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

Context: Our teachers are not an important factor in our educational crisis. Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational <t>differentials</t>. If there were such evidence, you can be sure you would have heard of it.

Senses:
1. definition=the result of mathematical differentiation; the instantaneous change of one quantity relative to another; df(x)/dx | synonyms=derived function, derivative, differential coefficient, first derivative
2. definition=a quality that differentiates between similar things
3. definition=a bevel gear that permits rotation of two shafts at different speeds; used on the rear axle of automobiles to allow wheels to rotate at different speeds on curves | synonyms=differential gear

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "differential" (specifically, the word "differentials" in the provided context) is being used. The output must be only the number.

2.  **Analyze the context sentence:** "But there is not one shred of evidence that, other things being equal, salary differentials result in educational <t>differentials</t>."

3.  **Analyze the word "differentials" in context:**
    *   "Salary differentials" refers to differences in salary (e.g., some teachers earn more than others).
    *   "Educational differentials" refers to differences in educational outcomes (e.g., some students perform better than others, or some schools perform better than others).
    *   The sentence is discussing whether differences in pay lead to differences in educational quality/outcomes.

4.  **Evaluate the senses:**

    *   **Sense 1:** definition=the result of mathematical differentiation; the instantaneous change of one quantity relative to another; df(x)/dx. (This is a mathematical concept.)
        *   *Fit check:* Does "salary differentials" mean the mathematical derivative of salary? No. Does "educational differentials" mean the mathematical derivative of education? No. (Reject Sense 1).

    *   **Sense 2:** definition=a quality that differentiates between similar things. (This refers to a difference or distinction.)
        *   *Fit check:* "Salary differentials" = differences in salary. "Educational differentials" = differences in educational outcomes/quality. This fits the meaning of a quality or state that distinguishes one group/outcome from another. (Strong candidate).

    *   **Sense 3:** definition=a bevel gear that permits rotation of two shafts at different speeds; used on the rear axle of automobiles to allow wheels to rotate at different speeds on curves. (This is a mechanical part.)
        *   *Fit check:* Does the context involve cars or gears? No. (Reject Sense 3).

5.  **Conclusion:** Sense 2, meaning a quality or state that distinguishes between similar things (a difference), is the correct sense.

6.  **Final Output Generation:** Return only the number 2.


attempt_kind: initial

status: success

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

Context: Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such <t>evidence</t>, you can be sure you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do.

Senses:
1. definition=your basis for belief or disbelief; knowledge on which to base belief | synonyms=grounds | examples=the evidence that smoking causes lung cancer is very compelling
2. definition=an indication that makes something evident | examples=his trembling was evidence of his fear
3. definition=(law) all the means by which any alleged matter of fact whose truth is investigated at judicial trial is established or disproved

finish_reason: stop

role: assistant

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

2.  **Analyze the Context:**
    The relevant sentence is: "But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such <t>evidence</t>, you can be sure you would have heard of it."

3.  **Determine the Meaning of "evidence" in Context:**
    The context is discussing a causal relationship (salary differentials -> educational differentials). The phrase "not one shred of evidence" means there is no proof, no data, no established facts, or no compelling grounds to support the claim that the salary difference causes the educational difference.

4.  **Evaluate the Senses:**

    *   **Sense 1:** definition=your basis for belief or disbelief; knowledge on which to base belief | synonyms=grounds | examples=the evidence that smoking causes lung cancer is very compelling.
        *   *Match?* Yes. The context is asking if there is a *basis* (grounds/knowledge) to believe the causal link exists.

    *   **Sense 2:** definition=an indication that makes something evident | examples=his trembling was evidence of his fear.
        *   *Match?* Possible, but less precise than Sense 1. While a study could be an "indication," the text is referring to the overall body of proof/data needed to establish a fact, not just a single sign or symptom.

    *   **Sense 3:** definition=(law) all the means by which any alleged matter of fact whose truth is investigated at judicial trial is established or disproved.
        *   *Match?* No. The context is about academic/social research, not a judicial trial.

5.  **Select the Best Fit:** Sense 1 ("your basis for belief or disbelief; knowledge on which to base belief") perfectly captures the meaning of "proof" or "grounds" in the scientific/academic discussion presented in the text.

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

currency: USD

source: unavailable


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

Context: Whether they are or are not underpaid is a problem of equity; it is not an educational problem. It is silly libel on our teachers to think they would educate our children better if only they got a few thousand dollars a year more. It is the kind of libel the teachers' unions do not mind spreading, for their own narrow purposes. It is also the kind of libel politicians find useful, since it helps them strike a friendly posture on behalf of an important constituency. But there is not one shred of evidence that, other things being equal, salary differentials result in educational differentials. If there were such evidence, you can be <t>sure</t> you would have heard of it. If we wish to be serious about American education, we know exactly what to do -- and, just as important, what not to do.

Senses:
1. definition=having or feeling no doubt or uncertainty; confident and assured | synonyms=certain | examples=felt certain of success; was sure (or certain) she had seen it
2. definition=exercising or taking care great enough to bring assurance | synonyms=certain | examples=be certain to disconnect the iron when you are through; be sure to lock the doors
3. definition=certain to occur; destined or inevitable; ; ; - Benjamin Franklin | synonyms=certain | examples=he was certain to fail; his fate is certain
4. definition=physically secure or dependable | examples=a sure footing; was on sure ground
5. definition=reliable in operation or effect | synonyms=certain | examples=a quick and certain remedy; a sure way to distinguish the two
6. definition=(of persons) worthy of trust or confidence | synonyms=trusted | examples=a sure (or trusted) friend
7. definition=infallible or unfailing | examples=a sure (or true) sign of one's commitment
8. definition=certain not to fail | examples=a sure hand on the throttle
9. definition=impossible to doubt or dispute | synonyms=indisputable | examples=indisputable (or sure) proof

reasoning_content:
1.  **Analyze the context:** The sentence containing the target word is: "If there were such evidence, you can be <t>sure</t> you would have heard of it."

2.  **Determine the meaning of "sure" in this context:** The sentence implies that if the evidence existed, it would be so obvious or common knowledge that everyone would have heard about it. This suggests a high degree of certainty or inevitability regarding the existence of the evidence.

3.  **Examine the provided senses:**

    *   1. having or feeling no doubt or uncertainty; confident and assured (e.g., *felt certain of success*). This relates to a person's state of mind.
    *   2. exercising or taking care great enough to bring assurance (e.g., *be sure to lock the doors*). This is an imperative/instructional sense.
    *   3. certain to occur; destined or inevitable (e.g., *he was certain to fail*). This relates to a future outcome or inevitability.
    *   4. physically secure or dependable (e.g., *a sure footing*). Relates to physical stability.
    *   5. reliable in operation or effect (e.g., *a quick and certain remedy*). Relates to effectiveness.
    *   6. (of persons) worthy of trust or confidence (e.g., *a sure friend*). Relates to character.
    *   7. infallible or unfailing (e.g., *a sure sign*). Relates to reliability/truth.
    *   8. certain not to fail (e.g., *a sure hand*). Similar to 7, relates to reliability.
    *   9. impossible to doubt or dispute (e.g., *indisputable proof*). Relates to absolute truth/certainty.

4.  **Match the context meaning to the senses:**
    *   "You can be sure you would have heard of it" means that the existence of the evidence is so highly probable or expected that it is practically guaranteed.
    *   Sense 1 (feeling no doubt) is possible, but Sense 3 (certain to occur/inevitable) or Sense 9 (impossible to doubt) fits the implication of common knowledge/high probability better.
    *   If the evidence existed, it is *certain* (inevitable) that people would have heard of it.

5.  **Refine the choice between 1, 3, and 9:**
    *   If the speaker means "You are confident that you would have heard of it" (Sense 1), it's a personal belief.
    *   If the speaker means "It is inevitable that you would have heard of it" (Sense 3), it implies the evidence's existence is a certainty.
    *   If the speaker means "It is an indisputable fact that you would have heard of it" (Sense 9), it implies the fact of hearing about it is absolute.

    The phrase "you can be sure" often functions as a strong prediction or logical deduction based on the premise (the existence of the evidence). Sense 3 ("certain to occur; destined or inevitable") captures this predictive certainty most accurately in this context. If the evidence existed, the consequence (being heard of it) is inevitable.

6.  **Final check:** "If there were such evidence, you can be sure [certain/inevitable] you would have heard of it." This aligns perfectly with Sense 3.


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

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

Senses:
1. definition=hope for; have a wish | examples=I wish I could go home now
2. definition=prefer or wish to do something | synonyms=care, like | examples=Do you care to try this dish?; Would you like to come along to the movies?
3. definition=make or express a wish | examples=I wish that Christmas were over
4. definition=feel or express a desire or hope concerning the future or fortune of | synonyms=wish well
5. definition=order politely; express a wish for
6. definition=invoke upon | synonyms=bid | examples=wish you a nice evening; bid farewell

reasoning_content:
1.  **Analyze the context:** The sentence containing the target word is: "If we <t>wish</t> to be serious about American education, we know exactly what to do..."

2.  **Determine the meaning of "wish" in this specific context:**
    *   "If we wish to be serious..." means "If we want to be serious," or "If we desire to be serious."
    *   It expresses a desire or intention regarding a future state or action.

3.  **Examine the provided senses:**

    *   **1. definition=hope for; have a wish | examples=I wish I could go home now** (Focuses on longing/desire for a state, often contrary to fact or a personal hope.)
    *   **2. definition=prefer or wish to do something | synonyms=care, like | examples=Do you care to try this dish?; Would you like to come along to the movies?** (Focuses on preference or willingness to perform an action.)
    *   **3. definition=make or express a wish | examples=I wish that Christmas were over** (Focuses on the act of stating a wish, often using "I wish that...")
    *   **4. definition=feel or express a desire or hope concerning the future or fortune of | synonyms=wish well** (Focuses on hoping for someone/something's future well-being.)
    *   **5. definition=order politely; express a wish for** (Focuses on polite requests/commands.)
    *   **6. definition=invoke upon | synonyms=bid | examples=wish you a nice evening; bid farewell** (Focuses on formal greetings/farewells.)

4.  **Match the context meaning ("want/desire to") to the senses:**
    *   The meaning "If we want/desire to be serious" aligns perfectly with expressing a preference or desire to perform an action.
    *   Sense 2: "definition=prefer or wish to do something | synonyms=care, like | examples=Do you care to try this dish?; Would you like to come along to the movies?"

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


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

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

Senses:
1. definition=concerned with work or important matters rather than play or trivialities | examples=a serious student of history; a serious attempt to learn to ski
2. definition=of great consequence | examples=marriage is a serious matter
3. definition=causing fear or anxiety by threatening great harm | synonyms=dangerous, grave, grievous, severe, life-threatening | examples=a dangerous operation; a grave situation
4. definition=appealing to the mind | synonyms=good | examples=good music; a serious book
5. definition=completely lacking in playfulness | synonyms=unplayful, sober
6. definition=requiring effort or concentration; complex and not easy to answer or solve | examples=raised serious objections to the proposal; the plan has a serious flaw

reasoning_content:
1.  **Analyze the context:** The phrase is "If we wish to be <t>serious</t> about American education, we know exactly what to do..."
2.  **Determine the meaning of "serious" in this context:** The speaker is advocating for a focused, thoughtful, and dedicated approach to the topic of American education, moving beyond trivial arguments or distractions. They are calling for a deep, earnest engagement with the issue.
3.  **Evaluate the provided senses:**

    *   **1. concerned with work or important matters rather than play or trivialities:** This aligns perfectly. Being "serious about American education" means treating it as an important matter, not a trivial one.
    *   **2. of great consequence:** While education is of great consequence, the usage here ("be serious about") emphasizes the *manner* of approach (earnestness, focus) rather than just the *magnitude* of the topic.
    *   **3. causing fear or anxiety by threatening great harm:** This is clearly incorrect (e.g., a serious injury).
    *   **4. appealing to the mind:** This relates to intellectual quality (e.g., a serious book), but the context is about the *attitude* or *approach* of the speaker/group.
    *   **5. completely lacking in playfulness:** This is a synonym for sober, which is related, but Sense 1 captures the *purpose* (focusing on important matters) better than just the lack of playfulness.
    *   **6. requiring effort or concentration; complex and not easy to answer or solve:** This relates to complexity (e.g., a serious problem). While the topic might be complex, the phrase "be serious about" primarily means to approach it with gravity and focus, which is best captured by Sense 1.

4.  **Select the best fit:** Sense 1 ("concerned with work or important matters rather than play or trivialities") is the most accurate fit for "If we wish to be serious about American education."

5.  **Final check:** "If we wish to be concerned with important matters rather than trivialities about American education..." This makes perfect sense.

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


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

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

Senses:
1. definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
2. definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

reasoning_content:
1.  **Analyze the Request:** The user wants to know which numbered sense of the word "American" (marked with `<t>American</t>`) is used in the provided context. The output must be *only* the number.

2.  **Analyze the Context:** The relevant sentence is: "If we wish to be serious about <t>American</t> education, we know exactly what to do -- and, just as important, what not to do."

3.  **Analyze the Word in Context:** "American education" refers to the system, practices, and standards of education within the United States.

4.  **Analyze the Senses:**
    *   Sense 1: definition=of or relating to the United States of America or its people or language or culture | examples=American citizens; American English
    *   Sense 2: definition=of or relating to or characteristic of the continents and islands of the Americas | examples=the American hemisphere; American flora and fauna

5.  **Match the Context to the Senses:**
    *   "American education" relates specifically to the culture and institutions of the United States (the nation).
    *   Sense 1 (relating to the United States of America or its people or culture) is the correct match.
    *   Sense 2 (relating to the continents/islands of the Americas) is incorrect.

6.  **Determine the Output:** The correct sense is 1.


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

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

Senses:
1. definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity | examples=he received no formal education; our instruction was carefully programmed
2. definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
3. definition=the gradual process of acquiring knowledge | examples=education is a preparation for life; a girl's education was less important than a boy's
4. definition=the profession of teaching (especially at a school or college or university)
5. definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
6. definition=the United States federal department that administers all federal programs dealing with education (including federal aid to educational institutions and students); created 1979 | synonyms=Department of Education, Education Department

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

2.  **Analyze the Context:**
    *   The context discusses teachers, salaries, schools, ghettos, and "educational differentials."
    *   The key sentence is: "If we wish to be serious about American <t>education</t>, we know exactly what to do..."
    *   The surrounding text refers to the *system* or *process* of schooling and learning outcomes ("salary differentials result in educational differentials," "There are many successful schools scattered throughout this nation").

3.  **Evaluate the Senses:**

    *   **Sense 1:** definition=the activities of educating or instructing; activities that impart knowledge or skill | synonyms=instruction, teaching, pedagogy, didactics, educational activity. (Focuses on the *process* or *activities*.)
    *   **Sense 2:** definition=knowledge acquired by learning and instruction. (Focuses on the *result*—the knowledge itself.)
    *   **Sense 3:** definition=the gradual process of acquiring knowledge. (Focuses on the *process* of development.)
    *   **Sense 4:** definition=the profession of teaching. (Focuses on the *job* of the teacher.)
    *   **Sense 5:** definition=the result of good upbringing. (Focuses on *social refinement/breeding*.)
    *   **Sense 6:** definition=the United States federal department... (Focuses on the *government agency*.)

4.  **Match the Context to the Sense:**
    *   The context is discussing "American education" in the broad sense of the national system, the quality of schools, and the outcomes of schooling.
    *   While Sense 1 (activities/instruction) and Sense 3 (process of acquiring knowledge) are related, the term "American education" in this context refers to the entire institutionalized system and the overall process of schooling within the country.
    *   Sense 1 ("activities that impart knowledge or skill") is the most comprehensive fit for the institutionalized system being discussed (schools, teaching, instruction).
    *   Sense 3 ("the gradual process of acquiring knowledge") is also plausible, but Sense 1 captures the *systemic* nature implied by "American education" better, encompassing the activities (teaching, curriculum, etc.).

5.  **Refine the Choice (1 vs 3):**
    *   If the text said, "His education was excellent," Sense 2 or 3 would be strong.
    *   Since the text says, "American education," it refers to the entire field/system.
    *   Sense 1: "the activities of educating or instructing." This covers the entire scope of the system (the activities of schools).
    *   Sense 3: "the gradual process of acquiring knowledge." This is more focused on the individual's journey.
    *   Given the discussion of schools, teachers, and systemic issues, Sense 1 is the best fit for the institutional concept of "education."

6.  **Final Check:** The context is about the state of the educational system (schools, teachers, funding). This aligns best with Sense 1 (the activities/system of instruction).

7.  **Format the Output:** Return only the number. (1)


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

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

Senses:
1. definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game!
2. definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
3. definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun
4. definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
5. definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
6. definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods
7. definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
8. definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve
9. definition=know the nature or character of | examples=we all knew her as a big show-off
10. definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. definition=perceive as familiar | examples=I know this voice!

reasoning_content:
1.  **Analyze the context:** The sentence is: "If we wish to be serious about American education, we <t>know</t> exactly what to do -- and, just as important, what not to do."
2.  **Determine the meaning of "know" in this specific context:** The phrase "we know exactly what to do" implies possessing information, understanding, or certainty about the correct course of action. It means they have the necessary knowledge or awareness.
3.  **Evaluate the provided senses:**

    *   1. definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game! (This fits the idea of possessing information/awareness.)
    *   2. definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook? (This is about skill/ability, not necessarily the knowledge of *what* to do, though related. The context is about knowing the *correct policy*, not the *skill* of implementing it.)
    *   3. definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun (This is about certainty/belief in a truth. While related, Sense 1 is broader and better captures the idea of having the necessary information/understanding.)
    *   4. definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister? (Incorrect.)
    *   5. definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger? (Incorrect.)
    *   6. definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods (Incorrect.)
    *   7. definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs (Incorrect.)
    *   8. definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve (Incorrect.)
    *   9. definition=know the nature or character of | examples=we all knew her as a big show-off (Incorrect.)
    *   10. definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong (This is about discernment, which is a type of knowledge, but Sense 1 is a more direct fit for "knowing what to do.")
    *   11. definition=perceive as familiar | examples=I know this voice! (Incorrect.)

4.  **Compare Sense 1 and Sense 3:**
    *   Sense 1: Possess knowledge/information about. (We have the information/understanding about the correct actions.)
    *   Sense 3: Be aware of the truth/have a belief. (We are certain that the correct actions are X and Y.)
    *   In the context "we know exactly what to do," the speaker is asserting that they possess the necessary *information* and *understanding* (cognizance) derived from observing successful schools and the general consensus ("they are all sending us the same message"). Sense 1, focusing on possessing knowledge or information, is the most accurate fit.

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


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

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

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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of "exactly" is used in the provided context. The output must be only the number.

2.  **Examine the context:** The phrase is: "If we wish to be serious about American education, we know <t>exactly</t> what to do -- and, just as important, what not to do."

3.  **Determine the function of "exactly" in this context:** "Exactly" modifies the verb "know." It specifies the *degree* or *nature* of the knowledge. It means they know the specific actions required, without ambiguity.

4.  **Analyze the senses provided:**

    *   **Sense 1:** definition=indicating exactness or preciseness | synonyms=precisely, just | examples=he was doing precisely (or exactly) what she had told him to do; it was just as he said--the jewel was gone.
        *   *Fit check:* "We know exactly what to do" means they know the precise actions. This fits the meaning of "precisely" or "just as specified."

    *   **Sense 2:** definition=just as it should be | synonyms=precisely, on the nose, on the dot, on the button | examples=`Precisely, my lord,' he said.
        *   *Fit check:* This sense usually implies agreement or perfect alignment with a standard or expectation (e.g., "That is exactly right"). While related to precision, the context here is about *knowing* the specific items (what to do), not confirming that a previous statement was correct.

    *   **Sense 3:** definition=in a precise manner | synonyms=precisely, incisively | examples=she always expressed herself precisely.
        *   *Fit check:* This sense describes *how* an action is performed (adverbial modification of a verb/manner). "We know exactly what to do" means the knowledge itself is precise, but Sense 1 captures the idea of knowing the specific details/items more accurately than Sense 3, which focuses on the *manner* of expression or action.

5.  **Compare Sense 1 and Sense 3:**
    *   Sense 3: *Manner* (e.g., "He spoke exactly.")
    *   Sense 1: *Preciseness/Specific Detail* (e.g., "He did exactly what I told him.")
    *   In "we know exactly what to do," the focus is on the *specific content* of the knowledge (the list of actions), which aligns strongly with Sense 1 (indicating exactness or preciseness).

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

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


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

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

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

reasoning_content:
1.  **Analyze the context:** The phrase is "and, <t>just</t> as important, what not to do."
2.  **Determine the function of "just" in this phrase:** It is used to equate the importance of two things: "what to do" and "what not to do." It means they are equally important.
3.  **Examine the senses provided:**
    *   1. merely, simply, only, but (Focuses on limitation/restriction)
    *   2. precisely, exactly (Focuses on accuracy/correctness)
    *   3. just now (Focuses on recent time)
    *   4. absolutely (Focuses on intensity/degree)
    *   5. barely, hardly, scarcely (Focuses on minimal degree/nearness)
    *   6. exactly at this moment (Focuses on immediate time)
4.  **Match the function to the senses:** The function "equally important" aligns best with the idea of "exactly" or "precisely" in terms of degree or measure.
5.  **Select the best fit:** Sense 2 ("indicating exactness or preciseness | synonyms=precisely, exactly") fits the meaning of "just as important" perfectly.

6.  **Final check:** "Just as important" = "Exactly as important." This matches Sense 2.


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

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

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

reasoning_content:
1.  **Analyze the target word and context:** The word is "important," and the context is: "If we wish to be serious about American education, we know exactly what to do -- and, just as <t>important</t>, what not to do."

2.  **Examine the surrounding structure:** The phrase is "what to do -- and, just as important, what not to do." This structure sets up a parallel comparison between two actions: "what to do" and "what not to do."

3.  **Determine the function of "important" in this specific usage:** In this context, "important" is used as an adjective modifying the implied concept of the actions (what to do/what not to do). It means that the actions being discussed (both the positive and the negative ones) are of great significance or value when considering the goal of being "serious about American education."

4.  **Evaluate the provided senses:**

    *   **1. definition=of great significance or value | synonyms=of import | examples=important people; the important questions of the day.** (Matches the idea of high significance/value.)
    *   **2. definition=important in effect or meaning | synonyms=significant | examples=a significant change in tax laws; a significant change in the Constitution.** (Matches the idea of high significance/value, often used for changes or effects.)
    *   **3. definition=of extreme importance; vital to the resolution of a crisis | synonyms=crucial | examples=a crucial moment in his career; a crucial election.** (Suggests a higher degree of urgency or necessity than the context implies.)
    *   **4. definition=having authority or ascendancy or influence | synonyms=authoritative | examples=an important official; the captain's authoritative manner.** (Relates to power/authority, not the significance of the actions themselves.)
    *   **5. definition=having or suggesting a consciousness of high position | examples=recited the decree with an important air; took long important strides in the direction of his office.** (Relates to demeanor or perceived status, not the significance of the actions.)

5.  **Compare Senses 1 and 2:**
    *   Sense 1: "of great significance or value." (e.g., "important questions of the day.")
    *   Sense 2: "important in effect or meaning." (e.g., "a significant change.")

    In the phrase "what to do and what not to do," the speaker is referring to the *value* or *significance* of those actions in achieving the goal of serious education reform. Both Sense 1 and Sense 2 are very close. However, Sense 1 ("of great significance or value") is the most general and fitting description for actions or topics that are deemed worthy of serious consideration. The examples provided for Sense 1 ("important questions of the day") perfectly mirror the structure of the context ("what to do... what not to do").

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


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

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

Senses:
1. definition=an educational institution | examples=the school was founded in 1900
2. definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning
3. definition=the process of being formally educated at a school | synonyms=schooling | 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 | synonyms=schooltime, school day | examples=stay after school; he didn't miss a single day of school
6. definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game
7. definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by

reasoning_content:
1.  **Analyze the context:** The sentence containing the target word is: "There are many successful <t>schools</t> scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the same message."

2.  **Analyze the surrounding text/topic:** The passage discusses "American education," "salary differentials result in educational differentials," "educational reform," and "libel" related to teachers' unions and politicians. The overall theme is the effectiveness and structure of educational systems.

3.  **Determine the meaning of "schools" in this specific context:** The text refers to specific entities ("schools") that are "successful" or "unsuccessful" and are located in geographical areas ("scattered throughout this nation," "in the poorest of ghettos"). These entities are clearly institutions providing education.

4.  **Evaluate the provided senses:**

    *   **1. definition=an educational institution | examples=the school was founded in 1900:** This matches the idea of a specific, established entity (an institution) that can be described as successful or unsuccessful and located in a specific place.
    *   **2. definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning:** While a school is often a building, Sense 1 (educational institution) is broader and more accurate for the abstract discussion of success/failure and educational outcomes.
    *   **3. definition=the process of being formally educated at a school | synonyms=schooling | examples=what will you do when you finish school?:** This is the process (e.g., "His schooling was interrupted"), 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 does not fit the context of educational reform and ghettos.
    *   **5. definition=the period of instruction in a school; the time period when school is in session | synonyms=schooltime, school day | examples=stay after school; he didn't miss a single day of school:** This refers to time, not the institution.
    *   **6. definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game:** This refers to the people (the community/population), not the institution itself.
    *   **7. definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by:** This is irrelevant.

5.  **Select the best fit:** Sense 1, "an educational institution," is the most precise and appropriate definition for "schools" when discussing their success, location, and impact on American education.


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

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

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

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

2.  **Examine the context:** The relevant phrase is: "There are many successful schools <t>scattered</t> throughout this nation, some of them in the poorest of ghettos..."

3.  **Analyze the usage of "scattered":** The word describes the location of the schools. They are spread out across the nation, not clustered in one place.

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

5.  **Match the usage to the sense:**
    *   The schools are *distributed* throughout the nation (space).
    *   This matches the definition of Sense 1: "occurring or distributed over widely spaced and irregular intervals in time or space."

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

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


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

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

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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "poor" (marked as `<t>poorest</t>`) is used in the provided context. The output must be only the number.

2.  **Examine the context:** The relevant phrase is "some of them in the <t>poorest</t> of ghettos."

3.  **Determine the meaning of "poorest" in this context:** "Ghettos" are areas, usually urban, characterized by severe deprivation, lack of resources, and economic hardship. "The poorest of ghettos" refers to the ghettos that are most lacking in money, resources, and quality of life.

4.  **Evaluate the senses:**

    *   **1. definition=deserving or inciting pity:** While the residents of these ghettos might be pitiable, the word "poorest" here is describing the *condition* of the area (the ghetto), not primarily the emotional state of the observer. (Less likely)
    *   **2. definition=having little money or few possessions:** This directly relates to economic deprivation, which is the defining characteristic of the "poorest of ghettos." (Strong candidate)
    *   **3. definition=characterized by or indicating poverty:** This is a broader description of the state of being poor (poverty as a condition). This fits well, as the ghetto is characterized by poverty. (Strong candidate)
    *   **4. definition=lacking in specific resources, qualities or substances:** This is very similar to Sense 3, but focuses on specific deficiencies (e.g., poor in timber). While ghettos lack resources, Sense 2 and 3 are more direct descriptions of the overall economic state. (Plausible, but perhaps too specific)
    *   **5. definition=not sufficient to meet a need:** This usually applies to quantities or levels (e.g., a poor salary). It doesn't fit the description of a geographical area like a ghetto. (Unlikely)
    *   **6. definition=unsatisfactory:** This is a judgment of quality (e.g., poor morale). While the schools in these ghettos might be unsatisfactory, the word "poorest" is modifying "ghettos," describing their economic state. (Unlikely)

5.  **Compare the strongest candidates (2 and 3):**
    *   Sense 2: "having little money or few possessions." (Focuses on the *state* of the inhabitants/area being economically deprived.)
    *   Sense 3: "characterized by or indicating poverty." (Focuses on the *quality* or *nature* of the area.)

    In the context of "the poorest of ghettos," the primary meaning is that these areas are the most economically deprived. Both 2 and 3 capture this, but Sense 2 ("having little money or few possessions") is the most precise definition for describing the extreme economic deprivation associated with the term "poorest" when applied to a community or area. Sense 3 is also correct, but Sense 2 is often the intended meaning when discussing economic disparity (rich vs. poor).

6.  **Final Selection:** Sense 2 provides the most direct and common interpretation of "poorest" when applied to a socio-economic area like a ghetto.


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

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

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

reasoning_content:
1.  **Analyze the context:** The sentence in question is: "There are many successful schools scattered throughout this nation, some of them in the poorest of ghettos, and they are all sending us the <t>same</t> message."
2.  **Determine the meaning of "same" in this specific context:** The schools are sending a message. The word "same" implies that the messages, although perhaps delivered by different schools, share the same content, quality, or nature.
3.  **Evaluate the senses provided:**
    *   **Sense 1 (Identity):** "the same man I saw yesterday." This implies absolute identity (A = A). While the messages might be identical, the primary meaning here is about similarity in content/nature, not necessarily that they are literally the identical message object.
    *   **Sense 2 (Closely similar or comparable in kind or quality or quantity or degree):** "curtains the same color as the walls; two girls of the same age." This fits perfectly. The messages are comparable in kind/quality/content. They are similar enough that they are grouped together as "the same message."
    *   **Sense 3 (Equal in amount or value):** "like amounts; equivalent amounts." This relates to quantity or value, which is not the primary focus here (the focus is on the *content* of the message).
    *   **Sense 4 (Unchanged in character or nature):** "the village stayed the same." This implies stability or lack of change over time. The message itself is not described as being stable, but rather as being similar to other messages.
4.  **Select the best fit:** Sense 2 captures the idea that multiple distinct entities (successful schools) are conveying messages that are comparable in content or quality.

5.  **Final check:** "They are all sending us the same message" means they are all sending a message of the same *kind* or *content*. This aligns with Sense 2.


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

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

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

reasoning_content:
1.  **Analyze the Request:** The user wants to identify which numbered sense of the word "majority" is used in the provided context. The output must be *only* the number of the correct sense.

2.  **Analyze the Context:** The relevant sentence is: "Conversely, there are the <t>majority</t> of unsuccessful schools, and we know which efforts at educational reform are doomed beforehand."

3.  **Determine the Meaning of "majority" in Context:**
    *   The context is discussing schools (a group).
    *   "The majority of unsuccessful schools" means most of the schools, or the larger portion of the schools, are unsuccessful.
    *   It refers to a large *number* or *bulk* of the group.

4.  **Evaluate the Senses:**

    *   **Sense 1:** definition=the property resulting from being or relating to the greater in number of two parts; the main part | synonyms=bulk | examples=the majority of his customers prefer it; the bulk of the work is finished.
        *   *Match?* Yes. "The majority of schools" refers to the largest portion/bulk of the schools.

    *   **Sense 2:** definition=(elections) more than half of the votes | synonyms=absolute majority.
        *   *Match?* No. This relates specifically to voting/elections, not the general proportion of a group of schools.

    *   **Sense 3:** definition=the age at which persons are considered competent to manage their own affairs | synonyms=legal age.
        *   *Match?* No. This is a legal/age definition.

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

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


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

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

Senses:
1. definition=an educational institution | examples=the school was founded in 1900
2. definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning
3. definition=the process of being formally educated at a school | synonyms=schooling | 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 | synonyms=schooltime, school day | examples=stay after school; he didn't miss a single day of school
6. definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game
7. definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by

reasoning_content:
1.  **Analyze the context:** The sentence containing the target word is: "Conversely, there are the majority of unsuccessful <t>schools</t>, and we know which efforts at educational reform are doomed beforehand."

2.  **Analyze the surrounding text/topic:** The passage discusses "American education," "educational differentials," "educational reform," and "successful schools scattered throughout this nation." The context is clearly about the effectiveness and quality of educational systems/institutions.

3.  **Determine the meaning of "schools" in the context:** The text refers to specific entities ("successful schools," "unsuccessful schools") that are part of the educational landscape and are subject to reform efforts. These entities are places or systems of learning.

4.  **Evaluate the provided senses:**

    *   1. definition=an educational institution | examples=the school was founded in 1900. (Matches the idea of a specific educational entity.)
    *   2. definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning. (A specific type of educational institution/building. Highly relevant.)
    *   3. definition=the process of being formally educated at a school | synonyms=schooling | examples=what will you do when you finish school? (Refers to the *act* of education, not the institution itself. Incorrect.)
    *   4. definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting. (Irrelevant to American education reform.)
    *   5. definition=the period of instruction in a school; the time period when school is in session | synonyms=schooltime, school day | examples=stay after school; he didn't miss a single day of school. (Refers to time, not the institution. Incorrect.)
    *   6. definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game. (Refers to the community/people within the institution. While related, the context refers to the *entity* itself being successful or unsuccessful.)
    *   7. definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by. (Irrelevant.)

5.  **Compare the best candidates (1 and 2):**
    *   Sense 1: "an educational institution." This is the broadest and most accurate definition for the entities being discussed (successful/unsuccessful educational systems/places).
    *   Sense 2: "a building where young people receive education." This is a specific type of educational institution.

6.  **Select the best fit:** Since the passage discusses the overall success and failure of educational efforts and institutions ("successful schools," "unsuccessful schools"), Sense 1 ("an educational institution") is the most encompassing and precise fit for the abstract concept being discussed in the context of educational reform. Sense 2 is also plausible, but Sense 1 covers both the physical building and the broader institutional structure.

7.  **Final check:** The context is about the quality of educational institutions. Sense 1 defines an educational institution.

8.  **Output the number.**


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

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

Senses:
1. definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game!
2. definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook?
3. definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun
4. definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister?
5. definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger?
6. definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods
7. definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs
8. definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve
9. definition=know the nature or character of | examples=we all knew her as a big show-off
10. definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong
11. definition=perceive as familiar | examples=I know this voice!

reasoning_content:
1.  **Analyze the context:** The sentence containing the target word is: "Conversely, there are the majority of unsuccessful schools, and we <t>know</t> which efforts at educational reform are doomed beforehand."

2.  **Determine the meaning of 'know' in this specific context:** The speaker is stating that based on observation (the existence of unsuccessful schools), they possess sufficient information or insight to predict the failure of certain educational reforms. They are aware of a fact or a situation.

3.  **Examine the provided senses:**

    *   1. definition=be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about | synonyms=cognize, cognise | examples=I know that the President lied to the people; I want to know who is winning the game! (This matches the idea of being aware of a fact/situation.)
    *   2. definition=know how to do or perform something | examples=She knows how to knit; Does your husband know how to cook? (This is procedural knowledge, not applicable.)
    *   3. definition=be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt | examples=I know that I left the key on the table; Galileo knew that the earth moves around the sun (This implies certainty about truth, which is close, but Sense 1 is broader and fits the predictive/informational nature better.)
    *   4. definition=be familiar or acquainted with a person or an object | examples=She doesn't know this composer; Do you know my sister? (This is acquaintance, not applicable.)
    *   5. definition=have firsthand knowledge of states, situations, emotions, or sensations | synonyms=experience, live | examples=I know the feeling!; have you ever known hunger? (This is experiential knowledge, not applicable.)
    *   6. definition=accept (someone) to be what is claimed or accept his power and authority | synonyms=acknowledge, recognize, recognise | examples=The Crown Prince was acknowledged as the true heir to the throne; We do not recognize your gods (This is recognition/acceptance, not applicable.)
    *   7. definition=have fixed in the mind | examples=I know Latin; This student knows her irregular verbs (This is memorized knowledge, not applicable.)
    *   8. definition=have sexual intercourse with | synonyms=sleep together, roll in the hay, love, make out, make love, sleep with | examples=This student sleeps with everyone in her dorm; Adam knew Eve (This is a specific, literal meaning, not applicable.)
    *   9. definition=know the nature or character of | examples=we all knew her as a big show-off (This is understanding character, not applicable.)
    *   10. definition=be able to distinguish, recognize as being different | examples=The child knows right from wrong (This is discernment, not applicable.)
    *   11. definition=perceive as familiar | examples=I know this voice! (This is recognition of familiarity, not applicable.)

4.  **Select the best fit:** Sense 1 ("be cognizant or aware of a fact or a specific piece of information") perfectly captures the meaning of knowing that certain reforms are doomed based on observed facts (unsuccessful schools).

5.  **Final check:** The context implies possessing information/insight ("we know which efforts... are doomed"). Sense 1 is the correct match.


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

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

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

reasoning_content:
1.  **Analyze the context:** The sentence containing the target word is: "Conversely, there are the majority of unsuccessful schools, and we know which <t>efforts</t> at educational reform are doomed beforehand."
2.  **Analyze the surrounding text/meaning:** The text discusses educational reform, successful schools, and unsuccessful schools. The word "efforts" is modifying "educational reform." It refers to specific initiatives or attempts to change the educational system.
3.  **Examine the senses provided:**
    *   **Sense 1:** definition=earnest and conscientious activity intended to do or accomplish something | synonyms=attempt, endeavor, endeavour, try. (Focuses on the *attempt* or *try* itself.)
    *   **Sense 2:** definition=use of physical or mental energy; hard work | synonyms=elbow grease, exertion, travail, sweat. (Focuses on the *energy* expended.)
    *   **Sense 3:** definition=a notable achievement | synonyms=feat, exploit. (Focuses on the *result* or *success*.)
    *   **Sense 4:** definition=a series of actions advancing a principle or tending toward a particular end | synonyms=campaign, cause, crusade, drive, movement. (Focuses on a structured *movement* or *series of actions*.)
4.  **Match the context to the senses:**
    *   "Efforts at educational reform" refers to specific programs, initiatives, or attempts to reform the system.
    *   Sense 1 (attempt, endeavor) fits well, as "efforts" here means specific attempts at reform.
    *   Sense 4 (campaign, cause, drive, movement) also fits very well, as educational reform initiatives are often structured as campaigns or movements.

5.  **Refine the choice (Sense 1 vs. Sense 4):**
    *   If the focus is on the *act* of trying (e.g., "their efforts were admirable"), Sense 1 is strong.
    *   If the focus is on the *scope* and *structure* of the initiative (e.g., "the reform movement"), Sense 4 is strong.
    *   In the phrase "efforts at educational reform," the word "reform" implies a structured, goal-oriented process. While Sense 1 (attempt) is technically correct, Sense 4 (a series of actions advancing a principle) captures the scope of "reform" better. Educational reform is not just a single attempt; it is a sustained drive or campaign.

6.  **Re-evaluating the common usage of "efforts" in this context:** When discussing large-scale policy changes (like educational reform), "efforts" usually refers to the organized initiatives or campaigns (Sense 4). However, Sense 1 (attempt/endeavor) is the most fundamental definition of "effort" when it is not purely physical exertion.

7.  **Checking the provided examples/definitions again:**
    *   Sense 1: "made an effort to cover all the reading material" (Focus on the attempt).
    *   Sense 4: "he supported populist campaigns" (Focus on the organized movement).

8.  **Conclusion based on nuance:** Since the context is about specific, large-scale *initiatives* ("educational reform"), Sense 4 (campaign, drive, movement) is the most precise fit for the scope of the word. However, if the test designer intended the most general meaning of "attempt," Sense 1 would be chosen. Given the options, Sense 4 provides the best fit for the *nature* of "educational reform."

9.  **Final check:** "Which efforts at educational reform are doomed?" -> Which *campaigns/drives* at educational reform are doomed? (Sense 4). This is a strong match.

*(Self-Correction/Alternative consideration: If the context had been "The students made great efforts," Sense 2 or 1 would be better. Since the context is "efforts at educational reform," the focus is on the organized action/movement.)*

10. **Select the number:** 4.


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

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

Senses:
1. definition=relating to the process of education | examples=educational psychology
2. definition=providing knowledge | examples=an educational film

reasoning_content:
1.  **Analyze the Request:** The user wants to identify which numbered sense of the word "educational" (marked with `<t>`) is used in the provided context. The output must be *only* the number of the correct sense.

2.  **Analyze the Context:**
    *   The relevant phrase is: "...we know which efforts at <t>educational</t> reform are doomed beforehand."
    *   The surrounding text discusses "American education," "successful schools," "unsuccessful schools," and "reform."

3.  **Analyze the Target Word ("educational"):**
    *   In the phrase "educational reform," "educational" modifies "reform."
    *   "Reform" here refers to changes made to the system of schooling/learning.

4.  **Analyze the Senses:**
    *   **Sense 1:** definition=relating to the process of education | examples=educational psychology
    *   **Sense 2:** definition=providing knowledge | examples=an educational film

5.  **Match the Context to the Senses:**
    *   "Educational reform" means reform *of* the educational system (the process of education).
    *   Sense 1 ("relating to the process of education") perfectly matches this usage.
    *   Sense 2 ("providing knowledge") is too narrow and doesn't capture the systemic nature of "reform" in this context.

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

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


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

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

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

reasoning_content:
1.  **Analyze the request:** The user wants to identify which numbered sense of the word "reform" is used in the provided context. The output must be only the number.

2.  **Analyze the context:** The relevant phrase is "what efforts at educational <t>reform</t> are doomed beforehand." The context discusses educational practices, successful/unsuccessful schools, and the need to improve the American education system.

3.  **Analyze the senses of "reform":**
    *   **Sense 1:** A change for the better as a result of correcting abuses (e.g., reform of law courts). This is a broad, systemic change.
    *   **Sense 2:** A campaign aimed to correct abuses or malpractices (e.g., reforms proposed by politicians). This implies a structured effort or movement.
    *   **Sense 3:** Self-improvement in behavior or morals by abandoning some vice (e.g., drunkard's reform). This is personal/moral change.

4.  **Match the context to the senses:**
    *   The context is about "educational efforts." This refers to systemic changes or initiatives within the education system.
    *   Sense 3 (personal moral change) is clearly incorrect.
    *   Sense 1 (a change for the better) and Sense 2 (a campaign/effort to correct abuses) are both related to systemic change.
    *   The phrase "efforts at educational reform" strongly suggests organized initiatives or programs designed to fix problems in the education system.
    *   Sense 2 ("a campaign aimed to correct abuses or malpractices") fits the idea of specific, organized "efforts" or initiatives aimed at improving the system.
    *   Sense 1 ("a change for the better") is also applicable, but Sense 2 captures the active, programmatic nature implied by "efforts." In the context of policy and education, "reform" usually refers to the organized effort (Sense 2).

5.  **Conclusion:** Sense 2 best describes "efforts at educational reform" in a policy/systemic context.

6.  **Final Output Generation:** Return only the number 2.


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

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

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

reasoning_content:
1.  **Analyze the context:** The word "doomed" appears in the phrase: "Conversely, there are the majority of unsuccessful schools, and we know which efforts at educational reform are <t>doomed</t> beforehand."

2.  **Determine the meaning of "doomed" in this specific context:** The context refers to "efforts at educational reform." If these efforts are "doomed beforehand," it means they are destined to fail, unsuccessful, or destined for bad outcomes, even before they start.

3.  **Evaluate the provided senses:**

    *   **Sense 1:** definition=marked for certain death | examples=the black spot told the old sailor he was doomed. (Focuses on physical death/fate.) *Does not fit "efforts at educational reform."*
    *   **Sense 2:** definition=in danger of the eternal punishment of Hell | synonyms=cursed, damned, unredeemed, unsaved | examples=poor damned souls. (Religious/moral judgment.) *Does not fit "efforts at educational reform."*
    *   **Sense 3:** definition=marked by or promising bad fortune; ; ; ; - W.H.Prescott | synonyms=ill-fated, ill-omened, ill-starred, unlucky | examples=their business venture was doomed from the start; an ill-fated business venture. (Focuses on failure, bad luck, or negative outcome.) *This fits perfectly. Educational reforms that are "doomed beforehand" are ill-fated.*
    *   **Sense 4:** definition=(usually followed by `to') determined by tragic fate | synonyms=fated | examples=doomed to unhappiness; fated to be the scene of Kennedy's assassination. (Focuses on a specific, often tragic, future state.) *While related to fate, Sense 3 is a better fit for general failure/unsuccess of an effort, rather than being "doomed to" a specific tragic state.*

4.  **Select the best fit:** Sense 3 captures the idea of being destined for failure or bad fortune, which is the meaning applied to unsuccessful educational reforms.

5.  **Final check:** "Efforts... are doomed beforehand" = "Efforts... are ill-fated beforehand." This matches Sense 3.

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


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

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

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

reasoning_content:
1.  **Analyze the context:** The sentence containing the target word is: "We <t>really</t> do know all we need to know, if only we could assimilate this knowledge into our thinking."

2.  **Analyze the function of "really" in this sentence:**
    *   The structure is "We really do know..."
    *   "Really" is modifying the verb phrase "do know."
    *   It emphasizes the certainty or truth of the statement ("We know all we need to know").
    *   It functions as an intensifier, strengthening the assertion.

3.  **Evaluate the provided senses against the usage:**

    *   **Sense 1:** definition=in accordance with truth or fact or reality | synonyms=truly, genuinely | examples=she was now truly American; a genuinely open society. (This fits the meaning of truth/genuineness, but often Sense 3 or 4 is a better fit for the *grammatical function* of emphasis.)
    *   **Sense 2:** definition=in actual fact | synonyms=actually | examples=to be nominally but not actually independent; no one actually saw the shark. (This implies a contrast between appearance and reality, which isn't the primary function here. It's not "actually" in the sense of "in fact.")
    *   **Sense 3:** definition=in fact (used as intensifiers or sentence modifiers) | synonyms=in truth, truly | examples=in truth, moral decay hastened the decline of the Roman Empire; really, you shouldn't have done it. (This sense explicitly includes "used as intensifiers" and provides an example where "really" is used as an intensifier ("really, you shouldn't have done it"). This is a very strong match.)
    *   **Sense 4:** definition=used as intensifiers; `real' is sometimes used informally for `really'; `rattling' is informal | synonyms=very, real, rattling | examples=she was very gifted; he played very well. (This also describes the function—intensifier—and is grammatically correct. However, Sense 3 is more precise because it captures the nuance of "in truth" or "genuinely" while also covering the intensifier role, which is often how these senses are differentiated in lexical databases.)

4.  **Compare Sense 3 and Sense 4:**
    *   Sense 4 focuses purely on the *function* (intensifier) and links it to the informal use of 'real'.
    *   Sense 3 focuses on the *meaning* ("in fact," "in truth") and explicitly includes the *function* ("used as intensifiers or sentence modifiers").

    In the context "We really do know," the primary function is intensification, but the underlying meaning is "truly/in fact we know." Sense 3 provides the most comprehensive and accurate description of this specific usage, covering both the meaning (in truth) and the grammatical role (intensifier).

5.  **Conclusion:** Sense 3 is the best fit.