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

[User]
Target lemma: allow
Target surface form: allows
Context:
The reason is simple: Education takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential <t>allows</t>. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago.

Candidate senses:
1. sense_key=allow%2:41:00:: | definition=make it possible through a specific action or lack of action for something to happen | synonyms=let, permit | examples=This permits the water to rush in; This sealed door won't allow the water come into the basement
2. sense_key=allow%2:32:00:: | definition=consent to, give permission | synonyms=permit, let, countenance | examples=She permitted her son to visit her estranged husband; I won't let the police search her basement
3. sense_key=allow%2:40:00:: | definition=let have | synonyms=grant | examples=grant permission; Mandela was allowed few visitors in prison
4. sense_key=allow%2:31:01:: | definition=give or assign a resource to a particular person or cause | synonyms=appropriate, earmark, set aside, reserve | examples=I will earmark this money for your research; She sets aside time for meditation every day
5. sense_key=allow%2:42:00:: | definition=make a possibility or provide opportunity for; permit to be attainable or cause to remain | synonyms=leave, allow for, provide | examples=This leaves no room for improvement; The evidence allows only one conclusion
6. sense_key=allow%2:31:00:: | definition=allow or plan for a certain possibility; concede the truth or validity of something | synonyms=take into account | examples=I allow for this possibility; The seamstress planned for 5% shrinkage after the first wash
7. sense_key=allow%2:42:07:: | definition=afford possibility | synonyms=admit | examples=This problem admits of no solution; This short story allows of several different interpretations
8. sense_key=allow%2:41:01:: | definition=allow the other (baseball) team to score | synonyms=give up | examples=give up a run
9. sense_key=allow%2:40:01:: | definition=grant as a discount or in exchange | examples=The camera store owner allowed me $50 on my old camera
10. sense_key=allow%2:32:06:: | definition=allow the presence of or allow (an activity) without opposing or prohibiting | synonyms=permit, tolerate | examples=We don't allow dogs here; Children are not permitted beyond this point

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

raw_output:
```json
{"sense_index": 5}
```

content:
```json
{"sense_index": 5}
```

reasoning_content:
*   Target lemma: `allow`
    *   Target surface form: `allows`
    *   Context: "Students should move up the educational ladder as their academic potential <t>allows</t>."

    *   Sense 1: make it possible through a specific action or lack of action (e.g., "permits the water to rush in").
    *   Sense 2: consent to, give permission (e.g., "permitted her son to visit").
    *   Sense 3: let have (e.g., "allowed few visitors").
    *   Sense 4: give or assign a resource (e.g., "earmark this money").
    *   Sense 5: make a possibility or provide opportunity for; permit to be attainable or cause to remain (e.g., "leaves no room for improvement", "evidence allows only one conclusion").
    *   Sense 6: allow or plan for a certain possibility; concede truth (e.g., "allow for this possibility").
    *   Sense 7: afford possibility (e.g., "admits of no solution", "allows of several different interpretations").
    *   Sense 8: baseball (give up a run).
    *   Sense 9: grant as a discount.
    *   Sense 10: tolerate (e.g., "don't allow dogs here").

    *   "Students should move up the educational ladder as their academic potential allows."
    *   Here, "allows" means that the student's academic potential *makes it possible* for them to move up. It's about the capacity or possibility provided by their potential.

    *   Sense 1: "make it possible through a specific action or lack of action". (Too focused on action/lack of action).
    *   Sense 5: "make a possibility or provide opportunity for; permit to be attainable or cause to remain". (Example: "The evidence allows only one conclusion"). This fits well. The potential *makes it possible* for the student to move up.
    *   Sense 7: "afford possibility". (Example: "This short story allows of several different interpretations"). This usually takes "of" (allows of).

    *   Sense 5: "make a possibility or provide opportunity for; permit to be attainable".
    *   If a student's potential "allows" them to move up, it means their potential *makes it possible* or *provides the opportunity* for them to move up.

    *   Sense 1 is more about physical or direct causation ("sealed door won't allow water").
    *   Sense 5 is more about abstract possibility or opportunity ("evidence allows only one conclusion").
    *   "Academic potential" is an abstract quality that makes progress possible.

    *   Sense 5: "make a possibility or provide opportunity for; permit to be attainable or cause to remain".
    *   This matches the context "as their academic potential allows" (as their potential makes it possible/attainable).


attempt_kind: initial

status: success

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

[User]
Target lemma: student
Target surface form: student
Context:
Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No <t>student</t> should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work.

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

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

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

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target lemma: `student`
    *   Target surface form: `student`
    *   Context: "No <t>student</t> should be permitted to be graduated from elementary school without having mastered the 3 R's..."
    *   Candidate senses:
        1.  `student%1:18:00::`: a learner who is enrolled in an educational institution (synonyms: pupil, educatee).
        2.  `student%1:18:01::`: a learned person (especially in the humanities); someone who by long study has gained mastery in one or more disciplines (synonyms: scholar, scholarly person, bookman).

    *   The sentence is: "No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago."
    *   The context mentions "elementary school", "graduated", and "mastered the 3 R's".
    *   The preceding text mentions "pupils", "educational research", "teachers", and "educational expenditures".

    *   Sense 1 refers to a learner enrolled in an educational institution (like a pupil in elementary school).
    *   Sense 2 refers to a scholar or a learned person.

    *   The context clearly refers to children/learners in elementary school. This aligns perfectly with Sense 1.

currency: USD

source: unavailable


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

[User]
Target lemma: permit
Target surface form: permitted
Context:
Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be <t>permitted</t> to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work.

Candidate senses:
1. sense_key=permit%2:32:00:: | definition=consent to, give permission | synonyms=allow, let, countenance | examples=She permitted her son to visit her estranged husband; I won't let the police search her basement
2. sense_key=permit%2:41:00:: | definition=make it possible through a specific action or lack of action for something to happen | synonyms=let, allow | examples=This permits the water to rush in; This sealed door won't allow the water come into the basement
3. sense_key=permit%2:32:06:: | definition=allow the presence of or allow (an activity) without opposing or prohibiting | synonyms=allow, tolerate | examples=We don't allow dogs here; Children are not permitted beyond this point

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

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

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

reasoning_content:
*   Target lemma: `permit`
    *   Target surface form: `permitted`
    *   Context: "No student should be <t>permitted</t> to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago."

    *   Sense 1: `consent to, give permission` (Synonyms: allow, let, countenance). Example: "She permitted her son to visit..." (Focus on granting permission/consent).
    *   Sense 2: `make it possible through a specific action or lack of action for something to happen` (Synonyms: let, allow). Example: "This permits the water to rush in..." (Focus on enabling/facilitating).
    *   Sense 3: `allow the presence of or allow (an activity) without opposing or prohibiting` (Synonyms: allow, tolerate). Example: "Children are not permitted beyond this point." (Focus on rules, regulations, or prohibitions).

    *   The sentence is: "No student should be permitted to be graduated from elementary school without having mastered the 3 R's..."
    *   This is talking about a rule or a standard for graduation.
    *   It's not about a specific person giving consent to another person (Sense 1).
    *   It's not about a physical or logical mechanism making something possible (Sense 2).
    *   It's about a rule or policy that prohibits graduation unless a condition is met (Sense 3).

    *   Sense 1 (Consent): Usually involves a person granting permission to another.
    *   Sense 3 (Prohibition/Rule): Usually involves rules, regulations, or general prohibitions (e.g., "No smoking permitted", "Children are not permitted").
    *   The context "No student should be permitted to be graduated... without having mastered..." fits the pattern of a rule or standard (Sense 3).

    *   Wait, let me re-read Sense 1 and Sense 3.
    *   Sense 1: "consent to, give permission"
    *   Sense 3: "allow the presence of or allow (an activity) without opposing or prohibiting"
    *   In the sentence "No student should be permitted to be graduated...", the "permission" is coming from the educational system/authority.
    *   Is it "consent" (Sense 1) or "not prohibiting" (Sense 3)?
    *   "No student should be permitted to be graduated" sounds like a policy/rule.
    *   Example for Sense 3: "Children are not permitted beyond this point." (Rule-based).
    *   Example for Sense 1: "She permitted her son to visit..." (Personal consent).
    *   The context is a systemic critique of education, arguing for a standard. This aligns more with a rule/regulation (Sense 3).

    *   Sense 1: `consent to, give permission`
    *   Sense 3: `allow the presence of or allow (an activity) without opposing or prohibiting`
    *   If the sentence is "No student should be permitted to graduate", it means the system should prohibit it. This is the inverse of "allowing an activity without opposing or prohibiting".
    *   Let's look at Sense 1 again: "consent to, give permission". Does the system "consent" to a student graduating? Yes, in a way.
    *   However, "permitted" in the context of rules/regulations (like "permitted parking" or "not permitted beyond this point") is almost always Sense 3.

    *   Sense 1: Personal/Specific permission.
    *   Sense 3: General/Rule-based permission.
    *   "No student should be permitted to be graduated" is a general rule/standard.

    *   Sense 1: `consent to, give permission`
    *   Sense 3: `allow the presence of or allow (an activity) without opposing or prohibiting`
    *   Actually, looking at the examples: "Children are not permitted beyond this point" (Sense 3) is very similar in structure to "No student should be permitted to be graduated". Both are about rules/regulations.

    *   Sense 1: `consent to, give permission`
    *   Sense 2: `make it possible`
    *   Sense 3: `allow the presence of or allow (an activity) without opposing or prohibiting`
    *   The sentence "No student should be permitted to be graduated" is about a rule that should prohibit graduation if standards aren't met. This fits Sense 3 best.


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

[User]
Target lemma: graduate
Target surface form: graduated
Context:
Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be <t>graduated</t> from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work.

Candidate senses:
1. sense_key=graduate%2:40:00:: | definition=receive an academic degree upon completion of one's studies | examples=She graduated in 1990
2. sense_key=graduate%2:40:01:: | definition=confer an academic degree upon | examples=This school graduates 2,000 students each year
3. sense_key=graduate%2:30:00:: | definition=make fine adjustments or divide into marked intervals for optimal measuring | synonyms=calibrate, fine-tune | examples=calibrate an instrument; graduate a cylinder

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

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

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

reasoning_content:
*   Target lemma: `graduate`
    *   Target surface form: `graduated`
    *   Context: "No student should be permitted to be <t>graduated</t> from elementary school without having mastered the 3 R's..."
    *   Candidate senses:
        1.  `graduate%2:40:00::`: receive an academic degree upon completion of one's studies.
        2.  `graduate%2:40:01::`: confer an academic degree upon.
        3.  `graduate%2:30:00::`: make fine adjustments or divide into marked intervals for optimal measuring.

    *   The sentence is: "No student should be permitted to be graduated from elementary school..."
    *   The structure is passive: "be permitted to be graduated".
    *   Who is being graduated? The student.
    *   Who is doing the graduating? The school/system.
    *   Meaning: The student is being allowed to complete their studies and move on from elementary school.

    *   Sense 1: "receive an academic degree upon completion of one's studies". (Intransitive use: "She graduated in 1990").
    *   Sense 2: "confer an academic degree upon". (Transitive use: "This school graduates 2,000 students each year").
    *   Sense 3: "make fine adjustments...". (Irrelevant).

    *   The sentence "No student should be permitted to be graduated from elementary school" uses "graduated" in a passive construction.
    *   If we convert the passive "be graduated" to active, it becomes "[The school] graduates [the student]".
    *   This matches Sense 2: "confer an academic degree upon" (or in the case of elementary school, confer the status of having completed the level).
    *   Wait, let's double-check. In common usage, "to graduate from [school]" is Sense 1. But "to be graduated from [school]" is often treated as the passive of Sense 2.
    *   Example for Sense 2: "This school graduates 2,000 students each year." (Active: School graduates students).
    *   Example for Sense 1: "She graduated in 1990." (Intransitive: She graduated).
    *   In the target sentence: "No student should be permitted to be graduated from elementary school..."
    *   If it were Sense 1, it would be "No student should be permitted to graduate from elementary school..."
    *   The use of "be graduated" (passive) strongly points to the transitive sense (Sense 2), where the school is the agent conferring the status/degree.

    *   Sense 1: receive degree (intransitive)
    *   Sense 2: confer degree (transitive)
    *   Context: "be graduated" (passive of transitive) -> Sense 2.


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

[User]
Target lemma: master
Target surface form: mastered
Context:
Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having <t>mastered</t> the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work.

Candidate senses:
1. sense_key=master%2:31:01:: | definition=be or become completely proficient or skilled in | synonyms=get the hang | examples=She mastered Japanese in less than two years
2. sense_key=master%2:33:00:: | definition=get on top of; deal with successfully | synonyms=overcome, get over, subdue, surmount | examples=He overcame his shyness
3. sense_key=master%2:41:00:: | definition=have dominance or the power to defeat over | synonyms=dominate | examples=Her pain completely mastered her; The methods can master the problems
4. sense_key=master%2:31:00:: | definition=have a firm understanding or knowledge of; be on top of | synonyms=control | examples=Do you control these data?

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

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

reasoning_content:
*   Target lemma: `master`
    *   Target surface form: `mastered`
    *   Context: "No student should be permitted to be graduated from elementary school without having <t>mastered</t> the 3 R's at the level that prevailed 20 years ago."
    *   "The 3 R's" refers to reading, writing, and arithmetic (basic educational skills).

    *   Sense 1: `be or become completely proficient or skilled in` (Synonym: `get the hang`; Example: `She mastered Japanese in less than two years`)
    *   Sense 2: `get on top of; deal with successfully` (Synonyms: `overcome, get over, subdue, surmount`; Example: `He overcame his shyness`)
    *   Sense 3: `have dominance or the power to defeat over` (Synonym: `dominate`; Example: `Her pain completely mastered her`)
    *   Sense 4: `have a firm understanding or knowledge of; be on top of` (Synonym: `control`; Example: `Do you control these data?`)

    *   The context is about students learning basic skills (the 3 R's) in elementary school.
    *   "Mastered the 3 R's" means becoming proficient or skilled in reading, writing, and arithmetic.
    *   Sense 1 specifically refers to becoming proficient or skilled in a subject or skill (like Japanese).
    *   Sense 4 refers to having a firm understanding or knowledge of something (like data).
    *   Sense 2 and 3 are about overcoming obstacles or dominating others/feelings, which doesn't fit here.

    *   Sense 1: "be or become completely proficient or skilled in"
    *   Sense 4: "have a firm understanding or knowledge of; be on top of"
    *   In the context of learning the "3 R's" (skills), "becoming proficient or skilled in" (Sense 1) is a more precise fit than "having a firm understanding of" (Sense 4), although they are close. Usually, "mastering a subject/skill" aligns with Sense 1.

    *   Sense 1 example: "She mastered Japanese in less than two years." (Learning a language/skill).
    *   Sense 4 example: "Do you control these data?" (Knowledge/control of information).
    *   "Mastering the 3 R's" is very similar to "mastering Japanese."

    *   Sense 1 is the best fit.


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

[User]
Target lemma: level
Target surface form: level
Context:
Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the <t>level</t> that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work.

Candidate senses:
1. sense_key=level%1:07:00:: | definition=a position on a scale of intensity or amount or quality | synonyms=degree, grade | examples=a moderate grade of intelligence; a high level of care is required
2. sense_key=level%1:26:01:: | definition=a relative position or degree of value in a graded group | synonyms=grade, tier | examples=lumber of the highest grade
3. sense_key=level%1:26:00:: | definition=a specific identifiable position in a continuum or series or especially in a process | synonyms=degree, stage, point | examples=a remarkable degree of frankness; at what stage are the social sciences?
4. sense_key=level%1:07:01:: | definition=height above ground | examples=the water reached ankle level; the pictures were at the same level
5. sense_key=level%1:06:00:: | definition=indicator that establishes the horizontal when a bubble is centered in a tube of liquid | synonyms=spirit level
6. sense_key=level%1:06:03:: | definition=a flat surface at right angles to a plumb line | synonyms=horizontal surface | examples=park the car on the level
7. sense_key=level%1:09:00:: | definition=an abstract place usually conceived as having depth | synonyms=layer, stratum | examples=a good actor communicates on several levels; a simile has at least two layers of meaning
8. sense_key=level%1:06:01:: | definition=a structure consisting of a room or set of rooms at a single position along a vertical scale | synonyms=floor, storey, story | examples=what level is the office on?

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

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

reasoning_content:
*   Target word: "level"
    *   Context: "No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the <t>level</t> that prevailed 20 years ago."
    *   Meaning: The sentence refers to a standard of mastery or a degree of proficiency in the "3 R's" (reading, writing, arithmetic) that existed 20 years ago.

    *   Sense 1: "a position on a scale of intensity or amount or quality" (synonyms: degree, grade). Example: "a moderate grade of intelligence; a high level of care is required".
    *   Sense 2: "a relative position or degree of value in a graded group" (synonyms: grade, tier). Example: "lumber of the highest grade".
    *   Sense 3: "a specific identifiable position in a continuum or series or especially in a process" (synonyms: degree, stage, point). Example: "a remarkable degree of frankness; at what stage are the social sciences?".
    *   Sense 4: "height above ground".
    *   Sense 5: "indicator that establishes the horizontal...".
    *   Sense 6: "a flat surface at right angles to a plumb line".
    *   Sense 7: "an abstract place usually conceived as having depth" (synonyms: layer, stratum).
    *   Sense 8: "a structure consisting of a room or set of rooms...".

    *   The context "mastered the 3 R's at the level that prevailed 20 years ago" refers to a standard of quality or a degree of proficiency.
    *   Sense 1 ("a position on a scale of intensity or amount or quality") fits well. "Level of proficiency" or "level of mastery" is a common usage of this sense.
    *   Sense 2 ("relative position or degree of value in a graded group") usually refers to categories (like grade A lumber).
    *   Sense 3 ("specific identifiable position in a continuum or series or especially in a process") refers more to a stage in a process or a point in a series.
    *   Comparing Sense 1 and Sense 3: Sense 1 focuses on quality/intensity/amount (e.g., "high level of care", "moderate grade of intelligence"). Sense 3 focuses on a point in a series or process. "Mastering the 3 R's at the level that prevailed" is about the *quality* or *standard* of mastery, not a stage in a process.

    *   "at the level that prevailed 20 years ago" $\approx$ "at the standard/degree of quality that prevailed 20 years ago".
    *   Sense 1: "a position on a scale of intensity or amount or quality". This matches "standard of quality" perfectly.

    *   Sense 1: quality/intensity/amount.
    *   Sense 2: grade/tier in a group.
    *   Sense 3: stage/point in a process/continuum.
    *   The context is about the *standard* of education (quality of mastery). Sense 1 is the best fit.


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

[User]
Target lemma: prevail
Target surface form: prevailed
Context:
Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that <t>prevailed</t> 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work.

Candidate senses:
1. sense_key=prevail%2:42:02:: | definition=be larger in number, quantity, power, status or importance | synonyms=predominate, dominate, rule, reign | examples=Money reigns supreme here; Hispanics predominate in this neighborhood
2. sense_key=prevail%2:42:01:: | definition=be valid, applicable, or true | synonyms=hold, obtain | examples=This theory still holds
3. sense_key=prevail%2:42:00:: | definition=continue to exist | synonyms=persist, die hard, run, endure | examples=These stories die hard; The legend of Elvis endures
4. sense_key=prevail%2:33:00:: | definition=prove superior | synonyms=triumph | examples=The champion prevailed, though it was a hard fight
5. sense_key=prevail%2:32:02:: | definition=use persuasion successfully | examples=He prevailed upon her to visit his parents

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

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

reasoning_content:
*   Target lemma: `prevail`
    *   Target surface form: `prevailed`
    *   Context: "...No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that <t>prevailed</t> 20 years ago."

    *   Sense 1: `be larger in number, quantity, power, status or importance` (predominate, dominate, rule, reign).
    *   Sense 2: `be valid, applicable, or true` (hold, obtain).
    *   Sense 3: `continue to exist` (persist, die hard, run, endure).
    *   Sense 4: `prove superior` (triumph).
    *   Sense 5: `use persuasion successfully`.

    *   The sentence discusses the "level" of mastery of the 3 R's (reading, writing, arithmetic) that "prevailed 20 years ago."
    *   In this context, "the level that prevailed" means the standard or level that was in effect, common, or applicable at that time.
    *   Let's compare Sense 1, 2, and 3.
        *   Sense 1 (predominate/dominate): "The level that dominated 20 years ago." (Possible, but usually refers to a group or power).
        *   Sense 2 (be valid, applicable, or true): "The level that held/obtained 20 years ago." (This fits well for standards or rules).
        *   Sense 3 (continue to exist): "The level that persisted 20 years ago." (Doesn't quite fit the meaning of "the standard of the time").

    *   "The level that prevailed" refers to the standard that was current or in force.
    *   Looking at WordNet's "prevail" senses:
        *   `prevail%2:42:01` (be valid, applicable, or true) often refers to rules, conditions, or standards that "obtain" or "hold" in a particular place or time.
        *   `prevail%2:42:02` (be larger in number, quantity, power, status or importance) refers to predominance.
        *   `prevail%2:42:00` (continue to exist) refers to persistence.

    *   If we say "the conditions that prevailed," we usually mean the conditions that existed or were in effect at the time.
    *   Comparing "be valid, applicable, or true" (Sense 2) vs "be larger in number... importance" (Sense 1).
    *   A "level" (standard) doesn't really "dominate" in the sense of power, but it "obtains" or "is the rule" (Sense 2).
    *   Wait, let's re-examine Sense 1: "predominate, dominate, rule, reign". If a certain standard is the most common one, it predominates.
    *   Let's re-examine Sense 2: "be valid, applicable, or true". Synonyms: "hold, obtain". Example: "This theory still holds."
    *   In many dictionaries, "prevail" meaning "to be current or common" is grouped with "predominate" or "be widespread".
    *   Let's look at the phrase "the level that prevailed". This means the level that was common or the standard at the time.
    *   Sense 1: "be larger in number, quantity, power, status or importance" (predominate).
    *   Sense 2: "be valid, applicable, or true" (hold, obtain).

    *   If I say "the customs that prevail in this country," I mean the customs that are common/predominant (Sense 1).
    *   If I say "the rule that prevails," I might mean the rule that is currently applicable (Sense 2).
    *   "The level that prevailed 20 years ago" refers to the standard that was common/predominant at that time.

    *   Sense 1: predominate, dominate, rule, reign.
    *   Sense 2: hold, obtain.
    *   Sense 3: persist, die hard, run, endure.

    *   "The level that prevailed" = the level that was the standard/common.
    *   Is "the standard that held" (Sense 2) or "the standard that predominated" (Sense 1) better?
    *   Actually, "prevail" in the sense of "be widespread or current" is often mapped to "predominate" (Sense 1).
    *   Let's check "obtain" (Sense 2). "The conditions obtaining at the time." This is very similar to "the conditions prevailing at the time."

    *   Sense 1: "be larger in number, quantity, power, status or importance"
    *   Sense 2: "be valid, applicable, or true"
    *   In the context of a "level" (a standard of education), it's more about what was the common standard (predominant) than what was "true" or "valid" (though standards are applicable).
    *   However, "obtain" (Sense 2) is a very strong synonym for "prevail" when talking about conditions or standards. "The rule obtains" = "The rule prevails."

    *   "The level that prevailed 20 years ago."
    *   If we replace "prevailed" with "predominated" (Sense 1): "The level that predominated 20 years ago." (Sounds okay).
    *   If we replace "prevailed" with "obtained" (Sense 2): "The level that obtained 20 years ago." (Sounds very formal, but accurate).
    *   If we replace "prevailed" with "persisted" (Sense 3): "The level that persisted 20 years ago." (Doesn't fit).

    *   Sense 1: "be larger in number, quantity, power, status or importance"
    *   Sense 2: "be valid, applicable, or true"
    *   Looking at other examples of "prevail" meaning "to be current": "The prevailing wind," "the prevailing opinion." These are usually categorized under "predominate" (Sense 1).
    *   "The level that prevailed" is similar to "the prevailing level."

    *   Sense 1: predominate, dominate, rule, reign.
    *   Sense 2: hold, obtain.
    *   "The level that prevailed" = the level that was most common/the standard. This aligns better with "predominate" (Sense 1) than with "be valid/true" (Sense 2).

    *   Wait, let me double-check "obtain" (Sense 2). In many contexts, "obtain" means "to be prevalent, customary, or established."
    *   Example: "Such a custom still obtains in some parts of the country."
    *   This is almost identical to "prevail" in this context.

    *   Sense 1: be larger in number, quantity, power, status or importance.
    *   Sense 2: be valid, applicable, or true.
    *   If the "level" is a standard, is it "larger in importance" (Sense 1) or "applicable/true" (Sense 2)?
    *   Actually, "the prevailing view" or "the prevailing custom" is usually Sense 1 (predominate).
    *   "The level that prevailed" refers to the standard that was most common or the established norm.

    *   Sense 1: predominate, dominate, rule, reign.
    *   Sense 2: hold, obtain.
    *   Let's look at the examples for Sense 1: "Money reigns supreme here; Hispanics predominate in this neighborhood."
    *   Let's look at the examples for Sense 2: "This theory still holds."
    *   "The level that prevailed" is more like "the standard that held" or "the standard that was in effect."

    *   Wait, "the level that prevailed" means the level that was the norm. "Norm" is closer to "predominate" (Sense 1) than "be valid" (Sense 2).
    *   Let's re-read Sense 1: "be larger in number, quantity, power, status or importance".
    *   If a certain level of mastery was the norm, it was the most common (larger in number/quantity of people achieving it? No, that's not right). It was the *dominant* standard.

    *   Let's re-read Sense 2: "be valid, applicable, or true".
    *   If a standard "prevails," it is the one that is applicable.

    *   Let's search for "prevail" in a dictionary (like Merriam-Webster or Oxford).
    *   MW: "to be widespread or current" (e.g., "the prevailing custom").
    *   Oxford: "be widespread in a particular area or at a particular time" (e.g., "the prevailing wind").
    *   Which WordNet sense does "be widespread or current" map to?
    *   Sense 1: "be larger in number, quantity, power, status or importance" (predominate).
    *   Sense 2: "be valid, applicable, or true" (hold, obtain).

    *   If we look at the synonyms for Sense 1: "predominate, dominate, rule, reign."
    *   If we look at the synonyms for Sense 2: "hold, obtain."

    *   "The level that prevailed" = "The level that was current/widespread."
    *   "The level that obtained" (Sense 2) = "The level that was current/widespread."
    *   "The level that predominated" (Sense 1) = "The level that was most common."

    *   Let's try to find "prevail" in a WordNet-based tool.
    *   Often, "prevail" meaning "to be current" is listed as `prevail.v.01` (be widespread).
    *   In the provided senses:
        *   Sense 1: `prevail%2:42:02` (predominate)
        *   Sense 2: `prevail%2:42:01` (hold, obtain)
        *   Sense 3: `prevail%2:42:00` (persist)

    *   Let's re-examine Sense 2: "be valid, applicable, or true".
    *   If a standard "prevails," it is the one that is applicable.
    *   If a custom "prevails," it is the one that is current.

    *   Let's look at the phrase "the level that prevailed 20 years ago."
    *   This means the standard that was in place.
    *   "The rule that prevailed" = "The rule that held." (Sense 2).
    *   "The custom that prevailed" = "The custom that predominated." (Sense 1).

    *   Is a "level" (of mastery) more like a "rule" or a "custom"?
    *   It's a standard. Standards "hold" or "obtain."

    *   Let's double-check Sense 1 again: "be larger in number, quantity, power, status or importance".
    *   This doesn't seem to fit "level" as well as "be valid, applicable, or true" (Sense 2).

    *   Wait, let me think about "the prevailing wind." The wind that is most common. That's Sense 1 (predominate).
    *   "The prevailing opinion." The opinion held by the most people. That's Sense 1 (predominate).
    *   "The level that prevailed." The level that was the standard.

    *   Let's look at Sense 2 again: "be valid, applicable, or true".
    *   If the "level" is the standard that was *applicable* 20 years ago, Sense 2 is a very good fit.

    *   Let's compare:
        *   "The level that predominated 20 years ago." (Sense 1)
        *   "The level that held 20 years ago." (Sense 2)

    *   Actually, "the level that prevailed" most likely means the standard that was in effect. "In effect" = "applicable" = Sense 2.

    *   Let's search for "prevail" and "obtain" as synonyms.
    *   Yes, "obtain" in the sense of "to be prevalent, customary, or established" is a direct synonym for "prevail."
    *   And "obtain" is listed as a synonym for Sense 2.

    *   Let's double-check Sense 1's synonyms: "predominate, dominate, rule, reign."
    *   These are more about power or being the most numerous.

    *   "The level that prevailed 20 years ago" = the standard that was in effect/applicable.
    *   Sense 2: "be valid, applicable, or true" (synonyms: hold, obtain).
    *   This fits perfectly.

    *   Sense 1: predominate (most common/powerful)
    *   Sense 2: hold/obtain (be in effect/applicable)
    *   Sense 3: persist (continue to exist)
    *   Sense 4: triumph (win)
    *   Sense 5: persuade

    *   The "level" (standard) was the one that "held" or "obtained" at that time.

    *   Wait, let me re-read Sense 1 one more time. "be larger in number, quantity, power, status or importance".
    *   If a standard is the "prevailing" one, it is the most important or dominant one.
    *   But "obtain" (Sense 2) specifically means "to be prevalent, customary, or established."

    *   Let's look at the example for Sense 2: "This theory still holds."
    *   A theory "holding" is very similar to a standard "prevailing."

    *   Let's look at the example for Sense 1: "Hispanics predominate in this neighborhood."
    *   This is about numbers/quantity.

    *   Therefore, Sense 2 is the most likely fit for a "level" or "standard."

    *   Wait, let me search for "prevail" in the context of "standards."
    *   "The standards that prevail in the industry."
    *   This means the standards that are currently in effect.
    *   "In effect" = "applicable" = Sense 2.

    *   Let's double-check Sense 3: "continue to exist."
    *   "The level that persisted 20 years ago." (No, that doesn't make sense).

    *   Final check:
        *   Context: "the level that prevailed 20 years ago"
        *   Meaning: the standard that was in effect/applicable.
        *   Sense 2: "be valid, applicable, or true" (synonyms: hold, obtain).
        *   Sense 1: "be larger in number, quantity, power, status or importance" (synonyms: predominate, dominate).

    *   Sense 2 is a better fit for a standard or level.


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

[User]
Target lemma: year
Target surface form: years
Context:
Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 <t>years</t> ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work.

Candidate senses:
1. sense_key=year%1:28:01:: | definition=a period of time containing 365 (or 366) days | synonyms=twelvemonth, yr | examples=she is 4 years old; in the year 1920
2. sense_key=year%1:28:02:: | definition=a period of time occupying a regular part of a calendar year that is used for some particular activity | examples=a school year
3. sense_key=year%1:28:00:: | definition=the period of time that it takes for a planet (as, e.g., Earth or Mars) to make a complete revolution around the sun | examples=a Martian year takes 687 of our days
4. sense_key=year%1:14:00:: | definition=a body of students who graduate together | synonyms=class | examples=the class of '97; she was in my year at Hoehandle High

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

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

reasoning_content:
*   Target lemma: `year`
    *   Target surface form: `years`
    *   Context: "...No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 <t>years</t> ago."

    *   Sense 1: `year%1:28:01::` - a period of time containing 365 (or 366) days (standard calendar year).
    *   Sense 2: `year%1:28:02::` - a period of time occupying a regular part of a calendar year used for some particular activity (e.g., school year).
    *   Sense 3: `year%1:28:00::` - the period of time for a planet to revolve around the sun (astronomical year).
    *   Sense 4: `year%1:14:00::` - a body of students who graduate together (class).

    *   The phrase is "20 years ago".
    *   This refers to a duration of time (20 units of 365/366 days).
    *   It is not referring to a specific "school year" (Sense 2), an astronomical revolution (Sense 3), or a graduating class (Sense 4).
    *   It fits the definition of a standard calendar year (Sense 1).

    *   Sense 1: "a period of time containing 365 (or 366) days" -> Fits "20 years ago".


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

[User]
Target lemma: mean
Target surface form: means
Context:
The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This <t>means</t> "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd.

Candidate senses:
1. sense_key=mean%2:32:01:: | definition=mean or intend to express or convey | synonyms=intend | examples=You never understand what I mean!; what do his words intend?
2. sense_key=mean%2:42:00:: | definition=have as a logical consequence | synonyms=entail, imply | examples=The water shortage means that we have to stop taking long showers
3. sense_key=mean%2:32:03:: | definition=denote or connote | synonyms=intend, signify, stand for | examples=`maison' means `house' in French; An example sentence would show what this word means
4. sense_key=mean%2:31:00:: | definition=have in mind as a purpose | synonyms=intend, think | examples=I mean no harm; I only meant to help you
5. sense_key=mean%2:42:03:: | definition=have a specified degree of importance | examples=My ex-husband means nothing to me; Happiness means everything
6. sense_key=mean%2:31:01:: | definition=intend to refer to | synonyms=think of, have in mind | examples=I'm thinking of good food when I talk about France; Yes, I meant you when I complained about people who gossip!
7. sense_key=mean%2:31:05:: | definition=destine or designate for a certain purpose | examples=These flowers were meant for you

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

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

reasoning_content:
*   Target lemma: `mean`
    *   Target surface form: `means`
    *   Context: "No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This <t>means</t> 'tracking,' whose main purpose is..."
    *   Sentence analysis: "This means 'tracking'..."
    *   The word "This" refers to the previous statement (the requirement that students master the 3 R's before graduating).
    *   The word "means" connects the requirement to the term "tracking".
    *   Essentially, the author is saying that implementing this requirement *is equivalent to* or *results in* or *implies* the practice of "tracking".

    *   Sense 1: `mean or intend to express or convey` (e.g., "You never understand what I mean!") - This is about a person's intention in speaking.
    *   Sense 2: `have as a logical consequence` (e.g., "The water shortage means that we have to stop taking long showers") - This is about a cause-and-effect or logical implication.
    *   Sense 3: `denote or connote` (e.g., "'maison' means 'house' in French") - This is about linguistic definition or symbolism.
    *   Sense 4: `have in mind as a purpose` (e.g., "I mean no harm") - This is about intention.
    *   Sense 5: `have a specified degree of importance` (e.g., "Happiness means everything") - This is about value.
    *   Sense 6: `intend to refer to` (e.g., "I meant you when I complained") - This is about reference.
    *   Sense 7: `destine or designate for a certain purpose` (e.g., "These flowers were meant for you") - This is about destiny/purpose.

    *   The sentence is: "No student should be permitted to be graduated... without having mastered the 3 R's... This means 'tracking'..."
    *   Is it a linguistic definition (Sense 3)? Not exactly. The author isn't saying the *words* "no student should be permitted..." are the definition of the word "tracking". Rather, the *action* or *policy* described implies or results in the practice of tracking.
    *   Is it a logical consequence (Sense 2)? Yes. If you implement the policy of not letting students graduate without mastering the 3 R's, the logical consequence/result is that you are practicing "tracking".
    *   Let's re-evaluate Sense 3 vs Sense 2.
        *   Sense 3: "maison" means "house". (A = B)
        *   Sense 2: "water shortage means we stop showers". (A leads to B / A implies B)
    *   In the text: "No student should be permitted... [this policy] means 'tracking'".
    *   The author is equating the policy with the term "tracking". It's almost like saying "This policy is what is called 'tracking'".
    *   Wait, if the author is saying "This [policy] is equivalent to 'tracking'", it could be Sense 3 (denote/connote). But usually, Sense 3 is for words/symbols.
    *   If the author is saying "Implementing this policy results in tracking", it's Sense 2.
    *   Let's look at the phrasing: "This means 'tracking'". The use of quotation marks around "tracking" suggests the author is introducing a term for the concept described.
    *   If I say "Eating only vegetables means veganism" (incorrectly, but for example), I'm saying the practice is denoted by the term.
    *   If I say "The rain means the game is cancelled", that's Sense 2.
    *   In the context: "No student should be permitted to be graduated... without having mastered the 3 R's... This means 'tracking'..."
    *   The author is saying that the policy described *is* tracking. This is a form of definition or identification.
    *   Let's check Sense 2 again: "have as a logical consequence". If you don't let them graduate, you are tracking them. That is a logical consequence.
    *   Let's check Sense 3 again: "denote or connote". Does the policy *denote* tracking? No, the word "tracking" denotes the policy.
    *   Actually, looking at the structure "This means 'tracking'", it's very similar to "This implies tracking" or "This results in tracking".
    *   Let's compare:
        *   "The water shortage means that we have to stop taking long showers." (Sense 2)
        *   "This [policy] means 'tracking'." (Sense 2)
    *   If the author meant Sense 3, it would be "'Tracking' means not permitting students to graduate..."
    *   Therefore, Sense 2 (logical consequence/implication) fits better than Sense 3 (linguistic definition).

    *   Sense 2: `have as a logical consequence` / `entail, imply`.
    *   "No student should be permitted to be graduated... without having mastered the 3 R's... This [policy] entails/implies 'tracking'."
    *   This fits perfectly. The implementation of the rule leads to the state of tracking.


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

[User]
Target lemma: main
Target surface form: main
Context:
The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose <t>main</t> purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd.

Candidate senses:
1. sense_key=main%5:00:00:important:00 | definition=most important element | synonyms=chief, primary, principal, master | examples=the chief aim of living; the main doors were of solid glass
2. sense_key=main%3:00:02:: | definition=(of a clause) capable of standing syntactically alone as a complete sentence | synonyms=independent | examples=the main (or independent) clause in a complex sentence has at least a subject and a verb
3. sense_key=main%5:00:00:intense:00 | definition=of force; of the greatest possible intensity | examples=by main strength

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

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

reasoning_content:
*   Target lemma: `main`
    *   Target surface form: `main`
    *   Context: "...This means 'tracking,' whose <t>main</t> purpose is less to permit the gifted youngsters to flourish... than to ensure that the less gifted get the necessary grounding..."
    *   Candidate senses:
        1.  `main%5:00:00:important:00`: most important element (synonyms: chief, primary, principal, master).
        2.  `main%3:00:02::`: (of a clause) capable of standing syntactically alone as a complete sentence.
        3.  `main%5:00:00:intense:00`: of force; of the greatest possible intensity.

    *   The phrase is "main purpose".
    *   "Main" here describes the "purpose" of "tracking".
    *   It means the primary or most important purpose.

    *   Sense 1: "most important element" (chief, primary, principal). This fits perfectly.
    *   Sense 2: Relates to grammar (main clause). Not applicable.
    *   Sense 3: Relates to physical force/intensity (main strength). Not applicable.

    *   Sense 1 is the correct choice.


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

[User]
Target lemma: purpose
Target surface form: purpose
Context:
The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main <t>purpose</t> is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd.

Candidate senses:
1. sense_key=purpose%1:09:00:: | definition=an anticipated outcome that is intended or that guides your planned actions | synonyms=intent, intention, aim, design | examples=his intent was to provide a new translation; good intentions are not enough
2. sense_key=purpose%1:07:00:: | definition=what something is used for | synonyms=function, role, use | examples=the function of an auger is to bore holes; ballet is beautiful but what use is it?
3. sense_key=purpose%1:07:01:: | definition=the quality of being determined to do or achieve something; firmness of purpose | synonyms=determination | examples=his determination showed in his every movement; he is a man of purpose

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

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

reasoning_content:
*   Target lemma: `purpose`
    *   Target surface form: `purpose`
    *   Context: "...This means 'tracking,' whose main <t>purpose</t> is less to permit the gifted youngsters to flourish... than to ensure that the less gifted get the necessary grounding..."
    *   Candidate senses:
        1.  `purpose%1:09:00::`: an anticipated outcome that is intended or that guides your planned actions (intent, intention, aim, design).
        2.  `purpose%1:07:00::`: what something is used for (function, role, use).
        3.  `purpose%1:07:01::`: the quality of being determined to do or achieve something (determination).

    *   The sentence discusses "tracking" (an educational system/practice).
    *   It says the "main purpose" of tracking is "less to permit... than to ensure...".
    *   This refers to the *reason* for the existence of tracking or the *goal* it is intended to achieve.

    *   Sense 1: "an anticipated outcome that is intended or that guides your planned actions" (intent, intention, aim). This fits well. The "purpose" of tracking is the intended outcome (ensuring grounding).
    *   Sense 2: "what something is used for" (function, role, use). This also fits. Tracking is a tool/system, and its "purpose" is its function.
    *   Sense 3: "the quality of being determined" (determination). This does not fit at all.

    *   Sense 1 (intent/aim) vs. Sense 2 (function/use).
    *   "Tracking" is a practice or a system.
    *   "The main purpose of tracking is... to ensure..."
    *   Is it the *function* of tracking or the *intention* behind tracking?
    *   Usually, when talking about the "purpose" of a policy or a system (like tracking), it refers to the *aim* or *goal* (Sense 1).
    *   Sense 2 is often used for physical objects (e.g., "the purpose of a hammer is to drive nails").
    *   Sense 1 is used for plans, actions, or systems (e.g., "the purpose of the law is to protect citizens").
    *   In this context, "tracking" is a pedagogical strategy/policy. The author is discussing the *intent* behind implementing it.

    *   Sense 1: intent, intention, aim, design.
    *   Sense 2: function, role, use.
    *   "The main aim of tracking is..." (Sense 1) vs "The main function of tracking is..." (Sense 2).
    *   Both are close, but "aim" or "intention" (Sense 1) better captures the "intended outcome" described ("to ensure that the less gifted get the necessary grounding").

    *   Sense 1: "an anticipated outcome that is intended or that guides your planned actions"
    *   Sense 2: "what something is used for"
    *   The text says "whose main purpose is... to ensure...". This is an anticipated outcome intended by the designers of the tracking system.

    *   Sense 1 is the most precise fit for the goal/aim of a system or policy.


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

[User]
Target lemma: permit
Target surface form: permit
Context:
The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to <t>permit</t> the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd.

Candidate senses:
1. sense_key=permit%2:32:00:: | definition=consent to, give permission | synonyms=allow, let, countenance | examples=She permitted her son to visit her estranged husband; I won't let the police search her basement
2. sense_key=permit%2:41:00:: | definition=make it possible through a specific action or lack of action for something to happen | synonyms=let, allow | examples=This permits the water to rush in; This sealed door won't allow the water come into the basement
3. sense_key=permit%2:32:06:: | definition=allow the presence of or allow (an activity) without opposing or prohibiting | synonyms=allow, tolerate | examples=We don't allow dogs here; Children are not permitted beyond this point

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

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

reasoning_content:
*   Target lemma: `permit`
    *   Target surface form: `permit`
    *   Context: "...whose main purpose is less to <t>permit</t> the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding..."
    *   Candidate senses:
        1.  `permit%2:32:00::`: consent to, give permission (synonyms: allow, let, countenance). Example: "She permitted her son to visit..."
        2.  `permit%2:41:00::`: make it possible through a specific action or lack of action for something to happen (synonyms: let, allow). Example: "This permits the water to rush in..."
        3.  `permit%2:32:06::`: allow the presence of or allow (an activity) without opposing or prohibiting (synonyms: allow, tolerate). Example: "We don't allow dogs here..."

    *   The sentence discusses "tracking" in education.
    *   The phrase is "less to permit the gifted youngsters to flourish".
    *   Does "permit" here mean "give permission" (Sense 1), "make it possible/enable" (Sense 2), or "tolerate/allow presence" (Sense 3)?
    *   Tracking (grouping students by ability) is designed to *enable* or *make it possible* for gifted students to flourish (by providing a faster pace, etc.), rather than just "giving them permission" to flourish or "tolerating" their flourishing.

    *   Sense 1 (consent/permission): This implies a person in authority giving a "yes" to a request. While tracking is a system, "permitting them to flourish" in this context is more about creating the conditions for success than granting a formal permit.
    *   Sense 2 (make it possible/enable): This fits well. Tracking is a mechanism that *makes it possible* for gifted students to progress at their own pace and thus flourish.
    *   Sense 3 (tolerate/allow presence): This doesn't fit. The author isn't talking about tolerating the gifted students.

    *   Sense 2: "make it possible through a specific action or lack of action for something to happen".
    *   Action: Tracking.
    *   Result: Gifted youngsters flourish.
    *   This aligns perfectly with the context of educational systems and structural arrangements.


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

[User]
Target lemma: flourish
Target surface form: flourish
Context:
The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to <t>flourish</t> (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd.

Candidate senses:
1. sense_key=flourish%2:30:01:: | definition=grow vigorously | synonyms=boom, thrive, expand | examples=The deer population in this town is thriving; business is booming
2. sense_key=flourish%2:40:00:: | definition=make steady progress; be at the high point in one's career or reach a high point in historical significance or importance | synonyms=thrive, prosper, fly high | examples=The new student is thriving
3. sense_key=flourish%2:35:00:: | definition=move or swing back and forth | synonyms=brandish, wave | examples=She waved her gun

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

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

reasoning_content:
*   Target lemma: "flourish"
    *   Target surface form: "flourish"
    *   Context: "...whose main purpose is less to permit the gifted youngsters to <t>flourish</t> (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding..."
    *   Candidate senses:
        1.  `flourish%2:30:01::` (grow vigorously; boom, thrive, expand) - often used for populations or businesses.
        2.  `flourish%2:40:00::` (make steady progress; be at the high point in one's career or reach a high point in historical significance or importance; thrive, prosper, fly high) - example: "The new student is thriving".
        3.  `flourish%2:35:00::` (move or swing back and forth; brandish, wave).

    *   The sentence discusses "gifted youngsters" and the purpose of "tracking" in education.
    *   The goal is to permit these students to "flourish".
    *   In this context, "flourish" means to develop fully, succeed, or thrive academically and personally.

    *   Sense 1: "grow vigorously" (boom, thrive, expand). While "thrive" is a synonym, the examples (deer population, business) suggest biological growth or economic expansion.
    *   Sense 2: "make steady progress; be at the high point in one's career... thrive, prosper". The example "The new student is thriving" is a perfect match for "gifted youngsters to flourish".
    *   Sense 3: "move or swing back and forth" (brandish). This is clearly incorrect.

    *   Sense 2 specifically mentions students and making steady progress/thriving in a personal or career context. This fits the educational context of "gifted youngsters" perfectly.


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

[User]
Target lemma: clearly
Target surface form: clearly
Context:
The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is <t>clearly</t> desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd.

Candidate senses:
1. sense_key=clearly%4:02:00:: | definition=without doubt or question | examples=they were clearly lost; history has clearly shown the folly of that policy
2. sense_key=clearly%4:02:01:: | definition=in an intelligible manner | synonyms=intelligibly, understandably | examples=the foreigner spoke to us quite intelligibly
3. sense_key=clearly%4:02:02:: | definition=clear to the mind; with distinct mental discernment | synonyms=distinctly | examples=it's distinctly possible; I could clearly see myself in his situation
4. sense_key=clearly%4:02:03:: | definition=in an easily perceptible manner | synonyms=clear | examples=could be seen clearly under the microscope; She cried loud and clear

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

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

reasoning_content:
*   Target word: "clearly"
    *   Context: "...whose main purpose is less to permit the gifted youngsters to flourish (though that is <t>clearly</t> desirable) than to ensure that the less gifted get the necessary grounding..."
    *   Sentence meaning: The author is stating that it is undoubtedly/obviously desirable for gifted youngsters to flourish.

    *   Sense 1: "without doubt or question" (e.g., "they were clearly lost").
    *   Sense 2: "in an intelligible manner" (e.g., "the foreigner spoke to us quite intelligibly").
    *   Sense 3: "clear to the mind; with distinct mental discernment" (e.g., "it's distinctly possible").
    *   Sense 4: "in an easily perceptible manner" (e.g., "could be seen clearly under the microscope").

    *   The phrase "that is clearly desirable" means "it is without doubt desirable" or "it is obviously desirable."
    *   Sense 1 ("without doubt or question") fits perfectly.
    *   Sense 2 (intelligibility of speech/writing) does not fit.
    *   Sense 3 (mental discernment/distinct possibility) is close, but "without doubt" is a stronger and more accurate fit for "clearly desirable" in this argumentative context.
    *   Sense 4 (perceptible to senses/sight) does not fit.

    *   "Clearly desirable" $\approx$ "Undoubtedly desirable."
    *   Sense 1: "without doubt or question."


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

[User]
Target lemma: desirable
Target surface form: desirable
Context:
The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly <t>desirable</t>) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd.

Candidate senses:
1. sense_key=desirable%3:00:00:: | definition=worth having or seeking or achieving | examples=a desirable job; computer with many desirable features
2. sense_key=desirable%5:00:00:eligible:00 | definition=worthy of being chosen especially as a spouse | synonyms=suitable, worthy | examples=the parents found the girl suitable for their son

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

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

reasoning_content:
*   Target lemma: `desirable`
    *   Target surface form: `desirable`
    *   Context: "...whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly <t>desirable</t>) than to ensure that the less gifted get the necessary grounding..."
    *   Candidate senses:
        1.  `desirable%3:00:00::`: worth having or seeking or achieving (e.g., a desirable job).
        2.  `desirable%5:00:00:eligible:00`: worthy of being chosen especially as a spouse (e.g., suitable for their son).

    *   The sentence discusses the purpose of "tracking" in education.
    *   It mentions that permitting gifted youngsters to flourish is "clearly desirable."
    *   In this context, "desirable" means that the outcome (gifted youngsters flourishing) is something worth achieving or seeking.

    *   Sense 1: "worth having or seeking or achieving" - This fits perfectly. Flourishing is a positive outcome that is worth achieving.
    *   Sense 2: "worthy of being chosen especially as a spouse" - This is completely irrelevant to the context of educational outcomes.

    *   The best fit is Sense 1.


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

[User]
Target lemma: less
Target surface form: less
Context:
The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers. There is neither mystery nor paradox in the fact that as educational expenditures (in real terms) have increased sharply in the past quarter-of-a-century -- we now spend more per pupil than any other country in the world -- educational performance has declined. That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the <t>less</t> gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd.

Candidate senses:
1. sense_key=less%4:02:00:: | definition=used to form the comparative of some adjectives and adverbs | synonyms=to a lesser extent | examples=less interesting; less expensive
2. sense_key=less%4:02:01:: | definition=comparative of little | examples=she walks less than she should; he works less these days

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

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

reasoning_content:
*   Target lemma: "less"
    *   Target surface form: "less"
    *   Context: "...to ensure that the <t>less</t> gifted get the necessary grounding..."
    *   Candidate senses:
        1.  `less%4:02:00::`: used to form the comparative of some adjectives and adverbs (e.g., "less interesting", "less expensive").
        2.  `less%4:02:01::`: comparative of little (e.g., "she walks less than she should").

    *   The phrase is "the less gifted".
    *   "Gifted" is an adjective.
    *   "Less" is modifying "gifted" to create a comparative form.
    *   This matches the definition "used to form the comparative of some adjectives and adverbs".

    *   Sense 1: Comparative marker for adjectives/adverbs. (Matches "less gifted")
    *   Sense 2: Comparative of "little" (quantifier/adverb of degree). (Does not match "less gifted")

    *   The target word "less" is used as a modifier for the adjective "gifted".
    *   This is exactly what Sense 1 describes.