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

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

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

reasoning_content:
*   Context: "...should read the article by Caleb Nelson (himself a recent math <t>major</t> at Harvard) in the November American Spectator."
    *   Target word: "major"
    *   Surrounding words: "recent math major at Harvard"

    *   Sense 1: Military officer. (Doesn't fit "math major at Harvard")
    *   Sense 2: John Major (British statesman). (Doesn't fit "math major at Harvard")
    *   Sense 3: A university student who is studying a particular field as the principal subject. (Fits: Caleb Nelson is a person, a recent student at Harvard studying math).
    *   Sense 4: The principal field of study of a student at a university. (This refers to the *subject* itself, e.g., "Math is my major").

    *   The sentence says "Caleb Nelson (himself a recent math major at Harvard)".
    *   "Caleb Nelson" is a person.
    *   Therefore, "major" refers to the person (the student), not the field of study.
    *   Sense 3: "a university student who is studying a particular field as the principal subject".
    *   Sense 4: "the principal field of study of a student at a university".

    *   Caleb Nelson = a recent math major.
    *   This matches Sense 3.


attempt_kind: initial

status: success

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

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

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

finish_reason: stop

role: assistant

reasoning_content:
*   Context: "Most important of all, schools should have principals with a large measure of authority..."
    *   Target word: "Most" (marked with `<t></t>`).
    *   Senses provided:
        1.  Superlative (highest degree).
        2.  Very (intensifier).
        3.  Almost/nearly (not quite accomplished).

    *   "Most important of all"
    *   Here, "most" is modifying "important".
    *   It is comparing the importance of this point (principals having authority) against all other points mentioned or implied.
    *   It indicates the highest degree of importance among the set of reasons/points.

    *   Sense 1: "used to form the superlative | synonyms=to the highest degree". This fits perfectly. "Most important" is the superlative form of "important".
    *   Sense 2: "very". While "most" can sometimes mean "very" (e.g., "that is a most interesting point"), in the phrase "Most important of all", it is clearly a superlative comparison.
    *   Sense 3: "almost/nearly". This does not fit at all.

    *   The word "most" in "Most important of all" is used to form the superlative degree of the adjective "important".

currency: USD

source: unavailable


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

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

Senses:
1. definition=of great significance or value | synonyms=of import | examples=important people; the important questions of the day
2. definition=important in effect or meaning | synonyms=significant | examples=a significant change in tax laws; a significant change in the Constitution
3. definition=of extreme importance; vital to the resolution of a crisis | synonyms=crucial | examples=a crucial moment in his career; a crucial election
4. definition=having authority or ascendancy or influence | synonyms=authoritative | examples=an important official; the captain's authoritative manner
5. definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air; took long important strides in the direction of his office

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

    *   Sense 1: "of great significance or value" (e.g., important people, important questions).
    *   Sense 2: "important in effect or meaning" (e.g., significant change).
    *   Sense 3: "of extreme importance; vital to the resolution of a crisis" (e.g., crucial moment).
    *   Sense 4: "having authority or ascendancy or influence" (e.g., important official).
    *   Sense 5: "having or suggesting a consciousness of high position" (e.g., important air).

    *   The phrase "Most important of all" is used here to introduce a point that the author considers to be the most significant or valuable point in their argument.
    *   It's not about a "significant change" (Sense 2).
    *   It's not about a "crucial moment in a crisis" (Sense 3).
    *   It's not about "having authority" (Sense 4) - although the sentence *discusses* authority, the word "important" describes the *point* being made, not the person.
    *   It's not about "consciousness of high position" (Sense 5).
    *   It fits Sense 1: "of great significance or value".

    *   "Most important of all" is a common idiomatic expression meaning "the most significant point". This aligns perfectly with Sense 1.


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

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

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

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

    *   Sense 1: an educational institution (e.g., "the school was founded in 1900")
    *   Sense 2: a building where young people receive education (e.g., "the school was built in 1932")
    *   Sense 3: the process of being formally educated (schooling)
    *   Sense 4: a body of creative artists/writers/thinkers (e.g., "Venetian school of painting")
    *   Sense 5: the period of instruction (schooltime)
    *   Sense 6: an educational institution's faculty and students
    *   Sense 7: a large group of fish (shoal)

    *   The text discusses "principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   It mentions "the best schools are those that are free of outside interference and are governed by a powerful head."
    *   This refers to the organization/institution as a whole (the administrative entity), not just the building (Sense 2), the people (Sense 6), the process (Sense 3), the time (Sense 5), a group of artists (Sense 4), or fish (Sense 7).

    *   Sense 1 (educational institution) fits perfectly. A principal manages the institution.

    *   Sense 1: Educational institution. (Correct)
    *   Sense 2: Building. (Incorrect - the text is about authority and governance, not architecture).
    *   Sense 6: Faculty and students. (Incorrect - while the principal manages them, the "school" being governed is the institution).


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

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

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

reasoning_content:
*   Context: "...schools should have <t>principals</t> with a large measure of authority over the faculty, the curriculum, and all matters of student discipline... the best schools are those that are... governed by a powerful head."
    *   Target word: "principals" (plural of principal).

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

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


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

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

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

reasoning_content:
*   Context: "...schools should have principals with a large <t>measure</t> of authority over the faculty..."
    *   Target word: "measure"
    *   Surrounding words: "large measure of authority"

    *   Sense 1: maneuver/step (e.g., "strong measures") - Doesn't fit "large measure of authority".
    *   Sense 2: quantity/amount (e.g., "how much there is") - "A large amount of authority" fits perfectly.
    *   Sense 3: statute/bill - Doesn't fit.
    *   Sense 4: act of assigning numbers/measurement - Doesn't fit.
    *   Sense 5: basis for comparison/standard - Doesn't fit.
    *   Sense 6: prosody/meter - Doesn't fit.
    *   Sense 7: musical notation/bar - Doesn't fit.
    *   Sense 8: measuring instrument - Doesn't fit.
    *   Sense 9: container - Doesn't fit.

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


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

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

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

reasoning_content:
*   Context: "...schools should have principals with a large measure of <t>authority</t> over the faculty, the curriculum, and all matters of student discipline."
    *   Key phrase: "large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   Meaning: The power or right of the principal to make decisions and give orders regarding staff, what is taught, and student behavior.

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

    *   The context describes the principal's power to control the faculty, curriculum, and discipline.
    *   This matches Sense 1: "the power or right to give orders or make decisions."

    *   Sense 2 is plural ("the authorities").
    *   Sense 3 is about expertise.
    *   Sense 4 is about self-confidence.
    *   Sense 5 is about a government agency.
    *   Sense 6 is about permission.
    *   Sense 7 is about a book/text.

    *   Sense 1 is the correct fit.


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

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

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

reasoning_content:
*   Context: "...schools should have principals with a large measure of authority over the <t>faculty</t>, the curriculum, and all matters of student discipline."
    *   Target word: "faculty"
    *   Senses provided:
        1.  Inherent cognitive or perceptual powers of the mind (e.g., mental faculty).
        2.  The body of teachers and administrators at a school (e.g., staff).

    *   The sentence discusses school principals having authority over the "faculty", "curriculum", and "student discipline".
    *   In the context of a school, "faculty" refers to the teaching staff.
    *   This matches Sense 2.

    *   Sense 1: Cognitive powers (Incorrect).
    *   Sense 2: Body of teachers/staff (Correct).


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

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

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

reasoning_content:
*   Context: "...schools should have principals with a large measure of authority over the faculty, the curriculum, and all <t>matters</t> of student discipline."
    *   Target word: "matters" (plural of "matter").

    *   Sense 1: "a vaguely specified concern" (synonyms: affair, thing). Example: "several matters to attend to".
    *   Sense 2: "some situation or event that is thought about" (synonyms: topic, subject, issue). Example: "he kept drifting off the topic".
    *   Sense 3: "that which has mass and occupies space" (physical matter).
    *   Sense 4: "a problem" (e.g., "What's the matter?").
    *   Sense 5: "(used with negation) having consequence" (e.g., "it doesn't matter").
    *   Sense 6: "written works" (e.g., "reading matter").

    *   The phrase is "all matters of student discipline".
    *   In this context, "matters" refers to the various affairs, concerns, or issues related to student discipline.
    *   Comparing Sense 1 and Sense 2:
        *   Sense 1 (affair, thing, concern) fits well: "all affairs/concerns of student discipline".
        *   Sense 2 (topic, subject, issue) also seems close: "all issues of student discipline".
    *   Let's look closer at the definitions.
        *   Sense 1: "a vaguely specified concern".
        *   Sense 2: "some situation or event that is thought about".
    *   "Matters of student discipline" usually refers to the administrative concerns or affairs handled by the principal.
    *   Looking at common usage: "matters of [category]" often aligns with Sense 1 (affairs/concerns).
    *   Let's re-evaluate Sense 1 vs Sense 2.
        *   Sense 1: "several matters to attend to" (tasks, concerns).
        *   Sense 2: "he had been thinking about the subject for several years" (topic of discussion/thought).
    *   "Matters of student discipline" are things the principal has authority over (concerns/affairs), not necessarily a topic they are thinking about or discussing.

    *   Sense 1: "a vaguely specified concern" / "affair, thing".
    *   Sense 2: "some situation or event that is thought about" / "topic, subject, issue".
    *   "Matters of student discipline" = the affairs/concerns regarding student discipline. This fits Sense 1 better than Sense 2.

    *   Sense 3 (physical matter): No.
    *   Sense 4 (problem): No.
    *   Sense 5 (consequence): No.
    *   Sense 6 (written works): No.

    *   "Matters of [something]" often means "affairs relating to [something]".
    *   Example: "matters of state", "matters of the heart", "matters of discipline".
    *   These align with "affairs" or "concerns" (Sense 1).


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

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

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

reasoning_content:
*   Context: "...schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of <t>student</t> discipline."
    *   Target word: "student"
    *   Senses:
        1.  A learner enrolled in an educational institution (pupil).
        2.  A learned person/scholar.

    *   The sentence discusses school principals, faculty, curriculum, and "student discipline."
    *   "Student discipline" refers to the behavior and rules governing the pupils/learners in the school.
    *   It does not refer to the discipline of a scholar or a learned person in the academic sense of mastery.

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

    *   The correct sense is 1.


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

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

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

reasoning_content:
*   Context: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."
    *   Target word: "Study" (used in "Study after study").

    *   Sense 1: detailed critical inspection (survey).
    *   Sense 2: applying the mind to learning (work).
    *   Sense 3: a written document describing findings (report, written report).
    *   Sense 4: state of deep mental absorption.
    *   Sense 5: a room for reading/writing.
    *   Sense 6: a branch of knowledge (discipline).
    *   Sense 7: preliminary drawing (sketch).
    *   Sense 8: attentive consideration (cogitation).
    *   Sense 9: someone who memorizes quickly.
    *   Sense 10: a composition for technique.

    *   The phrase "Study after study -- the most recent from the Brookings Institution -- tells us..." implies that multiple research reports or investigations have been conducted.
    *   The mention of the "Brookings Institution" (a well-known think tank/research organization) strongly suggests that "study" refers to a research report or a written document describing findings.
    *   This matches Sense 3: "a written document describing the findings of some individual or group | synonyms=report, written report".

    *   Sense 1 (inspection) is close, but "Study after study... tells us" usually refers to the *result* or the *report* of the inspection.
    *   Sense 2 (learning) doesn't fit.
    *   Sense 4 (absorption) doesn't fit.
    *   Sense 5 (room) doesn't fit.
    *   Sense 6 (branch of knowledge) doesn't fit.
    *   Sense 7 (sketch) doesn't fit.
    *   Sense 8 (meditation) doesn't fit.
    *   Sense 9 (person) doesn't fit.
    *   Sense 10 (composition) doesn't fit.


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

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

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

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

    *   Sense 1: detailed critical inspection (survey).
    *   Sense 2: applying the mind to learning (work).
    *   Sense 3: a written document describing findings (report, written report).
    *   Sense 4: state of deep mental absorption.
    *   Sense 5: a room for reading/writing.
    *   Sense 6: a branch of knowledge (discipline).
    *   Sense 7: preliminary drawing (sketch).
    *   Sense 8: attentive consideration (cogitation).
    *   Sense 9: someone who memorizes quickly.
    *   Sense 10: a composition for technique.

    *   The phrase "Study after study" suggests multiple instances of research or reports.
    *   The phrase "the most recent from the Brookings Institution" explicitly links "study" to an organization (Brookings Institution) that produces research reports/documents.
    *   The phrase "tells us that..." indicates that the "study" is a source of information or findings.

    *   Sense 3: "a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale".
    *   This matches perfectly. The Brookings Institution produces written reports/studies describing findings.


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

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

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

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

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

    *   The phrase is "the most recent".
    *   "Recent" is an adjective.
    *   "Most recent" is the superlative form of "recent" (recent -> more recent -> most recent).
    *   It indicates the one that happened closest to the present time (the highest degree of recency).

    *   Sense 1 matches perfectly: "used to form the superlative".
    *   Sense 2 ("very") would be "a most recent study" (meaning a very recent study), but here it's "the most recent", which is the standard superlative construction.
    *   Sense 3 ("almost") does not fit at all.


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

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

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

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

    *   Sense 1: express in words (state, say). Example: "He said that he wanted to marry her."
    *   Sense 2: let something be known. Example: "Tell them that you will be late."
    *   Sense 3: narrate or give a detailed account of. Example: "Tell what happened."
    *   Sense 4: give instructions/direct with authority. Example: "I said to him to go home."
    *   Sense 5: discern or comprehend. Example: "He could tell that she was unhappy."
    *   Sense 6: inform positively and with certainty. Example: "I tell you that man is a crook!"
    *   Sense 7: give evidence. Example: "he was telling on all his former colleague."
    *   Sense 8: mark as different (distinguish). Example: "We distinguish several kinds of maple."

    *   The sentence says "Study after study... tells us that...".
    *   In this context, "tells" means the studies provide information, indicate, or state a finding.
    *   Comparing this to the senses:
        *   Sense 1 (express in words/state/say) fits well. Studies "state" or "say" that something is the case.
        *   Sense 2 (let something be known) is similar but usually implies a communication act to a person.
        *   Sense 3 (narrate) is for stories.
        *   Sense 4 (order) is for commands.
        *   Sense 5 (discern) is for perception.
        *   Sense 6 (assure) is for emphatic claims.
        *   Sense 7 (give evidence/betray) usually refers to a person revealing a secret or a sign revealing a fact (though "give evidence" is listed, the example "telling on all his former colleague" suggests informing on someone).
        *   Sense 8 (distinguish) is for differentiation.

    *   "Study after study... tells us that..." is a common way of saying "Studies indicate that..." or "Studies state that...".
    *   Sense 1: "express in words | synonyms=state, say". This is the most general and accurate fit for a study stating a conclusion.

    *   Wait, let me look at Sense 7 again: "give evidence | synonyms=evidence | examples=he was telling on all his former colleague". The example is "telling on", which is different from "telling us that".
    *   Let's look at Sense 1 again: "express in words | synonyms=state, say".
    *   Is there a better fit? "Tells us that" in the context of research is essentially "states that".

    *   Sense 1: state, say. (Study states that...)
    *   Sense 2: let something be known. (Study lets us know that...)
    *   Sense 3: narrate. (No)
    *   Sense 4: order. (No)
    *   Sense 5: discern. (No)
    *   Sense 6: assure. (No)
    *   Sense 7: give evidence. (The example "telling on" is very specific to betrayal/snitching).
    *   Sense 8: distinguish. (No)

    Between 1 and 2, Sense 1 is the most standard for "stating a fact" or "saying that".

    *   "Study after study... tells us that..."
    *   Synonym check: "Study after study... states that..." (Yes)
    *   Synonym check: "Study after study... says that..." (Yes)
    *   Sense 1 matches "state, say".


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

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

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

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

    *   Sense 1: superlative of 'good' (having the most positive qualities). Example: "the best film of the year".
    *   Sense 2: comparative/superlative of 'well' (wiser/more advantageous). Example: "thought it best not to respond".
    *   Sense 3: having desirable or positive qualities especially those suitable for a thing specified. Example: "good news".
    *   Sense 4: having the normally expected amount. Example: "gives good measure".
    *   Sense 5: morally admirable.
    *   Sense 6: deserving of esteem and respect. Example: "respectable companies".
    *   Sense 7: promoting or enhancing well-being. Example: "beneficial effects".
    *   Sense 8: agreeable or pleasing. Example: "had a good time".
    *   Sense 9: of moral excellence. Example: "a genuinely good person".
    *   Sense 10: having or showing knowledge and skill. Example: "adept in handicrafts".
    *   Sense 11: thorough. Example: "gave the house a good cleaning".
    *   Sense 12: close or intimate relationship. Example: "a good friend".
    *   Sense 13: financially sound. Example: "a good investment".
    *   Sense 14: most suitable or right for a particular purpose. Example: "a good time to plant tomatoes".
    *   Sense 15: resulting favorably. Example: "it's a good thing".
    *   Sense 16: exerting force or influence. Example: "the law is effective immediately".
    *   Sense 17: capable of pleasing. Example: "good looks".
    *   Sense 18: appealing to the mind. Example: "good music".
    *   Sense 19: in excellent physical condition. Example: "good teeth".
    *   Sense 20: tending to promote physical well-being. Example: "a good night's sleep".
    *   Sense 21: not forged. Example: "a good dollar bill".
    *   Sense 22: not left to spoil. Example: "the meat is still good".
    *   Sense 23: generally admired. Example: "good taste".

    *   "the best schools" refers to schools that have the most positive qualities (in this context, specifically those that are free of outside interference and governed by a powerful head).
    *   This is a superlative use of "good" meaning "having the most positive qualities."

    *   Sense 1: "superlative of `good') having the most positive qualities". This fits perfectly.
    *   Sense 2: "comparative and superlative of `well') wiser or more advantageous". This is usually used in phrases like "it is best to..." or "I thought it best". Not the case here.
    *   Sense 14: "most suitable or right for a particular purpose". While "best" can mean this, Sense 1 is the more general superlative of "good" (positive qualities). "The best schools" generally means the highest quality schools.

    *   "the best schools" = the schools with the most positive qualities.
    *   Sense 1: "superlative of `good') having the most positive qualities".

    *   Sense 1 is the most direct and accurate fit for "the best schools".


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

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

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

reasoning_content:
*   Context: "...the best <t>schools</t> are those that are free of outside interference and are governed by a powerful head."
    *   Surrounding text: Mentions principals, authority over faculty, curriculum, student discipline, and the Brookings Institution.
    *   Target word: "schools"

    *   Sense 1: an educational institution (e.g., "the school was founded in 1900")
    *   Sense 2: a building where young people receive education (e.g., "the school was built in 1932")
    *   Sense 3: the process of being formally educated (schooling)
    *   Sense 4: a body of creative artists/thinkers (e.g., "Venetian school of painting")
    *   Sense 5: the period of instruction (schooltime)
    *   Sense 6: an educational institution's faculty and students
    *   Sense 7: a large group of fish

    *   The text discusses the governance of schools, specifically the role of the principal, authority over faculty/curriculum, and the lack of outside interference.
    *   It refers to "schools" as entities that are "governed by a powerful head."
    *   This fits the definition of an "educational institution" (Sense 1).
    *   It's not referring to the physical building (Sense 2), the process of education (Sense 3), a group of artists (Sense 4), the time period (Sense 5), the collective group of people (Sense 6), or fish (Sense 7).

    *   Sense 1: "an educational institution" - This fits perfectly. The text is talking about how these institutions should be run.


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

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

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

reasoning_content:
*   Context: "...the best schools are those that are free of <t>outside</t> interference and are governed by a powerful head."
    *   Target word: "outside"
    *   Meaning in context: Interference coming from sources other than the school's own internal administration/governance (e.g., parents, politicians, external organizations).

    *   Sense 1: relating to or being on or near the outer side or limit (e.g., outside margin). -> Physical location. (Incorrect)
    *   Sense 2: coming from the outside; synonyms=external, extraneous (e.g., extraneous light, extraneous income). -> Coming from an external source. (Strong candidate)
    *   Sense 3: originating or belonging beyond some bounds (e.g., the outside world, outside interests). -> Beyond a boundary. (Possible, but Sense 2 is more about the *source* of the interference).
    *   Sense 4: located, suited for, or taking place in the open air (e.g., outdoor clothes). -> Outdoors. (Incorrect)
    *   Sense 5: functioning outside the boundaries or precincts of an organized unit (e.g., extramural studies). -> Specifically about professional/academic functions outside a unit. (Incorrect)
    *   Sense 6: leading to or from the outside (e.g., an outside door). -> Physical access. (Incorrect)
    *   Sense 7: from or between other countries (e.g., external commerce). -> International. (Incorrect)
    *   Sense 8: very unlikely (e.g., an outside chance). -> Remote. (Incorrect)
    *   Sense 9: on or toward an outer edge (e.g., an outer lane). -> Physical position. (Incorrect)
    *   Sense 10: (baseball pitch) far side of home plate. (Incorrect)

    *   Sense 2: "coming from the outside | synonyms=external, extraneous". "Outside interference" means interference coming from an external source.
    *   Sense 3: "originating or belonging beyond some bounds". "Outside interests" is similar, but "outside interference" fits the "external/extraneous" definition of Sense 2 very well.

    Let's re-evaluate Sense 2 vs Sense 3.
    Sense 2: "coming from the outside | synonyms=external, extraneous".
    Sense 3: "originating or belonging beyond some bounds".

    In the phrase "outside interference", the interference is coming from sources external to the school. This aligns perfectly with "external" or "extraneous".

    Wait, let's look at the examples for Sense 3: "the outside world; outside interests".
    "Outside interests" is very similar to "outside interference".

    Let's look at Sense 2 examples: "extraneous light in the camera spoiled the photograph; relying upon an extraneous income".

    Actually, "outside interference" usually means interference from people or organizations not part of the group in question. This is "external".

    Comparing Sense 2 and Sense 3 again:
    Sense 2: coming from the outside (external, extraneous).
    Sense 3: originating or belonging beyond some bounds.

    In many dictionaries, "outside interference" is categorized as "external".
    If we look at the provided senses:
    Sense 2: coming from the outside | synonyms=external, extraneous.
    Sense 3: originating or belonging beyond some bounds.

    "Outside interference" fits Sense 2 (external interference) better than Sense 3 (which seems to refer more to a location or a separate sphere of existence, like "the outside world").

    Let's double-check.
    "Free of outside interference" = "Free of external interference".
    Sense 2 synonym: external.

    Therefore, Sense 2 is the most accurate.


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

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

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

reasoning_content:
*   Context: "...the best schools are those that are free of outside <t>interference</t> and are governed by a powerful head."
    *   Key phrase: "free of outside interference".
    *   Meaning in context: The text is discussing school administration and the need for principals to have authority without external parties (like politicians, parents, or boards) meddling or obstructing their management of the faculty, curriculum, and discipline.

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

    *   Sense 2 focuses on the *act* of hindering/obstructing.
    *   Sense 5 focuses on the *obstruction* itself.
    *   In the phrase "free of outside interference", "interference" refers to the act of external parties intervening or meddling in the school's affairs, which hinders the principal's authority.
    *   Looking at the synonyms for Sense 2: "hindrance, hinderance".
    *   Looking at the synonyms for Sense 5: "hindrance, hinderance, hitch, preventive, preventative, encumbrance".
    *   Usually, "outside interference" in a political or administrative context refers to the *act* of intervening (meddling), which fits Sense 2 better than a physical or specific "hitch" or "encumbrance" (Sense 5).
    *   Wait, let's re-evaluate Sense 2 vs Sense 5.
    *   Sense 2: "the act of hindering or obstructing or impeding".
    *   Sense 5: "any obstruction that impedes or is burdensome".
    *   "Outside interference" is the act of people from outside the school system intervening in its operations. This is an act of hindering the principal's authority.

    *   Sense 1: International politics.
    *   Sense 2: Act of hindering/obstructing.
    *   Sense 3: Signal noise.
    *   Sense 4: Football.
    *   Sense 5: An obstruction/burden.

    In the context of "free of outside interference", it means the school is not being meddled with. Meddling is an act of hindering the intended process.

    Let's check if there's a better fit.
    "Interference" as meddling is often defined as "the act of interfering".
    Sense 2: "the act of hindering or obstructing or impeding".
    Sense 5: "any obstruction that impedes or is burdensome".

    If I say "interference from the government", I mean the *act* of the government intervening.

    Let's compare Sense 2 and 5 again.
    Sense 2: act of hindering.
    Sense 5: any obstruction.

    "Outside interference" is the act of intervening. Sense 2 is the closest.

    Wait, let me look at the provided senses again.
    1. International intervention.
    2. Act of hindering/obstructing.
    3. Signal noise.
    4. Football.
    5. Obstruction that impedes.

    Actually, in many dictionaries, "interference" meaning "meddling" is listed separately from "hindrance". However, among these choices, Sense 2 ("the act of hindering or obstructing or impeding") is the most accurate description of "outside interference" in a management/governance context.

    Let's double-check Sense 5. "any obstruction that impedes or is burdensome". This sounds more like a physical object or a specific problem (a "hitch").

    Therefore, Sense 2 is the best fit.


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

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

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

reasoning_content:
*   Context: "...the best schools are those that are free of outside interference and are <t>governed</t> by a powerful head."
    *   Target word: "governed"
    *   Surrounding context: "schools", "free of outside interference", "governed by a powerful head", "principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."

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

    *   The text discusses schools being led by a "powerful head" (principal) who has "authority over the faculty, the curriculum, and all matters of student discipline."
    *   "Governed by a powerful head" in this context means the school is ruled or managed by the authority of the principal.
    *   Sense 1 (regulate) is about rules/conformity. While related, the focus here is on the *person* exercising authority.
    *   Sense 2 (influence behavior) is more about internal drivers or general influence (like beliefs).
    *   Sense 3 (exercise authority over) fits best. Although it mentions "as of nations," the core meaning is exercising authority/ruling over an organization or entity.
    *   Sense 4 (grammar) is completely irrelevant.

    *   The context emphasizes "authority" and a "powerful head" (leader).
    *   "Governed" here means the school is under the rule/authority of the principal.
    *   Sense 3 is the most accurate fit.


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

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

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

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

    *   Sense 1: having great power or force or potency or effect (general power/force).
    *   Sense 2: strong enough to knock down or overwhelm (physical force/impact).
    *   Sense 3: having great influence (social/political/organizational power).
    *   Sense 4: possessing physical strength and weight (muscular).
    *   Sense 5: displaying superhuman strength or power (herculean).

    *   The text discusses school principals having "authority" and the schools being "governed" by them.
    *   This refers to administrative power, authority, and influence over a system, not physical strength (Senses 2, 4, 5) or general force/potency (Sense 1, though Sense 1 is broad, Sense 3 is more specific to influence/authority).
    *   Wait, let's look closer at Sense 1 vs Sense 3.
        *   Sense 1: "having great power or force or potency or effect" (Example: "the most powerful government in western Europe").
        *   Sense 3: "having great influence" (Synonym: "potent").
    *   In the context of a school principal ("head") having authority over faculty and curriculum, "powerful" means they have the authority/influence to make decisions and enforce them.
    *   Comparing Sense 1 and Sense 3:
        *   Sense 1 example "the most powerful government" is very similar to "a powerful head" (of a school).
        *   Sense 3 "having great influence" also fits.
    *   Let's re-read the context: "principals with a large measure of authority... governed by a powerful head."
    *   Usually, in these types of NLP tasks (like WordNet-based sense disambiguation), "powerful" in the sense of authority/influence is often grouped.
    *   Let's look at the nuances again.
        *   Sense 1: General power/force/potency.
        *   Sense 3: Influence.
    *   Actually, looking at the provided senses, Sense 1 includes "the most powerful government," which is an entity with authority. Sense 3 is "having great influence."
    *   Is a principal with authority "influential" or "powerful"? They are both, but "authority" maps more directly to "power" (the ability to command/control) than just "influence" (the ability to affect).
    *   However, in many dictionaries, "powerful" meaning "having great power" (Sense 1) covers political/administrative power.
    *   Let's re-evaluate Sense 3: "having great influence".
    *   Let's look at the examples for Sense 1: "the most powerful government in western Europe". This is almost identical in nature to "a powerful head [of a school]".

    *   Sense 1: Power/force/potency/effect. Example: powerful government.
    *   Sense 3: Great influence.
    *   The text emphasizes "authority" and "governed by". This is the exercise of power.
    *   If I have to choose between "power" (Sense 1) and "influence" (Sense 3), "power" (authority) is a better fit for "governed by a powerful head" and "large measure of authority".

    *   Wait, let me double-check if Sense 3 is more specific to social influence. "Potent" is a synonym.
    *   Let's look at Sense 1 again: "having great power or force or potency or effect".
    *   In the context of a leader (head of school), "powerful" usually means they have the authority to make decisions. This is "power".

    *   Sense 1: Power/Force/Potency. (Example: Government)
    *   Sense 3: Influence.
    *   The context says "large measure of authority" and "governed by". This is the definition of power in an organizational sense. Sense 1's example "powerful government" fits perfectly.

    *   Sense 1: Power/Force/Potency.
    *   Sense 2: Knock-down.
    *   Sense 3: Influence.
    *   Sense 4: Physical strength.
    *   Sense 5: Superhuman strength.
    *   The most fitting is Sense 1. (Though Sense 3 is close, Sense 1's example of a government is the strongest parallel to a school head with authority).

    *Self-Correction:* Let me think if "influence" (Sense 3) is a better fit. Influence is often softer than authority. Authority is the *right* to give orders; power is the *ability* to do so. The text mentions "authority" explicitly. Sense 1 mentions "power".

    *Wait*, let me look at the senses again.
    1. having great power or force or potency or effect
    3. having great influence

    If a principal has "authority", they have "power".

    Let's check if there's any other interpretation. "Governed by a powerful head."
    If the head is "powerful", they have the power to govern.

    Let's compare "powerful government" (Sense 1) and "powerful influence" (Sense 3).
    The text says "governed by a powerful head". This is a person in a position of power.

    Final check:
    Sense 1: power/force/potency. Example: government.
    Sense 3: influence.
    The context is about authority and governance. Sense 1 is the best fit.


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

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

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

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

    *   1: Upper part of body (No)
    *   2: Domestic animal (No)
    *   3: Mind/reason (No)
    *   4: Person in charge (General)
    *   5: Front of military formation (No)
    *   6: Fluid pressure (No)
    *   7: Top of something (No)
    *   8: Source of water (No)
    *   9: Grammar (No)
    *   10: Abscess (No)
    *   11: Height measurement (No)
    *   12: Cluster of flowers/foliage (No)
    *   13: Educator with executive authority for a school (principal, head teacher) (Yes)
    *   14: Individual person (No)
    *   15: Drug user (No)
    *   16: Natural elevation (No)
    *   17: Compact mass (No)
    *   18: Foam on liquid (No)
    *   19: Forefront (No)
    *   20: Difficult juncture (No)
    *   21: Forward movement (No)
    *   22: Arrow pointer (No)
    *   23: Subject matter (No)
    *   24: Line of text (No)
    *   25: Bone end (No)
    *   26: Muscle part (No)
    *   27: Computer science (No)
    *   28: Coin side (No)
    *   29: Tool part (No)
    *   30: Nautical toilet (No)
    *   31: Projection (No)
    *   32: Drum membrane (No)
    *   33: Oral sex (No)

    *   Sense 4: "a person who is in charge" (General)
    *   Sense 13: "the educator who has executive authority for a school | synonyms=principal, school principal, head teacher" (Specific to schools)

    The context explicitly mentions "schools" and "principals" just before using the word "head". Sense 13 is the most precise fit.

    *   "schools should have principals..."
    *   "...governed by a powerful head."
    *   Sense 13: "the educator who has executive authority for a school | synonyms=principal..."

    Sense 13 is the correct match.


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

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

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

reasoning_content:
*   Context: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline... With that <t>authority</t>, of course, goes an unambiguous accountability."
    *   Target word: "authority"

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

    *   The text discusses principals having "a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   It mentions that the best schools are "governed by a powerful head."
    *   It says, "With that authority, of course, goes an unambiguous accountability."
    *   In this context, "authority" refers to the power or right of the principal to make decisions and give orders.

    *   Sense 1 matches perfectly: "the power or right to give orders or make decisions."


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

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

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

reasoning_content:
*   Context: "With that authority, of course, <t>goes</t> an unambiguous accountability."
    *   Target word: "goes" (from "go with").
    *   Meaning in context: The sentence means that when a principal has authority, accountability is also present or associated with it. Authority and accountability are linked; one accompanies the other.

    *   Sense 1: "be present or associated with an event or entity" (synonyms: attach to, accompany, come with). Example: "French fries come with the hamburger."
    *   Sense 2: "go or occur together" (synonyms: collocate with, construe with, cooccur with). Example: "The word 'hot' tends to cooccur with 'cold'." (This sense refers specifically to linguistic collocation or statistical co-occurrence of words).

    *   The context is about a conceptual relationship between "authority" and "accountability."
    *   It's not about words appearing together in a text (Sense 2).
    *   It's about one thing (accountability) being associated with or accompanying another (authority) (Sense 1).

    *   Sense 1 fits perfectly.