[User]
Which numbered sense of "add" (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 <t>add</t> 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.

Senses:
1. definition=make an addition (to); join or combine or unite with others; increase the quality, quantity, size or scope of | examples=We added two students to that dorm room
2. definition=state or say further | examples=`It doesn't matter,' he supplied
3. definition=bestow a quality on | examples=Her presence lends a certain cachet to the company
4. definition=make an addition by combining numbers | examples=Add 27 and 49, please!
5. definition=determine the sum of | examples=Add all the people in this town to those of the neighboring town
6. definition=constitute an addition | examples=This paper will add to her reputation

reasoning_content:
1.  **Analyze the sentence:** "Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not <t>add</t> or subtract 'learning "the conceptual basis of mathematical theory -- should read the article..."

2.  **Analyze the context of "add":** The phrase is "students who ca not add or subtract 'learning the conceptual basis of mathematical theory'".
    *   The action being performed is "learning the conceptual basis of mathematical theory."
    *   The verb "add" is paired with "subtract."
    *   The structure suggests that "add" and "subtract" are operations applied to the concept of "learning."

3.  **Examine the relationship between "add/subtract" and "learning/theory":**
    *   In a mathematical or conceptual context, "adding" or "subtracting" usually refers to combining or removing elements/quantities.
    *   If you "add" learning, you are increasing the amount of learning or combining new knowledge with existing knowledge.
    *   If you "subtract" learning, you are removing or diminishing the amount of learning.

4.  **Evaluate the provided senses:**

    *   1. definition=make an addition (to); join or combine or unite with others; increase the quality, quantity, size or scope of | examples=We added two students to that dorm room
        *   *Fit:* This sense involves increasing quantity/scope/joining. In the context of learning, "adding" knowledge fits this definition (increasing the scope of knowledge).

    *   2. definition=state or say further | examples=`It doesn't matter,' he supplied
        *   *Fit:* No. (Speaking/stating).

    *   3. definition=bestow a quality on | examples=Her presence lends a certain cachet to the company
        *   *Fit:* No. (Granting a quality).

    *   4. definition=make an addition by combining numbers | examples=Add 27 and 49, please!
        *   *Fit:* Possible, as the topic is mathematical theory, but the object being added/subtracted is "learning," not numbers.

    *   5. definition=determine the sum of | examples=Add all the people in this town to those of the neighboring town
        *   *Fit:* This is a specific type of numerical addition. The object is "learning," not a set of numbers.

    *   6. definition=constitute an addition | examples=This paper will add to her reputation
        *   *Fit:* This means "to contribute to." While learning contributes to knowledge, the pairing with "subtract" strongly suggests a quantitative or operational sense (like adding/subtracting variables or quantities).

5.  **Compare Sense 1 and Sense 4/5:**
    *   The context is conceptual ("learning the conceptual basis of mathematical theory").
    *   Sense 4 and 5 are strictly numerical.
    *   Sense 1 ("increase the quality, quantity, size or scope of") applies perfectly to abstract concepts like knowledge or learning. To "add" learning means to increase the scope or quantity of knowledge.

6.  **Conclusion:** Sense 1 is the most appropriate fit, as it covers the conceptual act of increasing or combining knowledge, which is the implied meaning when "add" is paired with "subtract" in a non-numerical, educational context.


attempt_kind: initial

status: success

[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

finish_reason: stop

role: assistant

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the verb "subtract" is used in the provided sentence. The output must 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 <t>subtract</t> 'learning 'the conceptual basis of mathematical theory -- should read the article..."

3.  **Analyze the context of "subtract":** The phrase is "not add or subtract 'learning the conceptual basis of mathematical theory'".
    *   "Learning the conceptual basis..." is a concept or a quantity of knowledge/effort.
    *   In this context, "subtracting learning" means removing, taking away, or failing to incorporate that learning.

4.  **Analyze the senses provided:**
    *   **Sense 1:** definition=make a subtraction | examples=subtract this amount from my paycheck (This is the mathematical operation sense.)
    *   **Sense 2:** definition=take off or away | examples=this prefix was subtracted when the word was borrowed from French (This is the removal/reduction sense.)

5.  **Match the context to the senses:**
    *   If the students are "subtracting learning," they are *taking away* or *omitting* the learning, not performing a numerical calculation on a paycheck.
    *   Therefore, Sense 2 ("take off or away") is the correct meaning.

6.  **Formulate the final answer:** The correct number is 2.

currency: USD

source: unavailable


[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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "learn" (specifically the word "learning" in the provided sentence) is used. The output must 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..."

3.  **Analyze the context of "learning":** The phrase is "not add or subtract 'learning' the conceptual basis of mathematical theory."
    *   "Conceptual basis of mathematical theory" is the object/subject matter.
    *   "Add or subtract [verb/gerund] the basis" implies an action related to incorporating or understanding the basis.
    *   The structure suggests that "learning" here is functioning as a gerund or a verbal noun representing the *process* or *act* of acquiring knowledge about the basis.
    *   The students are failing to acquire/understand the fundamental concepts.

4.  **Evaluate the senses of "learn":**

    *   1. definition=gain knowledge or skills | examples=She learned dancing from her sister. (This fits the general idea of acquiring knowledge/skills.)
    *   2. definition=get to know or become aware of, usually accidentally | examples=I learned that she has two grown-up children. (This is about discovering facts, not mastering a subject.)
    *   3. definition=commit to memory; learn by heart | examples=Have you memorized your lines for the play yet? (This is rote memorization, not understanding a conceptual basis.)
    *   4. definition=be a student of a certain subject | examples=She is reading for the bar exam. (This describes the state of being a student, not the act of acquiring knowledge.)
    *   5. definition=impart skills or knowledge to | examples=I taught them French. (This is the transitive action of teaching, not the action of the student.)
    *   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. (This is about discovery/verification, often through inquiry, not necessarily deep conceptual mastery.)

5.  **Match the context to the best sense:**
    *   The students are failing to "add or subtract" (i.e., incorporate or grasp) the conceptual basis. This requires the acquisition of knowledge/understanding.
    *   Sense 1 ("gain knowledge or skills") is the most appropriate fit for the act of acquiring the conceptual basis of a theory.

6.  **Final Check:** "Learning the conceptual basis" means acquiring the knowledge of that basis. This aligns perfectly with Sense 1.

7.  **Formulate the output:** Return only the number. (1)


[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" (marked with `<t>basis</t>`) is used in the provided sentence. The output must 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 <t>basis</t> of mathematical theory -- should read the article..."

3.  **Analyze the context of "basis":** The phrase is "the conceptual basis of mathematical theory."
    *   "Mathematical theory" is the subject.
    *   "Conceptual basis" refers to the fundamental ideas, assumptions, or foundational principles upon which the theory is built.

4.  **Evaluate the senses:**

    *   **Sense 1:** definition=a relation that provides the foundation for something | examples=they were on a friendly footing. (This relates to a relationship or footing, not the core ideas of a theory.) -> *Incorrect.*
    *   **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. (This perfectly matches the idea of the fundamental assumptions/principles of a mathematical theory.) -> *Strong Candidate.*
    *   **Sense 3:** definition=the most important or necessary part of something | examples=the basis of this drink is orange juice. (This refers to a primary ingredient or component, which is too narrow for "conceptual basis of mathematical theory.") -> *Incorrect.*

5.  **Conclusion:** Sense 2, "the fundamental assumptions from which something is begun or developed or calculated or explained," is the correct sense.

6.  **Format the output:** 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 user wants to identify which numbered sense of the word "mathematical" is used in the provided sentence. The output must 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 <t>mathematical</t> theory -- should read the article..."

3.  **Analyze the context of "mathematical":** The word modifies "theory." Specifically, it describes the *type* of theory being discussed—the theory that forms the conceptual basis for learning basic arithmetic operations (adding and subtracting).

4.  **Evaluate the senses:**

    *   **Sense 1:** definition=of or pertaining to or of the nature of mathematics | examples=a mathematical textbook.
        *   *Fit:* "Mathematical theory" refers to theory that belongs to the field of mathematics. This is a strong fit.

    *   **Sense 2:** definition=relating to or having ability to think in or work with numbers | examples=tests for rating numerical aptitude.
        *   *Fit:* While mathematics involves numbers, this sense usually refers to the *ability* or *aptitude* of a person (e.g., "mathematical ability"). Here, it describes the *theory*. Less precise than Sense 1.

    *   **Sense 3:** definition=beyond question | examples=a mathematical certainty.
        *   *Fit:* This means certain or undeniable. "Mathematical theory" does not mean "undeniable theory." (Incorrect).

    *   **Sense 4:** definition=statistically possible though highly improbable | examples=have a mathematical chance of making the playoffs.
        *   *Fit:* This relates to probability. "Mathematical theory" does not mean "improbable theory." (Incorrect).

    *   **Sense 5:** definition=characterized by the exactness or precision of mathematics | examples=mathematical precision.
        *   *Fit:* While mathematical theories are precise, the primary meaning here is that the theory *is* a theory of mathematics, not just that it is precise. Sense 1 captures the scope (the field) better than Sense 5 (the quality).

5.  **Conclusion:** The phrase "mathematical theory" refers to theory that is part of the discipline of mathematics. This aligns perfectly with Sense 1.

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


[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 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..."
2.  **Identify the target word and context:** The word is "read," and the context is "should read the article."
3.  **Determine the meaning of "read" in this context:** When someone reads an article, they are engaging with the written text to understand its content.
4.  **Evaluate the provided senses:**
    *   1. definition=interpret something that is written or printed | examples=read the advertisement. (This matches the action of engaging with an article.)
    *   2. definition=have or contain a certain wording or form | examples=The passage reads as follows. (Incorrect; the article is being read, not describing its own form.)
    *   3. definition=look at, interpret, and say out loud something that is written or printed | examples=The King will read the proclamation at noon. (Possible, but usually implies vocalization. Sense 1 is broader and fits the general requirement of understanding the content.)
    *   4. definition=obtain data from magnetic tapes | examples=This dictionary can be read by the computer. (Incorrect; refers to technology/data.)
    *   5. definition=interpret the significance of, as of palms, tea leaves... (Incorrect; fortune-telling.)
    *   6. definition=interpret something in a certain way; convey a particular meaning or impression | examples=I read this address as a satire. (This is *interpreting* the text, which happens *after* reading it. Sense 1 describes the act of consuming the text.)
    *   7. definition=be a student of a certain subject | examples=She is reading for the bar exam. (Incorrect; "reading" here means studying, but the verb "read" in the sentence means consuming a specific article.)
    *   8. definition=indicate a certain reading; of gauges and instruments | examples=The thermometer showed thirteen degrees below zero. (Incorrect; refers to instruments.)
    *   9. definition=audition for a stage role by reading parts of a role | examples=He is auditioning for `Julius Caesar' at Stratford this year. (Incorrect; refers to acting.)
    *   10. definition=to hear and understand | examples=I read you loud and clear! (Incorrect; this is a homophone/idiom meaning "I hear you.")
    *   11. definition=make sense of a language | examples=She understands French. (Incorrect; refers to language acquisition/comprehension, not the act of reading a specific document.)
5.  **Select the best fit:** Sense 1 ("interpret something that is written or printed") is the most accurate and general definition for reading an article. Sense 3 is also plausible if the reading is aloud, but Sense 1 covers the fundamental act of comprehension of written material.

6.  **Final check:** "Should read the article" means "should interpret the written content of the article." This matches Sense 1.


[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 identify which numbered sense of the word "article" (marked with `<t>`) is used in the provided sentence. The output must 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 <t>article</t> by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator."

3.  **Analyze the context of "article":**
    *   It is preceded by "the" (a determiner).
    *   It is followed by "by Caleb Nelson" (an author) and "in the November American Spectator" (a publication).
    *   The structure "read the [X] by [Author] in [Publication]" strongly suggests a piece of writing published in a periodical.

4.  **Evaluate the senses:**

    *   **Sense 1:** definition=nonfictional prose forming an independent part of a publication.
        *   *Match?* Yes. A piece written by an author and published in a magazine/spectator is a nonfictional prose article.

    *   **Sense 2:** definition=one of a class of artifacts | examples=an article of clothing.
        *   *Match?* No. The context is reading a published piece, not referring to clothing or a similar physical object.

    *   **Sense 3:** definition=a separate section of a legal document (as a statute or contract or will).
        *   *Match?* No. The context is a magazine/spectator, not a legal document.

    *   **Sense 4:** definition=(grammar) a determiner that may indicate the specificity of reference of a noun phrase.
        *   *Match?* No. The word "article" here is the object of the verb "read," not the grammatical function (like "the" or "a").

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

6.  **Format the output:** Return only the number.


[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 identify which numbered sense of "recent" is used in the provided sentence. The output must be only the number.

2.  **Analyze the sentence and the target word:**
    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."
    Target phrase: "recent math major at Harvard"

3.  **Analyze the senses of "recent":**
    *   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

4.  **Apply the senses to the context ("recent math major"):**
    *   A "recent math major" implies that the person has *just* completed their major or is very close to completing it.
    *   Does this fit Sense 1 (new)? Yes, a recent graduate is a new graduate.
    *   Does this fit Sense 2 (immediate past/just previous)? Yes, having just finished the major places them in the immediate past relative to the time the article is being written/read.

5.  **Determine the best fit/distinction:**
    *   While both senses overlap, Sense 1 ("new") often refers to novelty or being newly created/introduced.
    *   Sense 2 ("immediate past") specifically emphasizes the temporal proximity to the present moment.
    *   In the context of academic status ("recent major"), the emphasis is on the *timing*—they finished it very recently. This strongly aligns with the temporal definition of Sense 2.

6.  **Re-evaluate the examples:**
    *   Sense 1 example: recent graduates (Focus on the state of being new/fresh).
    *   Sense 2 example: a late development (Focus on the timing relative to when it should have happened).
    *   "Recent math major" fits the idea of a "late development" or something that just occurred in the past.

7.  **Conclusion:** Sense 2 captures the temporal meaning of having just completed the major, making it the most precise fit. (Although Sense 1 is plausible, Sense 2 is the stronger, more specific temporal interpretation.)

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


[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 user wants to identify which numbered sense of the word "major" (marked with `<t>major</t>`) is used in the provided sentence. The output must be *only* the number.

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

3.  **Focus on the target word and its context:**
    The phrase is "Caleb Nelson (himself a recent math major at Harvard)".
    *   Caleb Nelson is a person.
    *   "math major" describes his status at Harvard.
    *   Harvard is a university.

4.  **Evaluate the senses:**
    *   Sense 1: Military officer. (Irrelevant to a student at Harvard.)
    *   Sense 2: British statesman (1990-1997). (Irrelevant to a student at Harvard.)
    *   Sense 3: A university student who is studying a particular field as the principal subject | examples=she is a linguistics major. (This perfectly matches "a recent math major at Harvard.")
    *   Sense 4: The principal field of study of a student at a university | examples=her major is linguistics. (This refers to the *field* itself, e.g., "Math is his major," not the *person* who is the major.)

5.  **Determine the correct sense:** The sentence uses "major" to refer to the *person* (Caleb Nelson) who is studying mathematics. This corresponds to Sense 3.

6.  **Format the output:** Return only the number.


[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 know which numbered sense of "most" is used in the provided sentence. The output must 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 word "Most" in context:** "Most important of all" is a phrase used to emphasize the highest degree of importance among a group of things (implied: all aspects of school management).
4.  **Evaluate the senses:**
    *   **Sense 1:** definition=used to form the superlative | examples=the king cobra is the most dangerous snake. (This fits the structure "most [adjective] of all" and conveys the highest degree.)
    *   **Sense 2:** definition=very | examples=a most welcome relief. (While "most" can mean "very," the phrase "most important of all" is specifically superlative, not just an intensifier like "very important.")
    *   **Sense 3:** definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done. (This sense is clearly incorrect; it means "nearly all" or "except for some.")
5.  **Determine the correct sense:** The phrase "Most important of all" is a superlative construction. Therefore, Sense 1 is the correct usage.
6.  **Format the output:** Return only the number.


[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 user wants to identify which numbered sense of the word "important" is used in the provided sentence. The output must be *only* the number.

2.  **Analyze the 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."

3.  **Determine the meaning of "important" in context:**
    *   The sentence is listing or prioritizing qualities/needs for schools (having principals with authority).
    *   "Most important of all" means that this specific requirement (principals having authority) is the *most significant* or *most valuable* requirement among all possible requirements.
    *   It refers to the degree of significance or value.

4.  **Evaluate the senses:**
    *   **1. definition=of great significance or value | examples=important people:** This matches the context. The requirement is of great significance/value.
    *   **2. definition=important in effect or meaning | examples=a significant change in tax laws:** This relates to impact or consequence, but "most important of all" usually refers to inherent value/priority, not just effect. (Less precise than 1).
    *   **3. definition=of extreme importance; vital to the resolution of a crisis | examples=a crucial moment in his career:** This implies a crisis or critical juncture. While the topic is serious, the phrasing "most important of all" is broader than "vital to a crisis."
    *   **4. definition=having authority or ascendancy or influence | examples=an important official:** This is a sense of *having* influence, not *being* of high value. (Incorrect).
    *   **5. definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air:** This relates to demeanor or perceived status. (Incorrect).

5.  **Conclusion:** Sense 1 ("of great significance or value") is the best fit for "Most important of all."

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


[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 "schools" (marked with `<t>schools</t>`) is used in the provided sentence. The output must 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.  **Determine the meaning of "schools" in context:** The sentence is discussing the organizational structure and governance of educational institutions (schools). It mentions "principals," "faculty," "curriculum," and "student discipline."

4.  **Evaluate the senses:**

    *   1. definition=an educational institution | examples=the school was founded in 1900
        *   *Match?* Yes. The sentence is talking about the institution itself.
    *   2. definition=a building where young people receive education | examples=the school was built in 1932
        *   *Match?* Plausible, but Sense 1 (the institution) is broader and more accurate for discussing governance (principals, curriculum).
    *   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 entity, not the process.
    *   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 is an academic/artistic group.
    *   5. definition=the period of instruction in a school; the time period when school is in session | examples=stay after school
        *   *Match?* No. This refers to time.
    *   6. definition=an educational institution's faculty and students | examples=the school keeps parents informed
        *   *Match?* No. This refers to the people/community, not the institution itself (though the institution *contains* them).
    *   7. definition=a large group of fish | examples=a school of small glittering fish swam by
        *   *Match?* No.

5.  **Select the best fit:** Sense 1 ("an educational institution") is the most accurate and comprehensive definition for the context provided (discussing principals, faculty, and curriculum within an educational setting).

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


[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" is used in the provided sentence. The output must 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 "principals" in context:** The word refers to people (plural) who work at a school and have authority over staff, curriculum, and discipline.

4.  **Examine the provided senses:**
    *   1. the original amount of a debt... (Financial/Mathematical) -> Incorrect.
    *   2. the educator who has executive authority for a school | examples=she sent unruly pupils to see the principal (Educational role/Authority) -> Matches the context perfectly.
    *   3. an actor who plays a principal role (Theater/Film) -> Incorrect.
    *   4. capital as contrasted with the income derived from it (Financial) -> Incorrect.
    *   5. (criminal law) any person involved in a criminal offense... (Legal) -> Incorrect.
    *   6. the major party to a financial transaction... (Financial/Stock Market) -> Incorrect.

5.  **Select the correct sense number:** Sense 2 is the correct meaning.

6.  **Format the output:** Return only the number.


[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 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."
2.  **Identify the target word and context:** The word is "measure," and it is used in the phrase "a large measure of authority."
3.  **Determine the meaning of "measure" in this context:** "Authority" is an abstract concept (power, influence). "A large measure of authority" means a large *amount* or *degree* of authority.
4.  **Examine the provided senses:**
    *   1. maneuver/progress toward a goal (e.g., strong measures). (Incorrect - not a maneuver.)
    *   2. how much there is or how many there are of something that you can quantify (e.g., quantity). (Matches - "a large measure of authority" refers to the quantity/degree of authority.)
    *   3. statute in draft (e.g., bill). (Incorrect - not a law.)
    *   4. act/process of assigning numbers (e.g., measurements). (Incorrect - not the process of quantifying.)
    *   5. basis for comparison/reference point (e.g., standards). (Incorrect - while authority can be compared, the phrase here emphasizes the *amount* of it, not the standard against which it is judged.)
    *   6. prosody/accent in verse. (Incorrect - literary/poetic.)
    *   7. musical notation. (Incorrect - musical.)
    *   8. measuring instrument (e.g., ruler). (Incorrect - not a physical tool.)
    *   9. container of standard capacity (e.g., cup). (Incorrect - not a container.)
5.  **Select the best fit:** Sense 2 ("how much there is or how many there are of something that you can quantify") perfectly captures the meaning of "a large measure of authority."
6.  **Final Output Generation:** Return only the number 2.


[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 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."
2.  **Identify the context of "authority":** The word is used in relation to a principal (a school administrator) and their power/control over specific areas (faculty, curriculum, student discipline).
3.  **Examine the senses provided:**
    *   1. the power or right to give orders or make decisions | examples=he has the authority to issue warrants
    *   2. (usually plural) persons who exercise (administrative) control over others | examples=the authorities have issued a curfew (This refers to *people*, not the *power* itself.)
    *   3. an expert whose views are taken as definitive | examples=he is an authority on corporate law (This refers to *a person*.)
    *   4. freedom from doubt; belief in yourself and your abilities | examples=his assurance in his superiority did not make him popular (This refers to *confidence*.)
    *   5. an administrative unit of government | examples=the Central Intelligence Agency (This refers to an *organization*.)
    *   6. official permission or approval | examples=authority for the program was renewed several times (This refers to *permission*, which is a type of power, but Sense 1 is broader and fits the context of *making decisions*.)
    *   7. an authoritative written work | examples=this book is the final authority on the life of Milton (This refers to a *book*.)
4.  **Match the context to the best sense:** The principal needs the *power* to make decisions and give orders regarding the faculty, curriculum, and discipline.
5.  **Select the best fit:** Sense 1 ("the power or right to give orders or make decisions") perfectly matches the meaning of the principal having control over these matters.
6.  **Final check:** The principal has the *power* (authority) to make decisions about the curriculum. This aligns with Sense 1.


[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 identify which numbered sense of the word "faculty" is used in the provided sentence. The output must 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 context of "faculty" in the sentence:** The "faculty" is listed alongside "the curriculum" and "all matters of student discipline." This context strongly suggests a group of people within a school setting (teachers, staff, etc.).

4.  **Analyze the provided senses:**
    *   Sense 1: definition=one of the inherent cognitive or perceptual powers of the mind (e.g., sight, hearing).
    *   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.

5.  **Match the context to the senses:**
    *   The context (schools, principals, curriculum, discipline) matches the definition of a group of teachers/administrators.
    *   This matches Sense 2.

6.  **Formulate the final answer:** The correct number is 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 user wants to identify which numbered sense of the word "matter" (<t>matters</t>) is used in the provided sentence. The output must 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 <t>matters</t> of student discipline."

3.  **Determine the meaning of "matters" in context:** The sentence lists things over which the principal has authority: faculty, curriculum, and "all matters of student discipline." "Matters of student discipline" refers to the various issues, concerns, or topics related to how students behave and are disciplined.

4.  **Evaluate the senses provided:**

    *   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 (Physical substance)
    *   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

5.  **Match the context to the senses:**
    *   The context ("matters of student discipline") refers to specific issues or concerns that need to be managed.
    *   Sense 1 ("a vaguely specified concern") fits perfectly. "Matters of discipline" are the concerns/issues related to discipline.
    *   Sense 2 ("some situation or event that is thought about") is close, but Sense 1 is more precise for administrative/governance contexts.
    *   Sense 3 (Physical substance) is incorrect.
    *   Sense 4 (A problem) is too narrow; "matters" encompasses more than just problems.
    *   Sense 5 (Negation/consequence) is incorrect.
    *   Sense 6 (Written works) is incorrect.

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

7.  **Format the output:** Return only the number.


[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 identify which numbered sense of the word "student" is used in the provided sentence. The output must 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 <t>student</t> discipline."

3.  **Analyze the context of "student" in the sentence:** "student discipline" refers to the rules, behavior, and conduct of the people who attend the school.

4.  **Analyze the provided senses:**
    *   Sense 1: "a learner who is enrolled in an educational institution" (This refers to the person being educated.)
    *   Sense 2: "a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines" (This refers to an expert or scholar.)

5.  **Match the context to the senses:**
    *   "Student discipline" refers to the discipline of the *learners* (the students).
    *   Sense 1 matches the concept of a learner enrolled in an educational institution.
    *   Sense 2 does not match the concept of a learner/attendee; it refers to a highly knowledgeable person.

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

7.  **Format the output:** Return only the number.


[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 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."
2.  **Identify the target word:** "Study" (used twice, but the first instance is the one being defined/analyzed in context).
3.  **Analyze the context:** The phrase is "Study after study." The modifier "the most recent from the Brookings Institution" clarifies what these "studies" are. The result of these "studies" is that they "tells us" (meaning the collective findings of the studies inform us).
4.  **Determine the meaning of "Study" in this context:** The word refers to a piece of research, a report, or an investigation conducted by an institution (Brookings Institution).
5.  **Match the meaning to the provided senses:**
    *   1. detailed critical inspection (Process, not the document itself)
    *   2. applying the mind to learning (Action/Verb, not the document)
    *   3. a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale (Matches perfectly: a report/document of findings.)
    *   4. a state of deep mental absorption (State of being)
    *   5. a room (Place)
    *   6. a branch of knowledge (Field)
    *   7. preliminary drawing (Art/Design)
    *   8. attentive consideration (Process/Action)
    *   9. someone who memorizes quickly (Person)
    *   10. a composition (Music)
6.  **Select the best match:** Sense 3 is the correct definition.


[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 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."
2.  **Identify the target word:** "Study" (specifically, the first instance, which is the subject of the clause).
3.  **Analyze the context:** The phrase "Study after study" implies multiple instances of something being conducted or published. The modifier "the most recent from the Brookings Institution" specifies that these "studies" are reports or research findings originating from a specific institution (Brookings Institution). The result of these "studies" is a conclusion ("tells us that the best schools are...").
4.  **Evaluate the senses:**
    *   1. detailed critical inspection (Possible, but usually refers to the *act* or *process* of inspection, not the resulting document.)
    *   2. applying the mind to learning and understanding a subject (This is the *verb* form, or the *act* of studying, not the resulting report.)
    *   3. a written document describing the findings of some individual or group | examples=this accords with the recent study by Hill and Dale (This perfectly matches the context: a research report/document from the Brookings Institution.)
    *   4. a state of deep mental absorption (Incorrect. The sentence refers to multiple reports, not a state of mind.)
    *   5. a room used for reading and writing and studying (Incorrect. The context is research, not a physical location.)
    *   6. a branch of knowledge (Incorrect. The context is a specific piece of research, not a field of study like "sociology.")
    *   7. preliminary drawing for later elaboration (Incorrect. This relates to art/design.)
    *   8. attentive consideration and meditation (Incorrect. This is an abstract process, not a published report.)
    *   9. someone who memorizes quickly and easily (Incorrect. This is a person.)
    *   10. a composition intended to develop one aspect of the performer's technique (Incorrect. This relates to music.)
5.  **Conclusion:** The "studies" mentioned are research reports published by the Brookings Institution. Sense 3 is the correct definition.
6.  **Final Output Generation:** Return only the number 3.


[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" is used in the provided sentence. The output must be only the number.
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.  **Analyze the usage of "most" in the sentence:** "the most recent".
4.  **Determine the function of "most recent":** "Recent" is an adjective. "Most recent" is comparing this study to other studies, indicating it is the one closest to the present time. This is a superlative comparison.
5.  **Evaluate the senses:**
    *   Sense 1: definition=used to form the superlative | examples=the king cobra is the most dangerous snake. (Matches the function: "most recent" is a superlative.)
    *   Sense 2: definition=very | examples=a most welcome relief. (Does not match. "Most recent" does not mean "very recent" in the sense of intensity, but rather in the sense of degree/ranking.)
    *   Sense 3: definition=(of actions or states) slightly short of or not quite accomplished; all but | examples=the job is (just) about done. (Does not match. This is a meaning of "most" used idiomatically, not in "most recent.")
6.  **Conclusion:** Sense 1 is the correct sense.
7.  **Format the output:** Return only the number.


[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 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."
2.  **Identify the usage of "tells":** The subject is "Study after study" (a collection of research/data). The verb "tells" is followed by the indirect object "us" and the content clause "that the best schools are those that are free of outside interference..."
3.  **Determine the meaning in context:** The studies are providing information, evidence, or conclusions about the nature of the best schools. They are communicating a finding.
4.  **Evaluate the senses:**
    *   1. express in words (e.g., He said...) - Close, but usually refers to a person speaking.
    *   2. let something be known (e.g., Tell them that...) - This fits the idea of conveying information.
    *   3. narrate or give a detailed account of (e.g., Tell what happened) - Too focused on storytelling/chronology.
    *   4. give instructions/direct (e.g., I said to him to go home) - Incorrect.
    *   5. discern or comprehend (e.g., He could tell that...) - Incorrect (this is perception).
    *   6. inform positively and with certainty and confidence (e.g., I tell you that...) - This is a strong candidate, emphasizing the certainty of the finding.
    *   7. give evidence (e.g., he was telling on all his former colleague) - This is also a very strong candidate, as research studies *provide* evidence.
    *   8. mark as different (e.g., We distinguish...) - Incorrect.
5.  **Compare 2, 6, and 7:**
    *   *Tells us* (Sense 2: let something be known) - General conveyance of information.
    *   *Tells us* (Sense 6: inform positively and with certainty) - Emphasizes the authoritative nature of the finding.
    *   *Tells us* (Sense 7: give evidence) - Focuses on the function of the studies (providing proof).
6.  **Select the best fit:** When research or data "tells" us something, it is fundamentally providing evidence or informing us of a conclusion derived from that evidence. Sense 7 ("give evidence") is the most precise description of how academic studies function in this context. Sense 6 is also very strong, but Sense 7 captures the *mechanism* (evidence) better than Sense 6 captures the *tone* (certainty).

7.  **Final check:** "The studies provide evidence that..." is synonymous with "The studies tell us that..." (Sense 7).

8.  **Conclusion:** Sense 7 is the correct choice.


[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 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."
2.  **Identify the target word and context:** The word is "best," modifying "schools."
3.  **Determine the meaning of "best" in this context:** The sentence is discussing which schools are *most effective* or *most successful* based on the study's findings (i.e., those free of outside interference and governed by a powerful head). It refers to the schools having the most desirable qualities for achieving educational goals.
4.  **Evaluate the provided senses of "best" (which is the superlative of "good"):**
    *   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
    *   ... (and so on)
5.  **Match the meaning to the senses:**
    *   The schools are being judged based on their quality/suitability for being effective educational institutions.
    *   Sense 1 ("having the most positive qualities") fits perfectly, as "best" is the superlative form of "good."
    *   Sense 14 ("most suitable or right for a particular purpose") also fits very well, as the schools are being judged by their suitability for effective education.

6.  **Refine the choice (1 vs 14):**
    *   Sense 1: "the most positive qualities." This is a general superlative meaning.
    *   Sense 14: "most suitable or right for a particular purpose." This is a specific application of quality/suitability.
    *   In the context of educational policy and institutional structure, "best" usually implies the *most suitable* structure for achieving the desired outcome (effective education). However, Sense 1 is the most direct definition of the superlative form of "good" when applied to a category (schools).
    *   Let's check the examples. "The best schools" are the ones with the most positive qualities (Sense 1). They are also the ones most suitable for the purpose of education (Sense 14).
    *   Since the list includes Sense 1 (superlative of good/most positive qualities) and Sense 14 (most suitable/right for a purpose), and both are highly relevant, I must choose the best fit. When discussing institutional quality, "most suitable" (14) is often the intended nuance, but "most positive qualities" (1) is the fundamental definition of the superlative.
    *   Given the options, Sense 1 is the most general and accurate definition of the superlative form of "good" when applied to a group of things (schools).

7.  **Final Selection:** Sense 1.


[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 user wants to identify which numbered sense of the word "schools" (marked with `<t>`) is used in the provided sentence. The output must be *only* the number.

2.  **Analyze the 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."

3.  **Analyze the context of "schools":** The sentence is discussing the *nature* or *type* of educational institutions ("schools") that are effective. It describes characteristics of these institutions (free of outside interference, governed by a powerful head).

4.  **Evaluate the senses:**

    *   **1. definition=an educational institution | examples=the school was founded in 1900:** This fits perfectly. The sentence is talking about institutions (schools).
    *   **2. definition=a building where young people receive education | examples=the school was built in 1932:** While an institution often occupies a building, the focus here is on the *entity* (the institution/system), not just the physical structure. Sense 1 is broader and more accurate for the abstract discussion of governance and interference.
    *   **3. definition=the process of being formally educated at a school | examples=what will you do when you finish school?:** This is the process (e.g., "schooling"), not the institution itself.
    *   **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:** This is an artistic/intellectual group, which is irrelevant here.
    *   **5. definition=the period of instruction in a school; the time period when school is in session | examples=stay after school:** This refers to time, not the institution.
    *   **6. definition=an educational institution's faculty and students | examples=the school keeps parents informed:** This refers to the people within the institution, not the institution itself.
    *   **7. definition=a large group of fish | examples=a school of small glittering fish swam by:** Irrelevant.

5.  **Conclusion:** The sentence uses "schools" to refer to educational institutions. This matches Sense 1.

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


[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 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."
2.  **Identify the target word and context:** The word is "outside," and it modifies "interference." The phrase is "free of outside interference."
3.  **Determine the meaning of "outside interference" in this context:** Interference here means external influence, meddling, or input that comes from sources other than the school's internal governance (the "powerful head").
4.  **Examine the provided senses:**
    *   1. relating to or being on or near the outer side or limit (Physical location/edge). (Doesn't fit the abstract concept of interference.)
    *   2. coming from the outside (Source/origin). (Fits the idea of influence coming from external sources.)
    *   3. originating or belonging beyond some bounds (Scope/realm). (Related, but 2 is more precise for the *action* of interference.)
    *   4. located, suited for, or taking place in the open air (Physical location). (Irrelevant.)
    *   5. functioning outside the boundaries or precincts of an organized unit (Operational scope). (Could fit, but 2 is a better fit for the *source* of the interference.)
    *   6. leading to or from the outside (Direction/movement). (Too literal/directional.)
    *   7. from or between other countries (Geopolitical). (Irrelevant.)
    *   8. very unlikely (Probability). (Irrelevant.)
    *   9. on or toward an outer edge (Physical location/direction). (Irrelevant.)
    *   10. (of a baseball pitch) on the far side of home plate from the batter (Specific sports term). (Irrelevant.)
5.  **Compare the best fit (Sense 2) with the context:** "Outside interference" means interference that originates from outside the system (the school). Sense 2 is defined as "coming from the outside." This is a perfect match.

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


[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 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."
2.  **Determine the context of "interference":** The context is "best schools" and being "free of outside [interference]".
3.  **Evaluate the meaning of "interference" in this context:** When applied to schools or institutions, "outside interference" means external meddling, obstruction, or hindrance from outside forces (like political groups, parents, or other entities).
4.  **Match the meaning to the provided senses:**
    *   1. definition=a policy of intervening in the affairs of other countries (Too specific, usually geopolitical.)
    *   2. definition=the act of hindering or obstructing or impeding (This fits perfectly. External forces hindering the school's operation.)
    *   3. definition=electrical or acoustic activity that can disturb communication (Irrelevant to schools/governance.)
    *   4. definition=(American football) blocking a player's path with your body (Irrelevant.)
    *   5. definition=any obstruction that impedes or is burdensome (This is close, but Sense 2, "the act of hindering or obstructing or impeding," is a more precise and general fit for external meddling in an institutional setting.)
5.  **Select the best fit:** Sense 2 captures the idea of external meddling or obstruction that prevents the school from operating optimally.

6.  **Final check:** "Free of outside interference" means free of outside meddling/hindrance. This matches Sense 2.


[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 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."
2.  **Identify the target word and context:** The word is "governed." The context is describing the nature of the best schools—they are free of outside interference and are *governed* by a powerful head.
3.  **Determine the meaning of "governed" in this context:** When a school is "governed by a powerful head," it means that the head exercises control, authority, and direction over the school's operations and policies.
4.  **Evaluate the provided senses:**
    *   **Sense 1:** bring into conformity with rules or principles or usage; impose regulations. (While schools have rules, the primary meaning here is *who* is in charge, not just the rules themselves.)
    *   **Sense 2:** direct or strongly influence the behavior of. (This is possible, but usually applies to abstract forces or behaviors, e.g., "his belief governs his conduct." It's less precise than Sense 3 for institutional control.)
    *   **Sense 3:** exercise authority over; as of nations. (This perfectly matches the idea of a "powerful head" having control and authority over the school.)
    *   **Sense 4:** require to be in a certain grammatical case, voice, or mood. (This is a linguistic/grammatical meaning and is irrelevant here.)
5.  **Select the best fit:** Sense 3 ("exercise authority over; as of nations") is the most accurate definition for a school being "governed by a powerful head."
6.  **Format the output:** Return only the number.


[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 user wants to identify which numbered sense of the word "powerful" is used in the given sentence. The output must be only the number.

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.  **Analyze the context of "powerful head":**
    *   The "head" refers to the leader or administrator of the school.
    *   The context is about governance and freedom from outside interference.
    *   A "powerful head" in this context means a leader who has significant authority, control, and the ability to make decisions without being easily overridden.

4.  **Evaluate the senses:**
    *   **Sense 1:** definition=having great power or force or potency or effect | examples=the most powerful government in western Europe. (This relates to general influence/force.)
    *   **Sense 2:** definition=strong enough to knock down or overwhelm | examples=a knock-down blow. (Physical strength/force, usually applied to objects or actions.)
    *   **Sense 3:** definition=having great influence. (This directly relates to authority, control, and the ability to affect outcomes, which is exactly what a school leader needs to be effective and free from interference.)
    *   **Sense 4:** definition=(of a person) possessing physical strength and weight; rugged and powerful | examples=a hefty athlete. (Physical strength.)
    *   **Sense 5:** definition=displaying superhuman strength or power | examples=herculean exertions. (Extreme physical/supernatural strength.)

5.  **Match the context to the sense:** A "powerful head" (leader) in a governance context means they have great influence and authority. This matches Sense 3.

6.  **Formulate the final answer:** The correct number is 3.


[User]
Which numbered sense of "head" (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 powerful <t>head</t>.

Senses:
1. definition=the upper part of the human body or the front part of the body in animals; contains the face and brains | examples=he stuck his head out the window
2. definition=a single domestic animal | examples=200 head of cattle
3. definition=that which is responsible for one's thoughts and feelings; the seat of the faculty of reason | examples=his mind wandered
4. definition=a person who is in charge | examples=the head of the whole operation
5. definition=the front of a military formation or procession | examples=the head of the column advanced boldly
6. definition=the pressure exerted by a fluid | examples=a head of steam
7. definition=the top of something | examples=the head of the stairs
8. definition=the source of water from which a stream arises | examples=they tracked him back toward the head of the stream
9. definition=(grammar) the word in a grammatical constituent that plays the same grammatical role as the whole constituent
10. definition=the tip of an abscess (where the pus accumulates)
11. definition=the length or height based on the size of a human or animal head | examples=he is two heads taller than his little sister
12. definition=a dense cluster of flowers or foliage | examples=a head of cauliflower
13. definition=the educator who has executive authority for a school | examples=she sent unruly pupils to see the principal
14. definition=an individual person | examples=tickets are $5 per head
15. definition=a user of (usually soft) drugs | examples=the office was full of secret heads
16. definition=a natural elevation (especially a rocky one that juts out into the sea)
17. definition=a rounded compact mass | examples=the head of a comet
18. definition=the foam or froth that accumulates at the top when you pour an effervescent liquid into a container | examples=the beer had a large head of foam
19. definition=the part in the front or nearest the viewer | examples=he was in the forefront
20. definition=a difficult juncture | examples=a pretty pass
21. definition=forward movement | examples=the ship made little headway against the gale
22. definition=a V-shaped mark at one end of an arrow pointer | examples=the point of the arrow was due north
23. definition=the subject matter at issue | examples=the question of disease merits serious discussion
24. definition=a line of text serving to indicate what the passage below it is about | examples=the heading seemed to have little to do with the text
25. definition=the rounded end of a bone that fits into a rounded cavity in another bone to form a joint | examples=the head of the humerus
26. definition=that part of a skeletal muscle that is away from the bone that it moves
27. definition=(computer science) a tiny electromagnetic coil and metal pole used to write and read magnetic patterns on a disk
28. definition=(usually plural) the obverse side of a coin that usually bears the representation of a person's head | examples=call heads or tails!
29. definition=the striking part of a tool | examples=the head of the hammer
30. definition=(nautical) a toilet on board a boat or ship
31. definition=a projection out from one end; , | examples=the head of the nail
32. definition=a membrane that is stretched taut over a drum
33. definition=oral stimulation of the genitals | examples=they say he gives good head

reasoning_content:
1.  **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 <t>head</t>."
2.  **Identify the target word and context:** The word is "head," and the context is "governed by a powerful head."
3.  **Determine the meaning of "head" in this context:** When referring to a school being "governed by a powerful head," "head" refers to the person in charge, the leader, or the administrator.
4.  **Scan the provided senses for a match:**
    *   1. upper part of the body (No)
    *   2. domestic animal (No)
    *   3. seat of reason (No)
    *   4. a person who is in charge (Yes - "the head of the whole operation")
    *   5. front of a military formation (No)
    *   6. fluid pressure (No)
    *   7. top of something (No)
    *   8. source of water (No)
    *   9. grammar term (No)
    *   10. abscess tip (No)
    *   11. height/size (No)
    *   12. cluster of flowers (No)
    *   13. the educator who has executive authority for a school (Yes - this is a specific application of the general concept in sense 4, but sense 4 is the broader, more accurate fit for the general meaning of "governed by a powerful head.")
    *   14. individual person (Too general, doesn't capture the authority aspect)
    *   15. drug user (No)
    *   16. natural elevation (No)
    *   17. rounded compact mass (No)
    *   18. foam (No)
    *   19. front part (No)
    *   20. difficult juncture (No)
    *   21. forward movement (No)
    *   22. arrow mark (No)
    *   23. subject matter (No)
    *   24. line of text (No)
    *   25. bone joint (No)
    *   26. muscle part (No)
    *   27. computer science term (No)
    *   28. coin side (No)
    *   29. tool striking part (No)
    *   30. nautical toilet (No)
    *   31. projection (No)
    *   32. drum membrane (No)
    *   33. oral stimulation (No)
5.  **Select the best fit:** Sense 4 ("a person who is in charge") is the most direct and general definition that applies to "a powerful head" governing a school. Sense 13 is also relevant but is a highly specific subset of sense 4. Since sense 4 covers the general concept of authority/leadership, it is the primary answer.

6.  **Final check:** "Governed by a powerful head" = "Governed by a powerful person in charge." This matches Sense 4.


[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: With that <t>authority</t>, of course, goes an unambiguous accountability.

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 sentence:** "With that <t>authority</t>, of course, goes an unambiguous accountability."
2.  **Analyze the context of "authority":** The sentence links "authority" directly to "unambiguous accountability." This suggests that the power or right to act (authority) necessitates a clear responsibility (accountability).
3.  **Evaluate the senses:**
    *   1. the power or right to give orders or make decisions. (Fits the concept of power/right leading to accountability.)
    *   2. persons who exercise control. (Incorrect; "authority" is used as a concept/power, not a group of people.)
    *   3. an expert. (Incorrect; the context is about power/responsibility, not expertise.)
    *   4. freedom from doubt; belief in yourself. (Incorrect; this is self-confidence, not the formal power structure implied by accountability.)
    *   5. an administrative unit. (Incorrect; the context is abstract, not a specific government body.)
    *   6. official permission or approval. (Possible, but less encompassing than the power to *make* decisions. While permission implies a right, the link to "accountability" usually refers to the scope of power.)
    *   7. an authoritative written work. (Incorrect; the context is abstract, not a book.)
4.  **Select the best fit:** Sense 1, "the power or right to give orders or make decisions," is the most accurate fit. Having the power (authority) inherently requires being accountable for the decisions made under that power.
5.  **Final check:** "With that power/right to make decisions, of course, goes an unambiguous accountability." This makes perfect sense.
6.  **Return the number:** 1.


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

Sentence: With that authority, of course, <t>goes</t> an unambiguous accountability.

Senses:
1. definition=be present or associated with an event or entity | examples=French fries come with the hamburger
2. definition=go or occur together | examples=The word 'hot' tends to cooccur with 'cold'

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the verb "go_with" (specifically the form "goes") is used in the sentence: "With that authority, of course, goes an unambiguous accountability." The output must be only the number.

2.  **Analyze the sentence:** "With that authority, of course, goes an unambiguous accountability."
    *   The structure is inverted (VSO instead of SVO).
    *   The core meaning is that accountability is inherently linked to or accompanies the presence of authority.
    *   "Accountability goes with authority."

3.  **Analyze the senses:**
    *   **Sense 1:** definition=be present or associated with an event or entity | examples=French fries come with the hamburger. (Focuses on accompaniment/inclusion, often physical or transactional.)
    *   **Sense 2:** definition=go or occur together | examples=The word 'hot' tends to cooccur with 'cold'. (Focuses on correlation, tendency, or simultaneous occurrence.)

4.  **Apply the senses to the sentence:**
    *   Does "accountability goes with authority" mean accountability is an included item (like fries with a burger)? Not exactly.
    *   Does "accountability goes with authority" mean that accountability is a natural, expected, or correlated consequence/feature of having authority? Yes. It describes a necessary pairing or co-occurrence of concepts.

5.  **Determine the best fit:** Sense 2 ("go or occur together") captures the idea of a necessary conceptual pairing or correlation better than Sense 1, which implies a physical or transactional inclusion. The accountability *occurs* or *is present* whenever authority is present.

6.  **Final check:** The sentence implies a conceptual relationship (A is associated with B). Sense 2 (co-occurrence/tendency) is the most appropriate fit for abstract concepts like "authority" and "accountability."

7.  **Formulate the output:** The correct number is 2.


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

Sentence: With that authority, of course, goes an <t>unambiguous</t> accountability.

Senses:
1. definition=having or exhibiting a single clearly defined meaning; - Mario Vargas Llosa | examples=As a horror, apartheid...is absolutely unambiguous
2. definition=admitting of no doubt or misunderstanding; having only one meaning or interpretation and leading to only one conclusion | examples=unequivocal evidence

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

2.  **Analyze the Sentence:** "With that authority, of course, goes an <t>unambiguous</t> accountability."

3.  **Analyze the Word in Context:** "Accountability" refers to the obligation of an individual or entity to account for their actions. When accountability is described as "unambiguous," it means that the nature, scope, or requirements of that accountability are perfectly clear and leave no room for doubt about what is expected.

4.  **Analyze the Senses:**
    *   **Sense 1:** definition=having or exhibiting a single clearly defined meaning; (Focuses on *meaning* or *definition*). Example: "As a horror, apartheid...is absolutely unambiguous." (This relates to how a word or concept is defined.)
    *   **Sense 2:** definition=admitting of no doubt or misunderstanding; having only one meaning or interpretation and leading to only one conclusion | (Focuses on *certainty*, *clarity of outcome*, or *lack of doubt*). Example: "unequivocal evidence."

5.  **Match Context to Sense:**
    *   Is the accountability having a single defined *meaning* (Sense 1)? While it has a meaning, the stronger implication here is that the *requirements* of the accountability are so clear that there is no doubt about what must be done or what the consequences are.
    *   Is the accountability admitting of no doubt or misunderstanding (Sense 2)? Yes. If the accountability is "unambiguous," it means there is no doubt about who is responsible, what they are responsible for, or what the standard is. This aligns perfectly with the idea of "admitting of no doubt or misunderstanding."

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

7.  **Format the Output:** Return only the number.