).
    *   The context "If I were to ask a sample of American parents" is essentially describing a poll or a survey. This is the classic application of Sense 2.

    *   Wait, let's look closer at Sense 1 vs Sense 2.
    *   Sense 1 is very broad.
    *   Sense 2 is specific to statistics/hypotheses.
    *   Is the author testing a hypothesis? Not formally. They are making a rhetorical point.
    *   However, "a sample of [people]" almost always falls under the statistical definition in dictionary hierarchies (like WordNet), even if used colloquially.
    *   Let's check if Sense 1 is more appropriate for non-human things (like a sample of cheese).
    *   Actually, Sense 1 says "a small part of something intended as representative of the whole." A group of parents is a small part of the whole population of parents.
    *   Sense 2 says "items selected at random... used to test hypotheses."
    *   In common usage, "a sample of parents" is a representative group.
    *   Let's compare:
        *   "I took a sample of the soil." (Sense 1 or 3)
        *   "I took a sample of the fabric." (Sense 1)
        *   "We surveyed a sample of 1,000 voters." (Sense 2)
    *   The context "If I were to ask a sample of American parents" is exactly like the voter example.

    *   Sense 1: General representative part.
    *   Sense 2: Statistical sample.
    *   The phrase "a sample of [population]" is the hallmark of Sense 2.

    *   Sense 1: "a small part of something intended as representative of the whole"
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population"
    *   The author isn't necessarily selecting them *at random* or *testing a hypothesis* in a scientific paper, but they are using the word in the *sense* of a statistical sample.
    *   However, Sense 1 is a broader definition that encompasses Sense 2. Usually, in these tests, the most specific correct sense is preferred.
    *   Let's look at the phrasing again: "If I were to ask a sample of American parents..."
    *   This is a hypothetical survey. A survey uses a statistical sample.

    *   Sense 1: Representative part.
    *   Sense 2: Statistical sample.
    *   If I have to choose between "representative part" and "statistical sample" for a group of people being asked a question, "statistical sample" (Sense 2) is the precise term for that application.

    *   Wait, let me re-read Sense 1: "a small part of something intended as representative of the whole".
    *   A "sample of parents" is a small part of the population intended as representative of the whole.
    *   Sense 2 adds "selected at random" and "used to test hypotheses".
    *   The author isn't doing a formal study. They are just saying "If I asked some parents...".
    *   Is it "selected at random"? Not specified.
    *   Is it "used to test hypotheses"? Not really, it's used to illustrate a point.
    *   Therefore, Sense 1 is the safer, more accurate description of the usage here.

    *   Sense 1: "a small part of something intended as representative of the whole"
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population"
    *   In the context of "a sample of American parents", it is a small part of the population intended to represent the whole. It doesn't necessarily meet the strict criteria of Sense 2 (random selection, hypothesis testing).

    *   Sense 1: General representative part.
    *   Sense 2: Statistical sample.
    *   Sense 3: Specimen.
    *   The usage "a sample of [people]" is almost always categorized as Sense 2 in datasets like WordNet (where Sense 1 might be a sample of a substance).
    *   Let's check WordNet:
        *   sample (n): a small part intended to show what the whole is like.
        *   sample (n): a representative subset of a population.
    *   Looking at the provided senses:
        *   1: "a small part of something intended as representative of the whole"
        *   2: "items selected at random from a population and used to test hypotheses about the population"
    *   The context is "a sample of American parents". This is a representative subset of a population.
    *   Does it have to be "selected at random" and "used to test hypotheses"? In a strict statistical sense, yes. In a general sense, no.
    *   But Sense 1 is so broad it covers everything. Sense 2 is the specific one for populations.
    *   Let's think about the most likely intended answer for this type of task. Usually, "sample of [people]" -> Sense 2.

    *   "If I were to ask a sample of American parents..."
    *   This is a classic example of a survey sample.
    *   Sense 2 specifically mentions "population". "American parents" is a population.
    *   Sense 1 is more general ("something").
    *   The presence of the word "population" in Sense 2 makes it a very strong match for "American parents".

    *   Sense 1: "a small part of something intended as representative of the whole"
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population"
    *   If the author is just making a point, they aren't "testing a hypothesis" in the scientific sense. They are using the *concept* of a sample.
    *   However, "a sample of [people]" is the definition of a statistical sample.
    *   Let's try to see if Sense 1 fits better. "A sample of the population" is a "small part of something intended as representative of the whole".
    *   Actually, Sense 1 is the definition of a sample in general. Sense 2 is the definition of a *statistical* sample.
    *   The context is a rhetorical device, not a statistical study.
    *   But "a sample of American parents" is exactly how one refers to a statistical sample.

    *   Sense 1: a small part of something intended as representative of the whole.
    *   Sense 2: items selected at random from a population and used to test hypotheses about the population.
    *   If I say "I tried a sample of the cake," that's Sense 1.
    *   If I say "I asked a sample of the students," that's Sense 2.
    *   The distinction is usually between a physical sample of a substance (Sense 1) and a statistical sample of a population (Sense 2).
    *   "American parents" is a population.

    *   Sense 1: "a small part of something intended as representative of the whole"
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population"
    *   The phrase "a sample of American parents" fits the "population" part of Sense 2 perfectly. Even if the "random" and "hypothesis" parts are not explicitly mentioned, this is the sense being used.

    *   Wait, let me look at Sense 1 again. "a small part of something intended as representative of the whole". This *also* describes a statistical sample. A statistical sample *is* a small part of a population intended as representative of the whole.
    *   So why have Sense 2? Sense 2 is the *technical* definition.
    *   In the context of the text (which is an essay/argument), the author is using the term in a general way, but referring to a population.
    *   Let's search for this specific example or similar ones. In most WSD (Word Sense Disambiguation) tasks, "sample of people" maps to the statistical sense.

    *   Sense 1: General (could be a sample of fabric, a sample of water, a sample of people).
    *   Sense 2: Statistical (specifically people/items from a population).
    *   Sense 3: Specimen (a preserved butterfly).
    *   Given the choice, Sense 2 is the most specific and accurate for "a sample of American parents".

    *   "If I were to ask a sample of American parents..."
    *   This is a hypothetical survey.
    *   A survey sample is a statistical sample.
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population".
    *   This matches the "population" (American parents) and the "test hypotheses" (the author is testing the hypothesis that parents say they want creativity).

    *   Sense 1: "a small part of something intended as representative of the whole"
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population"
    *   If the author is just saying "If I asked a few parents," they are using "sample" to mean a representative group.
    *   Is "a few parents" a "small part of something intended as representative of the whole"? Yes.
    *   Is it "items selected at random from a population and used to test hypotheses"? Not necessarily.
    *   However, in the context of "a sample of [group of people]", Sense 2 is almost always the intended answer in these datasets.

    *   Sense 1: a small part of something intended as representative of the whole.
    *   Sense 2: items selected at random from a population and used to test hypotheses about the population.
    *   The phrase "a sample of American parents" is a textbook example of a statistical sample.

    *   Sense 1: "a small part of something intended as representative of the whole"
    *   Sense 2: "items selected at random from a population and used to test hypotheses about the population"
    *   If I have to choose the *best* fit, Sense 2's mention of "population" is a very strong indicator for "American parents".

    *   Wait, let me think one more time. Is it possible it's Sense 1?
    *   "a small part of something intended as representative of the whole"
    *   If you take a sample of a liquid, it's a small part of the whole.
    *   If you take a sample of parents, it's a small part of the whole.
    *   The only difference is that Sense 2 is the *technical* version of Sense 1 applied to populations.
    *   Usually, if a technical definition is provided alongside a general one, and the context fits the technical one, the technical one is the answer.

    *   Context: "If I were to ask a sample of American parents..."
    *   Sense 1: General representative part.
    *   Sense 2: Statistical sample from a population.
    *   "American parents" = population.
    *   "Ask a sample" = survey/test.
    *   Conclusion: Sense 2.


[User]
Which numbered sense of "american" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of <t>American</t> parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "?

Senses:
1. definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

reasoning_content:
*   Context: A passage discussing education, beliefs about human nature, and a hypothetical question asked to "American parents."
    *   Target word: "American" (marked with `<t></t>`).
    *   Senses provided:
        1.  Relating to the USA, its people, language, or culture.
        2.  Relating to the Americas (North and South America).

    *   The sentence is: "If I were to ask a sample of <t>American</t> parents, 'Do you wish the elementary schools to encourage creativity in your children?' the near-unanimous answer would be, 'Yes, of course.'"
    *   The context discusses educational establishments, media, and politicians.
    *   In common English usage, especially when referring to "parents" in a general societal critique of education systems (likely written by someone discussing US education), "American" almost always refers to the United States.
    *   Sense 1 specifically mentions "its people," which fits "American parents."
    *   Sense 2 refers to the broader geographical region (the Americas), which is less likely in this specific context of a social/educational critique.

    *   Sense 1: USA/people/culture.
    *   Sense 2: The Americas (continents).
    *   "American parents" in this context refers to people from the USA.


[User]
Which numbered sense of "parent" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of American <t>parents</t>, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "?

Senses:
1. definition=a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
2. definition=an organism (plant or animal) from which younger ones are obtained

reasoning_content:
*   Context: A passage discussing education, metaphysical beliefs about human nature, and the attitudes of the educational establishment, media, politicians, and "parents". Specifically, "If I were to ask a sample of American <t>parents</t>, 'Do you wish the elementary schools to encourage creativity in your children?'"
    *   Target word: "parents"
    *   Senses:
        1.  a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian.
        2.  an organism (plant or animal) from which younger ones are obtained.

    *   The context mentions "elementary schools", "children", and "educational establishment".
    *   The sentence "If I were to ask a sample of American parents, 'Do you wish the elementary schools to encourage creativity in your children?'" clearly refers to the human parents of school-aged children.

    *   Sense 1 describes human parents (father, mother, guardian).
    *   Sense 2 describes biological parents in a general biological/scientific sense (plants or animals).

    *   Sense 1 is the correct fit.


[User]
Which numbered sense of "encourage" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to <t>encourage</t> creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "?

Senses:
1. definition=contribute to the progress or growth of | synonyms=promote, advance, boost, further | examples=I am promoting the use of computers in the classroom
2. definition=inspire with confidence; give hope or courage to
3. definition=spur on | examples=His financial success encouraged him to look for a wife

reasoning_content:
*   Context: "If I were to ask a sample of American parents, 'Do you wish the elementary schools to <t>encourage</t> creativity in your children?' the near-unanimous answer would be, 'Yes, of course.'"
    *   Target word: "encourage"
    *   Senses provided:
        1.  Contribute to the progress or growth of (synonyms: promote, advance, boost, further). Example: promoting the use of computers.
        2.  Inspire with confidence; give hope or courage to.
        3.  Spur on. Example: financial success encouraged him to look for a wife.

    *   The sentence asks if parents want schools to "encourage creativity".
    *   Does this mean:
        *   (1) Promote/advance/boost the growth of creativity? (Yes, this fits perfectly. Schools fostering an environment where creativity can grow.)
        *   (2) Give creativity confidence or hope? (No, creativity is an abstract quality/ability, not a sentient being that feels confidence.)
        *   (3) Spur on creativity? (While "spur on" is close, it usually implies motivating a person to take a specific action. "Promote the growth of" is a better fit for a quality like creativity.)

    *   Sense 1: "contribute to the progress or growth of" -> "encourage creativity" = "promote the growth of creativity". This is the standard usage in educational contexts.


[User]
Which numbered sense of "child" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your <t>children</t>? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "?

Senses:
1. definition=a young person of either sex | synonyms=kid, youngster, minor, shaver, nipper, small fry | examples=she writes books for children; they're just kids
2. definition=a human offspring (son or daughter) of any age | synonyms=kid | examples=they had three children; they were able to send their kids to college
3. definition=an immature childish person | synonyms=baby | examples=he remained a child in practical matters as long as he lived; stop being a baby!
4. definition=a member of a clan or tribe | examples=the children of Israel

reasoning_content:
*   Context: "If I were to ask a sample of American parents, 'Do you wish the elementary schools to encourage creativity in your <t>children</t>?'"
    *   Target word: "children"
    *   Senses provided:
        1.  A young person of either sex (kid, youngster).
        2.  A human offspring (son or daughter) of any age.
        3.  An immature childish person (baby).
        4.  A member of a clan or tribe.

    *   The sentence mentions "American parents" and "elementary schools".
    *   The parents are being asked about "your children".
    *   In this context, "children" refers to the offspring of the parents who are currently of elementary school age.

    *   Sense 1: "a young person of either sex". This fits the age group (elementary school).
    *   Sense 2: "a human offspring (son or daughter) of any age". This fits the relationship to the "parents".
    *   Sense 3: "an immature childish person". Not applicable here.
    *   Sense 4: "a member of a clan or tribe". Not applicable here.

    *   Sense 1 focuses on *age* (young person).
    *   Sense 2 focuses on *relationship* (offspring).
    *   The phrase "your children" specifically denotes the relationship between the parents and their offspring. While they are also young people (Sense 1), the possessive "your" strongly points to the kinship meaning (Sense 2).
    *   However, in many dictionaries, "children" in the context of "parents' children" can be either. Let's look at the examples.
        *   Sense 1: "she writes books for children" (general age group).
        *   Sense 2: "they had three children" (offspring).
    *   In the context "your children", it refers to the offspring of the parents.

    *   Wait, let's re-evaluate. "Do you wish the elementary schools to encourage creativity in your children?"
    *   The children are the offspring of the parents.
    *   Is it Sense 1 (young people) or Sense 2 (offspring)?
    *   Usually, "your children" refers to offspring.
    *   Let's check if Sense 1 is more appropriate because they are in elementary school.
    *   Actually, Sense 2 is the most precise definition for "your children" (offspring).

    *   Sense 1: young person (general).
    *   Sense 2: offspring (relationship).
    *   "Your children" = your offspring.

    *   Let's double-check the examples again.
        *   Sense 1: "she writes books for children" (general category of age).
        *   Sense 2: "they had three children" (offspring).
    *   "Your children" fits the "offspring" pattern perfectly.

    *   Wait, let me think if there's any reason it would be Sense 1. If the speaker meant "the children in your care" or "young people in general", but "your children" almost always means offspring.

    *   Let's compare:
        *   "I love children" (Sense 1 - young people).
        *   "I love my children" (Sense 2 - offspring).
    *   The context is "your children" (referring to the parents' offspring).

    *   Therefore, Sense 2 is the most accurate.

    *   Wait, let me look at the senses again.
        1. a young person of either sex
        2. a human offspring (son or daughter) of any age
    *   In the context of "elementary schools", they are definitely young people. But the possessive "your" links them to the "parents".

    *   Let's re-read the context: "If I were to ask a sample of American parents, 'Do you wish the elementary schools to encourage creativity in your children?'"
    *   The relationship is the key here.

    *   Let's check if Sense 1 is often used for "your children". Yes, but Sense 2 is the definition of the relationship.

    *   Let's consider if there's any ambiguity. If the parents are parents of adult children, they wouldn't be in elementary school. So they are both young people AND offspring. But the primary meaning of "your children" is offspring.

    *   Let's look at the provided examples for Sense 2: "they had three children". This is the same relationship.

    *   Final check:
        Sense 1: Age-based.
        Sense 2: Relationship-based.
        "Your children" -> Relationship.

    *   Wait, I should consider if the prompt expects Sense 1 because they are in elementary school. But "your children" is the phrase. If it said "the children in elementary school", it would be Sense 1.

    *   Let's try to see if Sense 2 is the standard answer for "your children". Yes, it is.

    *   Wait, let me re-read the senses one more time.
        1. a young person of either sex
        2. a human offspring (son or daughter) of any age
    *   If I say "my children" and they are 40 years old, it's Sense 2.
    *   If I say "the children are playing", it's Sense 1.
    *   "Your children" (referring to the parents' offspring) is Sense 2.

    *   Is there any chance it's Sense 1? "Do you wish the elementary schools to encourage creativity in your [young people]?" No, that doesn't sound right. "Do you wish the elementary schools to encourage creativity in your [offspring]?" Yes.

    *   Conclusion: Sense 2.


[User]
Which numbered sense of "answer" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: It's not that we do not know how to, because we do. It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous <t>answer</t> would be, "Yes, of course. "But what do we mean, specifically, by "creativity "?

Senses:
1. definition=a statement (either spoken or written) that is made to reply to a question or request or criticism or accusation | synonyms=reply, response | examples=I waited several days for his answer; he wrote replies to several of his critics
2. definition=a statement that solves a problem or explains how to solve the problem | synonyms=solution, result, resolution, solvent | examples=they were trying to find a peaceful solution; the answers were in the back of the book
3. definition=the speech act of replying to a question
4. definition=the principal pleading by the defendant in response to plaintiff's complaint; in criminal law it consists of the defendant's plea of `guilty' or `not guilty' (or nolo contendere); in civil law it must contain denials of all allegations in the plaintiff's complaint that the defendant hopes to controvert and it can contain affirmative defenses or counterclaims
5. definition=a nonverbal reaction | examples=his answer to any problem was to get drunk; their answer was to sue me

reasoning_content:
*   Context: "If I were to ask a sample of American parents, 'Do you wish the elementary schools to encourage creativity in your children?' the near-unanimous <t>answer</t> would be, 'Yes, of course.'"
    *   Target word: "answer"

    *   Sense 1: A statement (spoken or written) made to reply to a question, request, criticism, or accusation. (Synonyms: reply, response).
    *   Sense 2: A statement that solves a problem or explains how to solve it. (Synonyms: solution, result).
    *   Sense 3: The speech act of replying to a question.
    *   Sense 4: Legal pleading by a defendant.
    *   Sense 5: A nonverbal reaction.

    *   The context describes a hypothetical scenario: asking a question ("Do you wish...?") and receiving a response ("Yes, of course").
    *   The "answer" here is the specific statement "Yes, of course" given in reply to the question.
    *   This fits Sense 1 perfectly (a statement made to reply to a question).

    *   Sense 2 (solution) doesn't fit; it's not solving a problem.
    *   Sense 3 (speech act) is close, but "the near-unanimous answer would be 'Yes, of course'" refers to the *content* of the reply (the statement), not the *act* of replying.
    *   Sense 4 (legal) is irrelevant.
    *   Sense 5 (nonverbal) is incorrect because "Yes, of course" is verbal.


[User]
Which numbered sense of "mean" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: It's that we do not want to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we <t>mean</t>, specifically, by "creativity "? No one can say.

Senses:
1. definition=mean or intend to express or convey | synonyms=intend | examples=You never understand what I mean!; what do his words intend?
2. definition=have as a logical consequence | synonyms=entail, imply | examples=The water shortage means that we have to stop taking long showers
3. definition=denote or connote | synonyms=intend, signify, stand for | examples=`maison' means `house' in French; An example sentence would show what this word means
4. definition=have in mind as a purpose | synonyms=intend, think | examples=I mean no harm; I only meant to help you
5. definition=have a specified degree of importance | examples=My ex-husband means nothing to me; Happiness means everything
6. definition=intend to refer to | synonyms=think of, have in mind | examples=I'm thinking of good food when I talk about France; Yes, I meant you when I complained about people who gossip!
7. definition=destine or designate for a certain purpose | examples=These flowers were meant for you

reasoning_content:
*   Context: "But what do we <t>mean</t>, specifically, by 'creativity'?"
    *   The speaker is asking for the specific definition or understanding of the word "creativity" in the context of education.

    *   Sense 1: mean or intend to express or convey (e.g., "You never understand what I mean!") - This is about the *speaker's* intent in a specific utterance.
    *   Sense 2: have as a logical consequence (e.g., "The water shortage means that we have to stop taking long showers") - This is about cause and effect.
    *   Sense 3: denote or connote (e.g., "'maison' means 'house' in French") - This is about the definition of a word or term.
    *   Sense 4: have in mind as a purpose (e.g., "I mean no harm") - This is about intention.
    *   Sense 5: have a specified degree of importance (e.g., "My ex-husband means nothing to me") - This is about value/importance.
    *   Sense 6: intend to refer to (e.g., "Yes, I meant you when I complained") - This is about referring to a specific person or thing.
    *   Sense 7: destine or designate for a certain purpose (e.g., "These flowers were meant for you") - This is about destiny/purpose.

    *   The sentence "But what do we mean, specifically, by 'creativity'?" is asking for the definition or the meaning of the term "creativity".
    *   This aligns perfectly with Sense 3: "denote or connote" / "signify" / "An example sentence would show what this word means".

    *   Sense 1 is close ("intend to express"), but Sense 3 is specifically about the meaning of a word/term ("denote or connote"). In the context "what do we mean by [word]", it's asking for the definition of that word.

    *   Sense 3 is the best fit.


[User]
Which numbered sense of "one" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests. These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No <t>one</t> can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "

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

reasoning_content:
*   Context: "But what do we mean, specifically, by 'creativity'? No <t>one</t> can say."
    *   Target word: "one"
    *   Senses provided:
        1.  The smallest whole number or a numeral representing this number.
        2.  A single person or thing.

    *   "No one can say" is a common phrase meaning "Nobody can say" or "Not a single person can say."
    *   In this context, "one" refers to a person.

    *   Sense 1: Number/numeral (e.g., "the number one").
    *   Sense 2: A single person or thing (e.g., "he is the best one").

    *   Wait, looking closer at the provided senses:
        *   Sense 1: "the smallest whole number or a numeral representing this number"
        *   Sense 2: "a single person or thing"
    *   Is "no one" (nobody) covered by "a single person or thing"?
    *   Let's re-evaluate. "No one" is a pronoun.
    *   Sense 2 says "a single person or thing". "No one" = "not one [person]".
    *   Sense 1 is strictly numerical.

    *   "No one" = "Not one person".
    *   Does "one" in "no one" fit "a single person or thing"? Yes.

    *   Sense 1: Number.
    *   Sense 2: Person/Thing.
    *   Context: "No one can say" -> "No person can say".
    *   Correct sense: 2.


[User]
Which numbered sense of "equate" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being <t>equated</t> with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves.

Senses:
1. definition=consider or describe as similar, equal, or analogous | synonyms=compare, liken | examples=We can compare the Han dynasty to the Romans; You cannot equate success in financial matters with greed
2. definition=be equivalent or parallel, in mathematics | synonyms=correspond
3. definition=make equal, uniform, corresponding, or matching | synonyms=equal, match, equalize, equalise | examples=let's equalize the duties among all employees in this office; The company matched the discount policy of its competitors

reasoning_content:
*   Context: "In practice, it ends up being <t>equated</t> with a 'self-expression' that encourages the youngsters' 'self-esteem.'"
    *   Meaning: The author is saying that "creativity" is being treated as the same thing as "self-expression." It's a conceptual comparison or identification of one thing with another.

    *   Sense 1: "consider or describe as similar, equal, or analogous" (synonyms: compare, liken). Example: "You cannot equate success in financial matters with greed."
    *   Sense 2: "be equivalent or parallel, in mathematics" (synonyms: correspond).
    *   Sense 3: "make equal, uniform, corresponding, or matching" (synonyms: equal, match, equalize). Example: "equalize the duties among all employees."

    *   The context is about how people *think* about creativity (conceptual), not a mathematical equation (Sense 2) or a physical/administrative act of making things equal (Sense 3).
    *   The phrase "equated with" in the context of ideas matches Sense 1 ("consider or describe as similar, equal, or analogous").

    *   Sense 1 fits perfectly.


[User]
Which numbered sense of "encourage" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: These beliefs so dominate our educational establishment, our media, our politicians, and even our parents that it seems almost blasphemous to challenge them. Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that <t>encourages</t> the youngsters' "self-esteem. "The result is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves.

Senses:
1. definition=contribute to the progress or growth of | synonyms=promote, advance, boost, further | examples=I am promoting the use of computers in the classroom
2. definition=inspire with confidence; give hope or courage to
3. definition=spur on | examples=His financial success encouraged him to look for a wife

reasoning_content:
*   Context: "...In practice, it ends up being equated with a 'self-expression' that <t>encourages</t> the youngsters' 'self-esteem.'"
    *   Target word: "encourages"
    *   Object of the verb: "the youngsters' 'self-esteem'"

    *   Sense 1: "contribute to the progress or growth of" (synonyms: promote, advance, boost, further). Example: "promoting the use of computers in the classroom".
    *   Sense 2: "inspire with confidence; give hope or courage to".
    *   Sense 3: "spur on". Example: "His financial success encouraged him to look for a wife".

    *   The sentence says "self-expression that encourages the youngsters' self-esteem."
    *   Does it mean "inspire with confidence" (Sense 2)? While self-esteem is related to confidence, the phrasing "encourages [the] self-esteem" suggests promoting or boosting the *level* or *growth* of self-esteem, rather than encouraging the *person* themselves.
    *   Does it mean "spur on" (Sense 3)? No, it's not spurring the self-esteem to take an action.
    *   Does it mean "contribute to the progress or growth of" (Sense 1)? Yes. "Boost self-esteem" or "promote self-esteem" fits perfectly here. The self-expression is seen as something that increases or fosters the growth of the children's self-esteem.

    *   Sense 1: promote/boost/further (e.g., boost self-esteem).
    *   Sense 2: give courage to a person.
    *   Sense 3: motivate a person to do something.
    *   In the context "encourages the youngsters' self-esteem", the object is "self-esteem" (a quality/state), not a person. Therefore, Sense 1 (promote/boost) is the most accurate.


[User]
Which numbered sense of "result" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The <t>result</t> is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=a phenomenon that follows and is caused by some previous phenomenon | synonyms=consequence, effect, outcome, event, issue, upshot | examples=the magnetic effect was greater when the rod was lengthwise; his decision had depressing consequences for business
2. definition=a statement that solves a problem or explains how to solve the problem | synonyms=solution, answer, resolution, solvent | examples=they were trying to find a peaceful solution; the answers were in the back of the book
3. definition=something that results | synonyms=resultant, final result, outcome, termination | examples=he listened for the results on the radio
4. definition=the semantic role of the noun phrase whose referent exists only by virtue of the activity denoted by the verb in the clause | synonyms=resultant role

reasoning_content:
*   Context: "The <t>result</t> is a generation of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves."
    *   The sentence describes a cause-and-effect relationship:
        *   Cause: Equating "creativity" with "self-expression" and "self-esteem" in education, and the rebellion against disciplined instruction.
        *   Effect/Result: A generation of young people who are ignorant and incompetent but have high self-opinions.

    *   Sense 1: "a phenomenon that follows and is caused by some previous phenomenon" (Synonyms: consequence, effect, outcome).
    *   Sense 2: "a statement that solves a problem or explains how to solve the problem" (Synonyms: solution, answer).
    *   Sense 3: "something that results" (Synonyms: resultant, final result, outcome, termination). Often used for test results or sports scores.
    *   Sense 4: "the semantic role of the noun phrase..." (Linguistic term).

    *   The context describes a consequence of a specific educational approach.
    *   Sense 1 fits perfectly: "a phenomenon that follows and is caused by some previous phenomenon."
    *   Sense 3 is similar but usually refers to a specific outcome of a process (like a test result or a game result), whereas Sense 1 is broader and fits the "consequence" meaning better here.
    *   Sense 2 (solution) and Sense 4 (linguistic role) are clearly incorrect.

    *   "The result [consequence/effect] is a generation of young people..."
    *   This matches Sense 1.


[User]
Which numbered sense of "generation" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a <t>generation</t> of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=all the people living at the same time or of approximately the same age | synonyms=coevals, contemporaries
2. definition=group of genetically related organisms constituting a single step in the line of descent
3. definition=the normal time between successive generations | examples=they had to wait a generation for that prejudice to fade
4. definition=a stage of technological development or innovation | examples=the third generation of computers
5. definition=a coming into being | synonyms=genesis
6. definition=the production of heat or electricity | examples=dams were built for the generation of electricity
7. definition=the act of producing offspring or multiplying by such production | synonyms=multiplication, propagation

reasoning_content:
*   Context: "The result is a <t>generation</t> of young people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves."
    *   Target word: "generation"

    *   Sense 1: all the people living at the same time or of approximately the same age (coevals, contemporaries).
    *   Sense 2: group of genetically related organisms constituting a single step in the line of descent.
    *   Sense 3: the normal time between successive generations.
    *   Sense 4: a stage of technological development or innovation.
    *   Sense 5: a coming into being (genesis).
    *   Sense 6: the production of heat or electricity.
    *   Sense 7: the act of producing offspring or multiplying.

    *   The text refers to "a generation of young people."
    *   It describes a specific group of people (young people) who share a common characteristic (ignorance/intellectual incompetence/high self-esteem) resulting from a specific educational trend.
    *   This fits the description of people living at the same time or of approximately the same age.

    *   Sense 1: Fits perfectly. "A generation of young people" refers to the cohort of people of a certain age/time.
    *   Sense 2: Not about genetic descent.
    *   Sense 3: Not about the time interval.
    *   Sense 4: Not about technology.
    *   Sense 5: Not about the act of coming into being.
    *   Sense 6: Not about electricity.
    *   Sense 7: Not about the act of reproduction.


[User]
Which numbered sense of "young" (marked with <t></t>) is used in the context below? Return only the number of the correct sense.

Context: Here is an example. If I were to ask a sample of American parents, "Do you wish the elementary schools to encourage creativity in your children? "the near-unanimous answer would be, "Yes, of course. "But what do we mean, specifically, by "creativity "? No one can say. In practice, it ends up being equated with a "self-expression "that encourages the youngsters' "self-esteem. "The result is a generation of <t>young</t> people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves. The whole notion of "creativity "in education was (and is) part and parcel of a romantic rebellion against disciplined instruction, which was (and is) regarded as "authoritarian, "a repression and frustration of the latent talents and the wonderful, if as yet undefined, potentialities inherent in the souls of all our children.

Senses:
1. definition=(used of living things especially persons) in an early period of life or development or growth | synonyms=immature | examples=young people
2. definition=(of crops) harvested at an early stage of development; before complete maturity | synonyms=new | examples=new potatoes; young corn
3. definition=suggestive of youth; vigorous and fresh | synonyms=youthful, vernal | examples=he is young for his age
4. definition=being in its early stage | examples=a young industry; the day is still young
5. definition=not tried or tested by experience | synonyms=unseasoned, untested, untried | examples=unseasoned artillery volunteers; still untested in battle

reasoning_content:
*   Context: "...The result is a generation of <t>young</t> people whose ignorance and intellectual incompetence is matched only by their good opinion of themselves."
    *   Target word: "young"
    *   Usage: "young people"

    *   Sense 1: (used of living things especially persons) in an early period of life or development or growth. Examples: young people.
    *   Sense 2: (of crops) harvested at an early stage of development. Examples: new potatoes.
    *   Sense 3: suggestive of youth; vigorous and fresh. Examples: young for his age.
    *   Sense 4: being in its early stage. Examples: a young industry.
    *   Sense 5: not tried or tested by experience. Examples: unseasoned artillery volunteers.

    *   The phrase "young people" refers to persons in an early period of life.
    *   This matches Sense 1 perfectly.