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

Candidate senses:
1. sense_key=major%1:09:00:: | definition=the principal field of study of a student at a university | examples=her major is linguistics
2. sense_key=major%1:18:02:: | definition=British statesman who was prime minister from 1990 until 1997 (born in 1943) | synonyms=John Major, John R. Major, John Roy Major
3. sense_key=major%1:18:01:: | definition=a university student who is studying a particular field as the principal subject | examples=she is a linguistics major
4. sense_key=major%1:18:00:: | definition=a commissioned military officer in the United States Army or Air Force or Marines; below lieutenant colonel and above captain

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

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

reasoning_content:
*   Target lemma: `major`
    *   Target surface form: `major`
    *   Context: "...should read the article by Caleb Nelson (himself a recent math <t>major</t> at Harvard) in the November American Spectator."
    *   Candidate senses:
        1.  `major%1:09:00::`: the principal field of study of a student at a university (e.g., "her major is linguistics").
        2.  `major%1:18:02::`: British statesman (John Major).
        3.  `major%1:18:01::`: a university student who is studying a particular field as the principal subject (e.g., "she is a linguistics major").
        4.  `major%1:18:00::`: a commissioned military officer.

    *   The phrase is "Caleb Nelson (himself a recent math major at Harvard)".
    *   "Caleb Nelson" is a person.
    *   "math major" describes Caleb Nelson.
    *   "at Harvard" indicates the university context.
    *   Therefore, "major" refers to the person (the student), not the field of study itself.

    *   Sense 1: The field of study (e.g., "Math is my major").
    *   Sense 3: The student studying the field (e.g., "I am a math major").

    *   The context says "Caleb Nelson (himself a recent math major)". This identifies Caleb Nelson as the major.
    *   Sense 3 matches this perfectly.


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

Candidate senses:
1. sense_key=most%4:02:02:: | definition=(of actions or states) slightly short of or not quite accomplished; all but | synonyms=about, almost, nearly, near, nigh, virtually | examples=the job is (just) about done; the baby was almost asleep when the alarm sounded
2. sense_key=most%4:02:00:: | definition=used to form the superlative | synonyms=to the highest degree | examples=the king cobra is the most dangerous snake
3. sense_key=most%4:02:01:: | definition=very | examples=a most welcome relief

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

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

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target lemma: "most"
    *   Target surface form: "Most"
    *   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."

    *   Sense 1: (of actions or states) slightly short of or not quite accomplished; all but (synonyms: about, almost, nearly).
    *   Sense 2: used to form the superlative (synonyms: to the highest degree).
    *   Sense 3: very (examples: a most welcome relief).

    *   The phrase is "Most important of all".
    *   "Most" here is modifying the adjective "important".
    *   "Most important of all" is a superlative construction, meaning "the most important thing among all the things mentioned or considered".
    *   Comparing this to the senses:
        *   Sense 1 (almost): "Almost important of all" - doesn't make sense.
        *   Sense 2 (superlative): "The most important of all" - fits perfectly. It indicates the highest degree of importance.
        *   Sense 3 (very): "Very important of all" - doesn't fit the "of all" construction as well as the superlative does. While "most" can mean "very" (e.g., "a most welcome relief"), in "most important of all", it is clearly functioning as a superlative.

    *   Sense 2 is the standard use of "most" to form the superlative of an adjective (important -> more important -> most important).

currency: USD

source: unavailable


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

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

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

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: "important"
    *   Target surface form: "important"
    *   Context: "Most <t>important</t> of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   Candidate senses:
        1.  `important%3:00:04::`: important in effect or meaning (significant)
        2.  `important%5:00:00:influential:00`: having authority or ascendancy or influence (authoritative)
        3.  `important%3:00:00::`: of great significance or value (of import)
        4.  `important%5:00:00:immodest:02`: having or suggesting a consciousness of high position (haughty/pompous)
        5.  `important%3:00:02::`: of extreme importance; vital to the resolution of a crisis (crucial)

    *   The phrase is "Most important of all".
    *   This is a common idiomatic expression used to introduce the most significant point in a list of arguments or reasons.
    *   The author is listing reasons why textbooks should be older and then transitions to a broader point about school administration.
    *   The meaning here is "of the greatest significance" or "most valuable/relevant point".

    *   Sense 1: "important in effect or meaning" (significant). Often used for changes or results (e.g., "significant change").
    *   Sense 2: "having authority or ascendancy or influence" (influential). Used for people or positions (e.g., "important official").
    *   Sense 3: "of great significance or value" (of import). Used for people, questions, or points (e.g., "important people", "important questions").
    *   Sense 4: "having or suggesting a consciousness of high position" (immodest/pompous). Used for mannerisms (e.g., "important air").
    *   Sense 5: "of extreme importance; vital to the resolution of a crisis" (crucial). Used for moments or events (e.g., "crucial moment").

    *   "Most important of all" refers to the significance of the point being made.
    *   Sense 3 ("of great significance or value") fits best for a point or argument.
    *   Sense 1 is close, but "significant" in the sense of "important in effect" usually describes a result or a change.
    *   Sense 5 is too strong ("vital to the resolution of a crisis").
    *   Senses 2 and 4 are clearly incorrect (they refer to people/status).

    *   Sense 3: "of great significance or value". This is the general sense of "important" when referring to a point, a question, or a person's status in a general way. "Most important of all" is a superlative of this general significance.


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

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

Candidate senses:
1. 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
2. sense_key=school%1:09:00:: | definition=the process of being formally educated at a school | synonyms=schooling | examples=what will you do when you finish school?
3. sense_key=school%1:14:00:: | definition=an educational institution | examples=the school was founded in 1900
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%1:06:00:: | definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning
6. 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
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}.

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

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

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

    *   The sentence says "schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   It also mentions "the best schools are those that are free of outside interference and are governed by a powerful head."
    *   The focus is on the organization/institution that has a principal, faculty, curriculum, and governance.
    *   Sense 3 (educational institution) fits best.
    *   Sense 5 (building) is too narrow; a building doesn't "have a principal" or "curriculum" in the organizational sense.
    *   Sense 1 (faculty and students) is the people, but the context talks about governance and authority over the faculty, implying the institution as a whole.

    *   Sense 3: "an educational institution" - This is the standard meaning for a school as an organization.


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

Candidate senses:
1. sense_key=principal%1:18:01:: | definition=an actor who plays a principal role | synonyms=star, lead
2. sense_key=principal%1:21:02:: | definition=capital as contrasted with the income derived from it | synonyms=corpus, principal sum
3. sense_key=principal%1:18:00:: | definition=the educator who has executive authority for a school | synonyms=school principal, head teacher, head | examples=she sent unruly pupils to see the principal
4. sense_key=principal%1:18:03:: | definition=(criminal law) any person involved in a criminal offense, regardless of whether the person profits from such involvement
5. sense_key=principal%1:18:02:: | definition=the major party to a financial transaction at a stock exchange; buys and sells for his own account | synonyms=dealer
6. sense_key=principal%1:21:01:: | definition=the original amount of a debt on which interest is calculated

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

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

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

    *   Sense 1: Actor who plays a principal role (star, lead).
    *   Sense 2: Capital as contrasted with income (corpus, principal sum).
    *   Sense 3: The educator who has executive authority for a school (school principal, head teacher, head).
    *   Sense 4: Person involved in a criminal offense.
    *   Sense 5: Major party to a financial transaction at a stock exchange (dealer).
    *   Sense 6: Original amount of a debt on which interest is calculated.

    *   The sentence mentions "schools", "authority over the faculty, the curriculum, and all matters of student discipline", and "governed by a powerful head".
    *   This clearly refers to the administrative head of a school.

    *   Sense 3: "the educator who has executive authority for a school | synonyms=school principal, head teacher, head". 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: measure
Target surface form: measure
Context:
-- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large <t>measure</t> of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head.

Candidate senses:
1. sense_key=measure%1:10:02:: | definition=a statute in draft before it becomes law | synonyms=bill | examples=they held a public hearing on the bill
2. sense_key=measure%1:03:00:: | definition=how much there is or how many there are of something that you can quantify | synonyms=quantity, amount
3. sense_key=measure%1:06:00:: | definition=measuring instrument having a sequence of marks at regular intervals; used as a reference in making measurements | synonyms=measuring stick, measuring rod
4. sense_key=measure%1:06:01:: | definition=a container of some standard capacity that is used to obtain fixed amounts of a substance
5. sense_key=measure%1:04:00:: | definition=the act or process of assigning numbers to phenomena according to a rule | synonyms=measurement, measuring, mensuration | examples=the measurements were carefully done; his mental measurings proved remarkably accurate
6. sense_key=measure%1:10:00:: | definition=musical notation for a repeating pattern of musical beats | synonyms=bar | examples=the orchestra omitted the last twelve bars of the song
7. sense_key=measure%1:10:03:: | definition=a basis for comparison; a reference point against which other things can be evaluated | synonyms=standard, criterion, touchstone | examples=the schools comply with federal standards; they set the measure for all subsequent work
8. sense_key=measure%1:10:01:: | definition=(prosody) the accent in a metrical foot of verse | synonyms=meter, metre, beat, cadence
9. sense_key=measure%1:04:01:: | definition=any maneuver made as part of progress toward a goal | synonyms=step | examples=the situation called for strong measures; the police took steps to reduce crime

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

    *   Sense 1: A statute in draft (bill). (Incorrect)
    *   Sense 2: How much there is or how many there are of something that you can quantify (quantity, amount). (Possible: "a large amount of authority")
    *   Sense 3: Measuring instrument (measuring stick). (Incorrect)
    *   Sense 4: Container of standard capacity. (Incorrect)
    *   Sense 5: The act or process of assigning numbers (measurement). (Incorrect)
    *   Sense 6: Musical notation (bar). (Incorrect)
    *   Sense 7: A basis for comparison (standard, criterion). (Incorrect)
    *   Sense 8: Prosody (meter, beat). (Incorrect)
    *   Sense 9: Any maneuver made as part of progress toward a goal (step). (Incorrect)

    *   The phrase is "a large measure of authority".
    *   In this context, "measure" means "amount" or "quantity".
    *   Comparing this to Sense 2: "how much there is or how many there are of something that you can quantify | synonyms=quantity, amount".
    *   "A large amount of authority" fits perfectly.

    *   Sense 2 is the only one that fits the meaning of "amount" or "quantity" in the phrase "a large measure of authority".


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

Candidate senses:
1. 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
2. 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
3. sense_key=authority%1:07:02:: | definition=official permission or approval | synonyms=authorization, authorisation, sanction | examples=authority for the program was renewed several times
4. 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
5. sense_key=authority%1:18:00:: | definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law
6. sense_key=authority%1:10:00:: | definition=an authoritative written work | examples=this book is the final authority on the life of Milton
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}.

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

reasoning_content:
*   Target word: "authority"
    *   Context: "Most important of all, schools should have principals with a large measure of <t>authority</t> over the faculty, the curriculum, and all matters of student discipline."
    *   Surrounding context: The text argues for principals having power over faculty, curriculum, and discipline, and mentions that the best schools are "governed by a powerful head."

    *   Sense 1: freedom from doubt; belief in yourself (confidence). -> Doesn't fit.
    *   Sense 2: the power or right to give orders or make decisions (power/dominance). -> Fits well ("authority over the faculty").
    *   Sense 3: official permission or approval (authorization). -> Doesn't fit (not asking for permission, but possessing the power).
    *   Sense 4: an administrative unit of government (agency). -> Doesn't fit.
    *   Sense 5: an expert whose views are taken as definitive. -> Doesn't fit.
    *   Sense 6: an authoritative written work. -> Doesn't fit.
    *   Sense 7: persons who exercise (administrative) control over others (the authorities). -> Doesn't fit (the word is used as an uncountable noun "a large measure of authority", not as a plural noun referring to people).

    *   The context "authority over the faculty, the curriculum, and all matters of student discipline" clearly refers to the power or right to make decisions and give orders.
    *   This matches Sense 2 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: faculty
Target surface form: faculty
Context:
-- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the <t>faculty</t>, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head.

Candidate senses:
1. sense_key=faculty%1:14:00:: | definition=the body of teachers and administrators at a school | synonyms=staff | examples=the dean addressed the letter to the entire staff of the university
2. sense_key=faculty%1:09:00:: | definition=one of the inherent cognitive or perceptual powers of the mind | synonyms=mental faculty, module

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: `faculty`
    *   Target surface form: `faculty`
    *   Context: "...schools should have principals with a large measure of authority over the <t>faculty</t>, the curriculum, and all matters of student discipline."
    *   Candidate senses:
        1.  `faculty%1:14:00::`: the body of teachers and administrators at a school (synonym: staff).
        2.  `faculty%1:09:00::`: one of the inherent cognitive or perceptual powers of the mind (synonym: mental faculty, module).

    *   The sentence discusses school administration: "principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   The word "faculty" is grouped with "curriculum" and "student discipline," all of which are things a school principal manages.
    *   In this context, "faculty" refers to the teaching staff of the school.

    *   Sense 1: "the body of teachers and administrators at a school" matches perfectly.
    *   Sense 2: "one of the inherent cognitive or perceptual powers of the mind" does not fit the context of school administration.

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

Candidate senses:
1. sense_key=matter%1:09:02:: | definition=a problem | examples=is anything the matter?
2. sense_key=matter%1:07:00:: | definition=(used with negation) having consequence | examples=they were friends and it was no matter who won the games
3. sense_key=matter%1:10:00:: | definition=written works (especially in books or magazines) | examples=he always took some reading matter with him on the plane
4. sense_key=matter%1:03:00:: | definition=that which has mass and occupies space | examples=physicists study both the nature of matter and the forces which govern it
5. sense_key=matter%1:09:00:: | definition=some situation or event that is thought about | synonyms=topic, subject, issue | examples=he kept drifting off the topic; he had been thinking about the subject for several years
6. sense_key=matter%1:09:01:: | definition=a vaguely specified concern | synonyms=affair, thing | examples=several matters to attend to; it is none of your affair

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: `matter`
    *   Target surface form: `matters`
    *   Context: "...schools should have principals with a large measure of authority over the faculty, the curriculum, and all <t>matters</t> of student discipline."

    *   Sense 1: `matter%1:09:02::` - a problem (e.g., "is anything the matter?")
    *   Sense 2: `matter%1:07:00::` - (used with negation) having consequence (e.g., "it was no matter who won")
    *   Sense 3: `matter%1:10:00::` - written works (e.g., "reading matter")
    *   Sense 4: `matter%1:03:00::` - that which has mass and occupies space (physics)
    *   Sense 5: `matter%1:09:00::` - some situation or event that is thought about (synonyms: topic, subject, issue)
    *   Sense 6: `matter%1:09:01::` - a vaguely specified concern (synonyms: affair, thing) (e.g., "several matters to attend to")

    *   The phrase is "all matters of student discipline."
    *   Here, "matters" refers to the various issues, concerns, or affairs related to student discipline.
    *   Comparing Sense 5 and Sense 6:
        *   Sense 5: "some situation or event that is thought about" (topic, subject, issue).
        *   Sense 6: "a vaguely specified concern" (affair, thing).
    *   "Matters of student discipline" refers to the various issues or affairs that fall under the category of student discipline.
    *   Looking at the examples:
        *   Sense 5: "he kept drifting off the topic; he had been thinking about the subject for several years" (more about a specific topic of discussion).
        *   Sense 6: "several matters to attend to; it is none of your affair" (more about administrative or personal concerns/affairs).
    *   "Matters of student discipline" fits better with "affairs" or "concerns" (Sense 6) than with a "topic" or "subject" of thought (Sense 5). It refers to the actual business/affairs of managing discipline.

    *   Sense 1 (problem): Not quite. While discipline can involve problems, "all matters of student discipline" encompasses everything related to it, not just the problems.
    *   Sense 2 (consequence): Incorrect.
    *   Sense 3 (written works): Incorrect.
    *   Sense 4 (physical matter): Incorrect.
    *   Sense 5 (topic/subject): Possible, but "matters of [category]" usually refers to the affairs/concerns of that category.
    *   Sense 6 (affair/thing): Fits well. "Matters of student discipline" = "affairs of student discipline".

    *   Sense 5: topic, subject, issue.
    *   Sense 6: affair, thing.
    *   "Matters of student discipline" is very similar to "matters of state" or "matters of business," which are affairs/concerns.

    *   Sense 6 is the best fit for "matters of [category]" when referring to administrative or organizational concerns.


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

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: `student`
    *   Context: "...schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of <t>student</t> discipline."
    *   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 sentence discusses schools, principals, faculty, curriculum, and "student discipline".
    *   "Student discipline" refers to the behavior and rules governing the pupils/learners in the school.
    *   The context clearly refers to people enrolled in the school (learners), not learned scholars or masters of disciplines.

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

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

Candidate senses:
1. sense_key=study%1:18:00:: | definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
2. sense_key=study%1:06:01:: | definition=preliminary drawing for later elaboration | synonyms=sketch | examples=he made several studies before starting to paint
3. sense_key=study%1:09:04:: | definition=a state of deep mental absorption | examples=she is in a deep study
4. sense_key=study%1:09:01:: | definition=attentive consideration and meditation | synonyms=cogitation | examples=after much cogitation he rejected the offer
5. sense_key=study%1:10:01:: | definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing
6. sense_key=study%1:09:02:: | definition=a branch of knowledge | synonyms=discipline, subject, subject area, subject field, field, field of study | examples=in what discipline is his doctorate?; teachers should be well trained in their subject
7. sense_key=study%1:10:00:: | definition=a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale
8. sense_key=study%1:04:00:: | definition=a detailed critical inspection | synonyms=survey
9. sense_key=study%1:09:03:: | definition=applying the mind to learning and understanding a subject (especially by reading) | synonyms=work | examples=mastering a second language requires a lot of work; no schools offer graduate study in interior design
10. sense_key=study%1:06:00:: | definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study

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: `study`
    *   Target surface form: `Study`
    *   Context: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."
    *   Key phrase: "Study after study -- the most recent from the Brookings Institution -- tells us..."

    *   1: someone who memorizes quickly (person) - No.
    *   2: preliminary drawing (art) - No.
    *   3: state of deep mental absorption (state) - No.
    *   4: attentive consideration and meditation (process) - No.
    *   5: composition for technique (music) - No.
    *   6: branch of knowledge (discipline) - No.
    *   7: a written document describing the findings of some individual or group (report) - Yes. "Study after study... from the Brookings Institution" refers to research reports/documents.
    *   8: a detailed critical inspection (survey) - Close, but "from the Brookings Institution" and "tells us" strongly suggest a report/document.
    *   9: applying the mind to learning (activity) - No.
    *   10: a room used for reading/writing (place) - No.

    *   The context mentions "the most recent from the Brookings Institution," which is a think tank known for publishing research reports.
    *   "Study after study... tells us" implies a collection of research findings presented in documents.
    *   Sense 7: "a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale". This fits perfectly.


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

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

Candidate senses:
1. sense_key=study%1:09:02:: | definition=a branch of knowledge | synonyms=discipline, subject, subject area, subject field, field, field of study | examples=in what discipline is his doctorate?; teachers should be well trained in their subject
2. sense_key=study%1:10:01:: | definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing
3. sense_key=study%1:18:00:: | definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
4. sense_key=study%1:09:01:: | definition=attentive consideration and meditation | synonyms=cogitation | examples=after much cogitation he rejected the offer
5. sense_key=study%1:06:01:: | definition=preliminary drawing for later elaboration | synonyms=sketch | examples=he made several studies before starting to paint
6. sense_key=study%1:04:00:: | definition=a detailed critical inspection | synonyms=survey
7. sense_key=study%1:09:03:: | definition=applying the mind to learning and understanding a subject (especially by reading) | synonyms=work | examples=mastering a second language requires a lot of work; no schools offer graduate study in interior design
8. sense_key=study%1:10:00:: | definition=a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale
9. sense_key=study%1:06:00:: | definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
10. sense_key=study%1:09:04:: | definition=a state of deep mental absorption | examples=she is in a deep study

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: `study`
    *   Target surface form: `study`
    *   Context: "Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head."
    *   Key phrase: "Study after study -- the most recent from the Brookings Institution -- tells us..."

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

    *   The context mentions "the most recent from the Brookings Institution".
    *   The Brookings Institution is a think tank that produces reports and research papers.
    *   "Study after study... tells us" implies a series of research reports or findings.
    *   Sense 8 ("a written document describing the findings of some individual or group") fits perfectly. Sense 6 ("a detailed critical inspection") is close, but "the most recent from the Brookings Institution" strongly points to the *document* (the report) rather than the *act* of inspection.

    *   Sense 8: "a written document describing the findings of some individual or group | synonyms=report, written report | examples=this accords with the recent study by Hill and Dale"
    *   This matches the context "the most recent [study] from the Brookings Institution".


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

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

Candidate senses:
1. sense_key=most%4:02:02:: | definition=(of actions or states) slightly short of or not quite accomplished; all but | synonyms=about, almost, nearly, near, nigh, virtually | examples=the job is (just) about done; the baby was almost asleep when the alarm sounded
2. sense_key=most%4:02:00:: | definition=used to form the superlative | synonyms=to the highest degree | examples=the king cobra is the most dangerous snake
3. sense_key=most%4:02:01:: | definition=very | examples=a most welcome relief

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: "most"
    *   Target surface form: "most"
    *   Context: "...Study after study -- the <t>most</t> recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference..."
    *   Candidate senses:
        1.  `most%4:02:02::`: slightly short of or not quite accomplished; all but (almost, nearly).
        2.  `most%4:02:00::`: used to form the superlative (to the highest degree).
        3.  `most%4:02:01::`: very.

    *   The phrase is "the most recent".
    *   "Recent" is an adjective.
    *   "Most recent" is the superlative form of "recent".
    *   It refers to the study that happened closest to the present time compared to all other studies mentioned.

    *   Sense 1: "almost" (e.g., "the job is almost done"). Does not fit "the most recent".
    *   Sense 2: "used to form the superlative" (e.g., "the most dangerous snake"). This fits perfectly. "Most recent" is the superlative of "recent".
    *   Sense 3: "very" (e.g., "a most welcome relief"). This is an intensifier, not a superlative comparison. While "most" can mean "very" in some contexts, "the most recent" clearly indicates a superlative comparison among studies.

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

Candidate senses:
1. sense_key=tell%2:31:01:: | definition=mark as different | synonyms=distinguish, separate, differentiate, secern, secernate, severalize | examples=We distinguish several kinds of maple
2. sense_key=tell%2:32:00:: | definition=let something be known | examples=Tell them that you will be late
3. sense_key=tell%2:32:04:: | definition=express in words | synonyms=state, say | examples=He said that he wanted to marry her; tell me what is bothering you
4. sense_key=tell%2:32:01:: | definition=narrate or give a detailed account of | synonyms=narrate, recount, recite | examples=Tell what happened; The father told a story to his child
5. sense_key=tell%2:32:08:: | definition=inform positively and with certainty and confidence | synonyms=assure | examples=I tell you that man is a crook!
6. sense_key=tell%2:32:03:: | definition=give evidence | synonyms=evidence | examples=he was telling on all his former colleague
7. sense_key=tell%2:31:00:: | definition=discern or comprehend | examples=He could tell that she was unhappy
8. sense_key=tell%2:32:02:: | definition=give instructions to or direct somebody to do something with authority | synonyms=order, enjoin, say | examples=I said to him to go home; She ordered him to do the shopping

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

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

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

    *   Sense 1: mark as different (distinguish, separate) - *Incorrect*
    *   Sense 2: let something be known - *Possible, but general*
    *   Sense 3: express in words (state, say) - *Strong candidate*
    *   Sense 4: narrate or give a detailed account of (narrate, recount) - *Incorrect*
    *   Sense 5: inform positively and with certainty and confidence (assure) - *Incorrect*
    *   Sense 6: give evidence (evidence) - *Possible, but usually used as "telling on someone"*
    *   Sense 7: discern or comprehend - *Incorrect*
    *   Sense 8: give instructions to or direct somebody to do something with authority (order) - *Incorrect*

    *   The sentence says "Study after study... tells us that...".
    *   In this context, "tells" means the studies *state*, *indicate*, or *show* a particular fact.
    *   Comparing Sense 2 ("let something be known") and Sense 3 ("express in words; state, say").
    *   Sense 3 ("state, say") fits very well when a study "says" or "states" a conclusion.
    *   Sense 6 ("give evidence") is often used for physical evidence (e.g., "the signs tell us..."), but "Study after study tells us" is a common way of saying "studies state/show".
    *   Let's look at Sense 3 again: "express in words | synonyms=state, say". This is the most standard way to describe a study communicating a finding.

    *   Sense 2: "let something be known" (e.g., "Tell them that you will be late"). This is more about communication between people.
    *   Sense 3: "express in words" (e.g., "He said that he wanted to marry her"). This is about the act of stating a fact.
    *   Sense 6: "give evidence" (e.g., "he was telling on all his former colleague"). This is usually about betrayal or physical evidence.

    "Study after study... tells us that..." is essentially saying "Study after study states that...". This aligns best with Sense 3.


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

Candidate senses:
1. sense_key=dear%5:00:00:close:02 | definition=with or in a close or intimate relationship | synonyms=dear, good, near | examples=a good friend; my sisters and brothers are near and dear
2. sense_key=best%5:00:00:advisable:00 | definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | synonyms=better | examples=it would be better to speak to him; the White House thought it best not to respond
3. sense_key=good%5:00:00:righteous:00 | definition=of moral excellence | synonyms=good, just, upright | examples=a genuinely good person; a just cause
4. sense_key=good%5:00:00:opportune:00 | definition=most suitable or right for a particular purpose | synonyms=good, right, ripe | examples=a good time to plant tomatoes; the right time to act
5. sense_key=good%5:00:00:complete:00 | definition=thorough | synonyms=good | examples=had a good workout; gave the house a good cleaning
6. sense_key=good%5:00:00:fresh:01 | definition=not left to spoil | synonyms=good, undecomposed, unspoiled, unspoilt | examples=the meat is still good
7. sense_key=full%5:00:00:ample:00 | definition=having the normally expected amount | synonyms=full, good | examples=gives full measure; gives good measure
8. sense_key=good%5:00:00:intellectual:00 | definition=appealing to the mind | synonyms=good, serious | examples=good music; a serious book
9. sense_key=good%5:00:00:fortunate:00 | definition=resulting favorably | synonyms=good, well | examples=it's a good thing that I wasn't there; it is good that you stayed
10. sense_key=good%5:00:00:nice:00 | definition=agreeable or pleasing | synonyms=good | examples=we all had a good time; good manners
11. sense_key=good%3:00:02:: | definition=morally admirable | synonyms=good
12. sense_key=beneficial%5:00:00:advantageous:00 | definition=promoting or enhancing well-being | synonyms=beneficial, good | examples=an arms limitation agreement beneficial to all countries; the beneficial effects of a temperate climate
13. sense_key=good%3:00:01:: | definition=having desirable or positive qualities especially those suitable for a thing specified | synonyms=good | examples=good news from the hospital; a good report card
14. sense_key=good%5:00:00:pleasing:00 | definition=capable of pleasing | synonyms=good | examples=good looks
15. sense_key=best%3:00:00:: | definition=(superlative of `good') having the most positive qualities | examples=the best film of the year; the best solution
16. sense_key=adept%5:00:00:skilled:00 | definition=having or showing knowledge and skill and aptitude | synonyms=adept, expert, good, practiced, proficient, skillful | examples=adept in handicrafts; an adept juggler
17. sense_key=good%5:00:00:healthful:00 | definition=tending to promote physical well-being; beneficial to health | synonyms=good, salutary | examples=beneficial effects of a balanced diet; a good night's sleep
18. sense_key=estimable%5:00:00:reputable:00 | definition=deserving of esteem and respect | synonyms=estimable, good, honorable, respectable | examples=all respectable companies give guarantees; ruined the family's good name
19. sense_key=dependable%5:00:00:sound:00 | definition=financially sound | synonyms=dependable, good, safe, secure | examples=a good investment; a secure investment
20. sense_key=good%5:00:00:healthy:00 | definition=in excellent physical condition | synonyms=good, sound | examples=good teeth; I still have one good leg
21. sense_key=effective%5:00:00:operative:00 | definition=exerting force or influence | synonyms=effective, good, in effect, in force | examples=the law is effective immediately; a warranty good for two years
22. sense_key=good%5:00:00:discriminating:00 | definition=generally admired | synonyms=good | examples=good taste
23. sense_key=good%5:00:00:genuine:00 | definition=not forged | synonyms=good, honest | examples=a good dollar bill

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": 15}
```

content:
```json
{"sense_index": 15}
```

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

    *   The sentence is discussing the quality of schools.
    *   "the best schools" refers to schools that are superior in quality, performance, or effectiveness compared to others.
    *   It's a superlative form of "good".

    *   1: `dear%5:00:00:close:02` (close/intimate relationship) - No.
    *   2: `best%5:00:00:advisable:00` (comparative/superlative of `well`, wiser/more advantageous) - This is usually used as "it is best to..." or "the best course of action".
    *   3: `good%5:00:00:righteous:00` (moral excellence) - No.
    *   4: `good%5:00:00:opportune:00` (suitable/right for a purpose) - No.
    *   5: `good%5:00:00:complete:00` (thorough) - No.
    *   6: `good%5:00:00:fresh:01` (not spoiled) - No.
    *   7: `full%5:00:00:ample:00` (expected amount) - No.
    *   8: `good%5:00:00:intellectual:00` (appealing to the mind) - No.
    *   9: `good%5:00:00:fortunate:00` (resulting favorably) - No.
    *   10: `good%5:00:00:nice:00` (agreeable/pleasing) - No.
    *   11: `good%3:00:02::` (morally admirable) - No.
    *   12: `beneficial%5:00:00:advantageous:00` (promoting well-being) - No.
    *   13: `good%3:00:01::` (having desirable or positive qualities especially those suitable for a thing specified) - This is a strong candidate for "good", but the target is "best".
    *   14: `good%5:00:00:pleasing:00` (capable of pleasing) - No.
    *   15: `best%3:00:00::` (superlative of `good`, having the most positive qualities) - This fits perfectly. "The best schools" = schools having the most positive qualities.
    *   16: `adept%5:00:00:skilled:00` (knowledge/skill) - No.
    *   17: `good%5:00:00:healthful:00` (physical well-being) - No.
    *   18: `estimable%5:00:00:reputable:00` (deserving esteem/respect) - No.
    *   19: `dependable%5:00:00:sound:00` (financially sound) - No.
    *   20: `good%5:00:00:healthy:00` (physical condition) - No.
    *   21: `effective%5:00:00:operative:00` (exerting force/influence) - No.
    *   22: `good%5:00:00:discriminating:00` (generally admired) - No.
    *   23: `good%5:00:00:genuine:00` (not forged) - No.

    *   Sense 15: `best%3:00:00::` | definition=(superlative of `good`) having the most positive qualities | examples=the best film of the year; the best solution.
    *   This matches "the best schools" (the schools with the most positive qualities/highest quality).


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

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

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": 7}
```

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

    *   Sense 1: A body of creative artists/writers/thinkers (e.g., Venetian school of painting). -> Not applicable.
    *   Sense 2: A large group of fish. -> Not applicable.
    *   Sense 3: The period of instruction (schooltime). -> Not applicable.
    *   Sense 4: An educational institution's faculty and students (the people). -> Possible, but the context talks about "principals," "authority over faculty," and "governed by a powerful head," which refers to the institution as an organization.
    *   Sense 5: The process of being formally educated (schooling). -> Not applicable.
    *   Sense 6: A building where young people receive education (schoolhouse). -> Not applicable (the context is about governance and administration, not the physical building).
    *   Sense 7: An educational institution. -> This fits best. The text discusses the administration, leadership (principals), and governance of the institution.

    *   The sentence "the best schools are those that are free of outside interference and are governed by a powerful head" refers to the organization/institution of the school.
    *   Sense 7 ("an educational institution") is the most general and accurate description of the entity being discussed.
    *   Sense 4 ("faculty and students") is too narrow.
    *   Sense 6 ("building") is too narrow.

    *   Sense 7 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: outside
Target surface form: outside
Context:
The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of <t>outside</t> interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability.

Candidate senses:
1. sense_key=outside%5:00:00:exterior:00 | definition=leading to or from the outside | examples=an outside door
2. sense_key=outside%5:00:00:external:00 | definition=originating or belonging beyond some bounds: | examples=the outside world; outside interests
3. sense_key=outside%5:00:00:extrinsic:00 | definition=coming from the outside | synonyms=external, extraneous | examples=extraneous light in the camera spoiled the photograph; relying upon an extraneous income
4. sense_key=outside%5:00:00:outer:00 | definition=on or toward an outer edge | examples=an outer lane; the outside lane
5. sense_key=outside%5:00:00:foreign:02 | definition=from or between other countries | synonyms=external, international | examples=external commerce; international trade
6. sense_key=outside%3:00:00:: | definition=relating to or being on or near the outer side or limit | examples=an outside margin
7. sense_key=outside%5:00:00:inaccurate:00 | definition=(of a baseball pitch) on the far side of home plate from the batter | synonyms=away | examples=the pitch was away (or wide); an outside pitch
8. sense_key=outside%5:00:00:unlikely:00 | definition=very unlikely | synonyms=remote | examples=an outside chance; a remote possibility
9. sense_key=outside%3:00:04:: | definition=located, suited for, or taking place in the open air | synonyms=outdoor, out-of-door | examples=outdoor clothes; badminton and other outdoor games
10. sense_key=outside%5:00:00:extramural:00 | definition=functioning outside the boundaries or precincts of an organized unit | examples=extramural hospital care and treatment; extramural studies

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 word: "outside"
    *   Context: "...the best schools are those that are free of <t>outside</t> interference and are governed by a powerful head."
    *   Meaning: Interference coming from sources external to the school's internal administration/governance.

    *   Sense 1: leading to or from the outside (e.g., outside door) - *Incorrect*
    *   Sense 2: originating or belonging beyond some bounds (e.g., the outside world; outside interests) - *Strong candidate*
    *   Sense 3: coming from the outside (synonyms: external, extraneous) (e.g., extraneous light, extraneous income) - *Strong candidate*
    *   Sense 4: on or toward an outer edge (e.g., outer lane) - *Incorrect*
    *   Sense 5: from or between other countries (e.g., external commerce) - *Incorrect*
    *   Sense 6: relating to or being on or near the outer side or limit (e.g., outside margin) - *Incorrect*
    *   Sense 7: (baseball pitch) - *Incorrect*
    *   Sense 8: very unlikely (e.g., outside chance) - *Incorrect*
    *   Sense 9: in the open air (e.g., outdoor clothes) - *Incorrect*
    *   Sense 10: functioning outside the boundaries or precincts of an organized unit (e.g., extramural studies) - *Possible, but usually refers to activities/services rather than "interference".*

    *   Sense 2: "originating or belonging beyond some bounds" (Example: "outside interests"). "Outside interference" fits this perfectly—interference originating beyond the bounds of the school's internal authority.
    *   Sense 3: "coming from the outside" (Synonyms: external, extraneous). "Extraneous interference" or "external interference" also fits.

    *   Sense 2's example "outside interests" is very similar to "outside interference" (both refer to external influences/pressures).
    *   Sense 3's examples "extraneous light" and "extraneous income" feel more like physical or financial additions rather than systemic influence.
    *   Looking at Sense 2 again: "originating or belonging beyond some bounds". This describes the source of the interference (outside the school's internal structure).

    *   Sense 2: "originating or belonging beyond some bounds" (Example: "outside interests").
    *   Sense 3: "coming from the outside" (Synonyms: external, extraneous).
    *   In the phrase "outside interference", "outside" acts as an adjective describing the source. Sense 2's "outside interests" is a near-perfect parallel.

    *   Sense 10 (extramural) is too specific to academic/medical contexts in a different way (e.g., a course taken outside the university).

    *   Sense 2 is the most natural fit for "outside interference" (meaning external influence).


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

Candidate senses:
1. sense_key=interference%1:04:00:: | definition=the act of hindering or obstructing or impeding | synonyms=hindrance, hinderance
2. sense_key=interference%1:11:00:: | definition=electrical or acoustic activity that can disturb communication | synonyms=noise, disturbance
3. sense_key=interference%1:06:00:: | definition=any obstruction that impedes or is burdensome | synonyms=hindrance, hinderance, hitch, preventive, preventative, encumbrance
4. sense_key=interference%1:04:01:: | definition=(American football) blocking a player's path with your body | examples=he ran interference for the quarterback
5. sense_key=interference%1:10:00:: | definition=a policy of intervening in the affairs of other countries | synonyms=intervention

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

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

reasoning_content:
*   Target word: "interference"
    *   Context: "...the best schools are those that are free of outside interference and are governed by a powerful head."
    *   Meaning: In this context, "interference" refers to external parties (parents, politicians, boards, etc.) meddling in or obstructing the management and operation of the school.

    *   Sense 1: "the act of hindering or obstructing or impeding" (Action/Process)
    *   Sense 2: "electrical or acoustic activity that can disturb communication" (Technical/Signal)
    *   Sense 3: "any obstruction that impedes or is burdensome" (The thing/state of being obstructed)
    *   Sense 4: "(American football) blocking a player's path" (Sports)
    *   Sense 5: "a policy of intervening in the affairs of other countries" (Geopolitical)

    *   Sense 2, 4, and 5 are clearly incorrect.
    *   Sense 1 ("the act of hindering") vs. Sense 3 ("any obstruction that impedes").
    *   The sentence says "free of outside interference". This refers to the *presence* of meddling or obstructive influence.
    *   Looking at the synonyms for Sense 1: "hindrance, hinderance".
    *   Looking at the synonyms for Sense 3: "hindrance, hinderance, hitch, preventive, preventative, encumbrance".
    *   In many WordNet versions, Sense 1 is the *act* (the process of interfering) and Sense 3 is the *result* or the *thing* that interferes.
    *   "Outside interference" usually refers to the meddling itself (the act/practice) or the state of being meddled with.
    *   Let's re-evaluate Sense 1 vs Sense 3.
        *   Sense 1: "the act of hindering or obstructing or impeding"
        *   Sense 3: "any obstruction that impedes or is burdensome"
    *   "Outside interference" in the context of school governance is the act of external people intervening in internal affairs.
    *   Wait, let's look at the synonyms again. Sense 1 and 3 are very similar.
    *   Usually, "interference" in the sense of "meddling" is mapped to the "act of hindering" or "intervention".
    *   Let's check if there's a better fit.
    *   Sense 1: act of hindering.
    *   Sense 3: any obstruction.
    *   "Free of outside interference" means free from the *act* of others meddling.
    *   Actually, looking at standard WordNet mappings for "interference" as meddling:
        *   Interference (meddling) is often defined as "the act of interfering".
        *   Sense 1: "the act of hindering or obstructing or impeding".
        *   Sense 3: "any obstruction that impedes or is burdensome".
    *   "Outside interference" is the meddling. Meddling is an act.
    *   Let's compare: "The project was delayed by interference" (the act) vs "The rock was an interference" (the obstruction).
    *   In "free of outside interference", it refers to the meddling/intervention.
    *   Sense 1 fits "the act of hindering/obstructing" (meddling).
    *   Sense 3 fits "an obstruction" (like a physical barrier or a specific hitch).
    *   Therefore, Sense 1 is the better fit for "meddling".

    *   Wait, let me double-check Sense 1 and 3 again.
    *   Sense 1: act of hindering.
    *   Sense 3: any obstruction.
    *   "Outside interference" = meddling. Meddling is the act of intervening without invitation.
    *   Is "interference" here an "obstruction" (Sense 3) or the "act of hindering" (Sense 1)?
    *   If a school is "free of outside interference", it is free from the *act* of people meddling.
    *   Let's look at the synonyms for Sense 3: "hitch, preventive, encumbrance". These sound more like specific obstacles.
    *   Sense 1: "hindrance".
    *   Actually, in many contexts, "interference" meaning meddling is treated as the act.

    *   Let's re-read: "the best schools are those that are free of outside interference".
    *   This is a very common phrase meaning "free from meddling".
    *   Meddling = the act of interfering.
    *   Sense 1: "the act of hindering or obstructing or impeding".
    *   Sense 3: "any obstruction that impedes or is burdensome".
    *   If I say "The interference of the parents", I mean their *act* of interfering.
    *   If I say "The interference in the signal", I mean the noise (Sense 2).
    *   If I say "The interference of the fence", I mean the obstruction (Sense 3).
    *   "Outside interference" in school governance is the act of meddling.

    *   Wait, let me look at the senses again.
    *   1: act of hindering
    *   3: any obstruction
    *   Is there a distinction between the *act* and the *thing*?
    *   "Interference" (meddling) is the act.
    *   "Interference" (a hurdle) is the obstruction.
    *   "Outside interference" is the act of external parties meddling.

    *   Let's check Sense 1 again: "the act of hindering or obstructing or impeding".
    *   Let's check Sense 3 again: "any obstruction that impedes or is burdensome".
    *   In the phrase "free of outside interference", "interference" is an uncountable noun referring to the general practice or occurrence of meddling. This aligns better with "the act of..." (Sense 1) than "any obstruction" (Sense 3), which suggests a countable or specific entity (a hitch, an encumbrance).

    *   Wait, let me search for "outside interference" in a corpus. It almost always means meddling.
    *   Meddling = the act of interfering.
    *   Sense 1: the act of hindering or obstructing or impeding.
    *   Sense 3: any obstruction that impedes or is burdensome.
    *   If you are "free of interference", you are free from the *act* of people interfering.

    *   Let's double-check the synonyms for Sense 3: "hitch, preventive, preventative, encumbrance". These are things that get in the way.
    *   Synonyms for Sense 1: "hindrance, hinderance".
    *   Actually, "hindrance" can be both the act and the thing.
    *   But "the act of hindering" (Sense 1) is a closer match for "meddling" than "any obstruction" (Sense 3).

    *   Let's re-verify.
    *   Sense 1: act of hindering.
    *   Sense 3: any obstruction.
    *   "Outside interference" -> the act of external parties meddling.
    *   Therefore, Sense 1.

    *   *Self-Correction*: Let me look at the senses one more time.
    *   Sense 1: the act of hindering or obstructing or impeding.
    *   Sense 3: any obstruction that impedes or is burdensome.
    *   Is "interference" in "outside interference" an *act* or an *obstruction*?
    *   It's the act of meddling.
    *   Example: "The government's interference in the economy." (The act of interfering).
    *   Example: "The interference of the tree branches." (The obstruction).
    *   "Outside interference" in schools is the act of meddling.

    *   Wait, I just noticed Sense 1 and Sense 3 both have "hindrance" as a synonym.
    *   Sense 1: act of hindering.
    *   Sense 3: any obstruction.
    *   In the context of "free of outside interference", it means the school is not being meddled with. This is the act of interfering.

    *   Let's check if "interference" as meddling is specifically Sense 1.
    *   WordNet (Princeton) often lists "interference" (meddling) as the act of interfering.
    *   Sense 1: the act of hindering or obstructing or impeding.
    *   Sense 3: any obstruction that impedes or is burdensome.
    *   "Outside interference" = meddling = the act of hindering/obstructing the principal's authority.

    *   Final check:
        *   Context: "free of outside interference"
        *   Meaning: Meddling/Intervention.
        *   Sense 1: Act of hindering.
        *   Sense 3: An obstruction.
        *   Meddling is an act.

    *   Wait, let me look at Sense 5: "a policy of intervening in the affairs of other countries". This is a specific type of interference (international). The context is schools, so Sense 5 is out.

    *   Comparing 1 and 3 again.
        *   1: the act of hindering...
        *   3: any obstruction that impedes...
        *   "Outside interference" is the act of meddling.
        *   If I say "The interference was too much", I usually mean the *act* of interfering.
        *   If I say "The interference of the noise", I mean the noise itself (Sense 2).
        *   If I say "The interference of the fence", I mean the fence (Sense 3).
        *   "Outside interference" (meddling) is the act.

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

Candidate senses:
1. sense_key=govern%2:41:01:: | definition=direct or strongly influence the behavior of | examples=His belief in God governs his conduct
2. sense_key=govern%2:42:00:: | definition=require to be in a certain grammatical case, voice, or mood | examples=most transitive verbs govern the accusative case in German
3. sense_key=govern%2:41:00:: | definition=exercise authority over; as of nations | synonyms=rule | examples=Who is governing the country now?
4. sense_key=govern%2:41:02:: | definition=bring into conformity with rules or principles or usage; impose regulations | synonyms=regulate, regularize, regularise, order | examples=We cannot regulate the way people dress; This town likes to regulate

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

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

reasoning_content:
*   Target lemma: `govern`
    *   Target surface form: `governed`
    *   Context: "...the best schools are those that are free of outside interference and are <t>governed</t> by a powerful head."
    *   Key phrases: "principals with a large measure of authority", "free of outside interference", "governed by a powerful head", "unambiguous accountability".

    *   Sense 1: `direct or strongly influence the behavior of` (e.g., "His belief in God governs his conduct"). This is more about internal drivers or strong influences.
    *   Sense 2: `require to be in a certain grammatical case, voice, or mood` (linguistic sense). Not applicable.
    *   Sense 3: `exercise authority over; as of nations` (synonym: `rule`). This is about formal authority and leadership.
    *   Sense 4: `bring into conformity with rules or principles or usage; impose regulations` (synonyms: `regulate`, `regularize`). This is about setting rules/regulations.

    *   The context discusses school principals having "authority over the faculty, the curriculum, and all matters of student discipline."
    *   It mentions schools being "governed by a powerful head."
    *   This describes the exercise of authority and leadership over an organization (the school), which aligns closely with "exercise authority over" (Sense 3).
    *   While Sense 4 (regulate) is related, the focus here is on the *person* (the powerful head) exercising authority/leadership, rather than the act of creating regulations. Sense 3's "exercise authority over" fits the "powerful head" (leader/ruler of the school) context best.

    *   Sense 3: "exercise authority over; as of nations" (synonym: rule). While "nations" is the example, the core meaning is exercising authority over a group or entity.
    *   Sense 1: "direct or strongly influence" is too weak/internal.
    *   Sense 4: "impose regulations" is a part of governing, but "governed by a powerful head" implies the overall leadership/authority.

    *   The context emphasizes "authority" and a "powerful head."
    *   Sense 3 is the most direct fit for exercising authority over an organization.