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

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or <t>subtract</t> "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.

Senses:
1. definition=make a subtraction | examples=subtract this amount from my paycheck
2. definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of "subtract" (<t>subtract</t>) is used in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Locate the Target Word:** The target word is "subtract".

4.  **Examine the Context of "subtract":** The phrase is "...who ca not add or subtract 'learning' the conceptual basis..."

5.  **Determine the Meaning in Context:** The structure is "add or subtract [something]". In this context, "subtract" is used in the mathematical/logical sense of removing or taking away a component (in this case, 'learning') from a larger concept or process.

6.  **Evaluate the Provided Senses:**
    *   Sense 1: definition=make a subtraction | examples=subtract this amount from my paycheck (This involves performing a mathematical operation or removing a quantity.)
    *   Sense 2: definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French (This involves removal or taking something away.)

7.  **Match Context to Senses:**
    *   The sentence uses "subtract 'learning' the conceptual basis." This implies removing or excluding 'learning' from the basis.
    *   Sense 1 (make a subtraction) fits the idea of performing a mathematical/conceptual removal.
    *   Sense 2 (take off or away) also fits the idea of removal.

8.  **Re-evaluate the Senses based on typical usage:**
    *   Sense 1 is often associated with the mathematical operation (e.g., subtraction in arithmetic).
    *   Sense 2 is often associated with the physical or abstract removal (e.g., subtracting a cost, taking off a layer).

9.  **Final Check:** The context is about conceptual basis and learning. While Sense 2 (take off or away) is broad, Sense 1 (make a subtraction) is the most direct fit when discussing conceptual components or mathematical theory.

10. **Conclusion:** Sense 1 is the most appropriate fit for "subtract" in the context of "conceptual basis of mathematical theory."


attempt_kind: initial

status: success

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

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "<t>learning</t> "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.

Senses:
1. definition=gain knowledge or skills | examples=She learned dancing from her sister
2. definition=get to know or become aware of, usually accidentally | examples=I learned that she has two grown-up children
3. definition=commit to memory; learn by heart | examples=Have you memorized your lines for the play yet?
4. definition=be a student of a certain subject | examples=She is reading for the bar exam
5. definition=impart skills or knowledge to | examples=I taught them French
6. definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | examples=I want to see whether she speaks French

finish_reason: stop

role: assistant

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of "learn" (marked by `<t>learning</t>`) is used in the provided sentence.

2.  **Examine the Sentence:** "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."

3.  **Locate the Target Word:** The target word is "learning".

4.  **Analyze the Context of "learning":** The phrase is "...students who ca not add or subtract 'learning' the conceptual basis of mathematical theory..."
    *   The structure is "add or subtract [noun/gerund] [something]".
    *   The phrase "add or subtract X the conceptual basis" implies that "learning" is being treated as a concept or a component that is being manipulated or applied to the "conceptual basis."

5.  **Evaluate the Senses:**

    *   **Sense 1: definition=gain knowledge or skills | examples=She learned dancing from her sister** (Focuses on acquisition of knowledge/skills.)
    *   **Sense 2: definition=get to know or become aware of, usually accidentally | examples=I learned that she has two grown-up children** (Focuses on becoming aware of a fact.)
    *   **Sense 3: definition=commit to memory; learn by heart | examples=Have you memorized your lines for the play yet?** (Focuses on memorization.)
    *   **Sense 4: definition=be a student of a certain subject | examples=She is reading for the bar exam** (Focuses on status/being a student.)
    *   **Sense 5: definition=impart skills or knowledge to | examples=I taught them French** (Focuses on teaching/transferring knowledge.)
    *   **Sense 6: definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort | examples=I want to see whether she speaks French** (Focuses on discovery, inquiry, or determination.)

6.  **Match Context to Senses:**

    *   The sentence discusses students who *cannot* manipulate/apply "learning" to the "conceptual basis." This suggests "learning" is being used as a noun representing the process or the knowledge gained.
    *   If we look at the structure: "add or subtract learning the conceptual basis." This phrasing is slightly awkward, but it relates to the *content* or *knowledge* itself.

    *   Let's re-examine Sense 1: "definition=gain knowledge or skills." This fits the general idea of what learning *is*.

    *   Let's re-examine Sense 6: "definition=find out, learn, or determine with certainty, usually by making an inquiry or other effort." This sense focuses on the *act* of learning/discovery.

    *   The context is about the *basis* of theory. The students are failing to grasp the basis. This points toward the acquisition or understanding of knowledge.

    *   If the sentence were: "They are learning math," Sense 1 (gain knowledge) would be perfect.
    *   If the sentence were: "They learned the answer," Sense 6 (find out/determine) might apply.

    *   The structure "add or subtract learning the conceptual basis" is highly abstract. However, in the context of academic theory, "learning" refers to the knowledge gained.

    *   Let's compare Sense 1 and Sense 6 again. Sense 1 is about the *result* (gaining knowledge/skills). Sense 6 is about the *process* (inquiry/determination).

    *   Given that the sentence is discussing the *conceptual basis* (knowledge), Sense 1 (gain knowledge or skills) is the most direct fit for the meaning of the word "learning" as a concept in an academic context.

7.  **Final Check:** The core meaning of "learning" in this context is the acquisition of knowledge (the conceptual basis). This aligns best with Sense 1.

currency: USD

source: unavailable


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

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual <t>basis</t> of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=a relation that provides the foundation for something | examples=they were on a friendly footing
2. definition=the fundamental assumptions from which something is begun or developed or calculated or explained | examples=the whole argument rested on a basis of conjecture
3. definition=the most important or necessary part of something | examples=the basis of this drink is orange juice

reasoning_content:
1.  **Analyze the Request:** The user wants to identify which numbered sense of the word "basis" is used in the provided sentence.

2.  **Analyze the Sentence:** "Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract 'learning 'the conceptual <t>basis</t> of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

3.  **Locate the Target Word and Context:** The target word is "basis." The relevant phrase is "the conceptual basis of mathematical theory."

4.  **Analyze the Usage of "basis" in Context:**
    *   "...the conceptual basis of mathematical theory..."
    *   This phrase refers to the fundamental assumptions or starting points upon which the entire theory is built or developed.

5.  **Evaluate the Senses:**

    *   **Sense 1:** definition=a relation that provides the foundation for something | examples=they were on a friendly footing
        *   *Check:* Does "basis" here mean a relation or a footing? No.

    *   **Sense 2:** definition=the fundamental assumptions from which something is begun or developed or calculated or explained | examples=the whole argument rested on a basis of conjecture
        *   *Check:* Does "the conceptual basis of mathematical theory" fit this definition? Yes. It refers to the fundamental assumptions/starting points of the theory.

    *   **Sense 3:** definition=the most important or necessary part of something | examples=the basis of this drink is orange juice
        *   *Check:* Does "the conceptual basis" mean the most important part? While related, Sense 2 is a much stronger fit, especially when discussing theoretical frameworks. Sense 3 usually refers to a component or core element, whereas Sense 2 refers to the foundational structure.

6.  **Conclusion:** Sense 2 is the correct meaning.

7.  **Final Output Generation:** Return only the number.


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

Sentence: Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of <t>mathematical</t> theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=of or pertaining to or of the nature of mathematics | examples=a mathematical textbook
2. definition=relating to or having ability to think in or work with numbers | examples=tests for rating numerical aptitude
3. definition=beyond question | examples=a mathematical certainty
4. definition=statistically possible though highly improbable | examples=have a mathematical chance of making the playoffs
5. definition=characterized by the exactness or precision of mathematics | examples=mathematical precision

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of the word "mathematical" (marked with `<t></t>`) is used in the provided sentence.

2.  **Examine the Sentence:** "Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract 'learning 'the conceptual basis of <t>mathematical</t> theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

3.  **Locate the Target Word and Context:** The target word is "mathematical."
    The relevant phrase is: "...the conceptual basis of mathematical theory..."

4.  **Analyze the Contextual Usage:**
    *   The context involves "conceptual basis" and "theory."
    *   The students are described as unable to "add or subtract 'learning' the conceptual basis."
    *   This usage refers to the *subject matter* or the *nature* of the theory itself (i.e., the theory that deals with numbers, logic, and structure).

5.  **Evaluate the Senses:**

    *   **Sense 1:** definition=of or pertaining to or of the nature of mathematics | examples=a mathematical textbook
        *   *Fit Check:* "Conceptual basis of mathematical theory" fits perfectly here. It describes the nature/subject matter of the theory.

    *   **Sense 2:** definition=relating to or having ability to think in or work with numbers | examples=tests for rating numerical aptitude
        *   *Fit Check:* While mathematics involves numbers, the sentence isn't describing the *ability* to think numerically; it's describing the *theory* itself. (Less likely).

    *   **Sense 3:** definition=beyond question | examples=a mathematical certainty
        *   *Fit Check:* Not applicable.

    *   **Sense 4:** definition=statistically possible though highly improbable | examples=have a mathematical chance of making the playoffs
        *   *Fit Check:* Not applicable.

    *   **Sense 5:** definition=characterized by the exactness or precision of mathematics | examples=mathematical precision
        *   *Fit Check:* Not applicable.

6.  **Conclusion:** Sense 1 is the correct fit, as it refers to the nature or subject matter of mathematics (the theory).


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

Sentence: 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 <t>read</t> the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=interpret something that is written or printed | examples=read the advertisement
2. definition=have or contain a certain wording or form | examples=The passage reads as follows
3. definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon
4. definition=obtain data from magnetic tapes | examples=This dictionary can be read by the computer
5. definition=interpret the significance of, as of palms, tea leaves, intestines, the sky; also of human behavior | examples=She read the sky and predicted rain
6. definition=interpret something in a certain way; convey a particular meaning or impression | examples=I read this address as a satire
7. definition=be a student of a certain subject | examples=She is reading for the bar exam
8. definition=indicate a certain reading; of gauges and instruments | examples=The thermometer showed thirteen degrees below zero
9. definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year
10. definition=to hear and understand | examples=I read you loud and clear!
11. definition=make sense of a language | examples=She understands French

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of the verb "read" (marked with `<t>read</t>`) is used in the provided sentence.

2.  **Examine the Sentence:** "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 <t>read</t> the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

3.  **Identify the Target Word and Context:** The target word is "read." It appears in the phrase: "should read the article."

4.  **Determine the Meaning of "read" in Context:** In this context, "read the article" means to look at, interpret, or comprehend the written content of the article.

5.  **Evaluate the Provided Senses:**

    *   **1. definition=interpret something that is written or printed | examples=read the advertisement:** This matches the context of reading an article.
    *   **2. definition=have or contain a certain wording or form | examples=The passage reads as follows:** This is about the structure of text, not the action of reading it for comprehension. (Mismatch)
    *   **3. definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon:** This involves reading aloud, which is not implied here. (Mismatch)
    *   **4. definition=obtain data from magnetic tapes | examples=This dictionary can be read by the computer:** This is a technical/data sense. (Mismatch)
    *   **5. definition=interpret the significance of, as of palms, tea leaves, intestines, the sky; also of human behavior | examples=She read the sky and predicted rain:** This is a metaphorical/divinatory sense. (Mismatch)
    *   **6. definition=interpret something in a certain way; convey a particular meaning or impression | examples=I read this address as a satire:** This is about interpreting meaning, which is close, but Sense 1 is more specific to the act of engaging with written material.
    *   **7. definition=be a student of a certain subject | examples=She is reading for the bar exam:** This uses "reading" as a gerund/activity, not the verb "read" in the sense of consuming text. (Mismatch)
    *   **8. definition=indicate a certain reading; of gauges and instruments | examples=The thermometer showed thirteen degrees below zero:** This is about instruments. (Mismatch)
    *   **9. definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year:** This is reading for performance. (Mismatch)
    *   **10. definition=to hear and understand | examples=I read you loud and clear!:** This is about auditory comprehension. (Mismatch)
    *   **11. definition=make sense of a language | examples=She understands French:** This is about language acquisition, not necessarily reading a specific text. (Mismatch)

6.  **Conclusion:** Sense 1 ("interpret something that is written or printed") is the best fit for "read the article."


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

Sentence: 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 <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator.

Senses:
1. definition=nonfictional prose forming an independent part of a publication
2. definition=one of a class of artifacts | examples=an article of clothing
3. definition=a separate section of a legal document (as a statute or contract or will)
4. definition=(grammar) a determiner that may indicate the specificity of reference of a noun phrase

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of the word "article" (<t>article</t>) is used in the provided sentence. The answer should be only the number.

2.  **Analyze the Sentence:** "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."

3.  **Identify the Target Word:** The target word is "article".

4.  **Determine the Context of "article":**
    *   The sentence refers to something written by Caleb Nelson in the "November American Spectator."
    *   The structure is: "should read the [X] by Caleb Nelson in the [Publication]."
    *   This clearly refers to a piece of writing published in a magazine or journal.

5.  **Evaluate the Senses:**

    *   **Sense 1:** definition=nonfictional prose forming an independent part of a publication. (Matches the context of a magazine/journal piece.)
    *   **Sense 2:** definition=one of a class of artifacts | examples=an article of clothing. (Does not apply.)
    *   **Sense 3:** definition=a separate section of a legal document (as a statute or contract or will). (Does not apply.)
    *   **Sense 4:** definition=(grammar) a determiner that may indicate the specificity of reference of a noun phrase. (Does not apply; "article" is used as a noun here, not a determiner.)

6.  **Conclusion:** Sense 1 is the correct usage.

7.  **Final Output Generation:** Return only the number 1.


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

Sentence: 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 <t>recent</t> math major at Harvard) in the November American Spectator.

Senses:
1. definition=new | examples=recent graduates
2. definition=of the immediate past or just previous to the present time | examples=a late development

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of "recent" is used in the provided sentence.

2.  **Analyze the Sentence:** "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 <t>recent</t> math major at Harvard) in the November American Spectator."

3.  **Identify the Target Word and Context:** The target word is "recent" (marked with <t>). It modifies "math major at Harvard."

4.  **Analyze the Senses Provided:**
    *   Sense 1: definition=new | examples=recent graduates
    *   Sense 2: definition=of the immediate past or just previous to the present time | examples=a late development

5.  **Evaluate the Usage in the Sentence:**
    *   Caleb Nelson is described as a "<t>recent</t> math major at Harvard."
    *   This implies that his status as a math major is new or happened very recently (i.e., he is a new student or has recently completed his studies).

6.  **Match Usage to Senses:**
    *   Sense 1 (definition=new; examples=recent graduates): This fits the idea of being new or having recently achieved a status.
    *   Sense 2 (definition=of the immediate past or just previous to the present time; examples=a late development): While "recent" relates to the past, the context here is about the *status* of being a major, which aligns more strongly with "newness" (Sense 1) than just being temporally close to the present moment (Sense 2).

7.  **Conclusion:** The usage aligns best with Sense 1.

8.  **Final Output Generation:** Return only the number. (1)


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

Sentence: 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.

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

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of the word "major" (marked with `<t></t>`) is used in the provided sentence.

2.  **Examine the Sentence:** "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."

3.  **Locate the Target Word and Context:** The target word is "major." It appears in the phrase: "himself a recent math major at Harvard."

4.  **Analyze the Contextual Clues:**
    *   Caleb Nelson is described as a "recent math major at Harvard."
    *   The context involves students, learning, and conceptual basis of mathematical theory.

5.  **Evaluate the Senses:**

    *   **Sense 1:** definition=a commissioned military officer... (Irrelevant to the context of Harvard/math student.)
    *   **Sense 2:** definition=British statesman... (Irrelevant.)
    *   **Sense 3:** definition=a university student who is studying a particular field as the principal subject | examples=she is a linguistics major (This fits the context of a student studying a field.)
    *   **Sense 4:** definition=the principal field of study of a student at a university | examples=her major is linguistics (This also fits the context of a student's field of study.)

6.  **Compare Senses 3 and 4 (Distinguishing Nuance):**
    *   Sense 3 focuses on the *student* ("she is a linguistics major").
    *   Sense 4 focuses on the *field of study* ("her major is linguistics").
    *   The sentence uses "Caleb Nelson (himself a recent math major at Harvard)." This structure identifies Nelson *as* a student whose field of study is math. Both senses are highly relevant.

7.  **Re-read the Options/Definitions provided in the prompt:**
    *   Sense 3: definition=a university student who is studying a particular field as the principal subject | examples=she is a linguistics major
    *   Sense 4: definition=the principal field of study of a student at a university | examples=her major is linguistics

    *Self-Correction/Refinement:* In common usage, "major" can refer to the student (Sense 3) or the field (Sense 4). However, the structure "a recent math major" usually refers to the student's status or the field itself. Let's look at the examples provided in the prompt.
    *   Sense 3 example: "she is a linguistics major" (Focus on the person/status)
    *   Sense 4 example: "her major is linguistics" (Focus on the field)

    The sentence uses "a recent math major." This is a noun phrase describing Nelson. It functions similarly to "a math student" or "a math major."

    If we look at the structure: "Caleb Nelson (himself a recent math major at Harvard)," the term "major" is used as a noun describing his status/field.

    Let's assume the provided senses are mutually exclusive definitions for the purpose of this test.

    *   If the focus is on the *person* (Sense 3): "He is a major."
    *   If the focus is on the *field* (Sense 4): "His major is math."

    The phrase "a recent math major" is a common way to refer to a student who has declared a field of study. Both 3 and 4 are plausible. However, Sense 4 ("the principal field of study of a student") is often the most precise definition of the *word* "major" in an academic context.

    Let's check the provided examples again:
    Sense 3: "she is a linguistics major" (Student status)
    Sense 4: "her major is linguistics" (Field status)

    The sentence uses "a recent math major." This is a noun phrase identifying the person. This aligns strongly with Sense 3 (identifying the person as a student).

    *Final Check:* If I were to say "He is a major," I am identifying him as a student (Sense 3). If I say "His major is math," I am identifying the field (Sense 4). Since the sentence uses the structure "a recent math major," it is identifying the person's status.

    Therefore, Sense 3 is the best fit.


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

Sentence: -- <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.

Senses:
1. definition=used to form the superlative | examples=the king cobra is the most dangerous snake
2. definition=very | examples=a most welcome relief
3. definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done

reasoning_content:
1.  **Analyze the Request:** The user wants to identify which numbered sense of the word "most" (marked with `<t></t>`) is used in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Examine the Usage of "Most":** The phrase is "Most important of all."

4.  **Analyze the Senses Provided:**
    *   Sense 1: definition=used to form the superlative | examples=the king cobra is the most dangerous snake (This relates to comparing three or more things, indicating the highest degree.)
    *   Sense 2: definition=very | examples=a most welcome relief (This is an intensifier, meaning 'very' or 'extremely'.)
    *   Sense 3: definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done (This relates to near completion or approximation.)

5.  **Match the Usage to the Senses:**
    *   The sentence uses "Most important." This is a superlative comparison (implying that the importance of principals is greater than the importance of other things).
    *   Compare this to the examples:
        *   Sense 1 example: "the most dangerous snake" (Superlative/highest degree).
        *   Sense 2 example: "a most welcome relief" (Intensifier/very).
        *   Sense 3 example: "just about done" (Near completion).

6.  **Conclusion:** The usage in the sentence ("Most important") aligns with Sense 1 (used to form the superlative).

7.  **Final Output Generation:** Return only the number 1.


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

Sentence: -- 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.

Senses:
1. definition=of great significance or value | examples=important people
2. definition=important in effect or meaning | examples=a significant change in tax laws
3. definition=of extreme importance; vital to the resolution of a crisis | examples=a crucial moment in his career
4. definition=having authority or ascendancy or influence | examples=an important official
5. definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of "important" (marked by `<t>important</t>`) is used in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Examine the Context of `<t>important</t>`:** The phrase is "Most important of all." This phrase is used to emphasize the degree of significance or value of the idea that follows (having principals with large authority).

4.  **Analyze the Senses:**

    *   **Sense 1:** definition=of great significance or value | examples=important people (Focuses on value/significance.)
    *   **Sense 2:** definition=important in effect or meaning | examples=a significant change in tax laws (Focuses on meaning/effect.)
    *   **Sense 3:** definition=of extreme importance; vital to the resolution of a crisis | examples=a crucial moment in his career (Focuses on extreme necessity/vitality.)
    *   **Sense 4:** definition=having authority or ascendancy or influence | examples=an important official (Focuses on power/authority.)
    *   **Sense 5:** definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air (Focuses on demeanor/status.)

5.  **Match Context to Senses:**

    *   The sentence is arguing for the necessity of principals having *authority*.
    *   The structure "Most important of all" emphasizes the *significance* or *value* of this requirement.

    *   *Check Sense 1:* "definition=of great significance or value." This fits the overall tone of emphasizing the necessity of the idea.
    *   *Check Sense 4:* "definition=having authority or ascendancy or influence." While the *subject* (principals) has authority, the word "important" in "Most important of all" is modifying the *idea* or *requirement*, not the quality of the principal themselves.

6.  **Refine the Choice:** The phrase "Most important of all" is a superlative used to denote the highest degree of significance or value. This aligns best with Sense 1.

    *   If the sentence were: "Principals have an important authority," Sense 4 might be relevant.
    *   Since the sentence is: "Most important of all, [X should happen]," Sense 1 (great significance or value) is the primary function of the word in this specific construction.

7.  **Conclusion:** Sense 1 is the best fit.


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

Sentence: -- 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.

Senses:
1. definition=an educational institution | examples=the school was founded in 1900
2. definition=a building where young people receive education | examples=the school was built in 1932
3. definition=the process of being formally educated at a school | examples=what will you do when you finish school?
4. definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
5. definition=the period of instruction in a school; the time period when school is in session | examples=stay after school
6. definition=an educational institution's faculty and students | examples=the school keeps parents informed
7. definition=a large group of fish | examples=a school of small glittering fish swam by

reasoning_content:
1.  **Analyze the Request:** The user wants to identify which numbered sense of the word "school" (marked with `<t></t>`) is used in the provided sentence. The answer should be only the number.

2.  **Analyze the Sentence:** "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."

3.  **Analyze the Target Word Usage:** The word is "schools" (plural). It is followed by "should have principals," "faculty," "curriculum," and "student discipline." This context refers to the organizational structure, administration, and academic content of an educational institution.

4.  **Evaluate the Senses:**

    *   **Sense 1:** definition=an educational institution | examples=the school was founded in 1900
        *   *Match?* Yes. The sentence discusses the structure and authority within "schools" (educational institutions).

    *   **Sense 2:** definition=a building where young people receive education | examples=the school was built in 1932
        *   *Match?* Partially, but Sense 1 is stronger. The sentence focuses on authority over faculty/curriculum, not just the physical building.

    *   **Sense 3:** definition=the process of being formally educated at a school | examples=what will you do when you finish school?
        *   *Match?* No. The sentence is about the institution itself, not the process of learning.

    *   **Sense 4:** definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
        *   *Match?* No. This refers to an artistic/intellectual group, not a general educational institution.

    *   **Sense 5:** definition=the period of instruction in a school; the time period when school is in session | examples=stay after school
        *   *Match?* No. The sentence is about the structure of the institution, not the time period.

    *   **Sense 6:** definition=an educational institution's faculty and students | examples=the school keeps parents informed
        *   *Match?* Plausible, but Sense 1 is the primary definition. Sense 6 focuses on the *components* (faculty/students), while the sentence focuses on the *governance* (principals/authority) of the institution.

    *   **Sense 7:** definition=a large group of fish | examples=a school of small glittering fish swam by
        *   *Match?* No.

5.  **Conclusion:** Sense 1 ("definition=an educational institution") is the most accurate and primary meaning used in the context of discussing principals, faculty, and curriculum.


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

Sentence: -- 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.

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

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of the word "principal" (marked with `<t>principals</t>`) is used in the provided sentence. The answer should be only the number.

2.  **Analyze the Sentence:** "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."

3.  **Determine the Meaning of "principal" in Context:** The word "principals" refers to people who have authority over a school (faculty, curriculum, discipline). This points toward the role of a school administrator.

4.  **Examine the Senses Provided:**
    *   Sense 1: definition=the original amount of a debt on which interest is calculated (Financial/Money)
    *   Sense 2: definition=the educator who has executive authority for a school | examples=she sent unruly pupils to see the principal (School Administrator)
    *   Sense 3: definition=an actor who plays a principal role (Role/Performance)
    *   Sense 4: definition=capital as contrasted with the income derived from it (Financial)
    *   Sense 5: definition=(criminal law) any person involved in a criminal offense, regardless of whether the person profits from such involvement (Legal/Criminal)
    *   Sense 6: definition=the major party to a financial transaction at a stock exchange; buys and sells for his own account (Financial/Stock Market)

5.  **Match Context to Sense:** The context (authority over faculty, curriculum, discipline) perfectly matches the definition of a school administrator.

6.  **Identify the Corresponding Sense Number:** Sense 2 is "definition=the educator who has executive authority for a school | examples=she sent unruly pupils to see the principal."

7.  **Final Check:** The word "principal" in the sentence refers to the head of the school. This aligns with Sense 2.


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

Sentence: -- 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.

Senses:
1. definition=any maneuver made as part of progress toward a goal | examples=the situation called for strong measures
2. definition=how much there is or how many there are of something that you can quantify
3. definition=a statute in draft before it becomes law | examples=they held a public hearing on the bill
4. definition=the act or process of assigning numbers to phenomena according to a rule | examples=the measurements were carefully done
5. definition=a basis for comparison; a reference point against which other things can be evaluated | examples=the schools comply with federal standards
6. definition=(prosody) the accent in a metrical foot of verse
7. definition=musical notation for a repeating pattern of musical beats | examples=the orchestra omitted the last twelve bars of the song
8. definition=measuring instrument having a sequence of marks at regular intervals; used as a reference in making measurements
9. definition=a container of some standard capacity that is used to obtain fixed amounts of a substance

reasoning_content:
1.  **Analyze the Request:** The user wants to identify which numbered sense of the word "measure" (marked with `<t>measure</t>`) is used in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Determine the Meaning of "measure" in Context:** The sentence refers to the *amount* or *degree* of authority the principal possesses. It is a quantity or extent.

4.  **Examine the Senses Provided:**

    *   Sense 1: definition=any maneuver made as part of progress toward a goal | examples=the situation called for strong measures (Focuses on actions/steps/policies.)
    *   Sense 2: definition=how much there is or how many there are of something that you can quantify (Focuses on quantity/amount.)
    *   Sense 3: definition=a statute in draft before it becomes law | examples=they held a public hearing on the bill (Focuses on law/legislation.)
    *   Sense 4: definition=the act or process of assigning numbers to phenomena according to a rule | examples=the measurements were carefully done (Focuses on calculation/quantification process.)
    *   Sense 5: definition=a basis for comparison; a reference point against which other things can be evaluated (Focuses on standard/comparison.)
    *   Sense 6: definition=(prosody) the accent in a metrical foot of verse (Focuses on music/poetry.)
    *   Sense 7: definition=musical notation for a repeating pattern of musical beats (Focuses on music.)
    *   Sense 8: definition=measuring instrument having a sequence of marks at regular intervals; used as a reference in making measurements (Focuses on the tool.)
    *   Sense 9: definition=a container of some standard capacity that is used to obtain fixed amounts of a substance (Focuses on a container/volume.)

5.  **Match Context to Sense:** The sentence uses "a large measure of authority." This clearly refers to the *amount* or *degree* of authority.

    *   Sense 2: definition=how much there is or how many there are of something that you can quantify. (Matches the context of "large measure" of authority.)

6.  **Final Check:** The context is about the extent/degree of authority. Sense 2 defines "measure" as quantity. This is the correct fit.


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

Sentence: -- 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.

Senses:
1. definition=the power or right to give orders or make decisions | examples=he has the authority to issue warrants
2. definition=(usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew
3. definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law
4. definition=freedom from doubt; belief in yourself and your abilities | examples=his assurance in his superiority did not make him popular
5. definition=an administrative unit of government | examples=the Central Intelligence Agency
6. definition=official permission or approval | examples=authority for the program was renewed several times
7. definition=an authoritative written work | examples=this book is the final authority on the life of Milton

reasoning_content:
1.  **Analyze the Request:** The user wants me to identify which numbered sense of "authority" (from the provided list) is used in the sentence: "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." I must return only the number.

2.  **Analyze the Sentence Context:**
    *   "schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline."
    *   The context involves a principal having power/control/the right to make decisions regarding staff, curriculum, and discipline.

3.  **Analyze the Senses:**

    *   **Sense 1:** definition=the power or right to give orders or make decisions | examples=he has the authority to issue warrants. (Focuses on power/right to command/decide.)
    *   **Sense 2:** definition=(usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew. (Focuses on people who control/administer.)
    *   **Sense 3:** definition=an expert whose views are taken as definitive | examples=he is an authority on corporate law. (Focuses on expertise/knowledge.)
    *   **Sense 4:** definition=freedom from doubt; belief in yourself and your abilities | examples=his assurance in his superiority did not make him popular. (Focuses on self-belief/confidence.)
    *   **Sense 5:** definition=an administrative unit of government | examples=the Central Intelligence Agency. (Focuses on an organization/unit.)
    *   **Sense 6:** definition=official permission or approval | examples=authority for the program was renewed several times. (Focuses on permission.)
    *   **Sense 7:** definition=an authoritative written work | examples=this book is the final authority on the life of Milton. (Focuses on a text/work.)

4.  **Match Context to Senses:**
    *   The sentence describes the *power* or *right* the principal has to control and make decisions (over faculty, curriculum, discipline).
    *   Sense 1: "the power or right to give orders or make decisions." (Matches the context perfectly.)
    *   Sense 2: Refers to people/groups exercising control, not the abstract power itself.
    *   Sense 3: Refers to expertise, not administrative power.
    *   Sense 4: Refers to confidence, not power.
    *   Sense 6: Refers to permission, not general control.
    *   Sense 7: Refers to a book, not power.

5.  **Conclusion:** Sense 1 is the correct fit.


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

Sentence: -- 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.

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

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of "faculty" is used in the provided sentence. The answer should be only the number.

2.  **Analyze the Sentence:** "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."

3.  **Analyze the Options (Senses):**
    *   Sense 1: definition=one of the inherent cognitive or perceptual powers of the mind
    *   Sense 2: definition=the body of teachers and administrators at a school | examples=the dean addressed the letter to the entire staff of the university

4.  **Determine the Meaning of "faculty" in Context:**
    *   The sentence discusses principals having authority over the "faculty," the curriculum, and student discipline.
    *   In an educational context, "faculty" refers to the teaching staff (teachers and administrators).

5.  **Match the Meaning to the Senses:**
    *   Sense 1 (cognitive/perceptual powers): Does not fit the context of schools and principals.
    *   Sense 2 (body of teachers and administrators at a school): This perfectly matches the context.

6.  **Conclusion:** The correct sense is number 2.


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

Sentence: -- 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.

Senses:
1. definition=a vaguely specified concern | examples=several matters to attend to
2. definition=some situation or event that is thought about | examples=he kept drifting off the topic
3. definition=that which has mass and occupies space | examples=physicists study both the nature of matter and the forces which govern it
4. definition=a problem | examples=is anything the matter?
5. definition=(used with negation) having consequence | examples=they were friends and it was no matter who won the games
6. definition=written works (especially in books or magazines) | examples=he always took some reading matter with him on the plane

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of the word "matter" (marked with `<t>matters</t>`) is used in the provided sentence.

2.  **Examine the Sentence:** "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."

3.  **Analyze the Target Word:** The word is "matters".

4.  **Determine the Contextual Meaning of "matters":** The phrase is "all matters of student discipline." This refers to specific topics, issues, or concerns that need attention or handling (discipline).

5.  **Evaluate the Senses:**

    *   **Sense 1:** definition=a vaguely specified concern | examples=several matters to attend to
        *   *Check:* Does "matters of student discipline" fit "several matters to attend to"? Yes.

    *   **Sense 2:** definition=some situation or event that is thought about | examples=he kept drifting off the topic
        *   *Check:* Does the sentence refer to a situation being thought about? No, it refers to specific areas of action/concern.

    *   **Sense 3:** definition=that which has mass and occupies space | examples=physicists study both the nature of matter and the forces which govern it
        *   *Check:* Does the sentence refer to physical substance? No.

    *   **Sense 4:** definition=a problem | examples=is anything the matter?
        *   *Check:* While discipline issues are problems, the structure "all matters of discipline" refers to the *things* that constitute the discipline issues, not just the problems themselves in a general sense. Sense 1 is a better fit.

    *   **Sense 5:** definition=(used with negation) having consequence | examples=they were friends and it was no matter who won the games
        *   *Check:* Is the word used with negation? No.

    *   **Sense 6:** definition=written works (especially in books or magazines) | examples=he always took some reading matter with him on the plane
        *   *Check:* Does the sentence refer to written works? No.

6.  **Conclusion:** Sense 1 (definition=a vaguely specified concern | examples=several matters to attend to) is the correct usage.


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

Sentence: -- 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.

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

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of the word "student" is used in the provided sentence. The answer should be only the number.

2.  **Analyze the Sentence:** "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."

3.  **Analyze the Target Word:** The target word is "student" (marked with <t>student</t>).

4.  **Analyze the Context of "student":** The context is "student discipline." This refers to the behavior and conduct of the people enrolled in the school.

5.  **Analyze the Provided Senses:**
    *   Sense 1: definition=a learner who is enrolled in an educational institution. (Focuses on the enrolled person.)
    *   Sense 2: definition=a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines. (Focuses on the learned person/scholar.)

6.  **Match Context to Senses:**
    *   The sentence discusses discipline within a school setting (faculty, curriculum, discipline). This strongly aligns with the concept of a learner enrolled in an institution.
    *   Sense 1 (a learner who is enrolled in an educational institution) fits the context of "student discipline."
    *   Sense 2 (a learned person/scholar) does not fit the context of "student discipline" in this administrative/school context.

7.  **Conclusion:** Sense 1 is the correct sense.

8.  **Final Output Generation:** Return only the number 1.


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

Sentence: <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.

Senses:
1. definition=a detailed critical inspection
2. definition=applying the mind to learning and understanding a subject (especially by reading) | examples=mastering a second language requires a lot of work
3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale
4. definition=a state of deep mental absorption | examples=she is in a deep study
5. definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. definition=a branch of knowledge | examples=in what discipline is his doctorate?
7. definition=preliminary drawing for later elaboration | examples=he made several studies before starting to paint
8. definition=attentive consideration and meditation | examples=after much cogitation he rejected the offer
9. definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of the word "study" (marked with <t>) is used in the provided sentence.

2.  **Analyze the Sentence:** "<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."

3.  **Examine the Context of "Study":**
    *   "Study after study" (implies repeated action/process).
    *   "...the most recent from the Brookings Institution..." (refers to a research paper/report).
    *   "...tells us that the best schools are those that are free of outside interference..." (refers to the findings/content of the research).

4.  **Analyze the Senses:**

    *   **1. definition=a detailed critical inspection:** (Focuses on analysis/inspection).
    *   **2. definition=applying the mind to learning and understanding a subject (especially by reading) | examples=mastering a second language requires a lot of work:** (Focuses on the *process* of learning/research).
    *   **3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale:** (Focuses on the *document* itself).
    *   **4. definition=a state of deep mental absorption | examples=she is in a deep study:** (Focuses on the *state* of being absorbed).
    *   **5. definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study:** (Focuses on the *place*).
    *   **6. definition=a branch of knowledge | examples=in what discipline is his doctorate?:** (Focuses on a field of knowledge).
    *   **7. definition=preliminary drawing for later elaboration | examples=he made several studies before starting to paint:** (Focuses on a preliminary sketch/plan).
    *   **8. definition=attentive consideration and meditation | examples=after much cogitation he rejected the offer:** (Focuses on deep thought/consideration).
    *   **9. definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study:** (Focuses on a person).
    *   **10. definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing:** (Focuses on a musical composition).

5.  **Match Context to Senses:**
    *   The sentence uses "Study after study" (repeated research/effort) and refers to a source ("the most recent from the Brookings Institution") that "tells us" (provides findings). This strongly suggests research or academic investigation.
    *   Sense 2: "applying the mind to learning and understanding a subject (especially by reading)" fits the context of academic research and investigation.
    *   Sense 3: "a written document describing the findings" also fits, as the Brookings Institution report is a document.

6.  **Refine the Choice (Distinguishing 2 vs. 3):**
    *   The structure "Study after study [source] tells us..." emphasizes the *process* of investigation leading to a conclusion.
    *   If the sentence were: "The study is a document...", Sense 3 would be stronger.
    *   Since the sentence emphasizes the repeated action ("Study after study") and the function of the research (telling us something), Sense 2 (the act of applying the mind to learning/understanding) is the primary meaning being invoked, even though the result is a document.

7.  **Final Check:** The context is clearly academic research/investigation. Sense 2 is the definition of academic investigation.


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

Sentence: 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.

Senses:
1. definition=a detailed critical inspection
2. definition=applying the mind to learning and understanding a subject (especially by reading) | examples=mastering a second language requires a lot of work
3. definition=a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale
4. definition=a state of deep mental absorption | examples=she is in a deep study
5. definition=a room used for reading and writing and studying | examples=he knocked lightly on the closed door of the study
6. definition=a branch of knowledge | examples=in what discipline is his doctorate?
7. definition=preliminary drawing for later elaboration | examples=he made several studies before starting to paint
8. definition=attentive consideration and meditation | examples=after much cogitation he rejected the offer
9. definition=someone who memorizes quickly and easily (as the lines for a part in a play) | examples=he is a quick study
10. definition=a composition intended to develop one aspect of the performer's technique | examples=a study in spiccato bowing

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of the word "study" (marked with `<t>study</t>`) is used in the sentence.

2.  **Examine the Sentence:** "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."

3.  **Analyze the Context of `<t>study</t>`:**
    *   The structure is: "Study after [X] -- [citation] -- tells us..."
    *   The word "study" here is used as a noun, referring to a piece of research or investigation.
    *   It is modified by "the most recent from the Brookings Institution."

4.  **Evaluate the Senses:**

    *   1. definition=a detailed critical inspection (Fits the idea of research/investigation.)
    *   2. definition=applying the mind to learning and understanding a subject (Focuses on the *process* of learning, not the resulting document/research.)
    *   3. definition=a written document describing the findings of some individual or group (Fits the idea of a research paper/report.)
    *   4. definition=a state of deep mental absorption (Doesn't fit the context of a published report.)
    *   5. definition=a room used for reading and writing and studying (Doesn't fit the context.)
    *   6. definition=a branch of knowledge (Doesn't fit the context.)
    *   7. definition=preliminary drawing for later elaboration (Doesn't fit the context.)
    *   8. definition=attentive consideration and meditation (Too abstract; doesn't fit the context of a formal report.)
    *   9. definition=someone who memorizes quickly and easily (Doesn't fit the context.)
    *   10. definition=a composition intended to develop one aspect of the performer's technique (Doesn't fit the context.)

5.  **Compare the Best Fits (1 and 3):**
    *   The phrase "Study after [source]" strongly implies a research paper or report.
    *   Sense 1: "a detailed critical inspection" (This is the *process* or the *nature* of the research.)
    *   Sense 3: "a written document describing the findings of some individual or group" (This is the *product* of the research.)

    *   The sentence uses "Study" as the subject of the main clause ("Study... tells us..."). It refers to the specific piece of research published by the Brookings Institution. Therefore, Sense 3 (a written document describing findings) is the most precise fit for the noun being referenced.

6.  **Final Check:** The sentence is referring to a specific research document. Sense 3 matches this definition.


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

Sentence: 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.

Senses:
1. definition=used to form the superlative | examples=the king cobra is the most dangerous snake
2. definition=very | examples=a most welcome relief
3. definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done

reasoning_content:
1.  **Analyze the Request:** The user wants to identify which numbered sense of "most" (marked with `<t>most</t>`) is used in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Determine the Function of "most" in Context:**
    *   The phrase is "the most recent."
    *   "Recent" is an adjective (describing time).
    *   "Most recent" is a superlative form, indicating the highest degree of recency (the newest).

4.  **Analyze the Provided Senses:**
    *   Sense 1: definition=used to form the superlative | examples=the king cobra is the most dangerous snake
    *   Sense 2: definition=very | examples=a most welcome relief
    *   Sense 3: definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done

5.  **Match the Function to the Senses:**
    *   The usage in the sentence ("the most recent") aligns perfectly with forming the superlative degree.
    *   Sense 1: used to form the superlative. (Match)
    *   Sense 2: meaning "very." (No match)
    *   Sense 3: meaning "almost." (No match)

6.  **Conclusion:** The correct sense is 1.


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

Sentence: 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.

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

reasoning_content:
1.  **Analyze the Request:** The user wants to identify the numbered sense of the verb "tell" (marked with `<t></t>`) in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Examine the Context of "tells":**
    *   The subject is "Study after study" (which acts as a singular entity/source).
    *   The object is "us."
    *   The complement is "that the best schools are those that are free of outside interference and are governed by a powerful head."
    *   The structure is: [Source] tells [Recipient] [Information/Fact].

4.  **Analyze the Options (Senses of "tell"):**

    *   1. definition=express in words | examples=He said that he wanted to marry her (Focuses on verbal communication/speech.)
    *   2. definition=let something be known | examples=Tell them that you will be late (Focuses on conveying information/making known something.)
    *   3. definition=narrate or give a detailed account of | examples=Tell what happened (Focuses on storytelling/description.)
    *   4. definition=give instructions to or direct somebody to do something with authority | examples=I said to him to go home (Focuses on commanding/directing action.)
    *   5. definition=discern or comprehend | examples=He could tell that she was unhappy (Focuses on recognizing/understanding.)
    *   6. definition=inform positively and with certainty and confidence | examples=I tell you that man is a crook! (Focuses on conveying factual, confident information.)
    *   7. definition=give evidence | examples=he was telling on all his former colleague (Focuses on providing proof/testimony.)
    *   8. definition=mark as different | examples=We distinguish several kinds of maple (Focuses on differentiation.)

5.  **Match the Sentence to the Senses:**
    *   The sentence is conveying a fact or conclusion derived from research (the Brookings Institution study).
    *   It is informing "us" about a specific truth (the nature of the best schools).

    *   *Check against 1 (express in words):* Not primarily about speech.
    *   *Check against 2 (let something be known):* Plausible, but often implies a command or simple notification.
    *   *Check against 3 (narrate):* No, it's not a story.
    *   *Check against 4 (give instructions):* No, it's not a command.
    *   *Check against 5 (discern/comprehend):* No, the study itself is doing the telling, not the listener discerning.
    *   *Check against 6 (inform positively and with certainty and confidence):* This fits perfectly. The study is confidently informing the reader of its findings.
    *   *Check against 7 (give evidence):* While the study *is* evidence, the verb "tells" here is the action of communicating that evidence, not the act of providing the evidence itself.

6.  **Conclusion:** Sense 6 is the best fit.


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

Sentence: 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.

Senses:
1. definition=(superlative of `good') having the most positive qualities | examples=the best film of the year
2. definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | examples=it would be better to speak to him
3. definition=having desirable or positive qualities especially those suitable for a thing specified | examples=good news from the hospital
4. definition=having the normally expected amount | examples=gives full measure
5. definition=morally admirable
6. definition=deserving of esteem and respect | examples=all respectable companies give guarantees
7. definition=promoting or enhancing well-being | examples=an arms limitation agreement beneficial to all countries
8. definition=agreeable or pleasing | examples=we all had a good time
9. definition=of moral excellence | examples=a genuinely good person
10. definition=having or showing knowledge and skill and aptitude | examples=adept in handicrafts
11. definition=thorough | examples=had a good workout
12. definition=with or in a close or intimate relationship | examples=a good friend
13. definition=financially sound | examples=a good investment
14. definition=most suitable or right for a particular purpose | examples=a good time to plant tomatoes
15. definition=resulting favorably | examples=it's a good thing that I wasn't there
16. definition=exerting force or influence | examples=the law is effective immediately
17. definition=capable of pleasing | examples=good looks
18. definition=appealing to the mind | examples=good music
19. definition=in excellent physical condition | examples=good teeth
20. definition=tending to promote physical well-being; beneficial to health | examples=beneficial effects of a balanced diet
21. definition=not forged | examples=a good dollar bill
22. definition=not left to spoil | examples=the meat is still good
23. definition=generally admired | examples=good taste

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of the word "best" (marked by `<t>best</t>`) is used in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Determine the Function of "best":** In the context "the best schools," "best" is being used as a superlative adjective modifying "schools." It means the schools that possess the highest degree of suitability or quality compared to others.

4.  **Examine the Senses of "best":**

    *   1. definition=(superlative of `good') having the most positive qualities | examples=the best film of the year (Matches the superlative function and positive quality.)
    *   2. definition=(comparative and superlative of `well') wiser or more advantageous and hence advisable | examples=it would be better to speak to him (Focuses on 'well'.)
    *   3. definition=having desirable or positive qualities especially those suitable for a thing specified (Focuses on suitability/qualities.)
    *   4. definition=having the normally expected amount (Focuses on quantity.)
    *   5. definition=morally admirable (Focuses on morality.)
    *   6. definition=deserving of esteem and respect (Focuses on respect.)
    *   7. definition=promoting or enhancing well-being (Focuses on health/well-being.)
    *   8. definition=agreeable or pleasing (Focuses on liking.)
    *   9. definition=of moral excellence (Focuses on moral excellence.)
    *   10. definition=having or showing knowledge and skill and aptitude (Focuses on skill.)
    *   11. definition=thorough (Focuses on completeness.)
    *   12. definition=with or in a close or intimate relationship (Focuses on relationship.)
    *   13. definition=financially sound (Focuses on finance.)
    *   14. definition=most suitable or right for a particular purpose (Focuses on suitability for a purpose.)
    *   15. definition=resulting favorably (Focuses on outcome.)
    *   16. definition=exerting force or influence (Focuses on force.)
    *   17. definition=capable of pleasing (Focuses on pleasing others.)
    *   18. definition=appealing to the mind (Focuses on mental appeal.)
    *   19. definition=in excellent physical condition (Focuses on physical condition.)
    *   20. definition=tending to promote physical well-being; beneficial to health (Focuses on physical health.)
    *   21. definition=not forged (Focuses on authenticity.)
    *   22. definition=not left to spoil (Focuses on preservation.)
    *   23. definition=generally admired (Focuses on general admiration.)

5.  **Match the Usage to the Senses:**
    *   The sentence is about identifying schools that possess the highest positive qualities (free of interference, governed by a powerful head).
    *   Sense 1: definition=(superlative of `good') having the most positive qualities. (Strong match.)
    *   Sense 3: definition=having desirable or positive qualities especially those suitable for a thing specified. (Also a strong match, as "best" implies suitability.)
    *   Sense 14: definition=most suitable or right for a particular purpose. (This is very close, as "best schools" are suitable for the purpose of education.)

6.  **Refine the Choice (1 vs 3 vs 14):**
    *   Sense 1 focuses on the *quality* itself (having the most positive qualities).
    *   Sense 3 focuses on the *suitability* of those qualities for a specific thing (schools).
    *   Sense 14 focuses on being the *most suitable* for a *purpose*.

    In the context of ranking schools, "best" is fundamentally about having the highest positive qualities (1) or being the most suitable for the purpose of being a school (14). Since the definition of "best" often encompasses the idea of having the most positive qualities (1), and the structure "the best X" is a classic superlative of 'good', Sense 1 is the most direct fit.

    *Self-Correction/Re-evaluation:* Let's look at the examples.
    Sense 1: the best film of the year (Quality)
    Sense 14: a good time to plant tomatoes (Suitability for a purpose)

    The sentence is identifying schools based on inherent qualities (freedom from interference, strong governance). This aligns perfectly with Sense 1: "having the most positive qualities."


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

Sentence: 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.

Senses:
1. definition=an educational institution | examples=the school was founded in 1900
2. definition=a building where young people receive education | examples=the school was built in 1932
3. definition=the process of being formally educated at a school | examples=what will you do when you finish school?
4. definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
5. definition=the period of instruction in a school; the time period when school is in session | examples=stay after school
6. definition=an educational institution's faculty and students | examples=the school keeps parents informed
7. definition=a large group of fish | examples=a school of small glittering fish swam by

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of the word "school" (marked by `<t>schools</t>`) is used in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Examine the Target Word:** "schools".

4.  **Analyze the Context of "schools":**
    *   "...the best schools are those that are free of outside interference and are governed by a powerful head."
    *   The context discusses characteristics (free of interference, governed by a powerful head) of institutions.

5.  **Evaluate the Senses:**

    *   **Sense 1:** definition=an educational institution | examples=the school was founded in 1900. (Matches the context: "best schools" are institutions.)
    *   **Sense 2:** definition=a building where young people receive education | examples=the school was built in 1932. (Possible, but the focus is on governance/interference, not just the physical building.)
    *   **Sense 3:** definition=the process of being formally educated at a school | examples=what will you do when you finish school? (Focuses on the *process*, not the institution itself.)
    *   **Sense 4:** definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting (Irrelevant.)
    *   **Sense 5:** definition=the period of instruction in a school; the time period when school is in session | examples=stay after school (Irrelevant.)
    *   **Sense 6:** definition=an educational institution's faculty and students | examples=the school keeps parents informed (Focuses on the people, not the institution's structure/governance.)
    *   **Sense 7:** definition=a large group of fish | examples=a school of small glittering fish swam by (Irrelevant.)

6.  **Conclusion:** The sentence is discussing the characteristics of educational institutions (governance, interference). This aligns perfectly with Sense 1: definition=an educational institution.

7.  **Final Check:** The context clearly refers to types of educational institutions. Sense 1 is the correct fit.


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

Sentence: 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.

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

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of "outside" (marked with `<t>outside</t>`) is used in the sentence.

2.  **Analyze the Sentence:** "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."

3.  **Examine the Target Word/Phrase:** The phrase is "outside interference."

4.  **Analyze the Context of "outside interference":** The sentence is discussing the characteristics of "best schools." The schools must be free from something.

5.  **Evaluate the Senses of "outside":**

    *   1. definition=relating to or being on or near the outer side or limit | examples=an outside margin (Focuses on location/boundary.)
    *   2. definition=coming from the outside | examples=extraneous light in the camera spoiled the photograph (Focuses on source/origin.)
    *   3. definition=originating or belonging beyond some bounds: | examples=the outside world (Focuses on scope/limit.)
    *   4. definition=located, suited for, or taking place in the open air | examples=outdoor clothes (Focuses on environment/location.)
    *   5. definition=functioning outside the boundaries or precincts of an organized unit | examples=extramural hospital care and treatment (Focuses on functioning beyond limits.)
    *   6. definition=leading to or from the outside | examples=an outside door (Focuses on direction/source.)
    *   7. definition=from or between other countries | examples=external commerce (Focuses on geographical separation.)
    *   8. definition=very unlikely | examples=an outside chance (Focuses on probability.)
    *   9. definition=on or toward an outer edge | examples=an outer lane (Focuses on position on a perimeter.)
    *   10. definition=(of a baseball pitch) on the far side of home plate from the batter | examples=the pitch was away (or wide) (Specific context.)

6.  **Match Context to Senses:**
    *   The sentence talks about being free of *interference*. This suggests something coming from an external source or operating outside the normal structure/boundaries.
    *   "Free of outside interference" means free of influence originating from outside the system/school structure.

    *   *Check Senses:*
        *   Sense 1 (outer side/limit): Possible, but less strong than others.
        *   Sense 2 (coming from the outside): Fits well (interference coming from an external source).
        *   Sense 3 (originating beyond bounds): Fits well (interference originating beyond the school's control).
        *   Sense 5 (functioning outside the boundaries): Fits very well (interference functioning outside the school's boundaries).

7.  **Refine the Choice (Comparing 2, 3, and 5):**
    *   "Outside interference" usually implies influence or action originating from an external source or entity.
    *   Sense 2: "coming from the outside."
    *   Sense 3: "originating or belonging beyond some bounds."
    *   Sense 5: "functioning outside the boundaries or precincts of an organized unit."

    In the context of schools and governance, "interference" is most strongly linked to something operating *outside* the established structure or boundaries of the school system. Sense 5 captures this idea of operating beyond the limits of an organized unit.

8.  **Final Selection:** Sense 5 is the most precise fit for "outside interference" in a context discussing institutional governance and boundaries.


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

Sentence: 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.

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

reasoning_content:
1.  **Analyze the Request:** The user wants to identify which numbered sense of the word "interference" is used in the provided sentence.

2.  **Analyze the Sentence:** "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."

3.  **Determine the Contextual Meaning of "interference":** The sentence discusses schools being "free of outside interference." This implies that something external is getting in the way, obstructing, or hindering the operation of the schools.

4.  **Evaluate the Senses:**

    *   Sense 1: definition=a policy of intervening in the affairs of other countries (Political/Diplomatic intervention).
    *   Sense 2: definition=the act of hindering or obstructing or impeding (Blocking, stopping progress).
    *   Sense 3: definition=electrical or acoustic activity that can disturb communication (Noise, signal disruption).
    *   Sense 4: definition=(American football) blocking a player's path with your body | examples=he ran interference for the quarterback (Sports context).
    *   Sense 5: definition=any obstruction that impedes or is burdensome (Obstruction, hindrance, burden).

5.  **Match Context to Senses:**

    *   The context ("free of outside interference") strongly suggests something that is hindering or obstructing the schools.
    *   Sense 2 (hindering or obstructing or impeding) fits well.
    *   Sense 5 (any obstruction that impedes or is burdensome) also fits very well.

6.  **Compare Sense 2 and Sense 5 (Refinement):**
    *   Sense 2: the act of hindering or obstructing or impeding.
    *   Sense 5: any obstruction that impedes or is burdensome.
    *   In the context of "free of outside interference," both are highly relevant. However, Sense 2 is a very direct definition of the *action* of interference (hindering/obstructing). Sense 5 focuses on the *thing* (obstruction/burden). Since the sentence is about being *free* of something that stops things, both are strong candidates.

    *   Let's re-read the options provided in standard usage. "Interference" often means the act of getting in the way (Sense 2).

7.  **Final Selection:** Sense 2 (the act of hindering or obstructing or impeding) is the most precise fit for the general concept of external factors stopping the proper functioning of schools.


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

Sentence: 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.

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

reasoning_content:
1.  **Analyze the Request:** The user wants to identify the numbered sense of the word "govern" (marked with <t>) used in the sentence.

2.  **Analyze the Sentence:** "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."

3.  **Examine the Context of "governed":** The phrase is "are governed by a powerful head." This implies that the schools are subject to, controlled by, or directed by the powerful head.

4.  **Analyze the Senses Provided:**

    *   **Sense 1:** definition=bring into conformity with rules or principles or usage; impose regulations | examples=We cannot regulate the way people dress (Focus: imposing rules/conformity.)
    *   **Sense 2:** definition=direct or strongly influence the behavior of | examples=His belief in God governs his conduct (Focus: influencing behavior.)
    *   **Sense 3:** definition=exercise authority over; as of nations | examples=Who is governing the country now? (Focus: exercising authority/rule, often political.)
    *   **Sense 4:** definition=require to be in a certain grammatical case, voice, or mood | examples=most transitive verbs govern the accusative case in German (Focus: grammatical requirement.)

5.  **Match the Context to the Senses:**

    *   The sentence talks about schools being controlled/ruled by a head.
    *   Sense 3 ("exercise authority over; as of nations") fits the idea of a powerful head exercising control over schools.
    *   Sense 2 ("direct or strongly influence the behavior of") is also plausible, but Sense 3 captures the sense of *authority* and *rule* implied by "governed by a powerful head" in a systemic context (like schools).

6.  **Final Check:** The structure "are governed by X" strongly points to the idea of being ruled or having authority exercised over them. This aligns best with Sense 3. (Sense 1 is about imposing rules, Sense 2 is about influence on behavior, Sense 4 is grammatical.)

7.  **Conclusion:** The correct sense is 3.


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

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

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

reasoning_content:
1.  **Analyze the Request:** The goal is to identify which numbered sense of "powerful" (marked with `<t></t>`) is used in the provided sentence.

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

3.  **Determine the Context of "powerful":** The word "powerful" modifies "head." The structure is "a powerful head." This refers to the capacity or influence of the head (likely a leader or administrator).

4.  **Analyze the Senses:**

    *   **Sense 1:** definition=having great power or force or potency or effect | examples=the most powerful government in western Europe (Focuses on inherent strength/authority/impact.)
    *   **Sense 2:** definition=strong enough to knock down or overwhelm | examples=a knock-down blow (Focuses on physical force/strength.)
    *   **Sense 3:** definition=having great influence (Focuses on ability to affect others/govern.)
    *   **Sense 4:** definition=(of a person) possessing physical strength and weight; rugged and powerful | examples=a hefty athlete (Focuses on physical attributes.)
    *   **Sense 5:** definition=displaying superhuman strength or power | examples=herculean exertions (Focuses on extreme, often supernatural, physical strength.)

5.  **Match Context to Senses:**

    *   The sentence is about a "head" (leader/governor) who "governs" schools. This context strongly suggests influence, authority, and control, rather than just physical strength.

    *   *Check Sense 1 (great power/force/effect):* Fits well.
    *   *Check Sense 2 (knock down/overwhelm):* Doesn't fit (not physical action).
    *   *Check Sense 3 (having great influence):* Fits very well (a leader with great influence).
    *   *Check Sense 4 (physical strength/weight):* Possible, but less likely when referring to a governing "head."
    *   *Check Sense 5 (superhuman strength):* Does not fit.

6.  **Compare Sense 1 and Sense 3:**
    *   Sense 1: "the most powerful government" (Macro level, systemic power).
    *   Sense 3: "having great influence" (Micro level, ability to affect the system/people).
    *   In the context of a governing "head," "having great influence" (Sense 3) is the most precise fit for describing the quality of leadership.

7.  **Final Selection:** Sense 3.