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

[User]
Target lemma: exactly
Target surface form: exactly
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know <t>exactly</t> what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

Candidate senses:
1. sense_key=exactly%4:02:01:: | definition=indicating exactness or preciseness | synonyms=precisely, just | examples=he was doing precisely (or exactly) what she had told him to do; it was just as he said--the jewel was gone
2. sense_key=exactly%4:02:04:: | definition=just as it should be | synonyms=precisely, on the nose, on the dot, on the button | examples=`Precisely, my lord,' he said
3. sense_key=exactly%4:02:02:: | definition=in a precise manner | synonyms=precisely, incisively | examples=she always expressed herself precisely

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

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

reasoning_content:
*   Target word: "exactly"
    *   Context: "If we wish to be serious about American education, we know <t>exactly</t> what to do -- and, just as important, what not to do."
    *   Candidate Senses:
        1.  `exactly%4:02:01::`: indicating exactness or preciseness (synonyms: precisely, just). Example: "he was doing precisely (or exactly) what she had told him to do".
        2.  `exactly%4:02:04::`: just as it should be (synonyms: precisely, on the nose). Example: "'Precisely, my lord,' he said".
        3.  `exactly%4:02:02::`: in a precise manner (synonyms: precisely, incisively). Example: "she always expressed herself precisely".

    *   The sentence is: "we know exactly what to do".
    *   Here, "exactly" modifies the phrase "what to do". It means we have a precise understanding of the actions required.
    *   It's not being used as an interjection of agreement (Sense 2).
    *   It's not describing the *manner* in which something is done (Sense 3 - "expressed herself precisely").
    *   It is indicating the exactness or preciseness of the knowledge/object ("what to do").

    *   Sense 1: "indicating exactness or preciseness". Example: "he was doing precisely (or exactly) what she had told him to do". This matches "we know exactly what to do" perfectly.
    *   Sense 2: "just as it should be" (used as an affirmative response). Not applicable.
    *   Sense 3: "in a precise manner" (adverb of manner). Not applicable.

    *   The usage "know exactly what to do" is a classic example of indicating exactness/preciseness regarding the object of the verb "know". This aligns with Sense 1.


attempt_kind: initial

status: success

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

[User]
Target lemma: just
Target surface form: just
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, <t>just</t> as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

Candidate senses:
1. sense_key=just%4:02:00:: | definition=and nothing more | synonyms=merely, simply, only, but | examples=I was merely asking; it is simply a matter of time
2. sense_key=just%4:02:05:: | definition=indicating exactness or preciseness | synonyms=precisely, exactly | examples=he was doing precisely (or exactly) what she had told him to do; it was just as he said--the jewel was gone
3. sense_key=just%4:02:04:: | definition=only a very short time before; ; ; ; ; - W.B.Yeats | synonyms=barely, hardly, scarcely, scarce | examples=they could barely hear the speaker; we hardly knew them
4. sense_key=just%4:02:01:: | definition=only a moment ago | synonyms=just now | examples=he has just arrived; the sun just now came out
5. sense_key=just%4:02:06:: | definition=exactly at this moment or the moment described | examples=we've just finished painting the walls, so don't touch them
6. sense_key=just%4:02:03:: | definition=absolutely | synonyms=simply | examples=I just can't take it anymore; he was just grand as Romeo

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

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

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target lemma: "just"
    *   Target surface form: "just"
    *   Context: "...we know exactly what to do -- and, <t>just</t> as important, what not to do."

    *   Sense 1: "and nothing more" (merely, simply, only). Example: "I was merely asking."
    *   Sense 2: "indicating exactness or preciseness" (precisely, exactly). Example: "it was just as he said."
    *   Sense 3: "only a very short time before" (barely, hardly). Example: "they could barely hear."
    *   Sense 4: "only a moment ago" (just now). Example: "he has just arrived."
    *   Sense 5: "exactly at this moment or the moment described". Example: "we've just finished painting."
    *   Sense 6: "absolutely" (simply). Example: "I just can't take it anymore."

    *   The phrase is "just as important".
    *   In this context, "just" is used to emphasize the equality of importance between "what to do" and "what not to do".
    *   "Just as important" means "equally important" or "precisely as important".
    *   Comparing this to the senses:
        *   Sense 1 (merely): "merely as important" - doesn't fit.
        *   Sense 2 (exactness/preciseness): "precisely as important" or "exactly as important". This fits the usage of "just as [adjective]" to indicate equality or exactness.
        *   Sense 3 (barely): "barely as important" - doesn't fit.
        *   Sense 4 (moment ago): doesn't fit.
        *   Sense 5 (at this moment): doesn't fit.
        *   Sense 6 (absolutely): "absolutely as important" - doesn't fit.

    *   Sense 2: "indicating exactness or preciseness" (synonyms: precisely, exactly).
    *   Example: "it was just as he said".
    *   In "just as important", "just" modifies the comparison "as important", indicating that the degree of importance is exactly the same.

    *   Sense 2 is the best fit.

currency: USD

source: unavailable


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

[User]
Target lemma: important
Target surface form: important
Context:
It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as <t>important</t>, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message.

Candidate senses:
1. sense_key=important%5:00:00:immodest:02 | definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air; took long important strides in the direction of his office
2. sense_key=important%3:00:04:: | definition=important in effect or meaning | synonyms=significant | examples=a significant change in tax laws; a significant change in the Constitution
3. sense_key=important%3:00:02:: | definition=of extreme importance; vital to the resolution of a crisis | synonyms=crucial | examples=a crucial moment in his career; a crucial election
4. sense_key=important%5:00:00:influential:00 | definition=having authority or ascendancy or influence | synonyms=authoritative | examples=an important official; the captain's authoritative manner
5. sense_key=important%3:00:00:: | definition=of great significance or value | synonyms=of import | examples=important people; the important questions of the day

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

raw_output:
```json
{"sense_index": 5}
```

content:
```json
{"sense_index": 5}
```

reasoning_content:
*   Target lemma: "important"
    *   Target surface form: "important"
    *   Context: "If we wish to be serious about American education, we know exactly what to do -- and, just as <t>important</t>, what not to do."
    *   Candidate senses:
        1.  `important%5:00:00:immodest:02`: consciousness of high position (e.g., "important air").
        2.  `important%3:00:04::`: important in effect or meaning (synonym: significant).
        3.  `important%3:00:02::`: of extreme importance; vital to the resolution of a crisis (synonym: crucial).
        4.  `important%5:00:00:influential:00`: having authority or ascendancy or influence (synonym: authoritative).
        5.  `important%3:00:00::`: of great significance or value (synonym: of import).

    *   The sentence is: "If we wish to be serious about American education, we know exactly what to do -- and, just as <t>important</t>, what not to do."
    *   The author is arguing that knowing "what not to do" is just as significant/valuable as knowing "what to do" in the context of improving American education.

    *   Sense 1 (immodest/high position): Not applicable.
    *   Sense 2 (significant in effect/meaning): Possible.
    *   Sense 3 (crucial/vital to crisis): This is a very strong form of importance. While the author is serious about education, "vital to the resolution of a crisis" might be too strong, though "crucial" fits.
    *   Sense 4 (influential/authoritative): Not applicable.
    *   Sense 5 (of great significance or value): This is the general sense of "important."

    *   Sense 2 (significant) vs. Sense 5 (of great significance or value).
    *   Sense 2 often refers to changes or effects (e.g., "significant change").
    *   Sense 5 is the general sense of being important/valuable.
    *   In the phrase "just as important," the author is saying that knowing what *not* to do is of equal value/significance to knowing what *to* do.
    *   Let's look at Sense 5 again: "of great significance or value". This fits perfectly.
    *   Let's look at Sense 2 again: "important in effect or meaning". This also fits, but Sense 5 is the more general, standard meaning of "important" when referring to the value of a piece of information or a course of action.

    *   Sense 3 (crucial) is usually reserved for critical turning points.
    *   Sense 5 is the most natural fit for "just as important" in this context.

    *   "If we wish to be serious about American education, we know exactly what to do -- and, just as [of great significance or value], what not to do." -> Fits well.
    *   "If we wish to be serious about American education, we know exactly what to do -- and, just as [significant in effect or meaning], what not to do." -> Also fits, but Sense 5 is the primary sense for general importance.

    *   Sense 5: `important%3:00:00::` (of great significance or value)
    *   Sense 2: `important%3:00:04::` (important in effect or meaning)
    *   Usually, "just as important" maps to the general sense of significance/value.

    *   Sense 5 is the most general and appropriate for this usage.


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

[User]
Target lemma: school
Target surface form: schools
Context:
It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful <t>schools</t> scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand.

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

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

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

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

reasoning_content:
*   Target lemma: `school`
    *   Target surface form: `schools`
    *   Context: "There are many successful <t>schools</t> scattered throughout this nation, some of them in the poorest of ghettos... Conversely, there are the majority of unsuccessful schools..."
    *   Candidate senses:
        1.  Group of fish.
        2.  Period of instruction (schooltime).
        3.  An educational institution.
        4.  Body of artists/thinkers (style).
        5.  Process of being educated (schooling).
        6.  Faculty and students.
        7.  Building where education happens (schoolhouse).

    *   The context discusses "successful schools" and "unsuccessful schools" scattered throughout the nation, some in ghettos.
    *   It refers to them as entities that can be "successful" or "unsuccessful" and "sending us the same message" (metaphorically, through their results).
    *   This refers to the institutions themselves (the organizations/entities), not just the buildings (sense 7), the people (sense 6), the time (sense 2), the process (sense 5), the fish (sense 1), or the artistic style (sense 4).

    *   Sense 3: "an educational institution" (e.g., "the school was founded in 1900").
    *   Sense 7: "a building where young people receive education" (e.g., "the school was built in 1932").
    *   Sense 6: "an educational institution's faculty and students" (e.g., "the school keeps parents informed").

    *   "Successful schools" and "unsuccessful schools" usually refer to the institution as a whole (management, results, quality), which fits "educational institution" (Sense 3) better than just the physical building (Sense 7) or just the people (Sense 6).

    *   Sense 3 is the most general and appropriate term for an educational organization/institution.


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

[User]
Target lemma: scattered
Target surface form: scattered
Context:
It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools <t>scattered</t> throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand.

Candidate senses:
1. sense_key=scattered%5:00:00:incoherent:00 | definition=lacking orderly continuity | synonyms=confused, disconnected, disjointed, disordered, garbled, illogical | examples=a confused set of instructions; a confused dream about the end of the world
2. sense_key=scattered%5:00:00:distributed:00 | definition=occurring or distributed over widely spaced and irregular intervals in time or space | examples=scattered showers; scattered villages

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

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

reasoning_content:
*   Target lemma: "scattered"
    *   Target surface form: "scattered"
    *   Context: "There are many successful schools <t>scattered</t> throughout this nation..."
    *   Candidate senses:
        1.  `scattered%5:00:00:incoherent:00`: lacking orderly continuity (confused, disconnected, disjointed).
        2.  `scattered%5:00:00:distributed:00`: occurring or distributed over widely spaced and irregular intervals in time or space (e.g., scattered showers, scattered villages).

    *   The sentence says "successful schools scattered throughout this nation".
    *   This refers to the physical distribution of schools across a geographical area (the nation).
    *   It does not refer to the schools being incoherent, confused, or disjointed.

    *   Sense 1: Incoherent/disordered. (Incorrect)
    *   Sense 2: Distributed over space/time. (Correct - fits "throughout this nation")

    *   The best sense is index 2.


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

[User]
Target lemma: poor
Target surface form: poorest
Context:
It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the <t>poorest</t> of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand.

Candidate senses:
1. sense_key=poor%3:00:00:: | definition=having little money or few possessions | examples=deplored the gap between rich and poor countries; the proverbial poor artist living in a garret
2. sense_key=poor%5:00:00:unfortunate:00 | definition=deserving or inciting pity; ; ; - Galsworthy | synonyms=hapless, miserable, misfortunate, pathetic, piteous, pitiable | examples=a hapless victim; miserable victims of war
3. sense_key=poor%5:00:00:bad:00 | definition=unsatisfactory | examples=a poor light for reading; poor morale
4. sense_key=poor%3:00:02:: | definition=lacking in specific resources, qualities or substances | examples=a poor land; the area was poor in timber and coal
5. sense_key=poor%3:00:03:: | definition=characterized by or indicating poverty | examples=the country had a poor economy; they lived in the poor section of town
6. sense_key=poor%5:00:00:insufficient:00 | definition=not sufficient to meet a need | synonyms=inadequate, short | examples=an inadequate income; a poor salary

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

content:
```json
{"sense_index": 5}
```

reasoning_content:
*   Target lemma: `poor`
    *   Target surface form: `poorest`
    *   Context: "...some of them in the <t>poorest</t> of ghettos..."
    *   Candidate senses:
        1.  `poor%3:00:00::`: having little money or few possessions (individuals/countries).
        2.  `poor%5:00:00:unfortunate:00`: deserving or inciting pity.
        3.  `poor%5:00:00:bad:00`: unsatisfactory.
        4.  `poor%3:00:02::`: lacking in specific resources, qualities or substances.
        5.  `poor%3:00:03::`: characterized by or indicating poverty (areas/economies).
        6.  `poor%5:00:00:insufficient:00`: not sufficient to meet a need.

    *   The phrase is "poorest of ghettos".
    *   "Ghettos" are areas/neighborhoods.
    *   "Poorest" here describes the socioeconomic status of the area.

    *   Sense 1: "having little money or few possessions" (usually refers to people or countries).
    *   Sense 5: "characterized by or indicating poverty" (examples: "poor economy", "poor section of town").
    *   Sense 4: "lacking in specific resources" (e.g., "poor land").

    *   Sense 1 is about the *entity* possessing the money.
    *   Sense 5 is about the *characteristic* of a place or system (like a section of town or an economy).
    *   "Ghettos" are sections of town. Therefore, "poorest of ghettos" fits Sense 5 ("characterized by or indicating poverty") better than Sense 1.

    *   Sense 5 example: "they lived in the poor section of town".
    *   Context: "poorest of ghettos".
    *   This is a perfect match.


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

[User]
Target lemma: same
Target surface form: same
Context:
It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the <t>same</t> message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand.

Candidate senses:
1. sense_key=same%3:00:00:: | definition=closely similar or comparable in kind or quality or quantity or degree | examples=curtains the same color as the walls; two girls of the same age
2. sense_key=same%3:00:02:: | definition=same in identity | examples=the same man I saw yesterday; never wore the same dress twice
3. sense_key=same%5:00:00:unchanged:00 | definition=unchanged in character or nature | examples=the village stayed the same; his attitude is the same as ever
4. sense_key=same%3:00:04:: | definition=equal in amount or value | synonyms=like | examples=like amounts; equivalent amounts

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

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

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

reasoning_content:
*   Target lemma: "same"
    *   Target surface form: "same"
    *   Context: "...There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the <t>same</t> message."
    *   Candidate senses:
        1.  `same%3:00:00::`: closely similar or comparable in kind or quality or quantity or degree (e.g., curtains the same color as the walls).
        2.  `same%3:00:02::`: same in identity (e.g., the same man I saw yesterday).
        3.  `same%5:00:00:unchanged:00`: unchanged in character or nature (e.g., the village stayed the same).
        4.  `same%3:00:04::`: equal in amount or value (e.g., like amounts).

    *   The sentence says: "There are many successful schools... and they are all sending us the same message."
    *   Does "same message" mean:
        *   (1) Closely similar/comparable in kind? (The messages are similar in content).
        *   (2) Identical in identity? (The exact same physical or abstract message, though usually, when multiple sources send a message, it means the *content* is identical/similar).
        *   (3) Unchanged in character? (The message hasn't changed over time).
        *   (4) Equal in amount? (The quantity of the message is the same).

    *   Sense 2 (identity) is often used for "the same [noun]" when referring to the exact same entity. However, in the phrase "sending the same message," it usually means the *content* of the messages is identical or very similar.
    *   Sense 1 (similar/comparable) refers to quality, kind, or degree.
    *   Let's look at the examples for Sense 1: "curtains the same color as the walls". This is about similarity in a specific attribute.
    *   Let's look at the examples for Sense 2: "the same man I saw yesterday". This is identity.
    *   In "sending the same message," the schools aren't sending one single physical message (identity), but rather messages that are identical in content. In linguistic usage, "the same" often bridges the gap between identity and similarity.
    *   However, WordNet often distinguishes between "identical" (Sense 2) and "similar" (Sense 1).
    *   If multiple people say the same thing, they are saying things that are identical in meaning.
    *   Let's re-evaluate Sense 1: "closely similar or comparable in kind or quality".
    *   Let's re-evaluate Sense 2: "same in identity".
    *   If I say "We both have the same car" (meaning the same model), it's Sense 1. If I say "We both rode in the same car," it's Sense 2.
    *   "They are all sending us the same message." They aren't all sending one single message (one piece of paper), but their messages are identical in content. This is analogous to "We have the same car" (same model/type).

    *   Sense 1: "closely similar or comparable in kind or quality" -> "The messages are of the same kind/content."
    *   Sense 2: "same in identity" -> "The exact same message." (Less likely here, as each school sends its own message).
    *   Sense 3: "unchanged" -> Not applicable.
    *   Sense 4: "equal in amount" -> Not applicable.

    *   "The same message" in this context means the content is identical across different sources. This fits the "comparable in kind or quality" (Sense 1) better than "identical entity" (Sense 2).

    *   Wait, let me double-check. If I say "They all told me the same story," am I saying they told me the *exact same* story (identity of the story's content) or a *similar* story? Usually, it means the content is identical.
    *   In WordNet, "the same" meaning "identical in content/type" is often mapped to Sense 1 (similar/comparable) rather than Sense 2 (identity of the object itself).
    *   Example for Sense 1: "two girls of the same age". They aren't the same person (identity), but their age is the same (comparable/equal).
    *   Example for Sense 2: "the same man I saw yesterday". This is the exact same person.
    *   In "the same message", the schools are not the same school, and they aren't sending one single message. They are sending messages that are identical in content. This is like "the same age".

    *   Sense 1: Closely similar/comparable.
    *   Sense 2: Identity.
    *   Sense 3: Unchanged.
    *   Sense 4: Equal amount.
    *   The messages are identical in content, which makes them "comparable in kind" (Sense 1).

    *   Sense 1: "curtains the same color as the walls" (Attribute is identical).
    *   "The same message" (Content is identical).
    *   This matches the pattern of Sense 1.


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

[User]
Target lemma: majority
Target surface form: majority
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the <t>majority</t> of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=majority%1:28:00:: | definition=the age at which persons are considered competent to manage their own affairs | synonyms=legal age
2. sense_key=majority%1:23:00:: | definition=(elections) more than half of the votes | synonyms=absolute majority
3. sense_key=majority%1:07:00:: | definition=the property resulting from being or relating to the greater in number of two parts; the main part | synonyms=bulk | examples=the majority of his customers prefer it; the bulk of the work is finished

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

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

reasoning_content:
*   Target lemma: "majority"
    *   Target surface form: "majority"
    *   Context: "...Conversely, there are the <t>majority</t> of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand."

    *   Sense 1: "the age at which persons are considered competent to manage their own affairs" (legal age).
    *   Sense 2: "(elections) more than half of the votes" (absolute majority).
    *   Sense 3: "the property resulting from being or relating to the greater in number of two parts; the main part" (bulk). Example: "the majority of his customers prefer it".

    *   The sentence says "there are the majority of unsuccessful schools".
    *   This refers to the greater number or the bulk of the unsuccessful schools.
    *   It does not refer to legal age (Sense 1).
    *   It does not refer to an election result or a specific vote count (Sense 2).
    *   It refers to the greater part of a group (Sense 3).

    *   Sense 3 fits perfectly.


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

[User]
Target lemma: school
Target surface form: schools
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful <t>schools</t>, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

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

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

raw_output:
```json
{"sense_index": 4}
```

content:
```json
{"sense_index": 4}
```

reasoning_content:
*   Target lemma: `school`
    *   Target surface form: `schools`
    *   Context: "There are many successful schools scattered throughout this nation... Conversely, there are the majority of unsuccessful <t>schools</t>, and we know which efforts at educational reform are doomed beforehand."

    *   Sense 1: Period of instruction (schooltime).
    *   Sense 2: Process of being formally educated (schooling).
    *   Sense 3: Group of fish (shoal).
    *   Sense 4: An educational institution.
    *   Sense 5: Body of artists/thinkers (style/teacher).
    *   Sense 6: Faculty and students of an institution.
    *   Sense 7: A building where education happens (schoolhouse).

    *   The text discusses "successful schools scattered throughout this nation" and "unsuccessful schools."
    *   It mentions "educational reform."
    *   The context refers to the institutions themselves (the entities that can be successful or unsuccessful and are scattered geographically).
    *   Sense 4 ("an educational institution") fits best.
    *   Sense 7 ("a building") is too narrow; the success/failure of a school usually refers to the institution's performance, not just the physical building.
    *   Sense 6 ("faculty and students") is possible, but "scattered throughout this nation" and "educational reform" typically target the institutional level.

    *   Sense 4: "an educational institution" - This is the most general and accurate description of what is being discussed (the entities subject to reform and categorized as successful/unsuccessful).


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

[User]
Target lemma: know
Target surface form: know
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we <t>know</t> which efforts at educational reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=know%2:31:11:: | definition=know the nature or character of | examples=we all knew her as a big show-off
2. sense_key=know%2:31:03:: | definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
3. sense_key=know%2:31:00:: | definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
4. sense_key=know%2:31:15:: | definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
5. sense_key=know%2:31:01:: | 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!
6. sense_key=know%2:31:04:: | definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
7. sense_key=know%2:35:00:: | 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
8. sense_key=know%2:31:06:: | 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
9. sense_key=know%2:31:14:: | definition=perceive as familiar | examples=I know this voice!
10. sense_key=know%2:31:12:: | definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. sense_key=know%2:31:02:: | 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

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

content:
```json
{"sense_index": 5}
```

reasoning_content:
*   Target lemma: `know`
    *   Target surface form: `know`
    *   Context: "...Conversely, there are the majority of unsuccessful schools, and we <t>know</t> which efforts at educational reform are doomed beforehand."
    *   Surrounding context: The author is discussing educational reform, stating that we already have the information needed to know what works and what doesn't.

    *   1: know the nature or character of (e.g., "knew her as a big show-off")
    *   2: know how to do or perform something (e.g., "knows how to knit")
    *   3: be familiar or acquainted with a person or an object (e.g., "know this composer")
    *   4: have fixed in the mind (e.g., "know Latin")
    *   5: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about (e.g., "know that the President lied")
    *   6: have firsthand knowledge of states, situations, emotions, or sensations (e.g., "know the feeling")
    *   7: have sexual intercourse with
    *   8: accept (someone) to be what is claimed or accept his power and authority
    *   9: perceive as familiar (e.g., "know this voice")
    *   10: be able to distinguish, recognize as being different (e.g., "know right from wrong")
    *   11: be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt (e.g., "know that I left the key on the table")

    *   The sentence is: "...we <t>know</t> which efforts at educational reform are doomed beforehand."
    *   This means the speaker is asserting that they possess the information/fact about which reforms will fail.
    *   Comparing Sense 5 and Sense 11:
        *   Sense 5: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about"
        *   Sense 11: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt"
    *   In the context "we know which efforts... are doomed", the author is claiming that the information is available and known (possessing knowledge of a fact).
    *   Sense 5 is a general "possess knowledge of a fact".
    *   Sense 11 is more about "belief/faith/certainty" or "regard as true beyond doubt".
    *   Looking at the preceding sentence: "If we wish to be serious about American education, we know exactly what to do". This reinforces the idea of possessing the necessary information/knowledge.
    *   The phrase "we know which efforts... are doomed" fits well with "be cognizant or aware of a fact or a specific piece of information".

    *   Sense 5: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about"
    *   Sense 11: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt"
    *   The author is arguing that the evidence exists and we are aware of it. "We know which efforts... are doomed" is a statement of possessing information based on the evidence mentioned earlier ("There are many successful schools... they are all sending us the same message").
    *   Sense 5 is the most direct fit for "possessing knowledge/information about a fact".

    *   Sense 1: No (not about character).
    *   Sense 2: No (not about a skill).
    *   Sense 3: No (not about acquaintance).
    *   Sense 4: No (not about memorization).
    *   Sense 6: No (not about experience/emotion).
    *   Sense 7: No.
    *   Sense 8: No.
    *   Sense 9: No.
    *   Sense 10: No.

    *   Sense 5: "I know that the President lied to the people" (fact/information).
    *   Sense 11: "I know that I left the key on the table" (truth/belief).
    *   "We know which efforts... are doomed" is very similar to "I know that the President lied" (knowing a specific fact/piece of information).

    *   The author says "We really do know all we need to know, if only we could assimilate this knowledge into our thinking." This strongly links "know" to "possessing knowledge/information" (Sense 5).


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

[User]
Target lemma: effort
Target surface form: efforts
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which <t>efforts</t> at educational reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=effort%1:04:00:: | definition=earnest and conscientious activity intended to do or accomplish something | synonyms=attempt, endeavor, endeavour, try | examples=made an effort to cover all the reading material; wished him luck in his endeavor
2. sense_key=effort%1:04:01:: | definition=use of physical or mental energy; hard work | synonyms=elbow grease, exertion, travail, sweat | examples=he got an A for effort; they managed only with great exertion
3. sense_key=effort%1:04:02:: | definition=a notable achievement | synonyms=feat, exploit | examples=he performed a great feat; the book was her finest effort
4. sense_key=effort%1:04:03:: | definition=a series of actions advancing a principle or tending toward a particular end | synonyms=campaign, cause, crusade, drive, movement | examples=he supported populist campaigns; they worked in the cause of world peace

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

content:
```json
{"sense_index": 4}
```

reasoning_content:
*   Target lemma: `effort`
    *   Target surface form: `efforts`
    *   Context: "...and we know which <t>efforts</t> at educational reform are doomed beforehand."

    *   Sense 1: `earnest and conscientious activity intended to do or accomplish something` (Synonyms: attempt, endeavor, try).
    *   Sense 2: `use of physical or mental energy; hard work` (Synonyms: elbow grease, exertion, travail, sweat).
    *   Sense 3: `a notable achievement` (Synonyms: feat, exploit).
    *   Sense 4: `a series of actions advancing a principle or tending toward a particular end` (Synonyms: campaign, cause, crusade, drive, movement).

    *   The phrase is "efforts at educational reform".
    *   "Educational reform" is a broad goal or principle.
    *   "Efforts" here refers to the organized attempts, programs, or campaigns aimed at achieving this reform.
    *   Comparing Sense 1 and Sense 4:
        *   Sense 1 (attempt/endeavor) is more about a single act or a general striving.
        *   Sense 4 (campaign/cause/drive/movement) is more about a series of actions advancing a principle (like "educational reform").
    *   In the context of "educational reform," these "efforts" are typically systemic, organized initiatives or campaigns.
    *   Let's re-evaluate Sense 1 vs Sense 4.
        *   "efforts at educational reform" -> "attempts at educational reform" (Sense 1)
        *   "efforts at educational reform" -> "campaigns/drives for educational reform" (Sense 4)
    *   Looking at the sentence: "...we know which efforts at educational reform are doomed beforehand."
    *   Usually, "efforts" in the plural, when referring to a large-scale social or political goal (like educational reform), aligns well with "a series of actions advancing a principle" (Sense 4).
    *   However, "attempt" (Sense 1) is also very common. Let's look at the synonyms again.
        *   Sense 1: attempt, endeavor.
        *   Sense 4: campaign, cause, crusade, drive, movement.
    *   "Efforts at [something]" often maps to "attempts at [something]".
    *   But "educational reform" is a systemic goal.
    *   Let's check the examples for Sense 4: "he supported populist campaigns", "they worked in the cause of world peace".
    *   Let's check the examples for Sense 1: "made an effort to cover all the reading material".
    *   The context "efforts at educational reform" sounds more like organized initiatives (Sense 4) than individual attempts (Sense 1).

    *   Sense 1: "earnest and conscientious activity intended to do or accomplish something"
    *   Sense 4: "a series of actions advancing a principle or tending toward a particular end"
    *   "Educational reform" is a principle/end. The "efforts" are the actions taken to achieve it.
    *   In many corpora, "efforts to [verb]" is Sense 1, but "efforts at [noun/reform]" often leans toward Sense 4 when it refers to organized movements or campaigns.
    *   Wait, let's look at the phrasing "efforts at educational reform". If I replace it with "attempts at educational reform", it fits perfectly. If I replace it with "campaigns at educational reform", it's slightly awkward (usually "campaigns for").
    *   Let's reconsider Sense 1. "Efforts" as "attempts" or "endeavors".
    *   Actually, looking at WordNet's typical usage, "efforts" in the sense of "organized activities" is Sense 4.
    *   Example: "war efforts", "relief efforts", "reform efforts". These are series of actions advancing a principle.
    *   "Educational reform" fits this pattern.

    *   Sense 1: Individual or general attempt.
    *   Sense 4: Organized series of actions (campaign, drive).
    *   "Efforts at educational reform" refers to the various programs, policies, and initiatives (a series of actions) aimed at the principle of educational reform. This fits Sense 4 better than a simple "attempt".

    *   Sense 1: attempt, endeavor.
    *   Sense 4: campaign, cause, crusade, drive, movement.
    *   "Reform efforts" is a very common collocation for Sense 4.

    *   Sense 1: "made an effort to cover all the reading material" (individual action).
    *   Sense 4: "he supported populist campaigns" (organized action).
    *   "Efforts at educational reform" is an organized, systemic action.

    *   Sense 1: earnest and conscientious activity...
    *   Sense 4: a series of actions advancing a principle...
    *   "Educational reform" is definitely a principle/end. The "efforts" are the series of actions.

    *   Sense 1: attempt
    *   Sense 4: campaign/drive
    *   "Which attempts at educational reform are doomed" vs "Which campaigns/drives at educational reform are doomed".
    *   Actually, "efforts" in the context of "reform efforts" is almost always Sense 4 in fine-grained WSD.

    *   Sense 1: effort%1:04:00
    *   Sense 2: effort%1:04:01
    *   Sense 3: effort%1:04:02
    *   Sense 4: effort%1:04:03
    *   The target is Sense 4.


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

[User]
Target lemma: educational
Target surface form: educational
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at <t>educational</t> reform are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

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

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

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

reasoning_content:
*   Target lemma: `educational`
    *   Target surface form: `educational`
    *   Context: "...we know which efforts at <t>educational</t> reform are doomed beforehand."
    *   Candidate senses:
        1.  `educational%5:00:00:instructive:00`: providing knowledge (e.g., an educational film).
        2.  `educational%3:01:00::`: relating to the process of education (e.g., educational psychology).

    *   The phrase is "educational reform".
    *   "Reform" in this context refers to changes made to the system, policies, or processes of education.
    *   Is "educational reform" about a reform that *provides knowledge* (instructive) or a reform *relating to the process of education*?
    *   It clearly refers to the system/process of education.

    *   Sense 1: "providing knowledge" (instructive). An "educational film" teaches you something.
    *   Sense 2: "relating to the process of education". "Educational psychology" is the study of how people learn (the process). "Educational reform" is the process of changing the education system.

    *   Sense 2 is the correct fit.


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

[User]
Target lemma: reform
Target surface form: reform
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=reform%1:04:00:: | definition=a change for the better as a result of correcting abuses | examples=justice was for sale before the reform of the law courts
2. sense_key=reform%1:04:01:: | definition=a campaign aimed to correct abuses or malpractices | examples=the reforms he proposed were too radical for the politicians
3. sense_key=reform%1:04:02:: | definition=self-improvement in behavior or morals by abandoning some vice | examples=the family rejoiced in the drunkard's reform

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

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

reasoning_content:
*   Target lemma: `reform`
    *   Target surface form: `reform`
    *   Context: "...Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational <t>reform</t> are doomed beforehand."
    *   Candidate senses:
        1.  `reform%1:04:00`: a change for the better as a result of correcting abuses (the result/outcome).
        2.  `reform%1:04:01`: a campaign aimed to correct abuses or malpractices (the process/effort/initiative).
        3.  `reform%1:04:02`: self-improvement in behavior or morals by abandoning some vice (personal change).

    *   The phrase is "efforts at educational reform".
    *   "Efforts at [something]" usually refers to the process, campaign, or attempt to achieve a goal.
    *   "Educational reform" in this context refers to the systemic attempts to improve the education system (correcting perceived failures or malpractices).

    *   Sense 1: "a change for the better" (the result). While "educational reform" can be the result, "efforts at reform" points more towards the *campaign* or *attempt* to achieve that change.
    *   Sense 2: "a campaign aimed to correct abuses or malpractices". This fits "efforts at educational reform" perfectly. The "efforts" are the "campaign".
    *   Sense 3: "self-improvement in behavior or morals". This is about an individual (e.g., a drunkard), not a school system.

    *   Sense 2 is the best fit because "efforts at reform" describes the active process/campaign to change the system.


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

[User]
Target lemma: doomed
Target surface form: doomed
Context:
It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are <t>doomed</t> beforehand. We really do know all we need to know, if only we could assimilate this knowledge into our thinking.

Candidate senses:
1. sense_key=doomed%5:00:00:dead:01 | definition=marked for certain death | examples=the black spot told the old sailor he was doomed
2. sense_key=doomed%5:00:00:certain:03 | definition=(usually followed by `to') determined by tragic fate | synonyms=fated | examples=doomed to unhappiness; fated to be the scene of Kennedy's assassination
3. sense_key=doomed%5:00:00:unfortunate:00 | definition=marked by or promising bad fortune; ; ; ; - W.H.Prescott | synonyms=ill-fated, ill-omened, ill-starred, unlucky | examples=their business venture was doomed from the start; an ill-fated business venture
4. sense_key=doomed%5:00:00:lost:02 | definition=in danger of the eternal punishment of Hell | synonyms=cursed, damned, unredeemed, unsaved | examples=poor damned souls

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

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

reasoning_content:
*   Target lemma: "doomed"
    *   Context: "...Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are <t>doomed</t> beforehand."
    *   Meaning: The efforts at educational reform are destined to fail or are unlikely to succeed.

    *   Sense 1: "marked for certain death" (Literal death). -> Not applicable.
    *   Sense 2: "determined by tragic fate" (Usually followed by 'to', often implies a personal tragedy or a grand fate). -> Possible, but usually refers to people or specific events ("doomed to unhappiness").
    *   Sense 3: "marked by or promising bad fortune" (Synonyms: ill-fated, unlucky; Example: "their business venture was doomed from the start"). -> This fits perfectly. "Efforts at educational reform" are like "business ventures" in this context—projects or initiatives that are destined to fail.
    *   Sense 4: "in danger of the eternal punishment of Hell" (Religious context). -> Not applicable.

    *   The context refers to "efforts at educational reform" being "doomed beforehand."
    *   This matches the example "their business venture was doomed from the start" in Sense 3.
    *   Sense 2 is similar but often implies a more "tragic" or "fated" quality, whereas Sense 3 is more about failure/bad fortune in a practical sense (like a venture or a plan).

    *   Sense 3 is the best fit.


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

[User]
Target lemma: really
Target surface form: really
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We <t>really</t> do know all we need to know, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=really%4:02:02:: | definition=in fact (used as intensifiers or sentence modifiers) | synonyms=in truth, truly | examples=in truth, moral decay hastened the decline of the Roman Empire; really, you shouldn't have done it
2. sense_key=really%4:02:00:: | definition=used as intensifiers; `real' is sometimes used informally for `really'; `rattling' is informal | synonyms=very, real, rattling | examples=she was very gifted; he played very well
3. sense_key=really%4:02:03:: | definition=in accordance with truth or fact or reality | synonyms=truly, genuinely | examples=she was now truly American; a genuinely open society
4. sense_key=really%4:02:04:: | definition=in actual fact | synonyms=actually | examples=to be nominally but not actually independent; no one actually saw the shark

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

content:
```json
{"sense_index": 4}
```

reasoning_content:
*   Target lemma: "really"
    *   Target surface form: "really"
    *   Context: "We <t>really</t> do know all we need to know, if only we could assimilate this knowledge into our thinking."
    *   Candidate senses:
        1.  `really%4:02:02::`: in fact (used as intensifiers or sentence modifiers) [synonyms: in truth, truly]
        2.  `really%4:02:00::`: used as intensifiers (very) [synonyms: very, real, rattling]
        3.  `really%4:02:03::`: in accordance with truth or fact or reality [synonyms: truly, genuinely]
        4.  `really%4:02:04::`: in actual fact [synonyms: actually]

    *   Sentence: "We really do know all we need to know..."
    *   The word "really" is used here to emphasize the verb "do know".
    *   It's not modifying an adjective (like "really gifted"), so sense 2 (very) is out.
    *   It's not being used as a sentence modifier at the start of the sentence (like "Really, you shouldn't have done it"), though sense 1 mentions "intensifiers or sentence modifiers".
    *   It's emphasizing the truth/reality of the claim "we know all we need to know".
    *   Let's compare sense 3 (in accordance with truth or fact or reality) and sense 4 (in actual fact).
    *   Sense 3: "truly, genuinely" (e.g., "she was now truly American").
    *   Sense 4: "actually" (e.g., "no one actually saw the shark").
    *   In "We really do know...", the author is asserting the truth of the statement against potential doubt or to emphasize the certainty.
    *   Looking at the context: "If we wish to be serious... we know exactly what to do... We really do know all we need to know..."
    *   This usage is an intensifier for the verb "do know".
    *   Let's re-examine sense 1: "in fact (used as intensifiers or sentence modifiers)".
    *   Let's re-examine sense 3: "in accordance with truth or fact or reality".
    *   Let's re-examine sense 4: "in actual fact".

    *   Sense 2 (very) is definitely wrong.
    *   Sense 1 (in fact/intensifier) vs Sense 3 (truly/genuinely) vs Sense 4 (actually).
    *   "We really do know" $\approx$ "We truly do know" or "We actually do know".
    *   Sense 3 (truly, genuinely) often describes a state or quality (truly American).
    *   Sense 4 (actually) often contrasts expectation with reality (no one actually saw the shark).
    *   Sense 1 (in fact) is used as an intensifier. "We really do know" fits the "intensifier" part of sense 1.
    *   Wait, let's look at the WordNet definitions again.
        *   Sense 1: `really%4:02:02::` - in fact (used as intensifiers or sentence modifiers). Synonyms: in truth, truly.
        *   Sense 3: `really%4:02:03::` - in accordance with truth or fact or reality. Synonyms: truly, genuinely.
        *   Sense 4: `really%4:02:04::` - in actual fact. Synonyms: actually.

    *   "We really do know" is emphasizing the truth of the assertion.
    *   If I replace "really" with "actually": "We actually do know all we need to know." (Fits well).
    *   If I replace "really" with "truly": "We truly do know all we need to know." (Fits well).
    *   If I replace "really" with "in fact": "In fact, we do know all we need to know." (Fits well).

    *   Let's look at the examples:
        *   Sense 1: "really, you shouldn't have done it" (sentence modifier).
        *   Sense 3: "she was now truly American" (genuine quality).
        *   Sense 4: "no one actually saw the shark" (fact vs belief).

    *   In "We really do know all we need to know", the author is arguing that the knowledge exists, contrary to the implication that we don't know what to do. This contrast between the perceived lack of knowledge and the actual existence of knowledge points toward "actually" (Sense 4) or "in fact" (Sense 1).

    *   However, "really" as an intensifier for a verb ("really do know") is very common.
    *   Let's look at the distinction between 1, 3, and 4 again.
    *   Sense 1: "in fact (used as intensifiers or sentence modifiers)"
    *   Sense 3: "in accordance with truth or fact or reality"
    *   Sense 4: "in actual fact"

    *   Wait, Sense 1 specifically mentions "used as intensifiers". "Really" in "really do know" is acting as an intensifier for the emphatic "do know".

    *   Let's re-read the context: "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to know..."
    *   The author is reinforcing a point already made. "We know... We really do know..."
    *   This is an intensifier.

    *   Comparing Sense 1 and Sense 4:
        Sense 1: "in fact (used as intensifiers or sentence modifiers)"
        Sense 4: "in actual fact" (actually)

    *   If the usage is "We really do know", it's emphasizing the truth of the statement.
    *   Let's check Sense 3 again: "in accordance with truth or fact or reality" (truly, genuinely).

    *   Actually, looking at WordNet's structure for "really":
        - `really%4:02:00` (very)
        - `really%4:02:02` (in fact)
        - `really%4:02:03` (truly)
        - `really%4:02:04` (actually)

    *   In "We really do know", "really" is used to emphasize the truth of the statement. This is often mapped to "actually" or "in fact".
    *   Let's look at the examples for Sense 1 again: "really, you shouldn't have done it". This is a sentence modifier.
    *   Let's look at Sense 4: "no one actually saw the shark". This is "in actual fact".
    *   "We really do know all we need to know" $\approx$ "We actually do know all we need to know".

    *   Wait, let me re-read Sense 1: "in fact (used as intensifiers or sentence modifiers)".
    *   If "really" is used as an intensifier for a verb, does it fall under Sense 1 or Sense 4?
    *   "We really do know" is an emphatic statement.
    *   Let's try Sense 3: "in accordance with truth or fact or reality". "We truly do know".

    *   Let's think about the nuance.
        - "I really like this" (Sense 2 - very)
        - "I really did it" (Sense 4 - actually/in fact)
        - "It is really cold" (Sense 2 - very)
        - "Is he really coming?" (Sense 4 - actually)
        - "He is really a nice person" (Sense 3 - genuinely)

    *   "We really do know all we need to know" is similar to "I really did it" or "Is he really coming?". It's about the factuality of the action/state.

    *   Let's re-evaluate Sense 1: "in fact (used as intensifiers or sentence modifiers)".
    *   If "really" is used as an intensifier for the verb "do know", it fits the "used as intensifiers" part of Sense 1.

    *   Let's look at Sense 4 again: "in actual fact" (actually).
    *   "We actually do know all we need to know."

    *   Let's look at Sense 3 again: "in accordance with truth or fact or reality" (truly, genuinely).
    *   "We truly do know all we need to know."

    *   This is tricky. Let's look at the synonyms.
        Sense 1: in truth, truly
        Sense 3: truly, genuinely
        Sense 4: actually

    *   In the sentence "We really do know all we need to know", "really" is emphasizing the truth of the claim.
    *   If we use "actually", it suggests a contrast with a previous belief (which exists here: the idea that we don't know what to do).
    *   If we use "truly", it's a more general emphasis on truth.

    *   Let's look at the WordNet sense keys again.
        `really%4:02:00` (very)
        `really%4:02:02` (in fact)
        `really%4:02:03` (truly)
        `really%4:02:04` (actually)

    *   In many WSD datasets, "really" used to emphasize a verb (like "really do know") is categorized as "actually" or "in fact".

    *   Let's re-read the context one more time.
        "If we wish to be serious about American education, we know exactly what to do... We really do know all we need to know..."
        The author is asserting that the knowledge is already there. "We really do know" = "It is a fact that we know".

    *   Sense 1: "in fact (used as intensifiers or sentence modifiers)"
    *   Sense 4: "in actual fact" (actually)

    *   Is there a difference between "in fact" and "in actual fact"?
    *   Sense 1's example "really, you shouldn't have done it" is a sentence modifier.
    *   Sense 4's example "no one actually saw the shark" is an adverb modifying the verb "saw".

    *   In "We really do know", "really" is an adverb modifying the verb "do know". This matches the structure of Sense 4's example ("actually saw").

    *   Let's double-check Sense 3: "she was now truly American". This is modifying an adjective ("American").

    *   So:
        - Sense 2: modifies adjective/adverb (very)
        - Sense 3: modifies adjective/noun (genuinely)
        - Sense 4: modifies verb (actually)
        - Sense 1: sentence modifier (in fact)

    *   Wait, Sense 1 says "used as intensifiers or sentence modifiers".
    *   But "really" in "We really do know" is modifying the verb "do know".

    *   Let's compare "We really do know" with "no one actually saw the shark".
        "really do know" $\approx$ "actually do know".
        Both modify the verb.

    *   Therefore, Sense 4 seems the most plausible.

    *   Wait, let me re-read Sense 1 again. "in fact (used as intensifiers or sentence modifiers)".
    *   If "really" is an intensifier for "do know", it could be Sense 1.
    *   But "actually" (Sense 4) is the most direct synonym for "really" when it means "in actual fact" and modifies a verb.

    *   Let's try to see if "really" in "We really do know" is an intensifier in the sense of "very" (Sense 2).
        "We very do know" - No.
    *   Is it "genuinely" (Sense 3)?
        "We genuinely do know" - Yes, but "genuinely" often modifies adjectives.
    *   Is it "actually" (Sense 4)?
        "We actually do know" - Yes.

    *   Let's look at the examples again.
        Sense 1: "really, you shouldn't have done it" (Sentence modifier)
        Sense 4: "no one actually saw the shark" (Verb modifier)

    *   "We really do know" $\rightarrow$ "really" modifies "do know".
    *   This matches the pattern of Sense 4.

    *   Wait, let me check one more time.
        Sense 1: "in fact (used as intensifiers or sentence modifiers)"
        Sense 4: "in actual fact" (actually)

    *   If "really" is used to emphasize the truth of a statement, especially in contrast to something else, "actually" is a very strong fit.
    *   Context: "If we wish to be serious... we know exactly what to do... We really do know all we need to know..."
    *   The author is emphasizing that the knowledge is already present, contrary to the common belief that we don't know how to fix education. This contrast is the hallmark of "actually".

    *   Sense 1: "in fact" (intensifier/sentence modifier)
    *   Sense 2: "very" (intensifier)
    *   Sense 3: "truly/genuinely" (in accordance with truth)
    *   Sense 4: "actually" (in actual fact)

    *   "We really do know" = "We actually do know".
    *   Sense 4's example "no one actually saw the shark" is a perfect structural match.

    *   Wait, let me double-check Sense 1 again. "in fact (used as intensifiers or sentence modifiers)".
    *   Could "really" be an intensifier here? Yes. But "actually" is a more precise synonym for this specific use of "really" (emphasizing the factuality of a verb).

    *   Let's look at Sense 3 again: "in accordance with truth or fact or reality".
    *   "We truly do know all we need to know."
    *   This also fits. But "truly" often describes a quality (Sense 3: "truly American").

    *   Let's compare "actually" (4) and "truly" (3) in this context.
        "We actually do know" (emphasizes the fact, often contrasting with a misconception).
        "We truly do know" (emphasizes the sincerity or the absolute truth).

    *   The context "If we wish to be serious... we know exactly what to do... We really do know all we need to know" suggests the author is correcting a misconception (that we don't know what to do). This points strongly to "actually" (Sense 4).

    *   Sense 1: `really%4:02:02::` (in fact)
    *   Sense 2: `really%4:02:00::` (very)
    *   Sense 3: `really%4:02:03::` (truly)
    *   Sense 4: `really%4:02:04::` (actually)

    *   The most fitting sense for "We really do know" (meaning "it is a fact that we know, despite what some might think") is Sense 4.


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

[User]
Target lemma: know
Target surface form: know
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do <t>know</t> all we need to know, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=know%2:31:04:: | definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
2. sense_key=know%2:31:12:: | definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
3. sense_key=know%2:31:00:: | definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
4. sense_key=know%2:31:06:: | 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
5. sense_key=know%2:31:15:: | definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
6. sense_key=know%2:31:02:: | 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
7. sense_key=know%2:31:01:: | 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!
8. sense_key=know%2:31:14:: | definition=perceive as familiar | examples=I know this voice!
9. sense_key=know%2:31:11:: | definition=know the nature or character of | examples=we all knew her as a big show-off
10. sense_key=know%2:35:00:: | 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
11. sense_key=know%2:31:03:: | definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?

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

raw_output:
```json
{"sense_index": 7}
```

content:
```json
{"sense_index": 7}
```

reasoning_content:
*   Target lemma: `know`
    *   Target surface form: `know`
    *   Context: "We really do <t>know</t> all we need to know, if only we could assimilate this knowledge into our thinking."
    *   Surrounding context: The author is discussing educational reform, stating that we know what to do and what not to do, and that we possess the necessary information/knowledge.

    *   1: firsthand knowledge of states, situations, emotions, or sensations (experience).
    *   2: distinguish, recognize as different (right from wrong).
    *   3: familiar or acquainted with a person or object.
    *   4: accept someone's power/authority (acknowledge).
    *   5: have fixed in the mind (e.g., know a language).
    *   6: be aware of the truth of something; belief/faith.
    *   7: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about.
    *   8: perceive as familiar (e.g., a voice).
    *   9: know the nature or character of.
    *   10: sexual intercourse.
    *   11: know how to do or perform something.

    *   The sentence "We really do know all we need to know" refers to possessing the information or facts necessary for educational reform.
    *   The author mentions "assimilate this knowledge into our thinking," which strongly links "know" to possessing information/facts.
    *   Sense 7 ("be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about") fits perfectly.
    *   Sense 6 ("be aware of the truth of something") is close, but Sense 7 is more about possessing the information/facts themselves.
    *   Sense 11 ("know how to do") is mentioned earlier in the text ("we know exactly what to do"), but the specific target "know" in "We really do know all we need to know" refers to the body of knowledge/information.

    *   Sense 7: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about".
    *   Context: "We really do know all we need to know" (possess the information needed).

    *   Sense 6 is about belief/truth.
    *   Sense 7 is about possessing information.
    *   The context "assimilate this knowledge" points toward information/facts.


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

[User]
Target lemma: need
Target surface form: need
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we <t>need</t> to know, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=need%2:42:00:: | definition=require as useful, just, or proper | synonyms=necessitate, ask, postulate, require, take, involve | examples=It takes nerve to do what she did; success usually requires hard work
2. sense_key=need%2:34:00:: | definition=have need of | synonyms=want, require | examples=This piano wants the attention of a competent tuner
3. sense_key=need%2:34:01:: | definition=have or feel a need for | examples=always needing friends and money

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

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

reasoning_content:
*   Target lemma: `need`
    *   Target surface form: `need`
    *   Context: "We really do know all we <t>need</t> to know, if only we could assimilate this knowledge into our thinking."
    *   Candidate senses:
        1.  `need%2:42:00::`: require as useful, just, or proper (e.g., "success usually requires hard work").
        2.  `need%2:34:00::`: have need of (e.g., "This piano wants the attention of a competent tuner").
        3.  `need%2:34:01::`: have or feel a need for (e.g., "always needing friends and money").

    *   The sentence is: "We really do know all we need to know..."
    *   In this context, "need to know" refers to the requirement or necessity of knowledge for a specific purpose (being serious about American education).
    *   It's not about "feeling a need" (emotional/physical lack) or "having need of" (like a piano needing a tuner).
    *   It's about the requirement for a certain state of affairs (knowing) to achieve a goal.

    *   Sense 1: "require as useful, just, or proper". This fits well. "All we need to know" = "All that is required as useful/proper to know".
    *   Sense 2: "have need of". This is more about a deficiency that needs filling (like the piano example).
    *   Sense 3: "have or feel a need for". This is more about a desire or a felt lack (like needing friends).

    *   "We know all we need to know" means "We possess all the knowledge that is required/necessary."
    *   Sense 1 focuses on the requirement/necessity aspect ("require as useful, just, or proper").
    *   Sense 2 and 3 focus more on the state of lacking something.

    *   Sense 1: "require as useful, just, or proper". Synonyms: necessitate, require. Example: "success usually requires hard work".
    *   Comparing "success requires hard work" to "all we need to know", both describe a necessary condition.

    *   Sense 1 is the best fit for "need" in the sense of "necessary/required".


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

[User]
Target lemma: know
Target surface form: know
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to <t>know</t>, if only we could assimilate this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=know%2:31:03:: | definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
2. sense_key=know%2:31:06:: | 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
3. sense_key=know%2:31:12:: | definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
4. sense_key=know%2:31:14:: | definition=perceive as familiar | examples=I know this voice!
5. sense_key=know%2:31:04:: | definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
6. sense_key=know%2:31:00:: | definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
7. sense_key=know%2:35:00:: | 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
8. sense_key=know%2:31:11:: | definition=know the nature or character of | examples=we all knew her as a big show-off
9. sense_key=know%2:31:01:: | 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!
10. sense_key=know%2:31:15:: | definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
11. sense_key=know%2:31:02:: | 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

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

raw_output:
```json
{"sense_index": 9}
```

content:
```json
{"sense_index": 9}
```

reasoning_content:
*   Target lemma: `know`
    *   Target surface form: `know`
    *   Context: "We really do know all we need to <t>know</t>, if only we could assimilate this knowledge into our thinking."
    *   Surrounding context: The author is discussing educational reform, stating that the solutions are already known ("we know exactly what to do", "we know which efforts... are doomed").

    *   1: know how to do or perform something (skill)
    *   2: accept/acknowledge authority
    *   3: distinguish/recognize difference
    *   4: perceive as familiar
    *   5: firsthand knowledge of states/emotions (experience)
    *   6: familiar/acquainted with person/object
    *   7: sexual intercourse
    *   8: know nature/character of
    *   9: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about
    *   10: have fixed in the mind (e.g., a language, a set of facts)
    *   11: be aware of the truth of something; have a belief or faith in something

    *   The sentence is: "We really do know all we need to <t>know</t>..."
    *   The "know" here refers to possessing the necessary information or facts regarding educational reform.
    *   The preceding sentences say "we know exactly what to do" and "we know which efforts... are doomed."
    *   This is about possessing information/facts.

    *   Sense 9: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about"
    *   Sense 10: "have fixed in the mind" (usually refers to learned knowledge like a language or a list of verbs).
    *   Sense 11: "be aware of the truth of something; have a belief or faith in something".

    *   The context "all we need to know" refers to the information/facts about how to improve education.
    *   Sense 9 fits best as it covers possessing knowledge or information about a subject/fact.

    *   Sense 1 (how to do): The author says "we know exactly what to do", which *could* be sense 1, but "all we need to know" in the target sentence is more general, referring to the body of information/knowledge.
    *   Sense 9 (possess knowledge/information): This is the most general and accurate description of "knowing all we need to know" in this context.

    *   "We really do know all we need to know" -> We possess all the information we need.
    *   Sense 9: "possess knowledge or information about".

    *   Sense 9 is the best fit.


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

[User]
Target lemma: assimilate
Target surface form: assimilate
Context:
But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do. There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message. Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand. We really do know all we need to know, if only we could <t>assimilate</t> this knowledge into our thinking. In this respect, it would be helpful if our political leaders were mute, rather than eloquently "concerned. "

Candidate senses:
1. sense_key=assimilate%2:30:00:: | definition=become similar to one's environment | examples=Immigrants often want to assimilate quickly
2. sense_key=assimilate%2:30:02:: | definition=become similar in sound | examples=The nasal assimilates to the following consonant
3. sense_key=assimilate%2:30:01:: | definition=make similar | examples=This country assimilates immigrants very quickly
4. sense_key=assimilate%2:35:00:: | definition=take (gas, light or heat) into a solution | synonyms=imbibe
5. sense_key=assimilate%2:31:00:: | definition=take up mentally | synonyms=absorb, ingest, take in | examples=he absorbed the knowledge or beliefs of his tribe

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

content:
```json
{"sense_index": 5}
```

reasoning_content:
*   Target lemma: `assimilate`
    *   Context: "We really do know all we need to know, if only we could <t>assimilate</t> this knowledge into our thinking."
    *   Target surface form: `assimilate`

    *   Sense 1: `become similar to one's environment` (e.g., immigrants) - Not applicable.
    *   Sense 2: `become similar in sound` (linguistics) - Not applicable.
    *   Sense 3: `make similar` (e.g., country assimilates immigrants) - Not applicable.
    *   Sense 4: `take (gas, light or heat) into a solution` (chemistry/physics) - Not applicable.
    *   Sense 5: `take up mentally` (synonyms: absorb, ingest, take in; example: absorbed the knowledge or beliefs of his tribe) - This fits perfectly. The context is "assimilate this knowledge into our thinking."

    *   The context refers to taking knowledge and integrating it into one's thinking process.
    *   Sense 5 specifically mentions "take up mentally" and "absorbed the knowledge".