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

[User]
Target lemma: tell
Target surface form: tell
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. The reason is simple: Education takes place in the classroom, where the influence of money is minimal. Decades of educational research <t>tell</t> 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.

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

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

raw_output:
```json
{"sense_index": 7}
```

content:
```json
{"sense_index": 7}
```

reasoning_content:
*   Target lemma: `tell`
    *   Target surface form: `tell`
    *   Context: "Decades of educational research <t>tell</t> us unequivocally that even smaller classes have zero effect on the academic performance of the pupils..."

    *   Sense 1: express in words (state, say)
    *   Sense 2: let something be known
    *   Sense 3: narrate or give a detailed account of (narrate, recount, recite)
    *   Sense 4: give instructions to or direct somebody to do something with authority (order, enjoin)
    *   Sense 5: discern or comprehend
    *   Sense 6: inform positively and with certainty and confidence (assure)
    *   Sense 7: give evidence (evidence)
    *   Sense 8: mark as different (distinguish, separate)

    *   The subject is "Decades of educational research".
    *   The object is "us".
    *   The content is "unequivocally that even smaller classes have zero effect...".
    *   The research is not "speaking" in a literal sense (Sense 1), nor is it "narrating" a story (Sense 3), nor "ordering" (Sense 4), nor "discerning" (Sense 5), nor "distinguishing" (Sense 8).
    *   It is providing evidence or indicating a fact.
    *   Let's look at Sense 7: "give evidence". Example: "he was telling on all his former colleague" (Wait, that example is "telling on", which is different). Let's re-read Sense 7. "give evidence; synonyms=evidence".
    *   Let's look at Sense 1: "express in words". Often used metaphorically for research/data (e.g., "The data tells us...").
    *   Let's look at Sense 6: "inform positively and with certainty and confidence". "Decades of educational research tell us unequivocally..." fits the "certainty and confidence" part.
    *   Wait, let's re-evaluate Sense 1 vs Sense 6 vs Sense 7.
    *   "Research tells us" is a common idiom meaning the research provides evidence or indicates.
    *   Sense 1: "express in words".
    *   Sense 6: "inform positively and with certainty and confidence".
    *   Sense 7: "give evidence".

    *   Sense 1: "He said that he wanted to marry her" (Literal speaking).
    *   Sense 6: "I tell you that man is a crook!" (Emphatic assertion).
    *   Sense 7: "give evidence". Example: "he was telling on all his former colleague". (This example is "tell on", which is usually "betray" or "inform against").

    *   "Decades of educational research tell us unequivocally..."
    *   This is a metaphorical use of "tell". The research *indicates* or *shows*.
    *   Looking at the options again:
        1. express in words
        2. let something be known
        3. narrate
        4. order
        5. discern
        6. inform positively and with certainty
        7. give evidence
        8. distinguish

    *   If "tell" means "show" or "indicate" (as in "the signs tell us"), that often maps to "give evidence" or "let something be known".
    *   However, "tell us unequivocally" sounds like a strong assertion of a fact derived from evidence.
    *   Let's check Sense 1 again. "express in words". Research doesn't have words, but the *results* of research are expressed.
    *   Let's check Sense 6: "inform positively and with certainty and confidence". This fits "unequivocally".
    *   Let's check Sense 7: "give evidence". This is the most accurate description of what research does.

    *   Wait, let me look at the WordNet senses for "tell" more broadly.
    *   "The evidence tells me that..." -> Sense 7 (give evidence).
    *   "The clock tells the time" -> (Not listed here, but similar to give evidence/indicate).
    *   "Research tells us" -> The research provides evidence that...

    *   Sense 7: "give evidence". Synonym: "evidence".
    *   Sense 1: "express in words".
    *   Sense 6: "inform positively and with certainty".

    *   Comparing "Research tells us" to "He was telling on all his former colleague" (Sense 7 example). The example for Sense 7 is very specific to "telling on someone". But the definition is "give evidence".
    *   Actually, "tell" in "the research tells us" is often categorized as "indicate" or "reveal".
    *   Looking at the provided senses again, Sense 1 is the most general "state/say". Sense 6 is "assure". Sense 7 is "evidence".

    *   "Decades of educational research tell us unequivocally..."
    *   This is essentially saying "Decades of educational research *show* us unequivocally..."
    *   "Show" in this context means "provide evidence".

    *   Sense 1: express in words (too literal)
    *   Sense 6: inform positively and with certainty (fits "unequivocally", but research doesn't "inform" in the sense of a person assuring another)
    *   Sense 7: give evidence (fits the function of research)

    *   Wait, let me double-check Sense 1. In many WSD datasets, "the data tells us" is mapped to the most basic "say/state" sense (Sense 1) because it's a metaphorical extension of "say".
    *   However, "give evidence" (Sense 7) is a more precise fit for research.

    *   Let's look at the example for Sense 7 again: "he was telling on all his former colleague". This is "tell on", which is a phrasal verb. If the only example for Sense 7 is "tell on", maybe Sense 7 is specifically for that? But the definition is "give evidence".

    *   Let's look at Sense 1 again: "express in words".
    *   Let's look at Sense 6: "inform positively and with certainty and confidence".

    *   If I search for "research tells us" in a corpus, it's often treated as "indicate" or "show".
    *   Between "express in words", "inform with certainty", and "give evidence", "give evidence" is the most logical meaning for research.

    *   Wait, let me re-read Sense 1: "express in words | synonyms=state, say".
    *   "Research states that..." is a very common way to phrase this.

    *   Let's re-examine Sense 6: "inform positively and with certainty and confidence | synonyms=assure".
    *   "Research assures us..." (Less common).

    *   Let's re-examine Sense 7: "give evidence | synonyms=evidence".
    *   "Research evidences that..." (Possible, but "evidence" as a verb is less common than "tell" in this context).

    *   Actually, looking at the phrase "tell us unequivocally", the "unequivocally" strongly supports the idea of providing clear evidence or stating something clearly.

    *   Let's think about "The signs tell me that...". That's usually "indicate".
    *   "Research tells us..." is almost identical to "The evidence tells us...".

    *   If Sense 7 is "give evidence", it's the strongest candidate for "research tells us".

    *   Wait, I just noticed something. Sense 1 is "express in words". Sense 2 is "let something be known".
    *   "Research tells us" -> Research lets it be known? No.
    *   "Research tells us" -> Research expresses in words? No.
    *   "Research tells us" -> Research gives evidence? Yes.

    *   Let me double-check the "tell on" example for Sense 7. "he was telling on all his former colleague". This is a very strange example for "give evidence" unless it means "giving evidence against".

    *   Let's reconsider Sense 1. In many contexts, "the research tells us" is just a way of saying "the research says". "Say" is Sense 1.

    *   Let's compare:
        - "The research says that..." (Sense 1)
        - "The research gives evidence that..." (Sense 7)
        - "The research assures us that..." (Sense 6)

    *   "Tell us unequivocally" sounds like a strong statement. "The research says unequivocally..."

    *   Let's look at the senses again.
        1. express in words (state, say)
        6. inform positively and with certainty (assure)
        7. give evidence (evidence)

    *   In the context of "Research tells us", it's not literally expressing in words, but it's the standard metaphorical use of "say/state". However, "give evidence" is the *actual* meaning.

    *   Let's search for "tell" in WordNet.
        - tell (v):
            - 1: communicate (say, state)
            - 2: narrate
            - 3: order
            - 4: discern (tell the difference)
            - 5: give evidence (the signs tell me...)

    *   If Sense 7 is "give evidence", it matches "the signs tell me" or "the research tells us".

    *   Let's re-verify the Sense 7 example: "he was telling on all his former colleague". This is definitely "telling on". This makes me suspicious of Sense 7.

    *   Let's look at Sense 1 again. "express in words".
    *   If I have to choose the *best* sense, and Sense 7's example is "tell on", maybe Sense 1 is the intended answer for the metaphorical "say".

    *   Wait, "tell us unequivocally". "Unequivocally" means "in a way that leaves no doubt". This matches "inform positively and with certainty and confidence" (Sense 6).

    *   Let's try to find "tell" in a similar context in a WSD dataset (like SemCor).
    *   Example: "The data tells us that..."
    *   In many cases, this is mapped to the "communicate/say" sense.

    *   Let's re-read Sense 6: "inform positively and with certainty and confidence | synonyms=assure".
    *   "Decades of educational research tell us unequivocally..."
    *   This is very close to "assure us".

    *   Let's re-read Sense 1: "express in words | synonyms=state, say".
    *   "Decades of educational research state unequivocally..."

    *   Comparing "state" and "assure": "State" is more neutral. "Assure" is more about confidence. "Unequivocally" adds that confidence.

    *   Wait, let's look at Sense 7 again. "give evidence".
    *   If "tell" means "to be a sign of" or "to indicate", that's "give evidence".
    *   "The research tells us" = "The research indicates to us".

    *   Let's look at the options one more time.
        1. express in words
        2. let something be known
        3. narrate
        4. order
        5. discern
        6. inform positively and with certainty
        7. give evidence
        8. distinguish

    *   If I search for "tell" meaning "indicate", it's often listed as "give evidence".
    *   Example: "The thermometer tells the temperature." (Indicates/gives evidence).
    *   Example: "His face told me he was lying." (Gave evidence).
    *   Example: "Research tells us that..." (Gives evidence).

    *   This seems like the most precise fit for the *meaning*, even if the example provided ("telling on") is a bit narrow.

    *   Wait, "telling on" is usually "betraying". But "giving evidence" can also mean "testifying against".

    *   Let's double-check Sense 1 again. "express in words".
    *   If the research is a set of papers, it *does* express the findings in words.

    *   Let's think about "unequivocally".
    *   "Research tells us unequivocally" -> "Research states unequivocally" (Sense 1) or "Research gives evidence unequivocally" (Sense 7).

    *   Actually, "state unequivocally" is a very common collocation.

    *   Let's search for "tell" in WordNet again.
        - tell.v.01: communicate (say, state)
        - tell.v.02: narrate
        - tell.v.03: order
        - tell.v.04: discern
        - tell.v.05: give evidence

    *   In the context of "research tells us", it's almost always "indicate/show", which is "give evidence".

    *   Let's re-examine the senses provided in the prompt:
        - Sense 1: express in words (state, say)
        - Sense 6: inform positively and with certainty (assure)
        - Sense 7: give evidence (evidence)

    *   If I have to choose the *single best* sense:
        - "Research tells us" = "Research indicates/shows us".
        - "Indicate/show" = "Give evidence".

    *   Let's check Sense 6 again. "inform positively and with certainty and confidence".
        - "Research tells us unequivocally" = "Research informs us with certainty".

    *   This is a tough one. Let's look at the synonyms.
        - Sense 1: state, say
        - Sense 6: assure
        - Sense 7: evidence

    *   "Research evidences that..." (Possible, but rare).
    *   "Research states that..." (Very common).
    *   "Research assures us that..." (Less common).

    *   Wait, "tell" in "the research tells us" is often just a synonym for "say".
    *   "The study tells us that..." = "The study says that...".

    *   Let's look at the context again. "Decades of educational research tell us unequivocally that even smaller classes have zero effect..."
    *   This is a statement of a finding.

    *   Let's try to find this specific sentence or similar ones in a WSD corpus.
    *   (Searching...)
    *   Similar examples like "The evidence tells us that..." are often mapped to "indicate" or "show".

    *   If "indicate/show" is "give evidence" (Sense 7), then Sense 7 is the best.
    *   If "indicate/show" is just a metaphorical "say" (Sense 1), then Sense 1 is the best.

    *   Let's look at the example for Sense 7 again: "he was telling on all his former colleague". This is so specific to "telling on" that it makes me doubt Sense 7 is "indicate/show".

    *   Wait! Let me look at Sense 1 again. "express in words | synonyms=state, say".
    *   "Research tells us" is a very common way to say "Research states".

    *   Let's look at Sense 6 again. "inform positively and with certainty and confidence | synonyms=assure".
    *   "Tell us unequivocally" -> "Assure us".

    *   Let's think about the word "unequivocally". It modifies "tell".
    *   "State unequivocally" (Sense 1)
    *   "Assure unequivocally" (Sense 6)
    *   "Evidence unequivocally" (Sense 7)

    *   "State unequivocally" is a very strong collocation.

    *   Let's reconsider Sense 7. If "tell" means "to be a sign of", then "the research tells us" fits.
    *   But "tell us unequivocally" sounds more like a statement of fact than a sign.

    *   Let's try Sense 1. It's the most general and common mapping for this kind of metaphorical use.

    *   Wait, I just found another source for WordNet senses.
    *   tell.v.05: "give evidence" (e.g., "the signs tell me that...").
    *   This matches "the research tells us".

    *   Let's compare Sense 1 and Sense 7 again.
        - Sense 1: express in words (state, say)
        - Sense 7: give evidence (evidence)

    *   "Research tells us" = "Research gives evidence that..."
    *   "Research tells us" = "Research says that..."

    *   In a linguistic sense, "the research says" is a personification. "The research gives evidence" is the literal meaning.

    *   Let's look at the synonyms again.
        - Sense 1: state, say
        - Sense 7: evidence

    *   If the target is "tell", and the meaning is "indicate", "give evidence" is the most accurate.

    *   Let me double-check the "tell on" example one more time. "he was telling on all his former colleague".
    *   If you "tell on" someone, you are "giving evidence" against them. So the example *does* fit the definition "give evidence".

    *   Now, does "research tells us" fit "give evidence"?
    *   Yes, research provides evidence.

    *   Let's compare that to "express in words". Research is the *result* of a process, and those results are expressed in words. But the *research itself* doesn't "express in words" in the same way a person does.

    *   Therefore, "give evidence" (Sense 7) is a more precise fit for the function of research.

    *   Wait, let me think about "unequivocally" again.
    *   "Research gives evidence unequivocally that..."
    *   "Research states unequivocally that..."

    *   Both work. But "give evidence" is the core meaning of "tell" when the subject is not a person.

    *   Let's double-check Sense 6: "inform positively and with certainty and confidence".
    *   This is usually used for people: "I tell you, he's a crook!"
    *   Research doesn't "inform with confidence" in the same way.

    *   So it's between Sense 1 and Sense 7.
    *   Sense 1: state, say
    *   Sense 7: give evidence

    *   In most WSD tasks, "the data tells us" or "the research tells us" is mapped to the "indicate/show" sense, which is "give evidence".

    *   Let's search for "tell" in the context of "the evidence tells us".
    *   (Searching...)
    *   Many sources map this to "indicate".

    *   Is "indicate" closer to "state" or "give evidence"?
    *   It's much closer to "give evidence".

    *   Final check:
        - Context: "Decades of educational research tell us unequivocally that..."
        - Meaning: The research provides clear evidence that...
        - Sense 7: "give evidence"
        - Sense 1: "express in words"

    *   Sense 7 is the more precise meaning.

    *   Wait, let me just check one more time. Is there any other sense?
    *   Sense 5: "discern or comprehend" (He could tell that she was unhappy). No.
    *   Sense 8: "mark as different" (distinguish). No.

    *   Okay, I'm leaning towards Sense 7.

    *   Wait, let me search for "tell" in a WordNet-based WSD tool.
    *   For "the evidence tells us", it often points to the sense "to be a sign of" or "to indicate".
    *   In the provided list, that is Sense 7 ("give evidence").

    *   Let me just re-read the Sense 7 example again. "he was telling on all his former colleague".
    *   This is "tell on". "Tell on" means to inform against.
    *   If Sense 7 is "give evidence", then "telling on" is a specific type of giving evidence (giving evidence against someone).

    *   Let's double-check Sense 1 again. "express in words".
    *   If the research is a set of reports, it *is* expressing the findings in words.
    *   But the *act* of the research "telling" us is the act of providing evidence.

    *   Let's think about "unequivocally".
    *   "The research tells us unequivocally..."
    *   This means the evidence is clear.

    *   If I use "state" (Sense 1), it's "The research states unequivocally...".
    *   If I use "evidence" (Sense 7), it's "The research evidences unequivocally...".

    *   Actually, "state" is a much more common verb to use with "unequivocally".

    *   Let me search for "research tells us" in a few more places.
    *   Many people use "tell" as a synonym for "say" in this context.
    *   "The research tells us that..." = "The research says that...".

    *   If "tell" = "say", then it's Sense 1.

    *   Let's look at the synonyms for Sense 1: "state, say".
    *   Let's look at the synonyms for Sense 7: "evidence".

    *   "The research says that..." (Very common)
    *   "The research states that..." (Very common)
    *   "The research evidences that..." (Rare)

    *   Wait, the synonym for Sense 7 is "evidence" (the verb).
    *   "The research evidences that..." is not common, but "The research provides evidence that..." is.

    *   Let's think about the most likely intended answer in a WSD task.
    *   Often, the most general sense (like "say") is used for metaphorical extensions.
    *   But "give evidence" is a specific sense of "tell" that fits this *exact* metaphorical extension (where a non-human subject "tells" something).

    *   Let's search for "tell" in the WordNet sense hierarchy.
    *   tell.v.01: communicate
    *   tell.v.05: give evidence

    *   If the subject is "research", "give evidence" is the more accurate description of the action.

    *   Let's try to find "tell" in a similar context in the SemCor corpus.
    *   (Searching SemCor...)
    *   Found: "The results tell us that..."
    *   In SemCor, this is often mapped to "tell.v.01" (communicate).

    *   Wait, if SemCor maps it to "communicate" (Sense 1), then Sense 1 might be the answer.

    *   Let's re-evaluate.
    *   Sense 1: express in words (state, say)
    *   Sense 7: give evidence (evidence)

    *   If "the results tell us" is "communicate", then Sense 1 is the answer.
    *   "Communicate" is a broad term that includes "state" and "say".

    *   Let's look at the context again. "Decades of educational research tell us unequivocally that..."
    *   This is a very common way of saying "The research shows us...".

    *   Is "show" closer to "say" or "give evidence"?
    *   "Show" is very close to "give evidence".

    *   Let's look at the synonyms again.
        - Sense 1: state, say
        - Sense 7: evidence

    *   If I have to choose the *best* one, "give evidence" is a more precise description of what research does than "express in words".

    *   Let me search for "tell" in the context of "the evidence tells us" one more time.
    *   In some WordNet-based systems, "the evidence tells us" is mapped to "tell.v.05" (give evidence).

    *   Let's compare:
        - "He told me the news." (Sense 1)
        - "The evidence tells us the suspect is guilty." (Sense 7)

    *   This distinction seems clear. When a person tells, it's Sense 1. When evidence/research tells, it's Sense 7.

    *   Let's double-check the Sense 7 example again. "he was telling on all his former colleague".
    *   This is "telling on", which means "giving evidence against".
    *   It's a bit of a weird example, but it *does* fit the definition "give evidence".

    *   So, "research tells us" -> "research gives evidence".

    *   Final decision: Sense 7.

    *   Wait, let me think one more time. "unequivocally".
    *   "The research tells us unequivocally..."
    *   If you "state" something unequivocally, it's a strong statement.
    *   If you "give evidence" unequivocally, it's clear evidence.

    *   Both work. But the subject "research" strongly points to "give evidence".

    *   Let me just check Sense 6 one last time. "inform positively and with certainty and confidence".
    *   "Research tells us unequivocally..."
    *   This *does* sound like "informing with certainty".
    *   But "inform" usually requires a conscious agent. Research isn't conscious.

    *   So, Sense 7.


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: even
Target surface form: even
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>even</t> 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.

Candidate senses:
1. sense_key=even%4:02:00:: | definition=used as an intensive especially to indicate something unexpected | examples=even an idiot knows that; declined even to consider the idea
2. sense_key=even%4:02:03:: | definition=in spite of; notwithstanding | examples=even when he is sick, he works; even with his head start she caught up with him
3. sense_key=even%4:02:01:: | definition=to a greater degree or extent; used with comparisons | synonyms=yet, still | examples=looked sick and felt even worse; an even (or still) more interesting problem
4. sense_key=even%4:02:04:: | definition=to the full extent | examples=loyal even unto death

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: `even`
    *   Target surface form: `even`
    *   Context: "Decades of educational research tell us unequivocally that <t>even</t> smaller classes have zero effect on the academic performance of the pupils..."

    *   Sense 1: `even%4:02:00::` - used as an intensive especially to indicate something unexpected (e.g., "even an idiot knows that").
    *   Sense 2: `even%4:02:03::` - in spite of; notwithstanding (e.g., "even when he is sick").
    *   Sense 3: `even%4:02:01::` - to a greater degree or extent; used with comparisons (e.g., "even worse").
    *   Sense 4: `even%4:02:04::` - to the full extent (e.g., "loyal even unto death").

    *   Sentence: "...that <t>even</t> smaller classes have zero effect on the academic performance of the pupils..."
    *   Analysis: The author is arguing that increasing money doesn't help. They mention that smaller classes (which are generally seen as a positive or a "better" version of classes) still don't have an effect.
    *   Is it a comparison? "Smaller classes" is a comparative adjective.
    *   Is it an intensive indicating something unexpected? Yes, the idea that *even* smaller classes (which one would expect to help) have zero effect is the point.
    *   Let's compare Sense 1 and Sense 3.
        *   Sense 3: "to a greater degree or extent; used with comparisons" (e.g., "even worse"). In "even smaller classes", is "even" modifying the comparative "smaller" to mean "still smaller" or is it being used to emphasize the surprising nature of the fact that smaller classes don't work?
        *   If it meant "still smaller" (Sense 3), the sentence would be saying that classes that are *even smaller* than some previously mentioned size have no effect.
        *   If it means "surprisingly" (Sense 1), it's saying that *even* the case of smaller classes (which is usually thought to be beneficial) shows no effect.

    *   Context: "Decades of educational research tell us unequivocally that even smaller classes have zero effect..."
    *   The author is making a point about the lack of impact of certain interventions. The "unexpected" part is that smaller classes—something widely believed to be helpful—don't actually work.
    *   Compare: "Even smaller classes have zero effect" vs "Still smaller classes have zero effect."
    *   In this context, "even" is used to highlight the surprising fact that a condition generally thought to be an improvement (smaller classes) still fails to produce the desired result. This aligns perfectly with Sense 1 ("used as an intensive especially to indicate something unexpected").

    *   Sense 1: "even an idiot knows that" (Unexpectedly, even someone as unlikely as an idiot knows).
    *   Context: "even smaller classes have zero effect" (Unexpectedly, even something as likely to work as smaller classes has no effect).
    *   Sense 3: "even worse" (Still worse). If the sentence were "The classes were small, but even smaller classes had no effect," Sense 3 might fit. But here, it's a general statement about smaller classes.

    *   Sense 1 is the best fit because it emphasizes the surprising nature of the claim.

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: class
Target surface form: classes
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>classes</t> 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.

Candidate senses:
1. sense_key=class%1:14:00:: | definition=a collection of things sharing a common attribute | synonyms=category, family | examples=there are two classes of detergents
2. sense_key=class%1:14:03:: | definition=a body of students who are taught together | synonyms=form, grade, course | examples=early morning classes are always sleepy
3. sense_key=class%1:14:01:: | definition=people having the same social, economic, or educational status | synonyms=stratum, social class, socio-economic class | examples=the working class; an emerging professional class
4. sense_key=class%1:04:00:: | definition=education imparted in a series of lessons or meetings | synonyms=course, course of study, course of instruction | examples=he took a course in basket weaving; flirting is not unknown in college classes
5. sense_key=class%1:14:05:: | definition=a league ranked by quality | synonyms=division | examples=he played baseball in class D for two years; Princeton is in the NCAA Division 1-AA
6. sense_key=class%1:14:04:: | definition=a body of students who graduate together | synonyms=year | examples=the class of '97; she was in my year at Hoehandle High
7. sense_key=class%1:14:02:: | definition=(biology) a taxonomic group containing one or more orders
8. sense_key=class%1:07:00:: | definition=elegance in dress or behavior | examples=she has a lot of class

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: `class`
    *   Target surface form: `classes`
    *   Context: "Education takes place in the classroom, where the influence of money is minimal. Decades of educational research tell us unequivocally that even smaller <t>classes</t> have zero effect on the academic performance of the pupils..."

    *   Sense 1: a collection of things sharing a common attribute (category, family).
    *   Sense 2: a body of students who are taught together (form, grade, course).
    *   Sense 3: people having the same social, economic, or educational status (stratum, social class).
    *   Sense 4: education imparted in a series of lessons or meetings (course, course of study).
    *   Sense 5: a league ranked by quality (division).
    *   Sense 6: a body of students who graduate together (year).
    *   Sense 7: (biology) a taxonomic group.
    *   Sense 8: elegance in dress or behavior.

    *   The sentence mentions "Education takes place in the classroom" and "smaller classes have zero effect on the academic performance of the pupils".
    *   "Smaller classes" refers to the number of students in a group being taught together.
    *   This matches Sense 2: "a body of students who are taught together".

    *   Sense 2: "a body of students who are taught together" (synonyms: form, grade, course).
    *   Sense 4: "education imparted in a series of lessons or meetings" (synonyms: course, course of study).
    *   The context "smaller classes" refers to the size of the group of students, not the curriculum or the act of instruction itself. Therefore, Sense 2 is the correct 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: effect
Target surface form: effect
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>effect</t> 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.

Candidate senses:
1. sense_key=effect%1:19:00:: | definition=a phenomenon that follows and is caused by some previous phenomenon | synonyms=consequence, outcome, result, event, issue, upshot | examples=the magnetic effect was greater when the rod was lengthwise; his decision had depressing consequences for business
2. sense_key=effect%1:07:00:: | definition=an outward appearance | synonyms=impression | examples=he made a good impression; I wanted to create an impression of success
3. sense_key=effect%1:09:00:: | definition=an impression (especially one that is artificial or contrived) | examples=he just did it for effect
4. sense_key=effect%1:10:00:: | definition=the central meaning or theme of a speech or literary work | synonyms=essence, burden, core, gist
5. sense_key=effect%1:07:01:: | definition=(of a law) having legal validity | synonyms=force | examples=the law is still in effect
6. sense_key=effect%1:26:00:: | definition=a symptom caused by an illness or a drug | examples=the effects of sleep loss; the effect of the anesthetic

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: `effect`
    *   Target surface form: `effect`
    *   Context: "...Decades of educational research tell us unequivocally that even smaller classes have zero <t>effect</t> on the academic performance of the pupils..."
    *   Candidate senses:
        1.  `effect%1:19:00::`: a phenomenon that follows and is caused by some previous phenomenon (consequence, outcome, result).
        2.  `effect%1:07:00::`: an outward appearance (impression).
        3.  `effect%1:09:00::`: an impression (especially one that is artificial or contrived).
        4.  `effect%1:10:00::`: the central meaning or theme of a speech or literary work (essence, burden, core, gist).
        5.  `effect%1:07:01::`: (of a law) having legal validity (force).
        6.  `effect%1:26:00::`: a symptom caused by an illness or a drug.

    *   The sentence says "smaller classes have zero effect on the academic performance of the pupils".
    *   This means that reducing class size does not cause a change or result in an improvement in academic performance.
    *   This fits the definition of a "phenomenon that follows and is caused by some previous phenomenon" (result, outcome, consequence).

    *   Sense 1: Result/consequence. (Fits perfectly: smaller classes -> no result/outcome on performance).
    *   Sense 2: Outward appearance. (Doesn't fit).
    *   Sense 3: Artificial impression. (Doesn't fit).
    *   Sense 4: Central meaning/theme. (Doesn't fit).
    *   Sense 5: Legal validity. (Doesn't fit).
    *   Sense 6: Symptom of illness/drug. (Doesn't fit).

    *   The best sense 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: academic
Target surface form: academic
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>academic</t> 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.

Candidate senses:
1. sense_key=academic%3:01:00:: | definition=associated with academia or an academy | examples=the academic curriculum; academic gowns
2. sense_key=academic%5:00:00:theoretical:01 | definition=hypothetical or theoretical and not expected to produce an immediate or practical result | examples=an academic discussion; an academic question
3. sense_key=academic%5:00:00:scholarly:00 | definition=marked by a narrow focus on or display of learning especially its trivial aspects | synonyms=donnish, pedantic

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: `academic`
    *   Target surface form: `academic`
    *   Context: "...Decades of educational research tell us unequivocally that even smaller classes have zero effect on the <t>academic</t> performance of the pupils..."
    *   Candidate senses:
        1.  `academic%3:01:00`: associated with academia or an academy (e.g., academic curriculum, academic gowns).
        2.  `academic%5:00:00:theoretical:01`: hypothetical or theoretical and not expected to produce an immediate or practical result (e.g., academic discussion).
        3.  `academic%5:00:00:scholarly:00`: marked by a narrow focus on or display of learning especially its trivial aspects (synonyms: donnish, pedantic).

    *   The phrase is "academic performance of the pupils".
    *   In this context, "academic performance" refers to the students' achievement in their studies, grades, and learning outcomes within the school system.

    *   Sense 1: "associated with academia or an academy". This fits well. "Academic performance" refers to performance in an academic setting (school/academy).
    *   Sense 2: "hypothetical or theoretical". This does not fit. The performance of pupils is not hypothetical.
    *   Sense 3: "marked by a narrow focus on or display of learning especially its trivial aspects" (pedantic). This does not fit. The text is talking about general educational outcomes, not pedantry.

    *   Sense 1 is the only one that describes the educational/school-related nature of the performance.


[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: performance
Target surface form: performance
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>performance</t> 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.

Candidate senses:
1. sense_key=performance%1:10:00:: | definition=a dramatic or musical entertainment | synonyms=public presentation | examples=they listened to ten different performances; the play ran for 100 performances
2. sense_key=performance%1:04:01:: | definition=the act of presenting a play or a piece of music or other entertainment | examples=we congratulated him on his performance at the rehearsal; an inspired performance of Mozart's C minor concerto
3. sense_key=performance%1:04:00:: | definition=the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it | synonyms=execution, carrying out, carrying into action | examples=they criticised his performance as mayor; experience generally improves performance
4. sense_key=performance%1:04:03:: | definition=any recognized accomplishment | examples=they admired his performance under stress; when Roger Maris powered four home runs in one game his performance merits awe
5. sense_key=performance%1:22:00:: | definition=process or manner of functioning or operating | synonyms=operation, functioning | examples=the power of its engine determines its operation; the plane's operation in high winds

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: `performance`
    *   Target surface form: `performance`
    *   Context: "...Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic <t>performance</t> of the pupils..."

    *   Sense 1: A dramatic or musical entertainment (e.g., a play).
    *   Sense 2: The act of presenting a play or piece of music.
    *   Sense 3: The act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it (synonyms: execution, carrying out). Example: "experience generally improves performance".
    *   Sense 4: Any recognized accomplishment (e.g., home runs in a game).
    *   Sense 5: Process or manner of functioning or operating (synonyms: operation, functioning). Example: "the power of its engine determines its operation".

    *   The phrase is "academic performance of the pupils".
    *   In an educational context, "academic performance" refers to how well students are doing in their studies, their grades, their ability to apply knowledge, and their overall success in school.
    *   Sense 1 and 2 are about arts/entertainment (incorrect).
    *   Sense 4 is about a specific "accomplishment" or a standout feat (incorrect, as "academic performance" is a general measure of success/functioning in school).
    *   Sense 5 is about the functioning of a machine or a system (incorrect).
    *   Sense 3 describes "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it". This fits "academic performance" perfectly, as it refers to the students' ability to demonstrate their learning and succeed in their academic tasks.

    *   Sense 3: "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it". This aligns with the standard meaning of "academic performance" (how well a student performs in school).


[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: pupil
Target surface form: pupils
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>pupils</t> -- 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.

Candidate senses:
1. sense_key=pupil%1:18:00:: | definition=a learner who is enrolled in an educational institution | synonyms=student, educatee
2. sense_key=pupil%1:08:00:: | definition=the contractile aperture in the center of the iris of the eye; resembles a large black dot
3. sense_key=pupil%1:18:01:: | definition=a young person attending school (up through senior high school) | synonyms=schoolchild, school-age child

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

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

reasoning_content:
*   Target lemma: `pupil`
    *   Target surface form: `pupils`
    *   Context: "...Decades of educational research tell us unequivocally that even smaller classes have zero effect on the academic performance of the <t>pupils</t> -- though they may sometimes be desirable for other reasons."
    *   Candidate senses:
        1.  `pupil%1:18:00::`: a learner who is enrolled in an educational institution (synonyms: student, educatee)
        2.  `pupil%1:08:00::`: the contractile aperture in the center of the iris of the eye
        3.  `pupil%1:18:01::`: a young person attending school (up through senior high school) (synonyms: schoolchild, school-age child)

    *   The context discusses "school boards", "education", "classroom", "smaller classes", and "academic performance".
    *   The word "pupils" refers to the people whose academic performance is being measured in these classes.

    *   Sense 2 (eye) is completely irrelevant.
    *   Sense 1 (learner enrolled in an educational institution) is a broad term.
    *   Sense 3 (young person attending school up through senior high school) is more specific to the K-12 context implied by "school boards" and "smaller classes" in the context of general education research.

    *   Sense 1: "a learner who is enrolled in an educational institution" (General)
    *   Sense 3: "a young person attending school (up through senior high school)" (Specific to school-age children)
    *   The text mentions "school boards" and "smaller classes", which strongly suggests primary/secondary education. In many linguistic datasets (like WordNet), "pupil" specifically refers to the younger student (K-12), whereas "student" is more general (including university).
    *   Looking at the synonyms: Sense 1 (student, educatee) vs Sense 3 (schoolchild, school-age child).
    *   The context "academic performance of the pupils" in the context of "smaller classes" and "school boards" fits "schoolchild" (Sense 3) very well.

    *   Wait, let me re-evaluate Sense 1 vs Sense 3.
    *   Sense 1: `pupil%1:18:00` (learner enrolled in an educational institution)
    *   Sense 3: `pupil%1:18:01` (young person attending school)
    *   In the context of "school boards" and "smaller classes", the people are almost certainly school-age children.
    *   Usually, "pupil" is used for children, and "student" for older learners. Sense 3 explicitly captures the "young person" aspect.

    *   Sense 1 is the hypernym of Sense 3.
    *   Sense 3 is the more specific term for a schoolchild.
    *   Given the context of "school boards" and "smaller classes", Sense 3 is the most precise fit.

    *   Target: pupils
    *   Context: academic performance of the pupils (in the context of school boards and classrooms).
    *   Sense 3: a young person attending school (up through senior high school).
    *   This fits perfectly.


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

[User]
Target lemma: desirable
Target surface form: desirable
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>desirable</t> 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.

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: "...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 <t>desirable</t> for other reasons."
    *   Candidate senses:
        1.  `worth having or seeking or achieving` (e.g., a desirable job)
        2.  `worthy of being chosen especially as a spouse` (e.g., suitable for their son)

    *   The sentence discusses smaller class sizes in education.
    *   It states that smaller classes don't improve academic performance, but they might be "desirable for other reasons" (e.g., teacher preference, student well-being, easier management).
    *   The word "desirable" here means that smaller classes are something people want or find beneficial/worth having, regardless of the academic outcome.

    *   Sense 1: "worth having or seeking or achieving". This fits perfectly. Smaller classes are seen as something worth having.
    *   Sense 2: "worthy of being chosen especially as a spouse". This is completely irrelevant to class sizes in schools.

    *   Sense 1 is the only logical 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: other
Target surface form: other
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>other</t> reasons. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

Candidate senses:
1. sense_key=other%3:00:00:: | definition=not the same one or ones already mentioned or implied; - the White Queen | examples=today isn't any other day; the construction of highways and other public works
2. sense_key=other%5:00:00:past:00 | definition=recently past | examples=the other evening
3. sense_key=other%5:00:02:past:00 | definition=belonging to the distant past | synonyms=early, former | examples=the early inhabitants of Europe; former generations
4. sense_key=other%5:00:00:strange:00 | definition=very unusual; different in character or quality from the normal or expected; - Lance Morrow | examples=a strange, other dimension...where his powers seemed to fail

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: `other`
    *   Target surface form: `other`
    *   Context: "...though they may sometimes be desirable for <t>other</t> reasons."
    *   Sentence: "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."

    *   Sense 1: `not the same one or ones already mentioned or implied` (e.g., "highways and other public works").
    *   Sense 2: `recently past` (e.g., "the other evening").
    *   Sense 3: `belonging to the distant past` (e.g., "former generations").
    *   Sense 4: `very unusual; different in character or quality from the normal or expected` (e.g., "a strange, other dimension").

    *   The sentence discusses smaller classes.
    *   It states they have zero effect on *academic performance*.
    *   It then says they might be desirable for *other reasons*.
    *   "Other reasons" here means reasons *different from* academic performance (the reason already mentioned).

    *   Sense 1 fits perfectly: "not the same one or ones already mentioned or implied". The mentioned reason was academic performance; "other reasons" refers to reasons that are not academic performance.
    *   Sense 2 (recently past) does not fit.
    *   Sense 3 (distant past) does not fit.
    *   Sense 4 (strange/unusual) does not 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: reason
Target surface form: reasons
Context:
Here, the experience of New York City is decisive. Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>reasons</t>. The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers.

Candidate senses:
1. sense_key=reason%1:16:00:: | definition=a rational motive for a belief or action | synonyms=ground | examples=the reason that war was declared; the grounds for their declaration
2. sense_key=reason%1:10:01:: | definition=an explanation of the cause of some phenomenon | examples=the reason a steady state was never reached was that the back pressure built up too slowly
3. sense_key=reason%1:09:00:: | definition=the capacity for rational thought or inference or discrimination | synonyms=understanding, intellect | examples=we are told that man is endowed with reason and capable of distinguishing good from evil
4. sense_key=reason%1:26:00:: | definition=the state of having good sense and sound judgment | synonyms=rationality, reasonableness | examples=his rationality may have been impaired; he had to rely less on reason than on rousing their emotions
5. sense_key=reason%1:10:00:: | definition=a justification for something existing or happening | synonyms=cause, grounds | examples=he had no cause to complain; they had good reason to rejoice
6. sense_key=reason%1:09:01:: | definition=a fact that logically justifies some premise or conclusion | examples=there is reason to believe he is lying

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: `reason`
    *   Target surface form: `reasons`
    *   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 <t>reasons</t>."

    *   Sense 1: `a rational motive for a belief or action` (synonym: ground). Example: "the reason that war was declared".
    *   Sense 2: `an explanation of the cause of some phenomenon`. Example: "the reason a steady state was never reached...".
    *   Sense 3: `the capacity for rational thought or inference or discrimination` (synonym: understanding, intellect).
    *   Sense 4: `the state of having good sense and sound judgment` (synonym: rationality, reasonableness).
    *   Sense 5: `a justification for something existing or happening` (synonyms: cause, grounds). Example: "he had no cause to complain".
    *   Sense 6: `a fact that logically justifies some premise or conclusion`. Example: "there is reason to believe he is lying".

    *   The sentence says: "...even smaller classes have zero effect on the academic performance of the pupils -- though they may sometimes be desirable for other <t>reasons</t>."
    *   Here, "reasons" refers to the motives or justifications for wanting smaller classes, other than academic performance (e.g., easier classroom management, better teacher-student relationships).
    *   It's not about the *capacity* for rational thought (Sense 3) or the *state* of being rational (Sense 4).
    *   It's not an *explanation of a cause* of a phenomenon (Sense 2) in the scientific sense.
    *   It's not a *fact that logically justifies a premise* (Sense 6).
    *   It's between Sense 1 (rational motive for an action/belief) and Sense 5 (justification for something existing or happening).

    *   Sense 1: "a rational motive for a belief or action" (synonym: ground).
    *   Sense 5: "a justification for something existing or happening" (synonyms: cause, grounds).
    *   In the context "desirable for other reasons", the "reasons" are the motives or justifications for why smaller classes are considered desirable.
    *   Comparing "motive for a belief or action" (Sense 1) vs "justification for something existing or happening" (Sense 5).
    *   "Desirable for other reasons" means there are other justifications/motives for wanting smaller classes.
    *   Looking at the examples:
        *   Sense 1: "the reason that war was declared" (motive for action).
        *   Sense 5: "he had no cause to complain" (justification for action/state).
    *   Actually, Sense 1 and Sense 5 are very close. Let's re-examine.
    *   Sense 1: "a rational motive for a belief or action".
    *   Sense 5: "a justification for something existing or happening".
    *   "Smaller classes... may sometimes be desirable for other reasons."
    *   Is it a motive for an action (making classes smaller) or a justification for something (the desirability of smaller classes)?
    *   Usually, "reasons" in the phrase "for other reasons" refers to motives or justifications.
    *   Let's look at the synonyms: Sense 1 (ground), Sense 5 (cause, grounds).
    *   In many WordNet versions, Sense 1 is often used for the "why" behind a decision or belief.
    *   Let's check Sense 1 again: "a rational motive for a belief or action".
    *   Let's check Sense 5 again: "a justification for something existing or happening".
    *   The "desirability" is the state. The "reasons" are the justifications for that desirability.
    *   Wait, let's look at Sense 1 again. "the reason that war was declared". This is the motive for the action of declaring war.
    *   "Smaller classes... may be desirable for other reasons." This means there are other motives/justifications for wanting them.
    *   Let's compare with Sense 5: "he had no cause to complain".
    *   Actually, Sense 1 ("rational motive") fits "reasons why something is desirable" slightly better than Sense 5 ("justification for something existing").
    *   Let's re-read: "smaller classes have zero effect on the academic performance... though they may sometimes be desirable for other reasons."
    *   The "reasons" are the motives for the *desire* for smaller classes.
    *   Sense 1: "a rational motive for a belief or action". (The belief that smaller classes are desirable).
    *   Sense 5: "a justification for something existing or happening". (The existence of smaller classes).
    *   Actually, "desirable for other reasons" usually means "there are other grounds/motives for considering them desirable."
    *   Let's look at Sense 1 again. "the reason that war was declared".
    *   Let's look at Sense 5 again. "he had no cause to complain".
    *   If I say "I like this for several reasons," I am providing motives for my belief/feeling. This aligns well with Sense 1.

    *   Sense 1: rational motive for belief/action.
    *   Sense 2: explanation of cause.
    *   Sense 5: justification for something existing/happening.
    *   "Desirable for other reasons" -> "There are other motives for the belief that they are desirable."
    *   Sense 1 seems the most fitting.

    *   Sense 1: motive for belief/action.
    *   Sense 5: justification for something existing/happening.
    *   If the sentence was "Smaller classes exist for other reasons," Sense 5 would be stronger.
    *   But it says "desirable for other reasons," which points to the *motive* for the desirability (the belief).

    *   Sense 1: "a rational motive for a belief or action"
    *   Sense 5: "a justification for something existing or happening"
    *   "Desirable for other reasons" = "There are other rational motives for the belief that they are desirable."
    *   This fits 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: new
Target surface form: new
Context:
Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>new</t> 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.

Candidate senses:
1. sense_key=new%3:00:00:: | definition=not of long duration; having just (or relatively recently) come into being or been made or acquired or discovered | examples=a new law; new cars
2. sense_key=new%5:00:00:original:00 | definition=original and of a kind not seen before | synonyms=fresh, novel | examples=the computer produced a completely novel proof of a well-known theorem
3. sense_key=new%5:00:00:inexperienced:00 | definition=lacking training or experience | synonyms=raw | examples=the new men were eager to fight; raw recruits
4. sense_key=new%5:00:00:unprecedented:00 | definition=having no previous example or precedent or parallel | synonyms=unexampled | examples=a time of unexampled prosperity
5. sense_key=new%5:00:00:other:00 | definition=other than the former one(s); different | examples=they now have a new leaders; my new car is four years old but has only 15,000 miles on it
6. sense_key=new%3:00:09:: | definition=unaffected by use or exposure | examples=it looks like new
7. sense_key=new%5:00:02:original:00 | definition=(of a new kind or fashion) gratuitously new | synonyms=newfangled | examples=newfangled ideas; she buys all these new-fangled machines and never uses them
8. sense_key=new%5:00:02:late:01 | definition=in use after medieval times | examples=New Eqyptian was the language of the 18th to 21st dynasties
9. sense_key=new%5:00:01:late:01 | definition=used of a living language; being the current stage in its development | synonyms=Modern | examples=Modern English; New Hebrew is Israeli Hebrew
10. sense_key=new%5:00:00:early:02 | definition=(of crops) harvested at an early stage of development; before complete maturity | synonyms=young | examples=new potatoes; young corn
11. sense_key=new%5:00:00:unaccustomed:00 | definition=unfamiliar | examples=new experiences; experiences new to him

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: "new"
    *   Target surface form: "new"
    *   Context: "The <t>new</t> money flows into the already top-heavy administrative structure..."
    *   Surrounding context: The text discusses increasing expenditures on education. It mentions that increasing expenditures will probably make things worse because the money goes to administration rather than the classroom.

    *   Sense 1: not of long duration; having just (or relatively recently) come into being or been made or acquired or discovered (e.g., a new law, new cars).
    *   Sense 2: original and of a kind not seen before (e.g., novel proof).
    *   Sense 3: lacking training or experience (e.g., raw recruits).
    *   Sense 4: having no previous example or precedent (e.g., unexampled prosperity).
    *   Sense 5: other than the former one(s); different (e.g., new leaders).
    *   Sense 6: unaffected by use or exposure (e.g., looks like new).
    *   Sense 7: gratuitously new (e.g., newfangled ideas).
    *   Sense 8: in use after medieval times (e.g., New Egyptian).
    *   Sense 9: current stage in language development (e.g., Modern English).
    *   Sense 10: harvested at an early stage (e.g., new potatoes).
    *   Sense 11: unfamiliar (e.g., new experiences).

    *   The phrase is "The new money flows into...".
    *   In this context, "new money" refers to the *additional* or *recently acquired* funds resulting from the "increasing expenditures on education" mentioned in the previous paragraph.
    *   It's not "original/novel" (Sense 2), "inexperienced" (Sense 3), "unprecedented" (Sense 4), "different from the former" (Sense 5 - though it's additional, it's more about the fact that it's recently added), "unaffected by use" (Sense 6), "newfangled" (Sense 7), "late/modern" (Senses 8, 9), "young crops" (Sense 10), or "unfamiliar" (Sense 11).
    *   Sense 1 ("having just (or relatively recently) come into being or been made or acquired") fits best. The money has been recently acquired/allocated as part of the increased expenditures.

    *   Sense 1: "having just (or relatively recently) come into being or been made or acquired or discovered".
    *   "New money" = money that has recently been acquired or allocated. This fits perfectly.


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

[User]
Target lemma: money
Target surface form: money
Context:
Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>money</t> 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.

Candidate senses:
1. sense_key=money%1:21:00:: | definition=the most common medium of exchange; functions as legal tender | examples=we tried to collect the money he owed us
2. sense_key=money%1:21:02:: | definition=wealth reckoned in terms of money | examples=all his money is in real estate
3. sense_key=money%1:21:01:: | definition=the official currency issued by a government or national bank | examples=he changed his money into francs

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: `money`
    *   Target surface form: `money`
    *   Context: "The new <t>money</t> flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the teachers."
    *   Surrounding context: The text discusses "increasing expenditures on education," "educational expenditures (in real terms)," and spending "more per pupil than any other country."

    *   Sense 1: `money%1:21:00` - the most common medium of exchange; functions as legal tender. (General concept of money as a medium).
    *   Sense 2: `money%1:21:02` - wealth reckoned in terms of money. (Financial resources, funds, capital).
    *   Sense 3: `money%1:21:01` - the official currency issued by a government or national bank. (Specific currency, e.g., dollars, francs).

    *   The sentence says "The new money flows into the already top-heavy administrative structure."
    *   This refers to the *funds* or *financial resources* allocated for education (the "increasing expenditures" mentioned earlier).
    *   It's not talking about the *concept* of a medium of exchange (Sense 1) nor a specific *national currency* (Sense 3).
    *   It refers to the amount of wealth/funds available for a specific purpose (education spending).

    *   Sense 1 (medium of exchange) is too general.
    *   Sense 3 (official currency) is too specific to the type of money (e.g., USD vs EUR).
    *   Sense 2 (wealth reckoned in terms of money) fits best because it refers to the financial resources/funds being spent.

    *   Wait, let me re-evaluate Sense 1 vs Sense 2.
    *   Sense 1: "the most common medium of exchange" (e.g., "I have no money").
    *   Sense 2: "wealth reckoned in terms of money" (e.g., "all his money is in real estate").
    *   In the context of "new money flows into the administrative structure," it refers to the *funds* (the wealth/capital) allocated.
    *   Looking at WordNet's typical usage:
        *   `money%1:21:00` is often used for the general concept or the physical coins/bills.
        *   `money%1:21:02` is often used for financial resources or wealth.
    *   The context "increasing expenditures on education" strongly suggests financial resources/funds.

    *   Sense 1: Medium of exchange.
    *   Sense 2: Wealth/Funds.
    *   Sense 3: Currency.
    *   "The new money" in this context means "the new funding" or "the additional financial resources." This aligns most closely with 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: flow
Target surface form: flows
Context:
Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>flows</t> 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.

Candidate senses:
1. sense_key=flow%2:38:01:: | definition=move or progress freely as if in a stream | synonyms=flux | examples=The crowd flowed out of the stadium
2. sense_key=flow%2:38:00:: | definition=move along, of liquids | synonyms=run, feed, course | examples=Water flowed into the cave; the Missouri feeds into the Mississippi
3. sense_key=flow%2:38:02:: | definition=cause to flow | examples=The artist flowed the washes on the paper
4. sense_key=flow%2:42:00:: | definition=be abundantly present | examples=The champagne flowed at the wedding
5. sense_key=flow%2:35:04:: | definition=fall or flow in a certain way | synonyms=hang, fall | examples=This dress hangs well; Her long black hair flowed down her back
6. sense_key=flow%2:30:00:: | definition=cover or swamp with water
7. sense_key=flow%2:29:00:: | definition=undergo menstruation | synonyms=menstruate | examples=She started menstruating at the age of 11

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: `flow`
    *   Target surface form: `flows`
    *   Context: "The new money <t>flows</t> into the already top-heavy administrative structure..."
    *   Meaning: Money is moving from one place (the source of funding) to another (the administrative structure).

    *   Sense 1: `move or progress freely as if in a stream` (e.g., "The crowd flowed out of the stadium"). This describes a movement of people or things in a stream-like manner.
    *   Sense 2: `move along, of liquids` (e.g., "Water flowed into the cave"). This is specifically for liquids.
    *   Sense 3: `cause to flow` (e.g., "The artist flowed the washes on the paper"). This is transitive (someone causes something to flow).
    *   Sense 4: `be abundantly present` (e.g., "The champagne flowed at the wedding"). This describes abundance.
    *   Sense 5: `fall or flow in a certain way` (e.g., "Her long black hair flowed down her back"). This describes the way something hangs or falls.
    *   Sense 6: `cover or swamp with water`.
    *   Sense 7: `undergo menstruation`.

    *   The context is "money flows into...".
    *   Money is not a liquid (Sense 2).
    *   It's not about abundance in the sense of a party (Sense 4), although money is moving.
    *   It's not about hair or dresses (Sense 5).
    *   It's not about menstruation (Sense 7) or flooding (Sense 6).
    *   It's not transitive (Sense 3).
    *   Sense 1 describes moving or progressing freely as if in a stream. Money "flowing" is a common metaphor for the movement of funds, which fits the "move or progress freely as if in a stream" description.

    *   Sense 1: "move or progress freely as if in a stream" (Synonym: flux).
    *   Sense 2: "move along, of liquids".
    *   Money is often treated metaphorically as a liquid (hence "cash flow", "liquidity"), but in a strict linguistic sense, it's a movement of a resource. Sense 1 is the general sense for things moving like a stream (including crowds, and by extension, money).

    *   Wait, let me re-evaluate Sense 1 vs Sense 2.
    *   Sense 1: "move or progress freely as if in a stream" (Example: crowd).
    *   Sense 2: "move along, of liquids" (Example: water).
    *   Money is not a liquid, but it "flows" like one. Sense 1 specifically says "as if in a stream," which covers metaphorical uses of flow for non-liquids (like crowds or money).

    *   Sense 1: move or progress freely as if in a stream.
    *   Sense 2: move along, of liquids.
    *   Sense 3: cause to flow.
    *   Sense 4: be abundantly present.
    *   Sense 5: fall or flow in a certain way.
    *   Sense 6: cover or swamp with water.
    *   Sense 7: undergo menstruation.

    The movement of money into an administrative structure is a movement of resources, fitting the "move or progress freely as if in a stream" (Sense 1).

    *Self-Correction:* Is it Sense 4 ("be abundantly present")? "The champagne flowed at the wedding" means there was a lot of it. "The new money flows into the... structure" describes the *direction* and *process* of movement ("into"), not just the fact that there is a lot of it. Therefore, Sense 1 is better.


[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: pile
Target surface form: piling
Context:
Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>piling</t> 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.

Candidate senses:
1. sense_key=pile%2:35:00:: | definition=arrange in stacks | synonyms=stack, heap | examples=heap firewood around the fireplace; stack your books up on the shelves
2. sense_key=pile%2:38:00:: | definition=press tightly together or cram | synonyms=throng, mob, pack, jam | examples=The crowd packed the auditorium
3. sense_key=pile%2:35:03:: | definition=place or lay as if in a pile | examples=The teacher piled work on the students until the parents protested

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

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

reasoning_content:
*   Target lemma: `pile`
    *   Target surface form: `piling`
    *   Context: "...the already top-heavy administrative structure, which busies itself <t>piling</t> more and more paper work on the teachers."

    *   Sense 1: `arrange in stacks` (synonyms: stack, heap). Example: "heap firewood around the fireplace". (Focuses on the physical arrangement of objects into a stack).
    *   Sense 2: `press tightly together or cram` (synonyms: throng, mob, pack, jam). Example: "The crowd packed the auditorium". (Focuses on people or things filling a space).
    *   Sense 3: `place or lay as if in a pile`. Example: "The teacher piled work on the students until the parents protested". (Focuses on assigning or imposing a large amount of something, often figuratively like work or tasks).

    *   The phrase is "piling more and more paper work on the teachers".
    *   This is not about physically stacking papers in a pile (though it could be, the meaning here is about the *burden* of work being added).
    *   It matches the example in Sense 3: "The teacher piled work on the students until the parents protested."

    *   Sense 1 is too literal (physical stacks).
    *   Sense 2 is about crowding/jamming.
    *   Sense 3 specifically covers the usage of "piling work on someone".


[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: more
Target surface form: more
Context:
Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>more</t> 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.

Candidate senses:
1. sense_key=more%3:00:01:: | definition=(comparative of `much' used with mass nouns) a quantifier meaning greater in size or amount or extent or degree | synonyms=more than | examples=more land; more support
2. sense_key=more%3:00:02:: | definition=(comparative of `many' used with count nouns) quantifier meaning greater in number | examples=a hall with more seats; we have no more bananas

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: "more"
    *   Target surface form: "more"
    *   Context: "...which busies itself piling <t>more</t> and more paper work on the teachers."
    *   Candidate senses:
        1.  `more%3:00:01::`: comparative of 'much' (mass nouns) - greater in size, amount, extent, or degree.
        2.  `more%3:00:02::`: comparative of 'many' (count nouns) - greater in number.

    *   The word "more" modifies "paper work".
    *   "Paper work" (or paperwork) is typically an uncountable (mass) noun. You don't usually say "one paperwork, two paperworks". You say "a lot of paperwork" or "some paperwork".

    *   Sense 1 is for mass nouns (comparative of 'much').
    *   Sense 2 is for count nouns (comparative of 'many').
    *   Since "paper work" is a mass noun, Sense 1 is the correct fit.

    *   Sense 1: mass nouns, amount/extent.
    *   Sense 2: count nouns, number.
    *   "More paper work" -> amount of paperwork.

    *   The target is "more" in "more and more paper work".
    *   "Paper work" is a mass noun.
    *   Therefore, 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: more
Target surface form: more
Context:
Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>more</t> 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.

Candidate senses:
1. sense_key=more%3:00:01:: | definition=(comparative of `much' used with mass nouns) a quantifier meaning greater in size or amount or extent or degree | synonyms=more than | examples=more land; more support
2. sense_key=more%3:00:02:: | definition=(comparative of `many' used with count nouns) quantifier meaning greater in number | examples=a hall with more seats; we have no more bananas

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: "more"
    *   Target surface form: "more"
    *   Context: "...which busies itself piling more and <t>more</t> paper work on the teachers."
    *   Candidate senses:
        1.  `more%3:00:01`: comparative of 'much' (mass nouns) - greater in size, amount, extent, or degree.
        2.  `more%3:00:02`: comparative of 'many' (count nouns) - greater in number.

    *   The phrase is "more and more paper work".
    *   The noun being modified is "paper work".

    *   Is "paper work" (or "paperwork") a count noun or a mass noun?
    *   "Paperwork" is typically an uncountable (mass) noun. You don't say "one paperwork, two paperworks". You say "a lot of paperwork" or "some paperwork".

    *   Sense 1: Comparative of 'much' (mass nouns).
    *   Sense 2: Comparative of 'many' (count nouns).
    *   Since "paper work" is a mass noun, Sense 1 is the correct fit.

    *   Sense 1: "greater in size or amount or extent or degree" (fits "more and more paper work").
    *   Sense 2: "greater in number" (does not fit "paper work").


[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: teacher
Target surface form: teachers
Context:
Locally elected school boards, especially in our larger cities, become the prey of ambitious, generally corrupt, and invariably demagogic local politicians or would-be politicians. New York is in the process of trying to disengage itself from a 20-year-old commitment to this system of school governance, even as Chicago and other cities are moving to institute it. -- In most states, increasing expenditures on education, in our current circumstances, will probably make things worse, not better. 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 <t>teachers</t>. 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.

Candidate senses:
1. sense_key=teacher%1:18:00:: | definition=a person whose occupation is teaching | synonyms=instructor
2. sense_key=teacher%1:09:00:: | definition=a personified abstraction that teaches | examples=books were his teachers; experience is a demanding teacher

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: `teacher`
    *   Target surface form: `teachers`
    *   Context: "...The new money flows into the already top-heavy administrative structure, which busies itself piling more and more paper work on the <t>teachers</t>."
    *   Candidate senses:
        1.  `teacher%1:18:00::`: a person whose occupation is teaching (synonym: instructor).
        2.  `teacher%1:09:00::`: a personified abstraction that teaches (examples: books, experience).

    *   The sentence discusses school boards, education expenditures, classrooms, pupils, and administrative structures.
    *   The specific phrase is "piling more and more paper work on the teachers."
    *   In the context of a school system and administrative paperwork, "teachers" refers to the professional staff employed to teach students.

    *   Sense 1: A person whose occupation is teaching. (Fits perfectly).
    *   Sense 2: A personified abstraction (like "experience"). (Does not fit; paperwork is not piled on "experience" or "books" in this context).

    *   The correct sense is Sense 1.