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

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

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

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

    *   Sense 1: Physical strength/weight (brawny, muscular). (Incorrect: Not about physical strength).
    *   Sense 2: Superhuman strength (herculean). (Incorrect: Not about superhuman power).
    *   Sense 3: Strong enough to knock down/overwhelm (knock-down blow). (Incorrect: Not about physical impact).
    *   Sense 4: Having great influence (potent). (Possible: "Powerful head" in terms of influence/authority).
    *   Sense 5: Having great power or force or potency or effect (e.g., "most powerful government"). (Possible: General power/authority).

    *   The context explicitly links "powerful head" (referring to a school principal) with "a large measure of authority" and "unambiguous accountability".
    *   Sense 4 focuses on "influence".
    *   Sense 5 focuses on "great power or force or potency or effect".
    *   Comparing Sense 4 and Sense 5:
        *   Sense 4: "having great influence" (synonym: potent).
        *   Sense 5: "having great power or force or potency or effect" (example: "the most powerful government").
    *   In the context of a school principal having "authority over the faculty, the curriculum, and all matters of student discipline", this is a form of institutional power/authority.
    *   Sense 4 (influential) is often more about social or indirect power.
    *   Sense 5 (great power/force/potency) is broader and fits the "government" example, which is analogous to the "governance" of a school by a principal.

    *   Wait, let me re-read the senses.
    *   Sense 4: `powerful%5:00:00:influential:00` | definition=having great influence | synonyms=potent
    *   Sense 5: `powerful%3:00:00::` | definition=having great power or force or potency or effect | examples=the most powerful government in western Europe; his powerful arms

    *   The context says "principals with a large measure of authority... governed by a powerful head."
    *   This is about official power/authority.
    *   Sense 5's example "the most powerful government" aligns perfectly with the idea of a governing head of a school.

    *   Sense 1: Physical (No)
    *   Sense 2: Superhuman (No)
    *   Sense 3: Knock-down (No)
    *   Sense 4: Influential (Possible, but "authority" is more than just "influence")
    *   Sense 5: Great power/force/potency (Fits "authority" and "government" example)

    *   Sense 4 is often used for people who can sway others.
    *   Sense 5 is used for entities or people with official power (like governments).
    *   The text mentions "authority over the faculty", "governed by", and "accountability". This points strongly to official power.

    *   Sense 5 is the best fit.


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

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

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": 33}
```

finish_reason: stop

content:
```json
{"sense_index": 33}
```

role: assistant

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

    *   The sentence discusses schools, principals, authority over faculty/curriculum, and governance.
    *   The phrase "governed by a powerful head" refers to the person leading the school.
    *   The previous sentence explicitly mentions "principals".

    *   Sense 3: "a person who is in charge" (chief, top dog)
    *   Sense 33: "the educator who has executive authority for a school" (principal, school principal, head teacher)

    *   Sense 3 is a general term for someone in charge.
    *   Sense 33 is a specific term for the person in charge of a school (principal).
    *   The context is specifically about schools and principals.

    *   Sense 33 is the most precise fit for "head" in the context of a school's leadership.

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

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

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

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

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

    *   Sense 1: "the power or right to give orders or make decisions" - Fits perfectly.
    *   Sense 2: "official permission or approval" - This is more about a specific permit or sanction, not the general power to govern.
    *   Sense 3: "an expert" - Not applicable.
    *   Sense 4: "an authoritative written work" - Not applicable.
    *   Sense 5: "freedom from doubt" - Not applicable.
    *   Sense 6: "an administrative unit of government" - Not applicable.
    *   Sense 7: "persons who exercise control" - The context refers to the *power* itself ("With that authority"), not the people (the principals).

    *   The context describes the power given to principals to manage their schools. This aligns exactly with Sense 1.


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

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

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

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

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

reasoning_content:
*   Target lemma: `go_with`
    *   Target surface form: `goes`
    *   Context: "With that authority, of course, <t>goes</t> an unambiguous accountability."
    *   Meaning: The sentence suggests that accountability is associated with or accompanies authority. If you have authority, you also have accountability.

    *   Sense 1: `be present or associated with an event or entity` (synonyms: attach to, accompany, come with). Example: "French fries come with the hamburger."
    *   Sense 2: `go or occur together` (synonyms: collocate with, construe with, cooccur with). Example: "The word 'hot' tends to cooccur with 'cold'."

    *   Sense 2 is primarily linguistic (collocation, co-occurrence of words).
    *   Sense 1 is about general association or accompaniment (one thing comes with another).
    *   In the context "With that authority... goes an unambiguous accountability," accountability is associated with/accompanies authority. This fits Sense 1 perfectly.

    *   Sense 1: "be present or associated with an event or entity" -> Accountability is associated with authority.
    *   Sense 2: "go or occur together" (linguistic context) -> Not applicable here.


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

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

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

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

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

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

reasoning_content:
*   Target word: "unambiguous"
    *   Context: "With that authority, of course, goes an <t>unambiguous</t> accountability."
    *   Meaning of the sentence: The author argues that schools should have powerful principals. When a principal has a lot of authority, there is a clear, direct, and unquestionable link between that authority and the responsibility (accountability) for the school's performance.

    *   Sense 1: "having or exhibiting a single clearly defined meaning" (Focuses on linguistic clarity or a specific meaning). Example: "As a horror, apartheid...is absolutely unambiguous."
    *   Sense 2: "admitting of no doubt or misunderstanding; having only one meaning or interpretation and leading to only one conclusion" (Focuses on certainty, lack of doubt, and directness). Synonyms: unequivocal, univocal. Example: "unequivocal evidence; took an unequivocal position."

    *   "Unambiguous accountability" doesn't mean the *word* "accountability" has one meaning.
    *   It means the accountability is clear, certain, and leaves no room for doubt about who is responsible.
    *   This aligns perfectly with Sense 2 ("admitting of no doubt or misunderstanding", "unequivocal").

    *   Sense 1 is more about semantic clarity (a word or a situation having one meaning).
    *   Sense 2 is more about the quality of being certain, clear-cut, and leaving no room for doubt.
    *   "Unambiguous accountability" = "Unequivocal accountability".

    *   Sense 2 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: school
Target surface form: Schools
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. <t>Schools</t> that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=school%1:09:00:: | definition=the process of being formally educated at a school | synonyms=schooling | examples=what will you do when you finish school?
2. sense_key=school%1:06:00:: | definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning
3. sense_key=school%1:14:03:: | definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game
4. sense_key=school%1:14:01:: | definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by
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%1:14:00:: | definition=an educational institution | examples=the school was founded in 1900
7. 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

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": 6}
```

content:
```json
{"sense_index": 6}
```

reasoning_content:
*   Target lemma: `school`
    *   Target surface form: `Schools`
    *   Context: "Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline... <t>Schools</t> that are structured in this way produce students with higher morale and superior academic performance."

    *   Sense 1: `school%1:09:00::` - the process of being formally educated (schooling).
    *   Sense 2: `school%1:06:00::` - a building where young people receive education (schoolhouse).
    *   Sense 3: `school%1:14:03::` - an educational institution's faculty and students.
    *   Sense 4: `school%1:14:01::` - a large group of fish (shoal).
    *   Sense 5: `school%1:14:02::` - a body of creative artists/writers/thinkers.
    *   Sense 6: `school%1:14:00::` - an educational institution.
    *   Sense 7: `school%1:28:00::` - the period of instruction (schooltime).

    *   The text discusses "schools" having "principals," "faculty," "curriculum," and "student discipline."
    *   It mentions "Schools that are structured in this way produce students..."
    *   This refers to the organization/institution as a whole, not just the building (Sense 2), the process (Sense 1), the time period (Sense 7), the fish (Sense 4), or the artistic movement (Sense 5).
    *   The choice is between Sense 3 (faculty and students) and Sense 6 (educational institution).
    *   "Schools that are structured in this way" refers to the organizational structure of the institution (governance, authority of the principal). This fits "educational institution" (Sense 6) better than just the collective group of people (Sense 3).

    *   Sense 6: "an educational institution" (Example: "the school was founded in 1900").
    *   Sense 3: "an educational institution's faculty and students" (Example: "the school keeps parents informed").
    *   In the context "Schools that are structured in this way produce students...", the focus is on the institutional structure and governance. Sense 6 is the most general and appropriate term for the organization.

    *   Sense 6 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: way
Target surface form: way
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this <t>way</t> produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

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

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: "way"
    *   Target surface form: "way"
    *   Context: "Schools that are structured in this <t>way</t> produce students with higher morale and superior academic performance."
    *   Surrounding context: The text discusses the structure of schools, specifically the need for principals to have authority over faculty, curriculum, and discipline. It argues that schools governed by a powerful head (structured in this manner) perform better.

    *   1: a journey or passage (e.g., "on the way") - No.
    *   2: a road or path (e.g., "way out") - No.
    *   3: a line leading to a place (direction) - No.
    *   4: how something is done or how it happens (manner, mode, style, fashion) - Yes, "structured in this way" means "structured in this manner/mode".
    *   5: a general category of things ("in the way of") - No.
    *   6: property of distance (e.g., "long way") - No.
    *   7: how a result is obtained (means, agency) - Close, but "structured in this way" refers to the *manner* of structure, not the *means* to achieve the structure.
    *   8: a course of conduct (path, way of life) - No.
    *   9: space for movement (room) - No.
    *   10: the condition of things generally (e.g., "that's the way it is") - No.
    *   11: a portion divided into shares - No.
    *   12: doing as one pleases - No.

    *   "Schools that are structured in this way..."
    *   "Way" here refers to the manner or mode of organization/structure described in the previous sentences (principals with authority, free of outside interference).
    *   Sense 4: "how something is done or how it happens | synonyms=manner, mode, style, fashion". This fits perfectly.

    *   Sense 4 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: produce
Target surface form: produce
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way <t>produce</t> students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=produce%2:39:00:: | definition=bring onto the market or release | synonyms=bring on, bring out | examples=produce a movie; bring out a book
2. sense_key=produce%2:36:05:: | definition=cultivate by growing, often involving improvements by means of agricultural techniques | synonyms=grow, raise, farm | examples=The Bordeaux region produces great red wines; They produce good ham in Parma
3. sense_key=produce%2:36:00:: | definition=create or manufacture a man-made product | synonyms=make, create | examples=We produce more cars than we can sell; The company has been making toys for two centuries
4. sense_key=produce%2:29:00:: | definition=come to have or undergo a change of (physical features and attributes) | synonyms=grow, develop, get, acquire | examples=He grew a beard; The patient developed abdominal pains
5. sense_key=produce%2:36:02:: | definition=bring forth or yield | synonyms=bring forth | examples=The tree would not produce fruit
6. sense_key=produce%2:36:03:: | definition=cause to happen, occur or exist | synonyms=bring about, give rise | examples=This procedure produces a curious effect; The new law gave rise to many complaints
7. sense_key=produce%2:39:01:: | definition=bring out for display | synonyms=bring forth | examples=The proud father produced many pictures of his baby; The accused brought forth a letter in court that he claims exonerates him

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": 6}
```

reasoning_content:
*   Target lemma: `produce`
    *   Target surface form: `produce`
    *   Context: "Schools that are structured in this way <t>produce</t> students with higher morale and superior academic performance."

    *   Sense 1: bring onto the market or release (e.g., produce a movie).
    *   Sense 2: cultivate by growing (agricultural) (e.g., produce red wines).
    *   Sense 3: create or manufacture a man-made product (e.g., produce cars).
    *   Sense 4: come to have or undergo a change of (physical features) (e.g., grew a beard).
    *   Sense 5: bring forth or yield (e.g., tree produce fruit).
    *   Sense 6: cause to happen, occur or exist (e.g., procedure produces a curious effect).
    *   Sense 7: bring out for display (e.g., produced pictures of his baby).

    *   The sentence says: "Schools that are structured in this way produce students with higher morale and superior academic performance."
    *   The "production" here isn't manufacturing students (Sense 3), growing them like crops (Sense 2), or releasing them as a product (Sense 1).
    *   It means that the structure of the schools *results in* or *causes* the students to have higher morale and performance.
    *   Looking at Sense 6: "cause to happen, occur or exist" (synonyms: bring about, give rise).
    *   Looking at Sense 5: "bring forth or yield" (often used for natural products, but sometimes metaphorically).
    *   Comparing Sense 6 and Sense 5: "Produce students with higher morale" is more about the *result* or *outcome* of the school's structure. "Cause to happen" (Sense 6) fits well: the structure causes the students to have higher morale.

    *   Sense 6: "cause to happen, occur or exist" (e.g., "This procedure produces a curious effect").
    *   In the context, the "procedure" is the "structure of the schools," and the "curious effect" is "students with higher morale and superior academic performance."

    *   Sense 3 (manufacture) is too literal.
    *   Sense 5 (yield) is usually for plants or results (like "yield a profit"), but Sense 6 is more general for causing a state or condition.
    *   Wait, let's re-evaluate Sense 6 vs Sense 5.
    *   Sense 5: "bring forth or yield" (Example: "The tree would not produce fruit").
    *   Sense 6: "cause to happen, occur or exist" (Example: "This procedure produces a curious effect").
    *   "Produce students with higher morale" is very similar to "produce a result" or "produce an effect."

    *   "Schools... produce students with higher morale..."
    *   Does it mean they *create* these students (Sense 3/6) or *result in* these students (Sense 6)?
    *   Actually, "produce" in the sense of "yielding a result" is often mapped to "cause to happen" or "bring about."

    *   Sense 6: cause to happen, occur or exist.
    *   Sense 5: bring forth or yield.
    *   If a school "produces" a certain type of graduate, it's often seen as "yielding" them (Sense 5) or "causing" that outcome (Sense 6).
    *   Let's look at the examples again.
    *   Sense 6: "This procedure produces a curious effect."
    *   Sense 5: "The tree would not produce fruit."
    *   The "students with higher morale" are the *result* of the school's structure. This aligns closely with "producing an effect" (Sense 6).

    *   Sense 1: Market/Release (No)
    *   Sense 2: Agriculture (No)
    *   Sense 3: Manufacture (No - students aren't manufactured)
    *   Sense 4: Physical change (No)
    *   Sense 5: Yield (Possible, but usually biological/natural)
    *   Sense 6: Cause to happen/exist (Yes - the structure causes the students to have these traits)
    *   Sense 7: Display (No)

    *   "Schools... produce students with higher morale..."
    *   This is a causal relationship. The structure leads to the outcome. Sense 6 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: student
Target surface form: students
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce <t>students</t> with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

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

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: `student`
    *   Target surface form: `students`
    *   Context: The text discusses American students' performance in math tests, the influence of "New Math," school principals' authority, and how structured schools produce "students with higher morale and superior academic performance."
    *   Candidate senses:
        1.  `student%1:18:01::`: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (synonyms: scholar, scholarly person, bookman).
        2.  `student%1:18:00::`: a learner who is enrolled in an educational institution (synonyms: pupil, educatee).

    *   The context mentions "American students," "math tests," "textbooks," "teaching methods," "schools," "principals," "curriculum," and "student discipline."
    *   The specific sentence containing the target word is: "Schools that are structured in this way produce <t>students</t> with higher morale and superior academic performance."
    *   In this context, "students" clearly refers to the learners enrolled in the schools, not scholars who have already gained mastery in a discipline.

    *   Sense 1: Scholar/learned person. (Incorrect)
    *   Sense 2: Learner enrolled in an educational institution. (Correct)

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

Candidate senses:
1. sense_key=high%3:00:01:: | definition=(literal meaning) being at or having a relatively great or specific elevation or upward extension (sometimes used in combinations like `knee-high') | examples=a high mountain; high ceilings
2. sense_key=high%5:00:00:malodorous:00 | definition=(used of the smell of meat) smelling spoiled or tainted | synonyms=gamey, gamy
3. sense_key=high%3:00:03:: | definition=used of sounds and voices; high in pitch or frequency | synonyms=high-pitched
4. sense_key=high%5:00:00:intoxicated:00 | definition=slightly and pleasantly intoxicated from alcohol or a drug (especially marijuana) | synonyms=mellow
5. sense_key=high%5:00:00:elated:00 | definition=happy and excited and energetic | synonyms=in high spirits
6. sense_key=high%3:00:02:: | definition=greater than normal in degree or intensity or amount | examples=a high temperature; a high price
7. sense_key=high%5:00:00:superior:01 | definition=standing above others in quality or position | synonyms=eminent | examples=people in high places; the high priest

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": 6}
```

reasoning_content:
*   Target lemma: `high`
    *   Target surface form: `higher`
    *   Context: "Schools that are structured in this way produce students with <t>higher</t> morale and superior academic performance."

    *   Sense 1: Literal elevation (e.g., high mountain).
    *   Sense 2: Smelling spoiled (meat).
    *   Sense 3: High pitch/frequency (sounds).
    *   Sense 4: Intoxicated.
    *   Sense 5: Elated/happy.
    *   Sense 6: Greater than normal in degree, intensity, or amount (e.g., high temperature, high price).
    *   Sense 7: Superior in quality or position (e.g., high priest).

    *   The phrase is "higher morale".
    *   "Morale" refers to the confidence, enthusiasm, and discipline of a person or group.
    *   "Higher morale" means a greater degree or level of morale.
    *   Comparing "higher morale" to the senses:
        *   Sense 1 (elevation): No.
        *   Sense 2 (smell): No.
        *   Sense 3 (pitch): No.
        *   Sense 4 (intoxicated): No.
        *   Sense 5 (elated): While morale is related to mood, "higher morale" describes the *level* or *degree* of morale, not that the morale itself is "elated" (which would be redundant).
        *   Sense 6 (greater in degree/intensity/amount): Yes. Morale is measured in degrees (high morale, low morale).
        *   Sense 7 (superior in quality/position): No.

    *   Sense 6: "greater than normal in degree or intensity or amount". This fits perfectly with "higher morale".

    *   Sense 5 is "happy and excited and energetic". If the sentence said "the students were high", it might be sense 5 (or 4). But it says "higher morale". Morale is the noun being modified. "Higher" describes the level of that morale.

    *   Sense 6 is the standard sense for "high" when used with abstract nouns like "morale", "temperature", "price", "pressure", etc.


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

Candidate senses:
1. sense_key=morale%1:07:00:: | definition=the spirit of a group that makes the members want the group to succeed | synonyms=esprit de corps, team spirit
2. sense_key=morale%1:26:00:: | definition=a state of individual psychological well-being based upon a sense of confidence and usefulness and purpose

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: `morale`
    *   Target surface form: `morale`
    *   Context: "Schools that are structured in this way produce students with higher morale and superior academic performance."
    *   Candidate senses:
        1.  `morale%1:07:00::`: the spirit of a group that makes the members want the group to succeed (esprit de corps, team spirit).
        2.  `morale%1:26:00::`: a state of individual psychological well-being based upon a sense of confidence and usefulness and purpose.

    *   The sentence discusses students in schools.
    *   It mentions that schools with powerful heads and clear accountability produce students with "higher morale and superior academic performance."
    *   Is this referring to the "team spirit" of the student body as a collective (Sense 1), or the individual psychological well-being, confidence, and purpose of the students (Sense 2)?
    *   Usually, when talking about students' morale in an educational context (especially linked to academic performance), it refers to their individual motivation, confidence, and mental state rather than a collective "esprit de corps" (which is more common in military or sports team contexts).
    *   "Higher morale" in students typically means they feel more confident, motivated, and positive about their learning and school environment.

    *   Sense 1: Group spirit, esprit de corps. (e.g., "The army's morale was low after the defeat.")
    *   Sense 2: Individual psychological well-being, confidence, purpose. (e.g., "The employees' morale improved after the bonus.")

    *   While students are a group, the "morale" that leads to "superior academic performance" is generally an individual psychological state (confidence, motivation).
    *   If the text meant "team spirit," it would likely be discussing sports or a specific collaborative project. Here, it's about the general state of the students in a well-run school.

    *   Sense 2 fits better as it describes the individual psychological state (confidence, purpose) that correlates with academic 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: superior
Target surface form: superior
Context:
One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and <t>superior</t> academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

Candidate senses:
1. sense_key=superior%5:00:00:unaffected:00 | definition=(often followed by `to') above being affected or influenced by | examples=he is superior to fear; an ignited firework proceeds superior to circumstances until its blazing vitality fades
2. sense_key=superior%3:00:01:: | definition=of or characteristic of high rank or importance | examples=a superior ruler
3. sense_key=superior%3:00:00:: | definition=written or printed above and to one side of another character | synonyms=superscript
4. sense_key=superior%3:00:03:: | definition=having an orbit farther from the sun than the Earth's orbit | examples=Mars and Jupiter are the closest in of the superior planets
5. sense_key=superior%5:00:00:senior:00 | definition=having a higher rank | synonyms=ranking, higher-ranking | examples=superior officer
6. sense_key=superior%5:00:00:dominant:01 | definition=(sometimes followed by `to') not subject to or influenced by | examples=overcome by a superior opponent; trust magnates who felt themselves superior to law
7. sense_key=superior%3:00:02:: | definition=of high or superior quality or performance | examples=superior wisdom derived from experience; superior math students

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: `superior`
    *   Target surface form: `superior`
    *   Context: "...Schools that are structured in this way produce students with higher morale and <t>superior</t> academic performance."
    *   Candidate senses:
        1.  `superior%5:00:00:unaffected:00`: above being affected or influenced by (e.g., superior to fear).
        2.  `superior%3:00:01::`: of or characteristic of high rank or importance (e.g., a superior ruler).
        3.  `superior%3:00:00::`: written or printed above and to one side of another character (superscript).
        4.  `superior%3:00:03::`: having an orbit farther from the sun than the Earth's orbit.
        5.  `superior%5:00:00:senior:00`: having a higher rank (e.g., superior officer).
        6.  `superior%5:00:00:dominant:01`: not subject to or influenced by (e.g., superior to law).
        7.  `superior%3:00:02::`: of high or superior quality or performance (e.g., superior wisdom, superior math students).

    *   The phrase is "superior academic performance".
    *   "Academic performance" refers to how well students do in school.
    *   "Superior" here means "better", "higher quality", or "of a higher standard".

    *   Sense 1: Unaffected/influenced by (Incorrect).
    *   Sense 2: High rank or importance (Incorrect - refers to status/rank).
    *   Sense 3: Superscript (Incorrect).
    *   Sense 4: Astronomy (Incorrect).
    *   Sense 5: Higher rank/seniority (Incorrect - refers to hierarchy).
    *   Sense 6: Not subject to/dominant (Incorrect).
    *   Sense 7: Of high or superior quality or performance (Correct - matches "academic performance" and the example "superior math students").

    *   Sense 7 specifically mentions "superior quality or performance" and gives the example "superior math students". This aligns perfectly with "superior academic performance".


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

Candidate senses:
1. sense_key=academic%3:01:00:: | definition=associated with academia or an academy | examples=the academic curriculum; academic gowns
2. sense_key=academic%5:00:00:theoretical:01 | definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion; an academic question
3. sense_key=academic%5:00:00:scholarly:00 | definition=marked by a narrow focus on or display of learning especially its trivial aspects | synonyms=donnish, pedantic

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: `academic`
    *   Target surface form: `academic`
    *   Context: "...Schools that are structured in this way produce students with higher morale and superior <t>academic</t> performance."
    *   Candidate senses:
        1.  `academic%3:01:00`: associated with academia or an academy (e.g., academic curriculum).
        2.  `academic%5:00:00:theoretical:01`: hypothetical or theoretical and not expected to produce an immediate or practical result (e.g., academic discussion).
        3.  `academic%5:00:00:scholarly:00`: marked by a narrow focus on or display of learning especially its trivial aspects (synonyms: donnish, pedantic).

    *   The sentence is discussing school structure, principals' authority, and student outcomes.
    *   "superior academic performance" refers to how well students are doing in their schoolwork/studies (grades, test scores, learning).

    *   Sense 1: "associated with academia or an academy". "Academic performance" fits perfectly here, as it refers to performance within the educational system (academia/academy).
    *   Sense 2: "hypothetical or theoretical". "Theoretical performance" doesn't make sense in this context.
    *   Sense 3: "marked by a narrow focus on or display of learning especially its trivial aspects" (pedantic). "Pedantic performance" doesn't fit the context of student achievement.

    *   Sense 1 is the only one that fits the meaning of "academic" as relating to education and school achievement.


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

Candidate senses:
1. sense_key=performance%1:04:01:: | definition=the act of presenting a play or a piece of music or other entertainment | examples=we congratulated him on his performance at the rehearsal; an inspired performance of Mozart's C minor concerto
2. sense_key=performance%1:04:03:: | definition=any recognized accomplishment | examples=they admired his performance under stress; when Roger Maris powered four home runs in one game his performance merits awe
3. sense_key=performance%1:22:00:: | definition=process or manner of functioning or operating | synonyms=operation, functioning | examples=the power of its engine determines its operation; the plane's operation in high winds
4. sense_key=performance%1:10:00:: | definition=a dramatic or musical entertainment | synonyms=public presentation | examples=they listened to ten different performances; the play ran for 100 performances
5. sense_key=performance%1:04:00:: | definition=the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it | synonyms=execution, carrying out, carrying into action | examples=they criticised his performance as mayor; experience generally improves performance

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: `performance`
    *   Target surface form: `performance`
    *   Context: "...Schools that are structured in this way produce students with higher morale and superior academic <t>performance</t>."
    *   Candidate senses:
        1.  `performance%1:04:01`: act of presenting a play/music/entertainment.
        2.  `performance%1:04:03`: any recognized accomplishment.
        3.  `performance%1:22:00`: process or manner of functioning or operating.
        4.  `performance%1:10:00`: a dramatic or musical entertainment.
        5.  `performance%1:04:00`: the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it.

    *   The context is about students' success in school, specifically "academic performance."
    *   It contrasts students who "cannot add or subtract" with those who have "superior academic performance."
    *   This refers to how well students are doing in their studies, their grades, or their ability to apply knowledge.

    *   Sense 1: Entertainment/music (Incorrect).
    *   Sense 2: Recognized accomplishment (Possible, but usually refers to a specific feat, e.g., "four home runs in one game").
    *   Sense 3: Process/manner of functioning (Usually used for machines or systems, e.g., "engine's operation").
    *   Sense 4: Dramatic/musical entertainment (Incorrect).
    *   Sense 5: The act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it. (Fits well: "academic performance" is the act of doing schoolwork successfully and applying knowledge).

    *   Sense 5 specifically mentions "using knowledge as distinguished from merely possessing it," which aligns perfectly with the context of students learning the "conceptual basis" but not being able to "add or subtract" (possessing knowledge vs. performing/using it).
    *   Sense 2 is about a specific "accomplishment," whereas "academic performance" is generally a measure of ongoing success/execution in a field of study.

    *   Sense 5: "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it."
    *   Context: "superior academic performance."
    *   This matches the usage of "performance" in an educational/work context (how well someone does their job or studies).


[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: fact
Target surface form: fact
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a <t>fact</t> -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=fact%1:10:01:: | definition=a statement or assertion of verified information about something that is the case or has happened | examples=he supported his argument with an impressive array of facts
2. sense_key=fact%1:09:02:: | definition=a concept whose truth can be proved | examples=scientific hypotheses are not facts
3. sense_key=fact%1:26:01:: | definition=an event known to have happened or something known to have existed | examples=your fears have no basis in fact; how much of the story is fact and how much fiction is hard to tell
4. sense_key=fact%1:09:01:: | definition=a piece of information about circumstances that exist or events that have occurred | examples=first you must collect all the facts of the case

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: `fact`
    *   Target surface form: `fact`
    *   Context: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a <t>fact</t> -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it."

    *   Sense 1: `fact%1:10:01::` - a statement or assertion of verified information about something that is the case or has happened. (Focus: the *statement* itself).
    *   Sense 2: `fact%1:09:02::` - a concept whose truth can be proved. (Focus: *provability/scientific* nature).
    *   Sense 3: `fact%1:26:01::` - an event known to have happened or something known to have existed. (Focus: *existence/occurrence*).
    *   Sense 4: `fact%1:09:01::` - a piece of information about circumstances that exist or events that have occurred. (Focus: *piece of information*).

    *   The sentence says: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a <t>fact</t>..."
    *   The author is asserting that the preceding statement (about school structure and performance) is true/verified.
    *   Is it a "statement or assertion of verified information" (Sense 1)? Yes, the author is referring to the claim they just made as a fact.
    *   Is it a "concept whose truth can be proved" (Sense 2)? It's presented as a proven truth, but Sense 1 fits the "statement" aspect better.
    *   Is it an "event known to have happened" (Sense 3)? No, it's a general correlation/causation, not a specific event.
    *   Is it a "piece of information" (Sense 4)? It's more than just a piece of information; it's a claim of truth.

    *   Sense 1: "a statement or assertion of verified information about something that is the case"
    *   Sense 4: "a piece of information about circumstances that exist"
    *   In the context "This is a fact", "This" refers to the previous sentence ("Schools that are structured in this way produce students..."). The previous sentence is a statement. Therefore, calling that statement a "fact" aligns best with Sense 1 (the statement is a fact).

    *   Sense 1: "he supported his argument with an impressive array of facts" (facts as statements/assertions).
    *   Sense 4: "first you must collect all the facts of the case" (facts as pieces of information).
    *   The context "This is a fact" is a common way to assert that a previous statement is true.

    *   Sense 1: statement/assertion of verified info.
    *   Sense 2: provable concept.
    *   Sense 3: event/existence.
    *   Sense 4: piece of info.
    *   The author is saying the *assertion* that "Schools that are structured in this way produce students with higher morale and superior academic performance" is a fact. This matches Sense 1.

    *Wait*, let me double-check Sense 2. "a concept whose truth can be proved". The author mentions "Study after study... tells us", implying it's provable. However, "This is a fact" usually refers to the statement just made.

    Let's look at Sense 1 again: "a statement or assertion of verified information about something that is the case". This fits perfectly.

    Let's look at Sense 4 again: "a piece of information about circumstances that exist". This is very similar. But "This is a fact" usually points to the truth-value of the preceding assertion.

    Comparing Sense 1 and Sense 4:
    Sense 1: statement/assertion.
    Sense 4: piece of information.
    "Schools that are structured in this way produce students with higher morale and superior academic performance" is a statement.

    Let's check Sense 2 again: "a concept whose truth can be proved".
    In many contexts, "This is a fact" means "This is a truth".

    Let's re-read the context: "Study after study... tells us that the best schools are those that are free of outside interference... Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact..."

    The author is asserting the truth of the claim. Sense 1 specifically mentions "statement or assertion".

    Sense 1: statement or assertion of verified information.
    Sense 2: concept whose truth can be proved.
    Sense 3: event known to have happened.
    Sense 4: piece of information.

    If I say "The earth is round. This is a fact," I am saying the statement "The earth is round" is a fact. This is Sense 1.

    Let's check if Sense 2 is better. "Scientific hypotheses are not facts." This contrasts hypotheses with proven concepts. The author's claim is based on "study after study," making it a proven concept. However, "This is a fact" refers to the *statement* of that concept.

    Let's check Sense 4. "Collect all the facts of the case." These are pieces of evidence.

    Sense 1 seems the most precise for "This [statement] is a fact."


[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: ruffle
Target surface form: ruffled
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are <t>ruffled</t> by this fact, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=ruffle%2:35:00:: | definition=pleat or gather into a ruffle | synonyms=pleat | examples=ruffle the curtain fabric
2. sense_key=ruffle%2:38:01:: | definition=to walk with a lofty proud gait, often in an attempt to impress others | synonyms=tittup, swagger, prance, strut, sashay, cock | examples=He struts around like a rooster in a hen house
3. sense_key=ruffle%2:35:02:: | definition=disturb the smoothness of | synonyms=ruffle up, rumple, mess up | examples=ruffle the surface of the water
4. sense_key=ruffle%2:35:03:: | definition=twitch or flutter | synonyms=flick, riffle | examples=the paper flicked
5. sense_key=ruffle%2:38:00:: | definition=stir up (water) so as to form ripples | synonyms=ripple, riffle, cockle, undulate
6. sense_key=ruffle%2:35:01:: | definition=erect or fluff up | synonyms=fluff | examples=the bird ruffled its feathers
7. sense_key=ruffle%2:35:04:: | definition=mix so as to make a random order or arrangement | synonyms=shuffle, mix | examples=shuffle the cards
8. sense_key=ruffle%2:37:01:: | definition=discompose | examples=This play is going to ruffle some people; She has a way of ruffling feathers among her colleagues
9. sense_key=ruffle%2:37:00:: | definition=trouble or vex | examples=ruffle somebody's composure

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": 8}
```

content:
```json
{"sense_index": 8}
```

reasoning_content:
*   Target lemma: `ruffle`
    *   Target surface form: `ruffled`
    *   Context: "...though, in view of all the feathers that are <t>ruffled</t> by this fact, it is not surprising that one hears so little about it."
    *   Key phrase: "feathers that are ruffled"

    *   Sense 1: pleat or gather into a ruffle (sewing/fabric) - *Incorrect*
    *   Sense 2: walk with a lofty proud gait (swagger) - *Incorrect*
    *   Sense 3: disturb the smoothness of (surface) - *Incorrect*
    *   Sense 4: twitch or flutter - *Incorrect*
    *   Sense 5: stir up (water) to form ripples - *Incorrect*
    *   Sense 6: erect or fluff up (bird's feathers) - *Literal meaning of ruffling feathers*
    *   Sense 7: mix so as to make a random order (shuffle) - *Incorrect*
    *   Sense 8: discompose (Example: "She has a way of ruffling feathers among her colleagues") - *Figurative meaning of ruffling feathers*
    *   Sense 9: trouble or vex (composure) - *Similar to 8, but 8 specifically mentions "ruffling feathers"*

    *   The phrase "ruffle feathers" is an idiom meaning to annoy or upset people, especially by challenging their beliefs or status.
    *   Looking at the context: "...though, in view of all the feathers that are ruffled by this fact..."
    *   This is clearly the idiomatic use.
    *   Sense 6 is the literal action of a bird ruffling its feathers.
    *   Sense 8 specifically lists "ruffling feathers among her colleagues" as an example and defines it as "discompose".
    *   Sense 9 is "trouble or vex", which is close, but Sense 8's example is a perfect match for the idiom used in the text.

    *   Sense 8: "discompose" | Example: "She has a way of ruffling feathers among her colleagues"
    *   Context: "...feathers that are ruffled by this fact..."
    *   This matches 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: fact
Target surface form: fact
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this <t>fact</t>, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=fact%1:09:01:: | definition=a piece of information about circumstances that exist or events that have occurred | examples=first you must collect all the facts of the case
2. sense_key=fact%1:26:01:: | definition=an event known to have happened or something known to have existed | examples=your fears have no basis in fact; how much of the story is fact and how much fiction is hard to tell
3. sense_key=fact%1:09:02:: | definition=a concept whose truth can be proved | examples=scientific hypotheses are not facts
4. sense_key=fact%1:10:01:: | definition=a statement or assertion of verified information about something that is the case or has happened | examples=he supported his argument with an impressive array of facts

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: `fact`
    *   Target surface form: `fact`
    *   Context: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this <t>fact</t>, it is not surprising that one hears so little about it."

    *   Sense 1 (`fact%1:09:01::`): "a piece of information about circumstances that exist or events that have occurred" (e.g., "collect all the facts of the case").
    *   Sense 2 (`fact%1:26:01::`): "an event known to have happened or something known to have existed" (e.g., "basis in fact", "fact and fiction").
    *   Sense 3 (`fact%1:09:02::`): "a concept whose truth can be proved" (e.g., "scientific hypotheses are not facts").
    *   Sense 4 (`fact%1:10:01::`): "a statement or assertion of verified information about something that is the case or has happened" (e.g., "supported his argument with an impressive array of facts").

    *   The author states: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact..."
    *   The "fact" refers to the preceding claim/proposition: "Schools that are structured in this way produce students with higher morale and superior academic performance."
    *   The author is asserting that this claim is true and provable (or verified).

    *   Sense 1 (piece of information) is too narrow/generic.
    *   Sense 2 (event known to have happened) doesn't fit; the claim is a general principle/correlation, not a specific event.
    *   Sense 3 (concept whose truth can be proved) fits well. The author is presenting a general truth/principle that they believe is provable (citing "Study after study").
    *   Sense 4 (statement or assertion of verified information) also fits, as the author is referring to the statement they just made.

    *   Sense 3 focuses on the *truth* of the concept/proposition.
    *   Sense 4 focuses on the *statement* of the information.
    *   Looking at the sentence: "This is a fact -- though, in view of all the feathers that are ruffled by this fact..."
    *   The "fact" is the reality that schools structured this way produce better results.
    *   Comparing Sense 3 ("a concept whose truth can be proved") and Sense 4 ("a statement or assertion of verified information").
    *   Usually, when someone says "This is a fact," they are referring to the truth of the proposition they just asserted.
    *   Let's look at the examples:
        *   Sense 3: "scientific hypotheses are not facts" (contrasting hypothesis with proven truth).
        *   Sense 4: "supported his argument with an impressive array of facts" (using specific pieces of verified information).
    *   In the context, the author is arguing that the claim is a proven truth (based on "Study after study"). This aligns closely with Sense 3.

    *   Wait, let's re-evaluate Sense 4. "a statement or assertion of verified information". The author just made a statement.
    *   However, "This is a fact" usually means "This [proposition] is true."
    *   Let's look at Sense 3 again: "a concept whose truth can be proved".
    *   Let's look at Sense 1: "a piece of information about circumstances that exist".
    *   Let's look at Sense 2: "something known to have existed".

    *   Actually, looking at the distinction between Sense 3 and Sense 4 in WordNet:
        *   Sense 3 (fact%1:09:02) is often used for general truths or scientific facts.
        *   Sense 4 (fact%1:10:01) is often used for specific data points or assertions.

    *   The author says "Study after study... tells us... This is a fact". This suggests a general truth derived from evidence.

    *   Let's re-read Sense 3: "a concept whose truth can be proved".
    *   Let's re-read Sense 4: "a statement or assertion of verified information".

    *   If I say "The earth is round. This is a fact," am I referring to the statement or the truth of the concept? Usually the truth of the concept.

    *   Let's check Sense 3 again. "scientific hypotheses are not facts". This implies a fact is something that has moved beyond hypothesis to proven truth. This matches the author's use of "Study after study... tells us... This is a fact."

    *   Sense 1: piece of information (too specific/small).
    *   Sense 2: event/existence (not an event).
    *   Sense 3: provable concept/truth.
    *   Sense 4: statement of verified information.

    *   The author is asserting the truth of the claim. Sense 3 is the most fitting for a general truth/proven concept.

    *   Wait, let me double-check Sense 4 again. "a statement or assertion of verified information".
    *   "This is a fact" -> "This [statement] is a [statement of verified information]".
    *   "This is a fact" -> "This [proposition] is a [concept whose truth can be proved]".

    *   In many WSD datasets, "This is a fact" referring to a general truth is mapped to the "provable truth" sense.

    *   Let's look at the context again: "Study after study... tells us... This is a fact". The emphasis is on the evidence proving the truth of the claim.

    *   Sense 3: concept whose truth can be proved.
    *   Sense 4: statement or assertion of verified information.

    *   If the author meant Sense 4, they would be focusing on the *assertion* itself. But they are focusing on the *truth* of the claim (which is why it ruffles feathers).

    *   Therefore, Sense 3 is the strongest candidate.


[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: one
Target surface form: one
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that <t>one</t> hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=one%1:23:00:: | definition=the smallest whole number or a numeral representing this number | synonyms=1, I, ace, single, unity | examples=he has the one but will need a two and three to go with it; they had lunch at one
2. sense_key=one%1:09:00:: | definition=a single person or thing | examples=he is the best one; this is the one I ordered

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: "one"
    *   Target surface form: "one"
    *   Context: "...it is not surprising that <t>one</t> hears so little about it."
    *   Candidate senses:
        1.  `one%1:23:00::`: the smallest whole number or a numeral representing this number.
        2.  `one%1:09:00::`: a single person or thing.

    *   The sentence is: "...it is not surprising that one hears so little about it."
    *   In this context, "one" is used as an impersonal pronoun, referring to people in general (anyone, a person).

    *   Sense 1: "the smallest whole number or a numeral representing this number" (Numerical value). This doesn't fit.
    *   Sense 2: "a single person or thing" (Indefinite pronoun/noun). This is closer, as "one" refers to a person.

    *   Wait, looking at the candidate senses provided:
        *   Sense 1: Number 1.
        *   Sense 2: A single person or thing.
    *   In the sentence "one hears so little about it", "one" is an indefinite pronoun meaning "a person" or "people in general".
    *   Does Sense 2 ("a single person or thing") cover the impersonal pronoun usage?
    *   Let's re-evaluate. In many WordNet versions, the impersonal pronoun "one" is listed separately or under a general "person" sense.
    *   Comparing the two provided options:
        *   Sense 1 is clearly numerical.
        *   Sense 2 is "a single person or thing".
    *   Between the two, Sense 2 is the only one that refers to a person.

    *   Context: "...it is not surprising that one hears so little about it."
    *   "one" = a person.
    *   Sense 2: "a single person or thing".
    *   This fits much better than Sense 1.