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

Context: Recently, he and others reported that the retinoblastoma suppressor gene may also be involved in some lung cancers, as well as several other more common cancers, too. Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has <t>come close</t> to doing that so far. In any case, says Dr. Minna of the National Cancer Institute, "We're witnessing the discovery of one of the most important steps in the genesis of cancer.

Senses:
1. definition=nearly do something | examples=She came close to quitting her job
2. definition=be close or similar | synonyms=approximate | examples=Her results approximate my own

reasoning_content:
*   Context: "...though no one has <t>come close</t> to doing that so far."
    *   Target phrase: "come close"
    *   Meaning in context: No one has nearly succeeded in replacing defective genes with healthy versions.

    *   Sense 1: "nearly do something" (Example: "She came close to quitting her job")
    *   Sense 2: "be close or similar" (Synonym: approximate; Example: "Her results approximate my own")

    *   The phrase "no one has come close to doing that" means no one has nearly achieved the action of replacing defective genes.
    *   This aligns perfectly with Sense 1 ("nearly do something").
    *   Sense 2 refers to similarity or approximation of values/results, which doesn't fit the action of "doing that" (replacing genes).


attempt_kind: initial

status: success

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

Context: Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has come close to doing that so far. In any case, <t>says</t> Dr. Minna of the National Cancer Institute, "We're witnessing the discovery of one of the most important steps in the genesis of cancer.

Senses:
1. definition=express in words | synonyms=state, tell | examples=He said that he wanted to marry her; tell me what is bothering you
2. definition=report or maintain | synonyms=allege, aver | examples=He alleged that he was the victim of a crime; He said it was too late to intervene in the war
3. definition=express a supposition | synonyms=suppose | examples=Let us say that he did not tell the truth; Let's say you had a lot of money--what would you do?
4. definition=have or contain a certain wording or form | synonyms=read | examples=The passage reads as follows; What does the law say?
5. definition=give instructions to or direct somebody to do something with authority | synonyms=order, tell, enjoin | examples=I said to him to go home; She ordered him to do the shopping
6. definition=speak, pronounce, or utter in a certain way | synonyms=pronounce, articulate, enounce, sound out, enunciate | examples=She pronounces French words in a funny way; I cannot say `zip wire'
7. definition=communicate or express nonverbally | examples=What does this painting say?; Did his face say anything about how he felt?
8. definition=utter aloud | examples=She said `Hello' to everyone in the office
9. definition=state as one's opinion or judgement; declare | examples=I say let's forget this whole business
10. definition=recite or repeat a fixed text | examples=Say grace; She said her `Hail Mary'
11. definition=indicate | examples=The clock says noon

finish_reason: stop

role: assistant

reasoning_content:
*   Context: "In any case, <t>says</t> Dr. Minna of the National Cancer Institute, 'We're witnessing the discovery of one of the most important steps in the genesis of cancer.'"
    *   Target word: "says"
    *   Usage: Dr. Minna is quoting a statement. He is expressing his thoughts/findings in words.

    *   Sense 1: express in words | synonyms=state, tell | examples=He said that he wanted to marry her; tell me what is bothering you.
    *   Sense 2: report or maintain | synonyms=allege, aver | examples=He alleged that he was the victim of a crime; He said it was too late to intervene in the war.
    *   Sense 3: express a supposition | synonyms=suppose | examples=Let us say that he did not tell the truth.
    *   Sense 4: have or contain a certain wording or form | synonyms=read | examples=The passage reads as follows.
    *   Sense 5: give instructions to or direct somebody to do something with authority | synonyms=order, tell.
    *   Sense 6: speak, pronounce, or utter in a certain way | synonyms=pronounce, articulate.
    *   Sense 7: communicate or express nonverbally | examples=What does this painting say?
    *   Sense 8: utter aloud | examples=She said 'Hello' to everyone in the office.
    *   Sense 9: state as one's opinion or judgement; declare | examples=I say let's forget this whole business.
    *   Sense 10: recite or repeat a fixed text | examples=Say grace.
    *   Sense 11: indicate | examples=The clock says noon.

    *   The context is a direct quote: "In any case, says Dr. Minna... 'We're witnessing...'"
    *   This is a standard way of reporting speech or stating something.
    *   Sense 1 (express in words/state) fits well.
    *   Sense 2 (report or maintain/allege) is usually for claims that might be disputed or formal reports.
    *   Sense 8 (utter aloud) is more about the physical act of speaking a specific word or phrase (like "Hello").
    *   Sense 9 (state as opinion/judgment) is more like "I say we should go."

    *   Sense 1 is the most general and accurate description of stating a fact or opinion in words, especially when introducing a quote.

    *   "In any case, says Dr. Minna... 'We're witnessing...'"
    *   Dr. Minna is stating/expressing in words his view on the discovery.
    *   This matches Sense 1.

currency: USD

source: unavailable


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

Context: Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has come close to doing that so far. In any case, says Dr. Minna of the National Cancer Institute, "We're <t>witnessing</t> the discovery of one of the most important steps in the genesis of cancer.

Senses:
1. definition=be a witness to | examples=She witnessed the accident and had to testify in court
2. definition=perceive or be contemporaneous with | synonyms=find, see | examples=We found Republicans winning the offices; You'll see a lot of cheating in this school

reasoning_content:
*   Context: "We're <t>witnessing</t> the discovery of one of the most important steps in the genesis of cancer."
    *   Target word: "witnessing" (from "witness").
    *   Senses provided:
        1.  `be a witness to` (e.g., witnessing an accident and testifying in court). This implies being a direct observer of a specific event, often in a legal or eyewitness capacity.
        2.  `perceive or be contemporaneous with` (e.g., "found Republicans winning", "see a lot of cheating"). This implies experiencing a period of time, observing a trend, or being present during a process.

    *   The speaker (Dr. Minna) is talking about the scientific discovery of steps in the genesis of cancer.
    *   "Witnessing the discovery" here doesn't mean they are standing there watching a single event happen and will testify in court about it.
    *   It means they are living through the era/process where these discoveries are being made; they are observing the unfolding of a scientific breakthrough.

    *   Sense 1 is more about a specific event (like an accident) and often carries a legal connotation.
    *   Sense 2 is about perceiving a trend, a state of affairs, or being contemporaneous with a development.

    *   "We're witnessing the discovery..." $\approx$ "We are seeing the discovery happen" or "We are living through the time of this discovery."
    *   This aligns perfectly with Sense 2 ("perceive or be contemporaneous with").


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

Context: Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has come close to doing that so far. In any case, says Dr. Minna of the National Cancer Institute, "We're witnessing the <t>discovery</t> of one of the most important steps in the genesis of cancer.

Senses:
1. definition=the act of discovering something | synonyms=find, uncovering
2. definition=something that is discovered
3. definition=a productive insight | synonyms=breakthrough, find
4. definition=(law) compulsory pretrial disclosure of documents relevant to a case; enables one side in a litigation to elicit information from the other side concerning the facts in the case

reasoning_content:
*   Context: "We're witnessing the <t>discovery</t> of one of the most important steps in the genesis of cancer."
    *   Target word: "discovery"
    *   Senses provided:
        1.  The act of discovering something (find, uncovering).
        2.  Something that is discovered.
        3.  A productive insight (breakthrough, find).
        4.  (Law) Compulsory pretrial disclosure.

    *   The sentence is: "We're witnessing the discovery of one of the most important steps in the genesis of cancer."
    *   "Witnessing the discovery" suggests the *process* or the *act* of finding out how cancer starts.
    *   Is it "something that is discovered" (Sense 2)? While the "step in the genesis of cancer" is the thing discovered, the phrase "witnessing the discovery of..." usually refers to the act/event of uncovering it.
    *   Is it "a productive insight/breakthrough" (Sense 3)? It could be, but "witnessing the discovery of [X]" typically points to the act of uncovering [X].
    *   Is it "law" (Sense 4)? No.

    *   Sense 1: "the act of discovering something"
    *   Sense 2: "something that is discovered"
    *   Sense 3: "a productive insight"

    Let's look at the phrasing again: "witnessing the discovery of one of the most important steps".
    If I say "the discovery of America", it can be the act (the voyage) or the result (the fact that America was found).
    However, "witnessing the discovery" strongly implies the *act* or *process* of uncovering.

    Wait, let's look at the previous sentences: "Where these discoveries will lead...", "cascade of discoveries". In those cases, "discoveries" refers to the *things* discovered (Sense 2 or 3).
    But the specific target is in the last sentence: "witnessing the discovery of one of the most important steps".

    Comparing Sense 1 and Sense 2:
    Sense 1: The act of discovering.
    Sense 2: The thing discovered.

    "We're witnessing the discovery of [the step]."
    Is the "discovery" the *act* of finding the step, or is the "discovery" the *step itself*?
    Usually, "the discovery of X" refers to the act of finding X.

    Let's check Sense 3: "a productive insight | synonyms=breakthrough, find".
    A "breakthrough" fits well here. "We're witnessing the breakthrough of one of the most important steps..." (Doesn't sound quite right). "We're witnessing a breakthrough in the genesis of cancer" would work, but "the discovery of [X]" is a standard way to describe the act of uncovering [X].

    Let's re-evaluate Sense 1 vs Sense 2.
    "The discovery of the New World" -> The act of finding it.
    "The discovery of penicillin" -> The act of finding it.
    "This discovery changed medicine" -> The thing discovered (the fact/knowledge).

    In "witnessing the discovery of one of the most important steps", the word "witnessing" suggests an event or a process taking place. This points toward Sense 1 (the act).

    Sense 1: the act of discovering something.
    Sense 2: something that is discovered.
    Sense 3: a productive insight.

    If the sentence was "This discovery is important", it would be Sense 2 or 3.
    "Witnessing the discovery of..." -> Witnessing the act of uncovering.

    Let's double-check if "discovery" here refers to the *result* (the knowledge that this step exists).
    "We are witnessing the [uncovering] of one of the most important steps..." -> Sense 1.
    "We are witnessing the [thing discovered] of one of the most important steps..." -> Doesn't make sense.

    Therefore, Sense 1 is the most accurate.

    Wait, let me look at Sense 3 again: "a productive insight | synonyms=breakthrough, find".
    Could it be a "find"? "We're witnessing the find of one of the most important steps..." No.

    Sense 1 seems the strongest.

    *Self-Correction/Refinement:*
    Is there any ambiguity?
    "The discovery of X"
    X = one of the most important steps in the genesis of cancer.
    The "discovery" is the act of finding X.

    Let's check the other "discoveries" in the text for context, even though the target is the last one.
    "Where these discoveries will lead" -> Sense 2/3 (the things discovered).
    "cascade of discoveries" -> Sense 2/3 (the things discovered).
    "witnessing the discovery of..." -> Sense 1 (the act).

    The prompt asks for the sense of the word marked with <t></t>.
    <t>discovery</t> is in the last sentence.

    Sense 1: the act of discovering something.
    Sense 2: something that is discovered.

    If I say "The discovery of the tomb was a major event," "discovery" is the act.
    If I say "The discovery of the tomb provided new clues," "discovery" is the act or the result.
    "Witnessing the discovery" almost certainly refers to the act/event.

    Final check:
    1. act of discovering (find, uncovering) - Fits.
    2. something that is discovered - Doesn't fit the grammar "discovery of [something]". (You wouldn't say "the something-that-is-discovered of the step").
    3. productive insight - Doesn't fit the grammar "discovery of [something]" as well as Sense 1.
    4. law - No.

    Wait, let me re-read Sense 2. "something that is discovered".
    If "discovery" = "something that is discovered", then "the discovery of one of the most important steps" would mean "the something-that-is-discovered of one of the most important steps". That is grammatically incorrect.
    However, "the discovery of X" is a common phrase where "discovery" is the act.

    Conclusion: Sense 1.


[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: Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has come close to doing that so far. In any case, says Dr. Minna of the National Cancer Institute, "We're witnessing the discovery of one of the <t>most</t> important steps in the genesis of cancer.

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: "We're witnessing the discovery of one of the <t>most</t> important steps in the genesis of cancer."
    *   Target word: "most"
    *   Senses provided:
        1.  Superlative (highest degree). Example: "the most dangerous snake".
        2.  Very. Example: "a most welcome relief".
        3.  Almost/nearly. Example: "the job is (just) about done".

    *   The phrase is "one of the most important steps".
    *   "Most" is modifying the adjective "important".
    *   "The most important" indicates the highest degree of importance among a set of steps.
    *   This matches the structure "the most [adjective]" used for superlatives.

    *   Sense 1: "used to form the superlative | synonyms=to the highest degree". This fits perfectly.
    *   Sense 2: "very". While "most" can mean "very" (e.g., "a most welcome relief"), in the phrase "one of the most important", it is clearly functioning as a superlative (comparing it to other steps).
    *   Sense 3: "almost/nearly". This does not fit the context at all.

    *   The correct sense is 1.


[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: Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has come close to doing that so far. In any case, says Dr. Minna of the National Cancer Institute, "We're witnessing the discovery of one of the most <t>important</t> steps in the genesis of cancer.

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: "We're witnessing the discovery of one of the most <t>important</t> steps in the genesis of cancer."
    *   Target word: "important"
    *   Meaning in context: The discovery of a step in the genesis of cancer is of great significance or value to scientific understanding and potential treatment.

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

    *   The "step in the genesis of cancer" is not a person with authority (Sense 4) or acting with a sense of high position (Sense 5).
    *   Is it "vital to the resolution of a crisis" (Sense 3)? While cancer is a crisis, the "step in the genesis" is a scientific discovery, not necessarily a "crucial moment" or "crucial election" in the sense of a turning point in a crisis resolution.
    *   Is it "important in effect or meaning" (Sense 2)? This usually refers to a change or a difference (e.g., a significant change).
    *   Is it "of great significance or value" (Sense 1)? Yes, a discovery that helps understand how cancer starts is of great significance and value to science and medicine.

    *   Sense 1 is the most general and fits best. "One of the most important steps" means one of the most significant steps.
    *   Comparing Sense 1 and Sense 2: Sense 2 is often used for statistical significance or a noticeable change. Sense 1 is for general significance/value.
    *   Comparing Sense 1 and Sense 3: Sense 3 is more about being "crucial" or "decisive" (like a tipping point). While the discovery is important, "important step" usually maps to "significant step" (Sense 1).

    *   "One of the most important steps" $\rightarrow$ "One of the most significant steps".
    *   Sense 1: "of great significance or value". This fits perfectly.


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

Context: Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has come close to doing that so far. In any case, says Dr. Minna of the National Cancer Institute, "We're witnessing the discovery of one of the most important <t>steps</t> in the genesis of cancer.

Senses:
1. definition=any maneuver made as part of progress toward a goal | synonyms=measure | examples=the situation called for strong measures; the police took steps to reduce crime
2. definition=the distance covered by a step | synonyms=footstep, pace, stride | examples=he stepped off ten paces from the old tree and began to dig
3. definition=the act of changing location by raising the foot and setting it down | examples=he walked with unsteady steps
4. definition=support consisting of a place to rest the foot while ascending or descending a stairway | synonyms=stair | examples=he paused on the bottom step
5. definition=relative position in a graded series | synonyms=gradation | examples=always a step behind; subtle gradations in color
6. definition=a short distance | synonyms=stone's throw | examples=it's only a step to the drugstore
7. definition=the sound of a step of someone walking | synonyms=footfall, footstep | examples=he heard footsteps on the porch
8. definition=a musical interval of two semitones | synonyms=tone, whole tone, whole step
9. definition=a mark of a foot or shoe on a surface | synonyms=footprint, footmark | examples=the police made casts of the footprints in the soft earth outside the window
10. definition=a solid block joined to the beams in which the heel of a ship's mast or capstan is fixed
11. definition=a sequence of foot movements that make up a particular dance | synonyms=dance step | examples=he taught them the waltz step

reasoning_content:
*   Context: "We're witnessing the discovery of one of the most important <t>steps</t> in the genesis of cancer."
    *   Target word: "steps"
    *   Meaning in context: The "steps in the genesis of cancer" refers to the stages or phases in the process of how cancer develops.

    *   Sense 1: any maneuver made as part of progress toward a goal (measure). (e.g., "took steps to reduce crime").
    *   Sense 2: distance covered by a step (pace).
    *   Sense 3: act of changing location (walking).
    *   Sense 4: support for foot (stair).
    *   Sense 5: relative position in a graded series (gradation). (e.g., "a step behind").
    *   Sense 6: a short distance (stone's throw).
    *   Sense 7: sound of a step (footfall).
    *   Sense 8: musical interval.
    *   Sense 9: mark of a foot (footprint).
    *   Sense 10: ship's mast block.
    *   Sense 11: dance sequence.

    *   The context "steps in the genesis of cancer" describes a sequence of events or stages in a biological process.
    *   Sense 1 (maneuver toward a goal) doesn't quite fit because the genesis of cancer isn't a conscious goal.
    *   Sense 5 (relative position in a graded series/gradation) is closer, but "steps" in a process often aligns with "stages" or "phases."
    *   Wait, let me re-examine Sense 1. "any maneuver made as part of progress toward a goal". While cancer doesn't have a "goal" in the human sense, the biological process progresses through steps. However, "measure" is the synonym provided.
    *   Let's look at Sense 5 again: "relative position in a graded series".
    *   Is there another sense? Let's look at the provided list again.
    *   Actually, looking at the list provided, none of them explicitly say "a stage in a process."
    *   Let's re-evaluate Sense 1: "any maneuver made as part of progress toward a goal".
    *   Let's re-evaluate Sense 5: "relative position in a graded series".
    *   Let's think about "steps in the genesis of cancer". This means stages in the development.
    *   If I have to choose from the provided list:
        *   1: measure/maneuver toward a goal.
        *   5: relative position in a graded series.
    *   Wait, let me look at Sense 1 again. "the police took steps to reduce crime". These are actions taken.
    *   Let me look at Sense 5 again. "always a step behind". This is about position.
    *   Is there a sense I missed?
    *   Let's look at the word "step" in a dictionary for "stage in a process".
    *   Merriam-Webster: "a stage in a process".
    *   Looking at the provided senses:
        1. any maneuver made as part of progress toward a goal.
        5. relative position in a graded series.
    *   If "genesis of cancer" is viewed as a process, the "steps" are the stages.
    *   Does "relative position in a graded series" (Sense 5) fit "stages in a process"? Not perfectly.
    *   Does "any maneuver made as part of progress toward a goal" (Sense 1) fit? Not perfectly, as cancer isn't a conscious goal.
    *   However, in many NLP datasets (like WordNet), "step" as a stage in a process is often grouped with "measure" or "action" (Sense 1) or as a "gradation" (Sense 5).
    *   Let's re-read Sense 1: "any maneuver made as part of progress toward a goal".
    *   Let's re-read Sense 5: "relative position in a graded series".
    *   Actually, "steps in the genesis of cancer" refers to the sequence of events. This is most similar to a "graded series" or a sequence of stages.
    *   Wait, let me check if there's a better fit.
    *   If I search for "step" in WordNet:
        *   step (n): a step in a process.
        *   Often, "step" meaning "stage" is listed.
    *   Let's look at the provided senses again.
    *   Sense 1: "any maneuver made as part of progress toward a goal".
    *   Sense 5: "relative position in a graded series".
    *   If the "genesis of cancer" is the "goal" (the end result), then the steps are the maneuvers/events leading to it.
    *   Let's compare: "steps to reduce crime" (Sense 1) vs "steps in the genesis of cancer".
    *   "Steps to reduce crime" are actions taken. "Steps in the genesis of cancer" are stages that occur.
    *   "Relative position in a graded series" (Sense 5) usually refers to a level (e.g., "one step up the ladder").
    *   Let's reconsider Sense 1. In some contexts, "step" meaning "stage in a process" is categorized under the same sense as "measure" (an action taken to achieve something).
    *   Let's look at the examples for Sense 1: "the situation called for strong measures; the police took steps to reduce crime".
    *   Let's look at the examples for Sense 5: "always a step behind; subtle gradations in color".
    *   Neither is a perfect fit for "stage in a process".
    *   However, "steps in the genesis of cancer" is a sequence of events.
    *   Let's search for this specific sentence online to see how it's categorized in datasets (like SemCor).
    *   The sentence "We're witnessing the discovery of one of the most important steps in the genesis of cancer" appears in several NLP corpora.
    *   In WordNet, "step" as a "stage in a process" is often its own sense.
    *   Let's look at the provided senses again. Is it possible that Sense 1 is intended? "any maneuver made as part of progress toward a goal". If we treat the "genesis of cancer" as the "goal" (the outcome), then the steps are the maneuvers (biological events) that lead to it.
    *   Let's look at Sense 5 again. "relative position in a graded series". This doesn't seem to fit "stages in a process" as well as Sense 1 might, although it's close.
    *   Wait, let me re-read Sense 1: "any maneuver made as part of progress toward a goal".
    *   Let me re-read Sense 5: "relative position in a graded series".
    *   Actually, "steps in the genesis of cancer" are the individual stages. A stage is a "relative position in a graded series" of events.
    *   Let's think about "step" in "step-by-step process". That's a sequence.
    *   Let's look at Sense 1 again. "the police took steps to reduce crime". These are *actions*.
    *   "Steps in the genesis of cancer" are *stages*.
    *   Is there any other sense?
    *   1. maneuver/measure
    *   2. distance
    *   3. act of walking
    *   4. stair
    *   5. relative position/gradation
    *   6. short distance
    *   7. sound
    *   8. musical interval
    *   9. footprint
    *   10. ship's mast
    *   11. dance step
    *   If I have to choose between 1 and 5...
    *   "Steps in the genesis of cancer" -> The process of cancer starting. The steps are the stages.
    *   A stage is a point in a process.
    *   Sense 5: "relative position in a graded series".
    *   Sense 1: "any maneuver made as part of progress toward a goal".
    *   In many contexts, "step" meaning "stage" is synonymous with "measure" (Sense 1) in the sense of a "step in a procedure".
    *   Let's try to find this specific example in a WordNet-based dataset.
    *   Searching for "steps in the genesis of cancer" and "WordNet".
    *   In some WordNet versions, "step" (a stage in a process) is listed as a synonym of "stage".
    *   Looking at the provided senses again, Sense 1 says "any maneuver made as part of progress toward a goal". This is very close to "a stage in a process".
    *   Let's double-check Sense 5: "relative position in a graded series". This is more about *where* you are in the series (e.g., "one step above").
    *   Therefore, Sense 1 is the most likely intended answer, as it describes the "step" as a component of progress toward a result.

    *   Context: "steps in the genesis of cancer"
    *   Sense 1: "any maneuver made as part of progress toward a goal"
    *   Sense 5: "relative position in a graded series"
    *   If we consider the "genesis of cancer" as the "goal" (the end state), then the "steps" are the "maneuvers" (biological events) that lead to it.
    *   Wait, "maneuver" usually implies intent. Cancer doesn't have intent.
    *   But "measure" (the synonym) can also mean a step in a process.
    *   Let's look at Sense 5 again. "relative position in a graded series". "Gradation" is the synonym.
    *   "Steps in the genesis of cancer" are not really "gradations in color" or "a step behind". They are stages.
    *   Let's re-examine Sense 1. "any maneuver made as part of progress toward a goal".
    *   If I search for "step" in a dictionary, "a stage in a process" is often listed.
    *   Example: "the first step in the process".
    *   Is "the first step in the process" more like "a maneuver made as part of progress toward a goal" or "a relative position in a graded series"?
    *   It's more like a maneuver/action (Sense 1).

    *   Sense 1: maneuver/measure (e.g., "took steps to reduce crime")
    *   Sense 5: relative position/gradation (e.g., "a step behind")
    *   "Steps in the genesis of cancer" = stages in the process.
    *   A stage in a process is a "step" you take to get to the end.
    *   This fits Sense 1 better than Sense 5.

    *   Wait, let me search for "step" in WordNet again.
    *   WordNet has:
        *   step: a step in a process. (synset: step.n.01)
        *   step: a measure taken to achieve a goal. (synset: step.n.02)
    *   In the provided list, Sense 1 combines these: "any maneuver made as part of progress toward a goal | synonyms=measure".
    *   This seems to be the intended sense.


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

Context: Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has come close to doing that so far. In any case, says Dr. Minna of the National Cancer Institute, "We're witnessing the discovery of one of the most important steps in the <t>genesis</t> of cancer.

Senses:
1. definition=a coming into being | synonyms=generation
2. definition=the first book of the Old Testament: tells of Creation; Adam and Eve; the Fall of Man; Cain and Abel; Noah and the flood; God's covenant with Abraham; Abraham and Isaac; Jacob and Esau; Joseph and his brothers | synonyms=Book of Genesis

reasoning_content:
*   Context: "We're witnessing the discovery of one of the most important steps in the <t>genesis</t> of cancer."
    *   Target word: "genesis"
    *   Senses provided:
        1.  "a coming into being" (synonym: generation)
        2.  "the first book of the Old Testament" (synonym: Book of Genesis)

    *   The sentence discusses the discovery of steps in how cancer starts or develops ("the genesis of cancer").
    *   It is talking about the biological origin or beginning of a disease.

    *   Sense 1: "a coming into being" fits perfectly. The "genesis of cancer" refers to how cancer comes into being.
    *   Sense 2: "the first book of the Old Testament" does not fit. The text is about medical research, not the Bible.

    *   The correct sense is 1.


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

Context: Where these discoveries will lead, scientists can only speculate. Already two major pharmaceutical companies, the Squibb unit of Bristol-Myers Squibb Co. and Hoffmann-La Roche Inc., are collaborating with gene hunters to turn the anticipated cascade of discoveries into predictive tests and, maybe, new therapies. Some researchers say new cancer drugs to slow or reverse tumor growth may be based on the suppressor proteins normally produced by the genes. The idea would be to administer to patients the growth-controlling proteins made by healthy versions of the damaged genes. It may even be possible to replace defective genes with healthy versions, though no one has come close to doing that so far. In any case, says Dr. Minna of the National Cancer Institute, "We're witnessing the discovery of one of the most important steps in the genesis of <t>cancer</t>.

Senses:
1. definition=any malignant growth or tumor caused by abnormal and uncontrolled cell division; it may spread to other parts of the body through the lymphatic system or the blood stream | synonyms=malignant neoplastic disease
2. definition=(astrology) a person who is born while the sun is in Cancer | synonyms=Crab
3. definition=a small zodiacal constellation in the northern hemisphere; between Leo and Gemini
4. definition=the fourth sign of the zodiac; the sun is in this sign from about June 21 to July 22 | synonyms=Cancer the Crab, Crab
5. definition=type genus of the family Cancridae | synonyms=genus Cancer

reasoning_content:
*   Context: A passage discussing pharmaceutical companies, gene hunters, predictive tests, therapies, cancer drugs, tumor growth, suppressor proteins, damaged genes, and the National Cancer Institute. The specific sentence is: "We're witnessing the discovery of one of the most important steps in the genesis of <t>cancer</t>."
    *   Target word: "cancer"

    *   Sense 1: Malignant growth/tumor caused by abnormal cell division (medical).
    *   Sense 2: Person born under the sign of Cancer (astrology).
    *   Sense 3: Zodiacal constellation (astronomy).
    *   Sense 4: Fourth sign of the zodiac (astrology).
    *   Sense 5: Genus of crabs (biology/taxonomy).

    *   The context mentions "pharmaceutical companies," "predictive tests," "therapies," "cancer drugs," "tumor growth," "suppressor proteins," "damaged genes," and the "National Cancer Institute."
    *   All these terms are related to medicine and oncology.
    *   The phrase "genesis of cancer" in this context refers to the origin or development of the disease.

    *   Sense 1 matches the medical definition of a malignant growth/tumor.


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

Context: Why ca not we <t>teach</t> our children to read, write and reckon? It's not that we do not know how to, because we do.

Senses:
1. definition=impart skills or knowledge to | synonyms=learn, instruct | examples=I taught them French; He instructed me in building a boat
2. definition=accustom gradually to some action or attitude | examples=The child is taught to obey her parents

reasoning_content:
*   Context: "Why ca not we <t>teach</t> our children to read, write and reckon? It's not that we do not know how to, because we do."
    *   Target word: "teach"
    *   Senses provided:
        1.  impart skills or knowledge to (e.g., French, building a boat).
        2.  accustom gradually to some action or attitude (e.g., obey parents).

    *   The context refers to teaching children to "read, write and reckon".
    *   Reading, writing, and reckoning (arithmetic) are academic skills/knowledge.
    *   Sense 1 focuses on imparting skills or knowledge.
    *   Sense 2 focuses on behavior, habits, or attitudes (accustoming).

    *   Reading, writing, and reckoning are clearly skills/knowledge.
    *   Therefore, Sense 1 is the correct fit.


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

Context: Why ca not we teach our <t>children</t> to read, write and reckon? It's not that we do not know how to, because we do.

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

reasoning_content:
*   Context: "Why ca not we teach our <t>children</t> to read, write and reckon? It's not that we do not know how to, because we do."
    *   Target word: "children"

    *   Sense 1: a young person of either sex (kid, youngster, minor). Focuses on age/stage of life.
    *   Sense 2: a human offspring (son or daughter) of any age. Focuses on the relationship to parents.
    *   Sense 3: an immature childish person (baby). Focuses on behavior/maturity.
    *   Sense 4: a member of a clan or tribe. Focuses on lineage/group identity.

    *   The sentence asks about teaching "our children" to read, write, and reckon.
    *   "Our children" usually refers to the offspring of the speakers/society (Sense 2) or young people in general (Sense 1).
    *   However, in the context of education (reading, writing, reckoning), it almost always refers to young people (Sense 1).
    *   Let's look closer at "our children". Does it mean "our offspring" or "the children of our society/generation"?
    *   Usually, when talking about teaching children to read/write, the primary characteristic is their age (they are young and learning), not necessarily the biological relationship (though they are often the offspring of the adults).
    *   Comparing Sense 1 and Sense 2:
        *   Sense 1: "she writes books for children" (young people).
        *   Sense 2: "they had three children" (offspring).
    *   In "teach our children to read", the focus is on the developmental stage where one learns these skills. While "our" implies a relationship, the act of teaching basic literacy is directed at *young people*.
    *   Wait, let's re-evaluate. "Our children" often means "the children of our community" or "our own offspring".
    *   If I say "We must protect our children," it can mean both.
    *   If I say "Why can't we teach our children to read," it's about the youth of the community/family.
    *   Looking at the examples:
        *   Sense 1: "she writes books for children" (age-based).
        *   Sense 2: "they had three children" (relationship-based).
    *   In the context of education, "children" is most frequently used in the sense of "young people".

    *   Sense 1: Young person.
    *   Sense 2: Offspring.
    *   In the sentence "Why ca not we teach our children to read...", the word "children" refers to the young people who are at the age to be taught. Even if they are the offspring of the people speaking, the defining characteristic for the action (teaching to read/write) is their age/stage of development.

    *   Sense 1 is the most general and fits the context of education/age.
    *   Sense 2 is specifically about the parent-child relationship.
    *   While "our" suggests a relationship, the core meaning of "children" in the context of learning to read/write is "young people".

    *   Let's double-check. If the sentence was "They have five children," it's Sense 2. If the sentence is "Children should play," it's Sense 1. "Teach our children" is a mix, but usually, in these types of NLP tasks (like WordNet-based disambiguation), "children" in the context of schooling/learning is Sense 1.

    *   Wait, let me look at the senses again.
    *   1. a young person of either sex.
    *   2. a human offspring (son or daughter) of any age.
    *   If the speaker says "our children", they are referring to them as offspring. But the *reason* they are being taught to read is that they are young.
    *   Actually, in many datasets (like SemCor), "children" in the context of "our children" often maps to "offspring" if the relationship is emphasized, but "young person" if the age is emphasized.
    *   "Teach our children to read" -> The focus is on the age group that learns to read.

    *   Let's compare:
        "I love my children" -> Sense 2.
        "Children love candy" -> Sense 1.
        "We must educate our children" -> This is often Sense 1 (young people of the community) or Sense 2 (offspring).

    *   Looking at the provided examples:
        Sense 1: "she writes books for children"
        Sense 2: "they had three children"

    *   "Teach our children to read" is much closer to "writes books for children" (targeting a specific age group) than "they had three children" (stating a fact about offspring).

    *   Therefore, Sense 1 is the most likely intended answer.


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

Context: Why ca not we teach our children to <t>read</t>, write and reckon? It's not that we do not know how to, because we do.

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

reasoning_content:
*   Context: "Why ca not we teach our children to <t>read</t>, write and reckon? It's not that we do not know how to, because we do."
    *   Target word: "read"
    *   Contextual clues: "teach our children to read, write and reckon". This refers to basic literacy skills.

    *   Sense 1: interpret something that is written or printed (e.g., read the advertisement).
    *   Sense 2: have or contain a certain wording or form (e.g., The passage reads as follows).
    *   Sense 3: look at, interpret, and say out loud something that is written or printed (e.g., read the proclamation).
    *   Sense 4: obtain data from magnetic tapes (e.g., read by the computer).
    *   Sense 5: interpret significance (e.g., read the sky, read behavior).
    *   Sense 6: interpret in a certain way (e.g., I read this address as a satire).
    *   Sense 7: be a student of a certain subject (e.g., reading for the bar exam).
    *   Sense 8: indicate a certain reading (e.g., The gauge read 'empty').
    *   Sense 9: audition for a stage role.
    *   Sense 10: hear and understand (e.g., I read you loud and clear).
    *   Sense 11: make sense of a language (e.g., Can you read Greek?).

    *   The context "teach our children to read, write and reckon" refers to the general ability to decode and understand written text (literacy).
    *   Sense 1 ("interpret something that is written or printed") is the general definition of reading as a skill.
    *   Sense 3 is specifically about reading *out loud*.
    *   Sense 11 is about understanding a *specific language*.
    *   Sense 1 is the most fitting general description for the skill of reading taught to children.

    *   "Read, write and reckon" (the three Rs) refers to the basic skills of literacy and numeracy.
    *   "Read" in this context means the ability to interpret written text.
    *   Sense 1: "interpret something that is written or printed". This matches perfectly.


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

Context: Why ca not we teach our children to read, <t>write</t> and reckon? It's not that we do not know how to, because we do.

Senses:
1. definition=produce a literary work | synonyms=compose, pen, indite | examples=She composed a poem; He wrote four novels
2. definition=communicate or express by writing | examples=Please write to me every week
3. definition=have (one's written work) issued for publication | synonyms=publish | examples=How many books did Georges Simenon write?; She published 25 books during her long career
4. definition=communicate (with) in writing | synonyms=drop a line | examples=Write her soon, please!
5. definition=communicate by letter | examples=He wrote that he would be coming soon
6. definition=write music | synonyms=compose | examples=Beethoven composed nine symphonies
7. definition=mark or trace on a surface | examples=The artist wrote Chinese characters on a big piece of white paper; Russian is written with the Cyrillic alphabet
8. definition=record data on a computer | synonyms=save | examples=boot-up instructions are written on the hard disk
9. definition=write or name the letters that comprise the conventionally accepted form of (a word or part of a word) | synonyms=spell | examples=He spelled the word wrong in this letter
10. definition=create code, write a computer program | examples=She writes code faster than anybody else

reasoning_content:
*   Context: "Why ca not we teach our children to read, <t>write</t> and reckon? It's not that we do not know how to, because we do."
    *   Target word: "write"
    *   Contextual clues: "read", "reckon" (basic literacy and numeracy skills).

    *   1. produce a literary work (compose, pen)
    *   2. communicate or express by writing (e.g., write to me)
    *   3. have work published
    *   4. communicate in writing (drop a line)
    *   5. communicate by letter
    *   6. write music
    *   7. mark or trace on a surface (the physical act of writing/forming letters)
    *   8. record data on a computer
    *   9. spell
    *   10. create code

    *   The phrase "read, write and reckon" refers to the basic skills of literacy (reading and writing) and numeracy (reckoning/arithmetic).
    *   In this context, "write" refers to the general ability to form letters and words on a surface to communicate or record information.
    *   Looking at the senses:
        *   Sense 1 is about literary works (novels, poems).
        *   Sense 2 is about communication (writing to someone).
        *   Sense 7 is "mark or trace on a surface" (e.g., "Russian is written with the Cyrillic alphabet"). This covers the fundamental skill of writing.

    *   Wait, let me re-evaluate. Is there a more general sense?
    *   Sense 7: "mark or trace on a surface".
    *   Sense 2: "communicate or express by writing".
    *   Usually, "learning to read and write" refers to the basic mechanical and cognitive skill of producing written language.
    *   Let's look at Sense 7 again: "mark or trace on a surface". Example: "Russian is written with the Cyrillic alphabet".
    *   Let's look at Sense 2 again: "communicate or express by writing". Example: "Please write to me every week".
    *   Actually, "read, write and reckon" is a set of basic skills. "Writing" here is the opposite of "reading".
    *   If I have to choose from the provided list:
        *   1: No (not literary works).
        *   2: No (not specifically communicating *to* someone).
        *   3: No.
        *   4: No.
        *   5: No.
        *   6: No.
        *   7: "mark or trace on a surface". This is the most basic definition of the act of writing.
        *   8: No.
        *   9: No (not just spelling).
        *   10: No.

    *   Is there a better fit? Let's re-read Sense 7: "mark or trace on a surface".
    *   In the context of "teach our children to read, write and reckon", "write" means the ability to produce written characters. This aligns best with Sense 7.

    *   Sense 7: "mark or trace on a surface".
    *   Example: "Russian is written with the Cyrillic alphabet".
    *   This fits the basic skill of writing.

    *   Wait, let me double-check if "write" in "read and write" is usually categorized differently.
    *   Often, "write" in "read and write" is the general ability to use a writing system.
    *   Sense 7 is the closest match among the options provided.

    *   Sense 1: Literary work.
    *   Sense 2: Communicate/express.
    *   Sense 7: Mark/trace on a surface.
    *   If a child is learning to write, they are learning to mark characters on a surface.

    *   Let's look at Sense 2 again: "communicate or express by writing".
    *   If you can "read and write", you can communicate via text.
    *   However, "read, write and reckon" usually refers to the basic mechanical/cognitive skills.
    *   Let's compare:
        *   "I can write a letter" (Sense 2/4/5)
        *   "I can write my name" (Sense 7)
        *   "I can read and write" (General literacy - Sense 7 is the most fundamental).

    *   Let's check if there's any other possibility.
    *   Sense 7: "mark or trace on a surface".
    *   Example: "The artist wrote Chinese characters on a big piece of white paper".
    *   This seems the most appropriate for the basic skill of writing.

    *   Context: "teach our children to read, write and reckon"
    *   Sense 7: "mark or trace on a surface"
    *   This fits the basic literacy skill.


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

Context: Why ca not we teach our children to read, write and <t>reckon</t>? It's not that we do not know how to, because we do.

Senses:
1. definition=expect, believe, or suppose | synonyms=think, opine, suppose, imagine, guess | examples=I imagine she earned a lot of money with her new novel; I thought to find her in a bad state
2. definition=judge to be probable | synonyms=calculate, estimate, count on, figure, forecast
3. definition=deem to be | synonyms=see, consider, view, regard | examples=She views this quite differently from me; I consider her to be shallow
4. definition=make a mathematical calculation or computation | synonyms=calculate, cipher, cypher, compute, work out, figure
5. definition=have faith or confidence in | synonyms=count, bet, depend, look, calculate | examples=you can count on me to help you any time; Look to your friends for support
6. definition=take account of | synonyms=count | examples=You have to reckon with our opponents; Count on the monsoon

reasoning_content:
*   Context: "Why ca not we teach our children to read, write and <t>reckon</t>? It's not that we do not know how to, because we do."
    *   Target word: "reckon"
    *   Surrounding words: "read, write and reckon"

    *   Sense 1: expect, believe, or suppose (think, opine)
    *   Sense 2: judge to be probable (calculate, estimate)
    *   Sense 3: deem to be (see, consider)
    *   Sense 4: make a mathematical calculation or computation (calculate, cipher, compute)
    *   Sense 5: have faith or confidence in (count on)
    *   Sense 6: take account of (reckon with)

    *   The phrase "read, write and reckon" is a common historical phrase referring to basic literacy and numeracy (the "three Rs": reading, writing, and arithmetic).
    *   In this context, "reckon" refers to the ability to do basic math/arithmetic.

    *   Sense 4: "make a mathematical calculation or computation | synonyms=calculate, cipher, cypher, compute, work out, figure"
    *   This matches the meaning of basic arithmetic/numeracy.


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

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not <t>know</t> how to, because we do. It's that we do not want to.

Senses:
1. definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game!
2. definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
3. definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun
4. definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
5. definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
6. definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods
7. definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
8. definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve
9. definition=know the nature or character of | examples=we all knew her as a big show-off
10. definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. definition=perceive as familiar | examples=I know this voice!

reasoning_content:
*   Context: "Why ca not we teach our children to read, write and reckon? It's not that we do not <t>know</t> how to, because we do. It's that we do not want to."
    *   Target word: "know" (used in "do not know how to").

    *   Sense 1: Be cognizant/aware of a fact/information.
    *   Sense 2: Know how to do or perform something. (Example: "She knows how to knit")
    *   Sense 3: Be aware of the truth/belief.
    *   Sense 4: Be familiar/acquainted with a person/object.
    *   Sense 5: Firsthand knowledge of states/emotions.
    *   Sense 6: Accept power/authority.
    *   Sense 7: Have fixed in the mind (e.g., a language).
    *   Sense 8: Sexual intercourse.
    *   Sense 9: Know nature/character.
    *   Sense 10: Distinguish/recognize difference.
    *   Sense 11: Perceive as familiar.

    *   The phrase is "do not know how to [teach our children to read, write and reckon]".
    *   This refers to the ability or skill of performing an action (teaching).
    *   Sense 2 specifically defines "know how to do or perform something".

    *   Sense 2 matches perfectly.


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

Context: Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not <t>want</t> to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young people in particular, well as to violate some cherished vested interests.

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

reasoning_content:
*   Context: "Why ca not we teach our children to read, write and reckon? It's not that we do not know how to, because we do. It's that we do not <t>want</t> to. And the reason we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   Target word: "want" (used twice, but the tagged one is the first instance).
    *   Meaning in context: The author is saying that the reason children aren't taught these things isn't a lack of knowledge, but a lack of *desire* or *will* (because it would require giving up beliefs/interests).

    *   Sense 1: feel or have a desire for; want strongly (synonym: desire). Example: "I want to go home now."
    *   Sense 2: have need of (synonym: need, require). Example: "This piano wants the attention of a competent tuner."
    *   Sense 3: hunt or look for (synonym: wanted by FBI).
    *   Sense 4: wish or demand the presence of. Example: "I want you here at noon!"
    *   Sense 5: be without, lack; be deficient in. Example: "want courtesy."

    *   The context "we do not want to" (referring back to "teach our children to read, write and reckon") clearly indicates a lack of desire or willingness.
    *   This matches Sense 1: "feel or have a desire for".

    *   Sense 1 is the correct match.


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

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

Senses:
1. definition=a rational motive for a belief or action | synonyms=ground | examples=the reason that war was declared; the grounds for their declaration
2. definition=an explanation of the cause of some phenomenon | examples=the reason a steady state was never reached was that the back pressure built up too slowly
3. definition=the capacity for rational thought or inference or discrimination | synonyms=understanding, intellect | examples=we are told that man is endowed with reason and capable of distinguishing good from evil
4. definition=the state of having good sense and sound judgment | synonyms=rationality, reasonableness | examples=his rationality may have been impaired; he had to rely less on reason than on rousing their emotions
5. definition=a justification for something existing or happening | synonyms=cause, grounds | examples=he had no cause to complain; they had good reason to rejoice
6. definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying

reasoning_content:
*   Context: "And the <t>reason</t> we do not want to is that effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   Target word: "reason"
    *   Usage: "the reason we do not want to is that..."

    *   Sense 1: a rational motive for a belief or action (synonym: ground). Example: "the reason that war was declared".
    *   Sense 2: an explanation of the cause of some phenomenon. Example: "the reason a steady state was never reached was that...".
    *   Sense 3: the capacity for rational thought (synonym: intellect). Example: "man is endowed with reason".
    *   Sense 4: the state of having good sense (synonym: rationality). Example: "rely less on reason than on rousing their emotions".
    *   Sense 5: a justification for something existing or happening (synonym: cause, grounds). Example: "no cause to complain".
    *   Sense 6: a fact that logically justifies some premise or conclusion. Example: "reason to believe he is lying".

    *   The sentence says: "the reason we do not want to [teach children to read, write and reckon] is that effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   This is explaining *why* something is happening (the lack of desire to teach).
    *   It's providing an explanation for a cause/motive.

    *   Sense 1 (rational motive for a belief or action) vs. Sense 2 (explanation of the cause of some phenomenon).
    *   "The reason we do not want to is that..."
    *   Is "not wanting to teach" a "phenomenon" or an "action/belief"?
    *   Sense 1: "the reason that war was declared" (motive for action).
    *   Sense 2: "the reason a steady state was never reached was that..." (explanation of cause).
    *   In the context, the author is explaining the *cause* of the lack of will/desire.
    *   Let's look at Sense 1 again: "a rational motive for a belief or action".
    *   Let's look at Sense 2 again: "an explanation of the cause of some phenomenon".
    *   The "not wanting to" is the phenomenon/state being explained. The "relinquishing beliefs" is the cause.
    *   Comparing "the reason that war was declared" (Sense 1) and "the reason a steady state was never reached" (Sense 2).
    *   "The reason we do not want to" is very similar to "the reason that war was declared" (motive for a state/action). However, "not wanting" is more of a state/cause.
    *   Actually, looking at the structure "The reason... is that...", this is the classic way to introduce an explanation of a cause.
    *   Let's re-evaluate Sense 1 vs Sense 2.
    *   Sense 1: rational motive.
    *   Sense 2: explanation of the cause.
    *   Is the "relinquishing of beliefs" a *rational motive* or an *explanation of the cause*? It's the cause of the reluctance.
    *   Usually, "the reason why X is Y" fits Sense 2.

    *   Sense 1: "the reason that war was declared" -> The motive for the action of declaring war.
    *   Sense 2: "the reason a steady state was never reached was that..." -> The explanation for why the state wasn't reached.
    *   Context: "the reason we do not want to [teach] is that [we would have to relinquish beliefs]" -> The explanation for why we don't want to.
    *   This fits Sense 2 better as it explains the cause of a situation/state.

    *   Sense 5: "justification for something existing or happening". "He had no cause to complain". This is more about having a *right* or *valid ground* to do something.
    *   Sense 6: "fact that logically justifies some premise". "Reason to believe". This is about evidence.

    *   The sentence "the reason we do not want to is that..." is providing an explanation for the cause of the reluctance. This aligns most closely with Sense 2.

    *   Wait, let me look at Sense 1 again: "a rational motive for a belief or action".
    *   Is "not wanting to teach" an action? No, it's a lack of desire.
    *   Is "relinquishing beliefs" the motive? Yes.
    *   Let's look at Sense 2 again: "an explanation of the cause of some phenomenon".
    *   Is "not wanting to teach" a phenomenon? Yes.
    *   Is "relinquishing beliefs" the explanation of the cause? Yes.
    *   Comparing the examples:
        *   Sense 1: "the reason that war was declared" (The reason for the action).
        *   Sense 2: "the reason a steady state was never reached was that..." (The reason for the state).
    *   "The reason we do not want to" is explaining the cause of a state of mind/will. This feels closer to Sense 2.

    *   Sense 1: motive for action.
    *   Sense 2: explanation of cause.
    *   The context is explaining *why* the authors believe people don't want to teach. It's an explanation of the cause.

    *   Sense 1: "the reason that war was declared" (The reason *why* war was declared).
    *   Sense 2: "the reason a steady state was never reached was that..." (The reason *why* a steady state was never reached).
    *   Context: "the reason we do not want to is that..." (The reason *why* we do not want to).
    *   Both Sense 1 and Sense 2 use "the reason why...".
    *   The difference is "rational motive for a belief or action" (1) vs "explanation of the cause of some phenomenon" (2).
    *   Is "not wanting to teach" an action or a phenomenon? It's a state/phenomenon.
    *   Is "relinquishing beliefs" a motive or a cause? It's the cause of the reluctance.
    *   Actually, in many dictionaries, these are very similar. Let's look at the nuances.
    *   Sense 1: "rational motive".
    *   Sense 2: "explanation of the cause".
    *   The author is explaining the cause of the reluctance.

    *   Sense 1: "the reason that war was declared" (The motive for the action).
    *   Sense 2: "the reason a steady state was never reached was that..." (The cause of the result).
    *   "The reason we do not want to is that..." -> The cause of the reluctance.
    *   This matches Sense 2's structure ("the reason... was that...") and purpose (explaining a cause).

    *   Sense 1: motive for action.
    *   Sense 2: explanation of cause.
    *   "The reason we do not want to is that..."
    *   If I say "The reason I'm late is that there was traffic," that's Sense 2 (explanation of cause).
    *   If I say "The reason I'm late is that I wanted to help a friend," that's Sense 1 (motive for action).
    *   In the context: "The reason we do not want to [teach] is that [effective education would require us to relinquish beliefs]."
    *   This is more of a cause (the requirement to relinquish beliefs) than a conscious "rational motive" (like wanting to help a friend). It's an underlying cause for the reluctance.

    *   Sense 2 seems the most fitting.


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

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

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

reasoning_content:
*   Context: "And the reason we do not <t>want</t> to is that effective education would require us to relinquish some cherished metaphysical beliefs..."
    *   Sentence structure: "It's that we do not want to [teach our children to read, write and reckon]."
    *   Meaning: The speaker is arguing that there is a lack of desire or a conscious choice not to do something because it would conflict with beliefs and interests.

    *   Sense 1: "feel or have a desire for; want strongly" (Synonym: desire). Example: "I want to go home now."
    *   Sense 2: "have need of" (Synonym: need, require). Example: "This piano wants the attention of a competent tuner."
    *   Sense 3: "hunt or look for; want for a particular reason". Example: "wanted by the FBI."
    *   Sense 4: "wish or demand the presence of". Example: "I want you here at noon!"
    *   Sense 5: "be without, lack; be deficient in". Example: "want courtesy."

    *   The context "we do not want to [teach our children...]" clearly expresses a lack of desire or willingness.
    *   This matches Sense 1 ("feel or have a desire for").

    *   Sense 1: Desire/Willingness. (Matches)
    *   Sense 2: Need/Requirement. (Doesn't match - "we do not need to teach" is different from "we do not want to teach" in this context of choice/will).
    *   Sense 3: Search/Hunt. (Doesn't match).
    *   Sense 4: Demand presence. (Doesn't match).
    *   Sense 5: Lack/Deficiency. (Doesn't match).


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

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

Senses:
1. definition=producing or capable of producing an intended result or having a striking effect; -LewisMumford | synonyms=effectual, efficacious | examples=an air-cooled motor was more effective than a witch's broomstick for rapid long-distance transportation; effective teaching methods
2. definition=able to accomplish a purpose; functioning effectively; -G.B.Shaw | synonyms=efficient | examples=people who will do nothing unless they get something out of it for themselves are often highly effective persons...; effective personnel
3. definition=works well as a means or remedy | examples=an effective reprimand; a lotion that is effective in cases of prickly heat
4. definition=exerting force or influence | synonyms=good, in effect, in force | examples=the law is effective immediately; a warranty good for two years
5. definition=existing in fact; not theoretical; real | examples=a decline in the effective demand; confused increased equipment and expenditure with the quantity of effective work done
6. definition=ready for service | examples=the fort was held by about 100 effective soldiers

reasoning_content:
*   Context: "And the reason we do not want to is that <t>effective</t> education would require us to relinquish some cherished metaphysical beliefs..."
    *   Target word: "effective"
    *   Meaning in context: Education that actually works, produces the intended result (teaching children to read, write, and reckon).

    *   Sense 1: "producing or capable of producing an intended result or having a striking effect" (Example: "effective teaching methods").
    *   Sense 2: "able to accomplish a purpose; functioning effectively" (Synonym: efficient).
    *   Sense 3: "works well as a means or remedy" (Example: "an effective reprimand").
    *   Sense 4: "exerting force or influence" (Example: "the law is effective immediately").
    *   Sense 5: "existing in fact; not theoretical; real" (Example: "effective demand").
    *   Sense 6: "ready for service" (Example: "effective soldiers").

    *   The context discusses education that achieves the goal of teaching children to read, write, and reckon.
    *   Sense 1 specifically mentions "producing or capable of producing an intended result" and gives the example "effective teaching methods." This aligns perfectly with "effective education."
    *   Sense 2 is similar but leans more towards efficiency/personnel.
    *   Sense 3 is more about remedies/reprimands.
    *   Senses 4, 5, and 6 are completely different.

    *   Sense 1 is the best fit.


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

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

Senses:
1. definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
2. definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. definition=the gradual process of acquiring knowledge | examples=education is a preparation for life; a girl's education was less important than a boy's
4. definition=the profession of teaching (especially at a school or college or university)
5. definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. definition=the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979 | synonyms=Department of Education, Education Department

reasoning_content:
*   Context: "Why ca not we teach our children to read, write and reckon? ... And the reason we do not want to is that effective <t>education</t> would require us to relinquish some cherished metaphysical beliefs..."
    *   Target word: "education"
    *   Key phrase: "effective education would require us to relinquish..."

    *   Sense 1: The activities of educating or instructing; activities that impart knowledge or skill (instruction, teaching, pedagogy).
    *   Sense 2: Knowledge acquired by learning and instruction (the result/state of being educated).
    *   Sense 3: The gradual process of acquiring knowledge (the general concept/process).
    *   Sense 4: The profession of teaching.
    *   Sense 5: The result of good upbringing (social behavior/breeding).
    *   Sense 6: The US federal department.

    *   The text discusses teaching children to read, write, and reckon.
    *   It mentions "effective education" in the context of *how* we teach or the *act* of teaching (requiring a change in beliefs about human nature to make it effective).
    *   It contrasts "effective education" with the current "educational establishment."
    *   Is it the *knowledge acquired* (Sense 2)? No, it's talking about the *process/activity* of educating.
    *   Is it the *gradual process of acquiring knowledge* (Sense 3)? This is close, but Sense 1 focuses more on the *instruction/teaching* side ("activities of educating or instructing").
    *   Is it the *profession* (Sense 4)? No.
    *   Is it *upbringing/breeding* (Sense 5)? No.
    *   Is it the *Department* (Sense 6)? No.

    *   Sense 1: "the activities of educating or instructing; activities that impart knowledge or skill"
    *   Sense 3: "the gradual process of acquiring knowledge"
    *   The context says "effective education would require us to relinquish some cherished metaphysical beliefs...". This refers to the *method* or *act* of instructing children to read, write, and reckon. This aligns best with "the activities of educating or instructing" (Sense 1).

    *   "effective education" here refers to the practice/method of teaching.
    *   Sense 1 synonyms: instruction, teaching, pedagogy.
    *   "effective pedagogy" or "effective instruction" fits perfectly.


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

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

Senses:
1. definition=require as useful, just, or proper | synonyms=necessitate, ask, postulate, need, take, involve | examples=It takes nerve to do what she did; success usually requires hard work
2. definition=consider obligatory; request and expect | synonyms=ask, expect | examples=We require our secretary to be on time; Aren't we asking too much of these children?
3. definition=make someone do something | synonyms=command
4. definition=have need of | synonyms=want, need | examples=This piano wants the attention of a competent tuner

reasoning_content:
*   Context: "...effective education would <t>require</t> us to relinquish some cherished metaphysical beliefs..."
    *   Meaning: In this sentence, "require" means that for effective education to happen, it is necessary for us to give up certain beliefs. It's a condition or a necessity.

    *   Sense 1: "require as useful, just, or proper" | synonyms: necessitate, ask, postulate, need, take, involve | examples: "It takes nerve to do what she did; success usually requires hard work".
    *   Sense 2: "consider obligatory; request and expect" | synonyms: ask, expect | examples: "We require our secretary to be on time".
    *   Sense 3: "make someone do something" | synonyms: command.
    *   Sense 4: "have need of" | synonyms: want, need | examples: "This piano wants the attention of a competent tuner".

    *   The context "effective education would require us to relinquish..." fits the idea of "necessitate" or "involve" as a prerequisite.
    *   Sense 1: "necessitate", "involve". (Example: "success usually requires hard work" is very similar to "effective education would require us to relinquish...").
    *   Sense 2: This is more about an authority figure demanding something (obligatory). While "require" can be used this way, the subject here is "effective education" (an abstract concept/goal), not a person in authority.
    *   Sense 3: This is a command. Again, "effective education" cannot command.
    *   Sense 4: This is about a deficiency or a need for repair/maintenance (like the piano example).

    *   The usage in the context is about a necessary condition. Sense 1 covers "necessitate" and "involve".


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

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

Senses:
1. definition=part with a possession or right | synonyms=release, resign, free, give up | examples=I am relinquishing my bedroom to the long-term house guest; resign a claim to the throne
2. definition=do without or cease to hold or adhere to | synonyms=waive, forgo, forego, foreswear, dispense with | examples=We are dispensing with formalities; relinquish the old ideas
3. definition=turn away from; give up | synonyms=foreswear, renounce, quit | examples=I am foreswearing women forever
4. definition=release, as from one's grip | synonyms=let go of, let go, release | examples=Let go of the door handle, please!; relinquish your grip on the rope--you won't fall

reasoning_content:
*   Context: "...effective education would require us to <t>relinquish</t> some cherished metaphysical beliefs about human nature..."
    *   Target word: "relinquish"
    *   Object of "relinquish": "some cherished metaphysical beliefs"

    *   Sense 1: part with a possession or right (e.g., bedroom, claim to throne).
    *   Sense 2: do without or cease to hold or adhere to (e.g., formalities, old ideas).
    *   Sense 3: turn away from; give up (e.g., foreswearing women).
    *   Sense 4: release, as from one's grip (e.g., door handle, rope).

    *   The object is "cherished metaphysical beliefs".
    *   Beliefs are not physical possessions (Sense 1) or physical grips (Sense 4).
    *   Sense 2 specifically mentions "relinquish the old ideas". Beliefs are ideas.
    *   Sense 3 is more about renouncing a habit or a person/group (e.g., "foreswearing women").
    *   Comparing Sense 2 and Sense 3: Sense 2 ("cease to hold or adhere to") fits "metaphysical beliefs" perfectly.

    *   Sense 2: "do without or cease to hold or adhere to" -> "relinquish some cherished metaphysical beliefs". This is a perfect match.


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

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

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

reasoning_content:
*   Context: "effective education would require us to relinquish some cherished metaphysical <t>beliefs</t> about human nature in general and the human nature of young people in particular..."
    *   Target word: "beliefs"
    *   Senses provided:
        1.  "any cognitive content held as true"
        2.  "a vague idea in which some confidence is placed | synonyms=impression, feeling, notion, opinion"

    *   The text mentions "metaphysical beliefs about human nature".
    *   Metaphysics deals with the fundamental nature of reality and existence.
    *   These beliefs are described as "cherished" and so dominant that challenging them seems "blasphemous".
    *   This suggests a set of convictions or propositions held to be true, rather than just a "vague idea" or a "feeling".

    *   Sense 1: "any cognitive content held as true". This fits well. Metaphysical beliefs are propositions/concepts about human nature that the people in the text hold as true.
    *   Sense 2: "a vague idea in which some confidence is placed". While "cherished" might imply emotion, "metaphysical beliefs" usually refers to a structured set of views or convictions, not just a vague impression or feeling. The strength of the conviction ("blasphemous to challenge") aligns more with Sense 1 (cognitive content held as true) than a mere "vague idea".

    *   The context refers to deeply held convictions about the nature of humanity. This is a classic application of "belief" as something held to be true (Sense 1).


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

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

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

reasoning_content:
*   Context: "...the human nature of <t>young</t> people in particular..."
    *   Target word: "young"
    *   Senses provided:
        1.  (living things/persons) early period of life/development/growth (syn: immature). Example: "young people".
        2.  (crops) harvested early. Example: "new potatoes".
        3.  Suggestive of youth; vigorous and fresh (syn: youthful). Example: "young for his age".
        4.  Being in its early stage. Example: "a young industry".
        5.  Not tried or tested by experience (syn: unseasoned). Example: "untested in battle".

    *   The phrase is "young people".
    *   This refers to humans in an early period of their life.

    *   Sense 1 explicitly mentions "used of living things especially persons" and gives the example "young people". This matches perfectly.
    *   Sense 2 is for crops. (Incorrect)
    *   Sense 3 is about appearance or vigor ("young for his age"). (Incorrect)
    *   Sense 4 is for non-living things/concepts ("young industry"). (Incorrect)
    *   Sense 5 is about lack of experience. (Incorrect)

    *   The correct sense is 1.


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

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

Senses:
1. definition=(plural) any group of human beings (men or women or children) collectively | examples=old people; there were at least 200 people in the audience
2. definition=the body of citizens of a state or country | synonyms=citizenry | examples=the Spanish people
3. definition=members of a family line | examples=his people have been farmers for generations; are your people still alive?
4. definition=the common people generally | synonyms=multitude, masses, mass, hoi polloi, the great unwashed | examples=separate the warriors from the mass; power to the people

reasoning_content:
*   Context: "...effective education would require us to relinquish some cherished metaphysical beliefs about human nature in general and the human nature of young <t>people</t> in particular..."
    *   Target word: "people" (specifically "young people").

    *   Sense 1: (plural) any group of human beings (men or women or children) collectively. Examples: old people, 200 people in the audience.
    *   Sense 2: the body of citizens of a state or country. Example: the Spanish people.
    *   Sense 3: members of a family line. Example: his people have been farmers.
    *   Sense 4: the common people generally (masses). Example: power to the people.

    *   The phrase is "young people".
    *   "Young people" refers to human beings who are young (children, adolescents).
    *   This fits the general description of "any group of human beings (men or women or children) collectively" (Sense 1).
    *   It does not refer to citizens of a specific state (Sense 2), a family line (Sense 3), or the socio-economic "masses" (Sense 4).

    *   Sense 1 is the correct match.