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

Context: They are inevitably inclined to echo the conventional pap, since this is the least controversial option that is open to them. Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling <t>improves</t> performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea.

Senses:
1. definition=to make better | synonyms=better, amend, ameliorate, meliorate | examples=The editor improved the manuscript with his changes
2. definition=get better | synonyms=better, ameliorate, meliorate | examples=The weather improved toward evening

reasoning_content:
*   Context: "We know that very early exposure to schooling <t>improves</t> performance in the first grade, but afterward the difference is quickly washed away."
    *   Target word: "improves"
    *   Senses provided:
        1.  `to make better` (transitive: something makes something else better). Example: "The editor improved the manuscript."
        2.  `get better` (intransitive: something becomes better). Example: "The weather improved."

    *   Sentence: "very early exposure to schooling <t>improves</t> performance in the first grade"
    *   Subject: "very early exposure to schooling"
    *   Object: "performance in the first grade"
    *   Action: The exposure (subject) is making the performance (object) better.

    *   Sense 1: "to make better" (Transitive). This fits perfectly. The exposure makes the performance better.
    *   Sense 2: "get better" (Intransitive). This does not fit because there is a direct object ("performance").

    *   The correct sense is 1.


attempt_kind: initial

status: success

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

Context: They are inevitably inclined to echo the conventional pap, since this is the least controversial option that is open to them. Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves <t>performance</t> in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea.

Senses:
1. definition=a dramatic or musical entertainment | synonyms=public presentation | examples=they listened to ten different performances; the play ran for 100 performances
2. 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. 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. 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. 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

finish_reason: stop

role: assistant

reasoning_content:
*   Context: "We know that very early exposure to schooling improves <t>performance</t> in the first grade, but afterward the difference is quickly washed away."
    *   Target word: "performance"

    *   Sense 1: Dramatic or musical entertainment (e.g., a play).
    *   Sense 2: The act of presenting a play/music (e.g., a rehearsal).
    *   Sense 3: The act of performing; doing something successfully; using knowledge (e.g., performance as mayor, experience improves performance).
    *   Sense 4: Any recognized accomplishment (e.g., performance under stress, home runs).
    *   Sense 5: Process or manner of functioning or operating (e.g., engine operation).

    *   The sentence discusses how early schooling affects a child's "performance in the first grade."
    *   In this context, "performance" refers to how well the students do in school (their academic achievement or the act of doing the work successfully).
    *   Comparing this to the senses:
        *   Sense 1 & 2: Not about a play or music.
        *   Sense 3: "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it." Example: "experience generally improves performance." This fits well with academic performance in school.
        *   Sense 4: "any recognized accomplishment." While academic success is an accomplishment, "performance in the first grade" usually refers to the ongoing level of achievement/execution of tasks rather than a single specific accomplishment.
        *   Sense 5: "process or manner of functioning or operating." This is usually for machines or systems.

    *   Sense 3 specifically mentions "doing something successfully" and "using knowledge," which aligns perfectly with academic performance in a classroom setting.

    *   The correct sense is 3.

currency: USD

source: unavailable


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

Context: They are inevitably inclined to echo the conventional pap, since this is the least controversial option that is open to them. Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the <t>first</t> grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea.

Senses:
1. definition=preceding all others in time or space or degree | examples=the first house on the right; the first day of spring
2. definition=indicating the beginning unit in a series | synonyms=1st
3. definition=serving to set in motion | synonyms=inaugural, initiative, initiatory, maiden | examples=the magazine's inaugural issue; the initiative phase in the negotiations
4. definition=serving to begin | synonyms=beginning | examples=the beginning canto of the poem; the first verse
5. definition=ranking above all others | synonyms=foremost, world-class | examples=was first in her class; the foremost figure among marine artists
6. definition=highest in pitch or chief among parts or voices or instruments or orchestra sections | examples=first soprano; the first violin section

reasoning_content:
*   Context: "We know that very early exposure to schooling improves performance in the <t>first</t> grade, but afterward the difference is quickly washed away."
    *   Target word: "first" (in "first grade").

    *   Sense 1: preceding all others in time or space or degree (e.g., first house on the right).
    *   Sense 2: indicating the beginning unit in a series (synonym: 1st).
    *   Sense 3: serving to set in motion (e.g., inaugural issue).
    *   Sense 4: serving to begin (e.g., beginning canto).
    *   Sense 5: ranking above all others (e.g., first in her class).
    *   Sense 6: highest in pitch or chief among parts (e.g., first soprano).

    *   "First grade" refers to the initial level of primary education in a series of grades (1st, 2nd, 3rd, etc.).
    *   This fits the description of "indicating the beginning unit in a series" (Sense 2).

    *   Sense 1 is more about order in space/time generally.
    *   Sense 2 specifically mentions "beginning unit in a series" and the synonym "1st". "First grade" is essentially "1st grade".
    *   Sense 4 ("serving to begin") is usually for parts of a work (like a poem).
    *   Sense 5 is about rank/quality.

    *   "First grade" is the first unit in the series of school grades. This aligns perfectly with Sense 2.


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

Context: They are inevitably inclined to echo the conventional pap, since this is the least controversial option that is open to them. Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first <t>grade</t>, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea.

Senses:
1. definition=a body of students who are taught together | synonyms=class, form, course | examples=early morning classes are always sleepy
2. definition=a relative position or degree of value in a graded group | synonyms=level, tier | examples=lumber of the highest grade
3. definition=the gradient of a slope or road or other surface | examples=the road had a steep grade
4. definition=one-hundredth of a right angle | synonyms=grad
5. definition=a degree of ablaut | synonyms=gradation
6. definition=a number or letter indicating quality (especially of a student's performance) | synonyms=mark, score | examples=she made good marks in algebra; grade A milk
7. definition=the height of the ground on which something stands | synonyms=ground level | examples=the base of the tower was below grade
8. definition=a position on a scale of intensity or amount or quality | synonyms=degree, level | examples=a moderate grade of intelligence; a high level of care is required
9. definition=a variety of cattle produced by crossbreeding with a superior breed

reasoning_content:
*   Context: "We know that very early exposure to schooling improves performance in the first <t>grade</t>, but afterward the difference is quickly washed away."
    *   Target word: "grade"

    *   Sense 1: a body of students who are taught together (class, form, course). Example: "early morning classes are always sleepy".
    *   Sense 2: a relative position or degree of value in a graded group (level, tier). Example: "lumber of the highest grade".
    *   Sense 3: the gradient of a slope or road or other surface. Example: "the road had a steep grade".
    *   Sense 4: one-hundredth of a right angle (grad).
    *   Sense 5: a degree of ablaut (gradation).
    *   Sense 6: a number or letter indicating quality (mark, score). Example: "she made good marks in algebra".
    *   Sense 7: the height of the ground on which something stands (ground level). Example: "the base of the tower was below grade".
    *   Sense 8: a position on a scale of intensity or amount or quality (degree, level). Example: "a moderate grade of intelligence".
    *   Sense 9: a variety of cattle produced by crossbreeding.

    *   The phrase is "the first grade".
    *   In the context of "schooling" and "pre-kindergarten years", "first grade" refers to the first year of elementary school, which is a group of students taught together.
    *   This matches Sense 1: "a body of students who are taught together".

    *   Sense 1: "a body of students who are taught together" -> Fits perfectly.
    *   Sense 6: "a number or letter indicating quality" -> Does not fit "the first grade" in this context (it's not a mark/score).
    *   Sense 2/8: "relative position/degree" -> While "first" implies a position, "first grade" in schooling specifically refers to the class/year level.


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

Context: They are inevitably inclined to echo the conventional pap, since this is the least controversial option that is open to them. Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the <t>difference</t> is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea.

Senses:
1. definition=the quality of being unlike or dissimilar | examples=there are many differences between jazz and rock
2. definition=a variation that deviates from the standard or norm | synonyms=deviation, divergence, departure | examples=the deviation from the mean
3. definition=a disagreement or argument about something important | synonyms=dispute, difference of opinion, conflict | examples=he had a dispute with his wife; there were irreconcilable differences
4. definition=a significant change | examples=the difference in her is amazing; his support made a real difference
5. definition=the number that remains after subtraction; the number that when added to the subtrahend gives the minuend | synonyms=remainder

reasoning_content:
*   Context: "We know that very early exposure to schooling improves performance in the first grade, but afterward the <t>difference</t> is quickly washed away."
    *   Meaning: The text discusses the effect of early schooling on performance. It says performance improves in the first grade, but then that *improvement* or *distinction* (the gap between those who had early schooling and those who didn't) disappears.

    *   Sense 1: "the quality of being unlike or dissimilar" (e.g., differences between jazz and rock).
    *   Sense 2: "a variation that deviates from the standard or norm" (e.g., deviation from the mean).
    *   Sense 3: "a disagreement or argument" (e.g., dispute).
    *   Sense 4: "a significant change" (e.g., the difference in her is amazing; his support made a real difference).
    *   Sense 5: "the number that remains after subtraction" (mathematical difference).

    *   The "difference" here refers to the gap in performance between two groups (those with early schooling vs. those without).
    *   Is it a "quality of being unlike" (Sense 1)? Yes, the performance levels are unlike/dissimilar.
    *   Is it a "variation from the norm" (Sense 2)? Not exactly.
    *   Is it a "disagreement" (Sense 3)? No.
    *   Is it a "significant change" (Sense 4)? No, it's not saying the *change* was washed away, but the *distinction* in performance.
    *   Is it a "mathematical remainder" (Sense 5)? While performance can be measured numerically, the context is more about the general distinction/dissimilarity in outcomes.

    *   Sense 1: "the quality of being unlike or dissimilar". If Group A performs better than Group B, there is a *difference* (dissimilarity) in their performance.
    *   Sense 5: "the number that remains after subtraction". In statistics/education research, the "difference" often refers to the numerical gap between means.

    *   "the difference is quickly washed away"
    *   This means the advantage (the gap/dissimilarity) disappears.
    *   Comparing Sense 1 and Sense 5: Sense 1 is a general description of being unlike. Sense 5 is specifically mathematical. While the difference in performance is often a number, in common parlance, "the difference" in this context usually refers to the distinction or the gap (dissimilarity).

    *   Wait, let's look at Sense 1 again: "the quality of being unlike or dissimilar".
    *   Let's look at Sense 4: "a significant change". (No).
    *   Let's look at Sense 5: "the number that remains after subtraction".

    *   If I say "the difference between the two groups' scores was 5 points," that's Sense 5.
    *   If I say "the difference in their performance disappeared," I'm talking about the fact that they are no longer dissimilar in performance.

    *   Let's re-evaluate Sense 1. "there are many differences between jazz and rock". This is about characteristics.
    *   Is there a better fit?
    *   "the difference is quickly washed away" -> the distinction/gap.

    *   Let's check if "difference" here means "the amount by which one thing is better/larger than another". This is often categorized under Sense 1 (dissimilarity) or Sense 5 (mathematical). However, in most NLP datasets (like WordNet), the "gap" or "distinction" is often Sense 1.

    *   Let's double-check Sense 1 vs Sense 5.
        Sense 1: "the quality of being unlike or dissimilar"
        Sense 5: "the number that remains after subtraction"

    *   In the sentence "the difference is quickly washed away", it refers to the *advantage* or *gap* in performance. This is a state of being dissimilar.

    *   Let's consider if it could be Sense 4 ("a significant change"). "his support made a real difference". No, that's not it.

    *   Comparing "the difference is quickly washed away" to "there are many differences between jazz and rock". Both refer to the state of not being the same.

    *   Is it Sense 5? "the number that remains after subtraction". While performance is measured, the text isn't talking about a specific subtraction operation, but rather the general gap.

    *   Therefore, Sense 1 is the most appropriate.

    *   Wait, let me think about Sense 1 again. "the quality of being unlike or dissimilar".
    *   If Group A is at level 10 and Group B is at level 5, the "difference" is the fact that they are not at the same level.

    *   Let's look at the options again.
        1. unlike/dissimilar
        2. variation/deviation
        3. disagreement
        4. significant change
        5. subtraction result

    *   The "difference" in performance is the dissimilarity in their scores.

    *   Let's re-read: "We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away."
    *   This means the *improvement* (the gap created by the schooling) disappears.
    *   This is a distinction/dissimilarity.

    *   Final check: Sense 1.


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

Context: They are inevitably inclined to echo the conventional pap, since this is the least controversial option that is open to them. Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is <t>quickly</t> washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea.

Senses:
1. definition=with rapid movements | synonyms=rapidly, speedily, chop-chop, apace | examples=he works quickly
2. definition=with little or no delay | synonyms=promptly, quick | examples=the rescue squad arrived promptly; come here, quick!
3. definition=without taking pains | synonyms=cursorily | examples=he looked cursorily through the magazine

reasoning_content:
*   Context: "...We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is <t>quickly</t> washed away."
    *   Target word: "quickly"
    *   Senses provided:
        1.  with rapid movements (rapidly, speedily)
        2.  with little or no delay (promptly)
        3.  without taking pains (cursorily)

    *   The sentence says the difference in performance is "quickly washed away."
    *   This means the advantage disappears in a short amount of time.
    *   It refers to the speed/rate at which the effect vanishes.

    *   Sense 1: "with rapid movements" / "rapidly, speedily". While "rapid movements" usually refers to physical motion, "rapidly" often refers to the speed of a process or change (e.g., "the population grew rapidly").
    *   Sense 2: "with little or no delay" / "promptly". This usually refers to the time between a trigger and an action (e.g., "he responded quickly").
    *   Sense 3: "without taking pains" / "cursorily". This refers to lack of thoroughness.

    *   "Washed away" in this context is a metaphor for disappearing.
    *   The disappearance happens fast.
    *   Comparing Sense 1 and Sense 2:
        *   Sense 1 (rapidly/speedily) describes the rate of change.
        *   Sense 2 (promptly) describes the lack of delay before starting.
    *   The difference isn't disappearing "promptly" (as in, immediately after the first grade starts), but rather it disappears "rapidly" (at a fast rate) over the subsequent period.

    *   Wait, let me re-evaluate Sense 1 vs Sense 2.
    *   "The difference is quickly washed away."
    *   Does it mean "immediately" (Sense 2) or "at a fast rate" (Sense 1)?
    *   Usually, "rapidly" (Sense 1) is used for processes of change. "Promptly" (Sense 2) is used for reactions.
    *   Example: "The ice melted quickly." (Sense 1 - rate of change).
    *   Example: "He answered the phone quickly." (Sense 2 - little delay).
    *   "The difference is washed away" is a process of change.

    *   Sense 1: rapid movements / rapidly / speedily.
    *   Sense 2: little or no delay / promptly.
    *   Sense 3: without taking pains / cursorily.

    The most fitting is Sense 1 (rapidly/speedily).

    *Self-Correction/Double Check:*
    Is "quickly" here meaning "soon"?
    "afterward the difference is quickly washed away."
    If it meant "soon," it would be closer to Sense 2. But "washed away" describes the process of disappearing. The speed of that process is "rapid."

    Let's look at the synonyms again.
    Sense 1: rapidly, speedily.
    Sense 2: promptly.

    "The difference is rapidly washed away" makes perfect sense.
    "The difference is promptly washed away" sounds slightly off, as "promptly" usually implies a response to a cue.

    Therefore, Sense 1 is the best fit.


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

Context: They are inevitably inclined to echo the conventional pap, since this is the least controversial option that is open to them. Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly <t>washed away</t>. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea.

Senses:
1. definition=eliminate | examples=wash away all the differences
2. definition=remove by the application of water or other liquid and soap or some other cleaning agent | synonyms=wash, wash out, wash off | examples=he washed the dirt from his coat; The nurse washed away the blood

reasoning_content:
*   Context: "...very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly <t>washed away</t>."
    *   Target phrase: "washed away"
    *   Meaning in context: The difference in performance disappears or is eliminated over time.

    *   Sense 1: definition=eliminate | examples=wash away all the differences.
    *   Sense 2: definition=remove by the application of water or other liquid and soap or some other cleaning agent | synonyms=wash, wash out, wash off | examples=he washed the dirt from his coat; The nurse washed away the blood.

    *   The context refers to a "difference" in performance being "washed away."
    *   This is a metaphorical use meaning the difference is eliminated or disappears.
    *   Sense 1 explicitly mentions "eliminate" and provides the example "wash away all the differences."
    *   Sense 2 refers to physical cleaning with water/soap.

Sense 1 is the correct match.


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us <t>sum up</t> what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

Senses:
1. definition=give a summary (of) | synonyms=summarize, summarise, resume | examples=he summed up his results; I will now summarize
2. definition=be a summary of | synonyms=summarize, summarise, sum | examples=The abstract summarizes the main ideas in the paper
3. definition=determine the sum of | synonyms=total, tot, tot up, sum, summate, tote up | examples=Add all the people in this town to those of the neighboring town

reasoning_content:
*   Context: "Let us <t>sum up</t> what we do know about education and about those education reforms that do work and do not work..."
    *   Target phrase: "sum up"
    *   Senses provided:
        1.  give a summary (of) (summarize)
        2.  be a summary of (summarize)
        3.  determine the sum of (total)

    *   The speaker says, "Let us sum up what we do know..."
    *   This means the speaker is about to provide a summary of the known facts about education and reforms.
    *   It is an action performed by the speaker (the "us").

    *   Sense 1: "give a summary (of)" - This fits perfectly. The speaker is proposing to provide a summary.
    *   Sense 2: "be a summary of" - This is used when a thing (like an abstract) *is* the summary. Example: "The abstract summarizes the main ideas." In the context, "Let us sum up" is an action, not a description of a thing being a summary.
    *   Sense 3: "determine the sum of" - This refers to mathematical addition. The context is about educational knowledge, not numbers.

    *   The correct sense is 1.


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do <t>know</t> about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

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

reasoning_content:
*   Context: "Let us sum up what we do <t>know</t> about education and about those education reforms that do work and do not work..."
    *   Target word: "know"

    *   Sense 1: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about. (Example: I know that the President lied...)
    *   Sense 2: know how to do or perform something. (Example: She knows how to knit.)
    *   Sense 3: be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt. (Example: I know that I left the key on the table.)
    *   Sense 4: be familiar or acquainted with a person or an object. (Example: She doesn't know this composer.)
    *   Sense 5: have firsthand knowledge of states, situations, emotions, or sensations. (Example: I know the feeling!)
    *   Sense 6: accept (someone) to be what is claimed or accept his power and authority. (Example: The Crown Prince was acknowledged...)
    *   Sense 7: have fixed in the mind (e.g., a language or a set of facts). (Example: I know Latin.)
    *   Sense 8: have sexual intercourse with. (Example: Adam knew Eve.)
    *   Sense 9: know the nature or character of. (Example: we all knew her as a big show-off.)
    *   Sense 10: be able to distinguish, recognize as being different. (Example: The child knows right from wrong.)
    *   Sense 11: perceive as familiar. (Example: I know this voice!)

    *   The phrase is "what we do know about education and about those education reforms that do work and do not work".
    *   This refers to possessing information, facts, or knowledge derived from evidence or study regarding education and reforms.
    *   It's not about a skill (Sense 2), a person/object (Sense 4), a feeling (Sense 5), authority (Sense 6), a language/rote memorization (Sense 7), sex (Sense 8), character (Sense 9), distinguishing (Sense 10), or familiarity (Sense 11).
    *   Comparing Sense 1 and Sense 3:
        *   Sense 1: "be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about".
        *   Sense 3: "be aware of the truth of something; have a belief or faith in something; regard as true beyond any doubt".
    *   The context "what we do know about education" fits best with possessing knowledge or information (Sense 1). Sense 3 is more about conviction or certainty about a specific truth.

    *   "Let us sum up what we do know about education..." = "Let us sum up the information/facts we possess about education..."
    *   This aligns perfectly with Sense 1.


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about <t>education</t> and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

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

reasoning_content:
*   Context: "Let us sum up what we do know about <t>education</t> and about those education reforms that do work and do not work..."
    *   Target word: "education"
    *   Surrounding text: Discussing child-development policy, pre-kindergarten, schooling, performance in first grade, and education reforms.

    *   Sense 1: The activities of educating or instructing; activities that impart knowledge or skill (instruction, teaching, pedagogy).
    *   Sense 2: Knowledge acquired by learning and instruction (the result/state of being educated).
    *   Sense 3: The gradual process of acquiring knowledge (the lifelong or developmental process).
    *   Sense 4: The profession of teaching.
    *   Sense 5: The result of good upbringing (social behavior/breeding).
    *   Sense 6: The US federal department.

    *   The sentence is "Let us sum up what we do know about education and about those education reforms that do work and do not work."
    *   The author is talking about the *system*, the *practice*, and the *methods* of educating children (specifically pre-K and early schooling).
    *   "Education reforms" strongly suggests the *activities* or the *system* of instructing (Sense 1) rather than the *knowledge acquired* (Sense 2), the *gradual process* (Sense 3), the *profession* (Sense 4), *breeding* (Sense 5), or the *government department* (Sense 6).
    *   Sense 1 covers "the activities of educating or instructing" and "pedagogy," which fits perfectly with the discussion of child-development policies, schooling, and reforms.

    *   Sense 1: Activities of educating/instructing. (Fits well)
    *   Sense 2: Knowledge acquired. (Doesn't fit "education reforms")
    *   Sense 3: Gradual process. (Possible, but "reforms" usually target the *system/activities* of instruction)
    *   Sense 4: Profession. (Too narrow)
    *   Sense 5: Upbringing. (Incorrect)
    *   Sense 6: Department. (Incorrect)

    The context discusses the system of schooling and the effectiveness of certain policies/reforms. This aligns best with Sense 1 (the activities of educating/instructing).


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those <t>education</t> reforms that do work and do not work: -- "Parental involvement "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

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

reasoning_content:
*   Context: "...Let us sum up what we do know about education and about those <t>education</t> reforms that do work and do not work..."
    *   Target word: "education" (specifically in the phrase "education reforms").

    *   Sense 1: The activities of educating or instructing; activities that impart knowledge or skill (instruction, teaching, pedagogy).
    *   Sense 2: Knowledge acquired by learning and instruction (the result/state of being educated).
    *   Sense 3: The gradual process of acquiring knowledge.
    *   Sense 4: The profession of teaching (especially at a school or college or university).
    *   Sense 5: The result of good upbringing (social behavior/breeding).
    *   Sense 6: The US federal department.

    *   The phrase is "education reforms".
    *   "Reforms" usually target a system, a profession, or a set of activities.
    *   In the context of "education reforms", it refers to changes in the *system* of instructing/teaching or the *profession* of teaching.
    *   Looking at the surrounding text: "governors' conference on education", "comprehensive child-development policy", "extending the educational system", "child-care program, not an educational program", "exposure to schooling".
    *   The text is discussing the *system* and *activities* of teaching/instructing children.
    *   Sense 1 (activities of educating/instructing) fits well as it encompasses the system and the act of teaching.
    *   Sense 4 (the profession of teaching) is also a possibility, but "education reforms" typically refers to the broader system of instruction (Sense 1) rather than just the job of the teacher.
    *   Let's re-evaluate Sense 1 vs Sense 4.
        *   Sense 1: "the activities of educating or instructing; activities that impart knowledge or skill".
        *   Sense 4: "the profession of teaching".
        *   "Education reforms" usually means changing how children are taught, what they are taught, and how the system is organized. This aligns more closely with the "activities of educating" (Sense 1) or the general field of instruction.

    *   Sense 1: "the activities of educating or instructing" -> Education reforms = reforms to the activities of educating.
    *   Sense 2: "knowledge acquired" -> Knowledge reforms? No.
    *   Sense 3: "gradual process of acquiring knowledge" -> Process reforms? Possible, but Sense 1 is more standard for "education" as a field/system.
    *   Sense 4: "profession of teaching" -> Profession reforms? Possible, but "education reform" is broader than just the profession.
    *   Sense 5: "upbringing/breeding" -> No.
    *   Sense 6: "US federal department" -> Department reforms? No, the context is about policies and schooling in general.

    *   In most dictionaries, "education" in "education system" or "education reform" maps to the general activity/process of teaching/instructing.
    *   Sense 1: "the activities of educating or instructing". This is the most comprehensive fit for the systemic nature of "education reforms".

    *   The text discusses "educational system", "schooling", "educational limitations". All these point toward the activity/system of instruction.

    *   Sense 1: activities of educating/instructing.
    *   Sense 4: profession of teaching.
    *   "Education reform" is almost always about the system of instruction (Sense 1).


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education <t>reforms</t> that do work and do not work: -- "Parental involvement "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

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

reasoning_content:
*   Context: "...Let us sum up what we do know about education and about those education <t>reforms</t> that do work and do not work..."
    *   Target word: "reforms" (plural of reform).
    *   Senses provided:
        1.  A change for the better as a result of correcting abuses (the result/the change itself).
        2.  A campaign aimed to correct abuses or malpractices (the plan/proposal/initiative).
        3.  Self-improvement in behavior or morals (personal change).

    *   The text discusses Gov. Bill Clinton's proposal for a child-development policy.
    *   The author is critiquing educational policies/initiatives.
    *   "those education reforms that do work and do not work" refers to the specific changes, policies, or initiatives implemented in the education system to improve it.

    *   Sense 3 (self-improvement) is clearly wrong.
    *   Sense 1 (a change for the better) vs. Sense 2 (a campaign aimed to correct abuses).
    *   In the phrase "education reforms that do work and do not work," the author is talking about the *measures* or *initiatives* (the campaigns/plans) put into place to improve education.
    *   Usually, "reform" in the context of "education reform" refers to the systemic changes or the initiatives designed to change the system.
    *   Looking at the examples:
        *   Sense 1: "reform of the law courts" (the actual change that happened).
        *   Sense 2: "the reforms he proposed" (the plans/campaigns).
    *   In the context, "reforms that do work and do not work" refers to the specific policies/initiatives implemented. This aligns more closely with Sense 2 (the campaign/initiative/proposal) or Sense 1 (the resulting change).
    *   However, "reforms" in "education reforms" almost always refers to the set of changes/policies (Sense 2). Let's re-evaluate.
    *   Sense 1: "a change for the better as a result of correcting abuses".
    *   Sense 2: "a campaign aimed to correct abuses or malpractices".
    *   If the author says "reforms that do work", they are talking about the *measures* taken.
    *   Comparing "the reform of the law courts" (Sense 1) and "the reforms he proposed" (Sense 2).
    *   "Education reforms" are typically the policies/initiatives.

    *   Sense 1 is the *result* (the state of being reformed).
    *   Sense 2 is the *action/plan* (the specific measures).
    *   "Education reforms that do work" refers to the measures/policies.

    *   Wait, let's look at the definitions again.
    *   1: "a change for the better as a result of correcting abuses"
    *   2: "a campaign aimed to correct abuses or malpractices"
    *   In "education reforms", we are talking about the specific changes implemented.
    *   If I say "The reform of the tax code", is that the result (1) or the campaign (2)?
    *   If I say "The government introduced several reforms", those are the specific measures (2).
    *   The context "those education reforms that do work and do not work" refers to the specific measures/policies.

    *   Sense 2 fits best because "education reforms" are the specific initiatives/measures implemented to improve the system.

    *   Sense 1: "justice was for sale before the reform of the law courts" (The act of reforming/the resulting state).
    *   Sense 2: "the reforms he proposed were too radical" (The specific changes/measures).
    *   "Education reforms that do work" = The specific changes/measures that are effective.

    *   Sense 2.


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do <t>work</t> and do not work: -- "Parental involvement "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

Senses:
1. definition=exert oneself by doing mental or physical work for a purpose or out of necessity | examples=I will work hard to improve my grades; she worked hard for better living conditions for the poor
2. definition=be employed | synonyms=do work | examples=Is your husband working again?; My wife never worked
3. definition=have an effect or outcome; often the one desired or expected | synonyms=act | examples=The voting process doesn't work as well as people thought; How does your idea work in practice?
4. definition=perform as expected when applied | synonyms=function, operate, go, run | examples=The washing machine won't go unless it's plugged in; Does this old car still run well?
5. definition=shape, form, or improve a material | synonyms=work on, process | examples=work stone into tools; process iron
6. definition=give a workout to | synonyms=exercise, work out | examples=Some parents exercise their infants; My personal trainer works me hard
7. definition=proceed along a path | synonyms=make | examples=work one's way through the crowd; make one's way into the forest
8. definition=operate in a certain place, area, or specialty | examples=She works the night clubs; The salesman works the Midwest
9. definition=proceed towards a goal or along a path or through an activity | examples=work your way through every problem or task; She was working on her second martini when the guests arrived
10. definition=move in an agitated manner | examples=His fingers worked with tension
11. definition=cause to happen or to occur as a consequence | synonyms=bring, play, wreak, make for | examples=I cannot work a miracle; wreak havoc
12. definition=cause to work | synonyms=put to work | examples=he is working his servants hard
13. definition=prepare for crops | synonyms=cultivate, crop | examples=Work the soil; cultivate the land
14. definition=behave in a certain way when handled | examples=This dough does not work easily; The soft metal works well
15. definition=have and exert influence or effect | synonyms=influence, act upon | examples=The artist's work influenced the young painter; She worked on her friends to support the political candidate
16. definition=operate in or through | examples=Work the phones
17. definition=cause to operate or function | examples=This pilot works the controls; Can you work an electric drill?
18. definition=provoke or excite | examples=The rock musician worked the crowd of young girls into a frenzy
19. definition=gratify and charm, usually in order to influence | examples=the political candidate worked the crowds
20. definition=make something, usually for a specific function | synonyms=shape, form, mold, mould, forge | examples=She molded the rice balls carefully; Form cylinders from the dough
21. definition=move into or onto | examples=work the raisins into the dough; the student worked a few jokes into his presentation
22. definition=make uniform | synonyms=knead | examples=knead dough; work the clay until it is soft
23. definition=use or manipulate to one's advantage | synonyms=exploit | examples=He exploit the new taxation system; She knows how to work the system
24. definition=find the solution to (a problem or question) or understand the meaning of | synonyms=solve, work out, figure out, puzzle out, lick | examples=did you solve the problem?; Work out your problems with the boss
25. definition=cause to undergo fermentation | synonyms=ferment | examples=We ferment the grapes for a very long time to achieve high alcohol content; The vintner worked the wine in big oak vats
26. definition=go sour or spoil | synonyms=sour, turn, ferment | examples=The milk has soured; The wine worked
27. definition=arrive at a certain condition through repeated motion | examples=The stitches of the hem worked loose after she wore the skirt many times

reasoning_content:
*   Context: "...Let us sum up what we do know about education and about those education reforms that do <t>work</t> and do not work..."
    *   Target word: "work"
    *   Meaning in context: The author is talking about education reforms that are effective or produce the desired result.

    *   1: exert oneself (mental/physical effort) - No.
    *   2: be employed - No.
    *   3: have an effect or outcome; often the one desired or expected (synonyms: act) - Yes, this fits "reforms that do work" (reforms that are effective).
    *   4: perform as expected when applied (synonyms: function, operate) - This usually refers to machines or systems (e.g., "the washing machine won't go"). While "reforms" are a system, "work" in the sense of effectiveness is better captured by sense 3.
    *   5: shape, form, or improve a material - No.
    *   6: give a workout to - No.
    *   7: proceed along a path - No.
    *   8: operate in a certain place - No.
    *   9: proceed towards a goal - No.
    *   10: move in an agitated manner - No.
    *   11: cause to happen - No.
    *   12: cause to work - No.
    *   13: prepare for crops - No.
    *   14: behave in a certain way when handled - No.
    *   15: have and exert influence or effect - This is close, but usually refers to an active influence (e.g., "worked on her friends").
    *   16: operate in or through - No.
    *   17: cause to operate or function - No.
    *   18: provoke or excite - No.
    *   19: gratify and charm - No.
    *   20: make something - No.
    *   21: move into or onto - No.
    *   22: make uniform - No.
    *   23: use or manipulate to one's advantage - No.
    *   24: find the solution to - No.
    *   25: cause to undergo fermentation - No.
    *   26: go sour or spoil - No.
    *   27: arrive at a certain condition through repeated motion - No.

    *   Sense 3: "have an effect or outcome; often the one desired or expected"
    *   Example: "The voting process doesn't work as well as people thought; How does your idea work in practice?"
    *   Application: "education reforms that do work" means reforms that have the desired effect or outcome. This is a perfect match.


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not <t>work</t>: -- "Parental involvement "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

Senses:
1. definition=exert oneself by doing mental or physical work for a purpose or out of necessity | examples=I will work hard to improve my grades; she worked hard for better living conditions for the poor
2. definition=be employed | synonyms=do work | examples=Is your husband working again?; My wife never worked
3. definition=have an effect or outcome; often the one desired or expected | synonyms=act | examples=The voting process doesn't work as well as people thought; How does your idea work in practice?
4. definition=perform as expected when applied | synonyms=function, operate, go, run | examples=The washing machine won't go unless it's plugged in; Does this old car still run well?
5. definition=shape, form, or improve a material | synonyms=work on, process | examples=work stone into tools; process iron
6. definition=give a workout to | synonyms=exercise, work out | examples=Some parents exercise their infants; My personal trainer works me hard
7. definition=proceed along a path | synonyms=make | examples=work one's way through the crowd; make one's way into the forest
8. definition=operate in a certain place, area, or specialty | examples=She works the night clubs; The salesman works the Midwest
9. definition=proceed towards a goal or along a path or through an activity | examples=work your way through every problem or task; She was working on her second martini when the guests arrived
10. definition=move in an agitated manner | examples=His fingers worked with tension
11. definition=cause to happen or to occur as a consequence | synonyms=bring, play, wreak, make for | examples=I cannot work a miracle; wreak havoc
12. definition=cause to work | synonyms=put to work | examples=he is working his servants hard
13. definition=prepare for crops | synonyms=cultivate, crop | examples=Work the soil; cultivate the land
14. definition=behave in a certain way when handled | examples=This dough does not work easily; The soft metal works well
15. definition=have and exert influence or effect | synonyms=influence, act upon | examples=The artist's work influenced the young painter; She worked on her friends to support the political candidate
16. definition=operate in or through | examples=Work the phones
17. definition=cause to operate or function | examples=This pilot works the controls; Can you work an electric drill?
18. definition=provoke or excite | examples=The rock musician worked the crowd of young girls into a frenzy
19. definition=gratify and charm, usually in order to influence | examples=the political candidate worked the crowds
20. definition=make something, usually for a specific function | synonyms=shape, form, mold, mould, forge | examples=She molded the rice balls carefully; Form cylinders from the dough
21. definition=move into or onto | examples=work the raisins into the dough; the student worked a few jokes into his presentation
22. definition=make uniform | synonyms=knead | examples=knead dough; work the clay until it is soft
23. definition=use or manipulate to one's advantage | synonyms=exploit | examples=He exploit the new taxation system; She knows how to work the system
24. definition=find the solution to (a problem or question) or understand the meaning of | synonyms=solve, work out, figure out, puzzle out, lick | examples=did you solve the problem?; Work out your problems with the boss
25. definition=cause to undergo fermentation | synonyms=ferment | examples=We ferment the grapes for a very long time to achieve high alcohol content; The vintner worked the wine in big oak vats
26. definition=go sour or spoil | synonyms=sour, turn, ferment | examples=The milk has soured; The wine worked
27. definition=arrive at a certain condition through repeated motion | examples=The stitches of the hem worked loose after she wore the skirt many times

reasoning_content:
*   Context: "...Let us sum up what we do know about education and about those education reforms that do work and do not <t>work</t>: -- 'Parental involvement' is a bad idea."
    *   Target word: "work" (in the phrase "reforms that do work and do not work").

    *   The sentence discusses "education reforms."
    *   It mentions some reforms "do work" and some "do not work."
    *   In this context, "work" means that the reforms are effective, achieve the desired result, or have the intended positive outcome.

    *   1: exert oneself (mental/physical effort) - No.
    *   2: be employed - No.
    *   3: have an effect or outcome; often the one desired or expected - Yes. (Example: "The voting process doesn't work as well as people thought.")
    *   4: perform as expected when applied (function/operate) - This usually refers to machines or tools (e.g., washing machine). While "reforms" could be seen as a system, "have an effect or outcome" (Sense 3) is a better fit for policies/reforms.
    *   5: shape/form material - No.
    *   6: give a workout to - No.
    *   7: proceed along a path - No.
    *   8: operate in a certain place - No.
    *   9: proceed towards a goal - No.
    *   10: move in an agitated manner - No.
    *   11: cause to happen - No.
    *   12: cause to work - No.
    *   13: prepare for crops - No.
    *   14: behave in a certain way when handled - No.
    *   15: have and exert influence or effect - This is close, but usually refers to an agent acting on something else (e.g., "The artist's work influenced...").
    *   16: operate in or through - No.
    *   17: cause to operate or function - No.
    *   18: provoke or excite - No.
    *   19: gratify and charm - No.
    *   20: make something - No.
    *   21: move into or onto - No.
    *   22: make uniform - No.
    *   23: use or manipulate to one's advantage - No.
    *   24: find the solution to - No.
    *   25: cause to undergo fermentation - No.
    *   26: go sour or spoil - No.
    *   27: arrive at a certain condition through repeated motion - No.

    *   Sense 3: "have an effect or outcome; often the one desired or expected."
    *   Context: "education reforms that do work and do not work."
    *   Matching: Education reforms that have the desired effect (work) and those that do not have the desired effect (do not work). This fits perfectly.


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "<t>Parental</t> involvement "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

Senses:
1. definition=designating the generation of organisms from which hybrid offspring are produced
2. definition=relating to or characteristic of or befitting a parent | synonyms=maternal, paternal | examples=parental guidance

reasoning_content:
*   Context: A text discussing child-development policy, education, and the role of parents in schooling. Specifically, the phrase is "<t>Parental</t> involvement".
    *   Senses of "parental":
        1.  Designating the generation of organisms from which hybrid offspring are produced (biological/genetic context).
        2.  Relating to or characteristic of or befitting a parent (maternal, paternal; e.g., parental guidance).

    *   The phrase is "Parental involvement".
    *   The context discusses parents blaming schools for their children's educational limitations.
    *   This refers to the role and actions of parents in their children's education.

    *   Sense 1 is about genetics/hybridization. (Incorrect)
    *   Sense 2 is about the relationship or characteristics of being a parent. (Correct)

    *   The correct sense is 2.


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental <t>involvement</t> "is a bad idea. Parents are too likely to blame schools for the educational limitations of their children.

Senses:
1. definition=the act of sharing in the activities of a group | synonyms=engagement, participation, involution | examples=the teacher tried to increase his students' engagement in class activities
2. definition=a connection of inclusion or containment | examples=he escaped involvement in the accident; there was additional involvement of the liver and spleen
3. definition=a sense of concern with and curiosity about someone or something | synonyms=interest | examples=an interest in music
4. definition=a usually secretive or illicit sexual relationship | synonyms=affair, affaire, intimacy, liaison, amour
5. definition=the condition of sharing in common with others (as fellows or partners etc.) | synonyms=participation

reasoning_content:
*   Context: "Parental <t>involvement</t> is a bad idea. Parents are too likely to blame schools for the educational limitations of their children."
    *   Target word: "involvement"
    *   Contextual meaning: The act of parents participating or engaging in their children's schooling/education.

    *   Sense 1: "the act of sharing in the activities of a group | synonyms=engagement, participation, involution | examples=the teacher tried to increase his students' engagement in class activities"
    *   Sense 2: "a connection of inclusion or containment | examples=he escaped involvement in the accident; there was additional involvement of the liver and spleen"
    *   Sense 3: "a sense of concern with and curiosity about someone or something | synonyms=interest | examples=an interest in music"
    *   Sense 4: "a usually secretive or illicit sexual relationship | synonyms=affair, affaire, intimacy, liaison, amour"
    *   Sense 5: "the condition of sharing in common with others (as fellows or partners etc.) | synonyms=participation"

    *   The context refers to parents taking part in the educational process (parental involvement).
    *   Sense 1 (engagement, participation in activities) fits perfectly.
    *   Sense 2 (inclusion/containment/accident/medical) does not fit.
    *   Sense 3 (interest/curiosity) is close, but "parental involvement" usually refers to the *action* of participating, not just the *feeling* of interest.
    *   Sense 4 (sexual relationship) does not fit.
    *   Sense 5 (sharing in common with others) is more about a shared state or partnership than active participation in a system/activity.

    *   Sense 1 is the most accurate description of "parental involvement" in an educational context (parents participating in school activities/decisions).


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a <t>bad</t> idea. Parents are too likely to blame schools for the educational limitations of their children.

Senses:
1. definition=having undesirable or negative qualities | examples=a bad report card; his sloppy appearance made a bad impression
2. definition=very intense | synonyms=big | examples=a bad headache; in a big rage
3. definition=feeling physical discomfort or pain (`tough' is occasionally used colloquially for `bad') | synonyms=tough | examples=my throat feels bad; she felt bad all over
4. definition=(of foodstuffs) not in an edible or usable condition | synonyms=spoiled, spoilt | examples=bad meat; a refrigerator full of spoilt food
5. definition=feeling or expressing regret or sorrow or a sense of loss over something done or undone | synonyms=regretful, sorry | examples=felt regretful over his vanished youth; regretful over mistakes she had made
6. definition=not capable of being collected | synonyms=uncollectible | examples=a bad (or uncollectible) debt
7. definition=below average in quality or performance | examples=a bad chess player; a bad recital
8. definition=nonstandard | examples=so-called bad grammar
9. definition=not financially safe or secure | synonyms=risky, high-risk, speculative | examples=a bad investment; high risk investments
10. definition=physically unsound or diseased | synonyms=unfit, unsound | examples=has a bad back; a bad heart
11. definition=capable of harming | examples=bad air; smoking is bad for you
12. definition=characterized by wickedness or immorality | examples=led a very bad life
13. definition=reproduced fraudulently | synonyms=forged | examples=like a bad penny...; a forged twenty dollar bill
14. definition=not working properly | synonyms=defective | examples=a bad telephone connection; a defective appliance

reasoning_content:
*   Context: "Parental involvement" is a <t>bad</t> idea.
    *   Target word: "bad"
    *   Meaning in context: The author is arguing that involving parents in education is not a good idea, meaning it has undesirable qualities or negative consequences.

    *   1: having undesirable or negative qualities (e.g., bad report card, bad impression) - *Fits well.*
    *   2: very intense (e.g., bad headache) - *Doesn't fit.*
    *   3: feeling physical discomfort (e.g., throat feels bad) - *Doesn't fit.*
    *   4: not edible (e.g., bad meat) - *Doesn't fit.*
    *   5: feeling regret (e.g., felt bad over mistakes) - *Doesn't fit.*
    *   6: uncollectible (e.g., bad debt) - *Doesn't fit.*
    *   7: below average in quality or performance (e.g., bad chess player) - *This usually refers to skill/performance, not the quality of an idea.*
    *   8: nonstandard (e.g., bad grammar) - *Doesn't fit.*
    *   9: not financially safe (e.g., bad investment) - *Doesn't fit.*
    *   10: physically unsound (e.g., bad back) - *Doesn't fit.*
    *   11: capable of harming (e.g., smoking is bad for you) - *Close, but "bad idea" usually means undesirable/incorrect rather than physically harmful.*
    *   12: wicked or immoral (e.g., bad life) - *Doesn't fit.*
    *   13: reproduced fraudulently (e.g., bad penny) - *Doesn't fit.*
    *   14: not working properly (e.g., bad telephone connection) - *Doesn't fit.*

    *   Sense 1: "having undesirable or negative qualities". A "bad idea" is an idea that has undesirable or negative qualities.
    *   Sense 11: "capable of harming". While a bad idea *could* be harmful, the primary meaning of "bad idea" is that it's not a good/wise/desirable one.

    *   "Parental involvement is a bad idea." -> "Parental involvement is an undesirable/negative idea." (Sense 1)

    *   Sense 1 is the most general and accurate fit for "bad idea" in this context.


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

Context: Thus at the recent governors' conference on education, Gov. Bill Clinton of Arkansas announced that "this country needs a comprehensive child-development policy for children under five. "A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad <t>idea</t>. Parents are too likely to blame schools for the educational limitations of their children.

Senses:
1. definition=the content of cognition; the main thing you are thinking about | synonyms=thought | examples=it was not a good idea; the thought never entered my mind
2. definition=your intention; what you intend to do | synonyms=mind | examples=he had in mind to see his old teacher; the idea of the game is to capture all the pieces
3. definition=a personal view | examples=he has an idea that we don't like him
4. definition=an approximate calculation of quantity or degree or worth | synonyms=estimate, estimation, approximation | examples=an estimate of what it would cost; a rough idea how long it would take
5. definition=(music) melodic subject of a musical composition | synonyms=theme, melodic theme, musical theme | examples=the theme is announced in the first measures; the accompanist picked up the idea and elaborated it

reasoning_content:
*   Context: "...'Parental involvement' is a bad <t>idea</t>. Parents are too likely to blame schools for the educational limitations of their children."
    *   Target word: "idea"

    *   Sense 1: the content of cognition; the main thing you are thinking about (synonym: thought). Example: "it was not a good idea".
    *   Sense 2: your intention; what you intend to do (synonym: mind). Example: "the idea of the game is to capture all the pieces".
    *   Sense 3: a personal view. Example: "he has an idea that we don't like him".
    *   Sense 4: an approximate calculation (synonym: estimate). Example: "a rough idea how long it would take".
    *   Sense 5: (music) melodic subject. Example: "the theme is announced in the first measures".

    *   The sentence says "'Parental involvement' is a bad idea."
    *   In this context, "parental involvement" is being proposed as a policy or a concept for educational reform.
    *   Calling it a "bad idea" means the concept or the thought behind the policy is flawed.
    *   This matches Sense 1: "the content of cognition; the main thing you are thinking about" (Example: "it was not a good idea").

    *   Sense 2 (intention) doesn't fit because it's not about a specific person's intention to do something, but rather the concept of the policy itself.
    *   Sense 3 (personal view/belief) doesn't fit because "parental involvement" isn't a belief that someone holds about someone else (like "he has an idea that we don't like him").
    *   Sense 4 (estimate) doesn't fit.
    *   Sense 5 (music) doesn't fit.


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

Context: A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea. <t>Parents</t> are too likely to blame schools for the educational limitations of their children. Parents should be involved with their children's education at home, not in school.

Senses:
1. definition=a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian
2. definition=an organism (plant or animal) from which younger ones are obtained

reasoning_content:
*   Context: A passage discussing education policy, pre-kindergarten, and "Parental involvement." Specifically, the sentence: "<t>Parents</t> are too likely to blame schools for the educational limitations of their children."
    *   Target word: "Parents"
    *   Senses:
        1.  a father or mother; one who begets or one who gives birth to or nurtures and raises a child; a relative who plays the role of guardian.
        2.  an organism (plant or animal) from which younger ones are obtained.

    *   The text talks about "educational system," "pre-kindergarten," "child-care program," "first grade," and "children."
    *   The sentence says "Parents are too likely to blame schools for the educational limitations of their children."
    *   In this context, "Parents" refers to the human fathers and mothers of the students.

    *   Sense 1: Human parents (father/mother/guardian). This fits perfectly.
    *   Sense 2: Biological parents in a general organism sense (plants/animals). While humans are animals, the context is specifically about the social/familial role of raising children in an educational system. Sense 1 is the precise definition for this context.

    *   The correct sense is 1.


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

Context: A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea. Parents are <t>too</t> likely to blame schools for the educational limitations of their children. Parents should be involved with their children's education at home, not in school.

Senses:
1. definition=to a degree exceeding normal or proper limits | synonyms=excessively, overly, to a fault | examples=too big
2. definition=in addition | synonyms=besides, also, likewise, as well | examples=he has a Mercedes, too

reasoning_content:
*   Context: "Parents are <t>too</t> likely to blame schools for the educational limitations of their children."
    *   Target word: "too"
    *   Senses:
        1.  To a degree exceeding normal or proper limits (excessively, overly).
        2.  In addition (besides, also).

    *   The sentence is: "Parents are too likely to blame schools..."
    *   Does "too" mean "also" (Sense 2)? "Parents are also likely to blame schools..." (Grammatically possible, but does it fit the context of the argument?)
    *   Does "too" mean "excessively/overly" (Sense 1)? "Parents are overly likely to blame schools..." (Fits the context of criticizing parental involvement in schools).

    *   The author is arguing against parental involvement in schools.
    *   The sentence "Parents are too likely to blame schools..." suggests that the tendency of parents to blame schools is excessive or problematic.
    *   If it meant "also," it would imply that parents, in addition to someone else, are likely to blame schools. While possible, the phrasing "too likely" is a common idiom meaning "overly likely."

    *   "Too likely" almost always means "excessively likely" in this syntactic position (adverb modifying an adjective).
    *   If it meant "also," it would more likely be "Parents, too, are likely to..." or "Parents are likely to blame schools, too."

    *   Sense 1: excessively, overly.
    *   Sense 2: in addition.
    *   The usage "too likely" fits Sense 1.


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

Context: A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea. Parents are too <t>likely</t> to blame schools for the educational limitations of their children. Parents should be involved with their children's education at home, not in school.

Senses:
1. definition=has a good chance of being the case or of coming about | examples=these services are likely to be available to us all before long; she is likely to forget
2. definition=likely but not certain to be or become true or real | synonyms=probable | examples=a likely result; he foresaw a probable loss
3. definition=expected to become or be; in prospect | synonyms=potential | examples=potential clients
4. definition=within the realm of credibility | examples=not a very likely excuse

reasoning_content:
*   Context: "Parents are too <t>likely</t> to blame schools for the educational limitations of their children."
    *   Target word: "likely"

    *   Sense 1: "has a good chance of being the case or of coming about" (e.g., "likely to be available", "likely to forget"). This describes a probability or tendency of a person or thing to do something.
    *   Sense 2: "likely but not certain to be or become true or real" (synonym: probable) (e.g., "a likely result"). This usually functions as an adjective modifying a noun (a likely result).
    *   Sense 3: "expected to become or be; in prospect" (synonym: potential) (e.g., "potential clients"). This describes potentiality.
    *   Sense 4: "within the realm of credibility" (e.g., "not a very likely excuse"). This describes plausibility.

    *   "Parents are too likely to blame schools..."
    *   This means there is a high probability or a strong tendency for parents to blame schools.
    *   It fits the pattern "be likely to [do something]".

    *   Sense 1: "has a good chance of being the case or of coming about" / "she is likely to forget". This matches perfectly.
    *   Sense 2: "probable" (usually modifying a noun like "result"). Not the best fit here.
    *   Sense 3: "potential". Not the best fit.
    *   Sense 4: "credible". Not the best fit.

    *   The usage "be likely to [verb]" is a classic application of Sense 1.


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

Context: A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea. Parents are too likely to <t>blame</t> schools for the educational limitations of their children. Parents should be involved with their children's education at home, not in school.

Senses:
1. definition=put or pin the blame on | synonyms=fault
2. definition=harass with constant criticism | synonyms=find fault, pick | examples=Don't always pick on your little brother
3. definition=attribute responsibility to | synonyms=charge | examples=We blamed the accident on her; The tragedy was charged to her inexperience

reasoning_content:
*   Context: "Parents are too likely to <t>blame</t> schools for the educational limitations of their children."
    *   Target word: "blame"
    *   Senses provided:
        1.  put or pin the blame on | synonyms=fault
        2.  harass with constant criticism | synonyms=find fault, pick
        3.  attribute responsibility to | synonyms=charge

    *   The sentence says parents are likely to "blame schools for the educational limitations of their children."
    *   This means parents are holding the schools responsible for the children's lack of progress or limitations.

    *   Sense 1: "put or pin the blame on" / "fault". This fits well. To blame someone for something is to hold them responsible for a failure.
    *   Sense 2: "harass with constant criticism" / "find fault, pick". This is more about nagging or picking on someone (e.g., "Don't pick on your brother"). While blaming involves criticism, the context here is about the *cause* of the limitations, not just general harassment.
    *   Sense 3: "attribute responsibility to" / "charge". This also fits. "Blame the accident on her" is very similar to "blame schools for the educational limitations".

    *   Sense 1: "put or pin the blame on" (fault)
    *   Sense 3: "attribute responsibility to" (charge)
    *   Wait, looking closer at the provided senses:
        *   Sense 1: "put or pin the blame on" (synonym: fault)
        *   Sense 3: "attribute responsibility to" (synonym: charge)
    *   In many dictionaries, "blame" as in "blame someone for something" is the act of assigning responsibility for a fault or wrong.
    *   Let's re-read the examples for Sense 3: "We blamed the accident on her; The tragedy was charged to her inexperience."
    *   Let's re-read the context: "Parents are too likely to blame schools for the educational limitations of their children."
    *   This is almost identical in structure to "blamed the accident on her".
    *   However, Sense 1 "put or pin the blame on" is also very close.
    *   Let's look at the nuances. Sense 1 is often used as a verb meaning "to hold responsible". Sense 3 is "attribute responsibility to".
    *   Actually, looking at the provided options again:
        1. put or pin the blame on | synonyms=fault
        2. harass with constant criticism | synonyms=find fault, pick
        3. attribute responsibility to | synonyms=charge
    *   In the context "blame schools for the educational limitations", the parents are attributing the responsibility for the failure to the schools.
    *   Is there a distinction between "fault" (Sense 1) and "charge/attribute responsibility" (Sense 3)?
    *   Usually, "blame" in the sense of "holding someone responsible for a mistake" is the primary meaning.
    *   Let's check if Sense 1 is more about the *act* of blaming and Sense 3 is more about the *attribution* of cause.
    *   "Blame schools for..." = "Attribute the cause of the limitations to the schools."
    *   Let's look at the synonyms. "Fault" (Sense 1) vs "Charge" (Sense 3).
    *   "Fault" as a verb: "to find a fault with".
    *   "Charge" as a verb: "to accuse of".
    *   Actually, "blame schools for..." is the most common usage of "blame".
    *   Let's re-evaluate Sense 1: "put or pin the blame on". This is essentially the definition of the word "blame" in this context.
    *   Let's re-evaluate Sense 3: "attribute responsibility to". This is also a definition of "blame".
    *   Wait, looking at the provided senses again, they seem to be from a specific dictionary (likely WordNet or similar).
    *   In WordNet:
        *   blame (v):
            1. assign responsibility for (a fault or wrong)
            2. find fault with
    *   Let's look at the provided senses again.
        1. put or pin the blame on | synonyms=fault
        2. harass with constant criticism | synonyms=find fault, pick
        3. attribute responsibility to | synonyms=charge
    *   "Blame schools for the educational limitations" -> The parents are assigning responsibility for the failure to the schools.
    *   Sense 1: "put or pin the blame on"
    *   Sense 3: "attribute responsibility to"
    *   These are extremely similar. Let's look at the examples for Sense 3: "We blamed the accident on her". This is the exact same grammatical structure as "blame schools for...".
    *   Wait, "blame [someone] for [something]" and "blame [something] on [someone]".
    *   Context: "blame schools (someone) for the educational limitations (something)".
    *   Sense 3 example: "blamed the accident (something) on her (someone)".
    *   Both are the same core meaning: attributing responsibility.
    *   Is there a difference between "fault" and "charge"?
    *   "Fault" (Sense 1) often means to find a flaw.
    *   "Charge" (Sense 3) often means to formally accuse or attribute.
    *   Actually, looking at the phrasing "put or pin the blame on" (Sense 1), that is a definition *using* the word "blame". That's a bit circular.
    *   Let's look at Sense 3 again: "attribute responsibility to". This is a more precise definition.
    *   Let's re-read the context: "Parents are too likely to blame schools for the educational limitations of their children."
    *   This is attributing the responsibility for the limitations to the schools.
    *   Let's compare Sense 1 and Sense 3 again.
        1. put or pin the blame on | synonyms=fault
        3. attribute responsibility to | synonyms=charge
    *   If I say "I blame you for this," I am attributing responsibility to you.
    *   If I say "I fault your logic," I am finding a flaw.
    *   The context "blame schools for the educational limitations" is about responsibility for a negative outcome.
    *   Between 1 and 3, 3 is a more standard definition for "blame [someone] for [something]".
    *   Wait, let me search for these specific sense definitions. They look like they come from a specific dataset (like WordNet or a similar lexical database).
    *   In some versions of these datasets:
        *   Sense 1: assign responsibility for (a fault or wrong)
        *   Sense 2: find fault with
    *   But the user provided:
        1. put or pin the blame on | synonyms=fault
        2. harass with constant criticism | synonyms=find fault, pick
        3. attribute responsibility to | synonyms=charge
    *   Let's look at the synonyms again. "Fault" (1) vs "Charge" (3).
    *   "Fault" as a verb: "to find a fault with".
    *   "Charge" as a verb: "to attribute responsibility to".
    *   "Blame schools for the educational limitations" = "Attribute the responsibility for the limitations to the schools."
    *   This matches Sense 3 perfectly.

    *   Sense 1: "put or pin the blame on" (synonym: fault). If "fault" is the synonym, it usually means "to find a flaw in".
    *   Sense 2: "harass with constant criticism" (synonym: pick). Definitely not this.
    *   Sense 3: "attribute responsibility to" (synonym: charge). Example: "blamed the accident on her". This matches the context "blame schools for the educational limitations".

    *   Context: "blame schools for the educational limitations"
    *   Sense 3: "attribute responsibility to" (Example: "blamed the accident on her")
    *   The structure is slightly different (blame X for Y vs blame Y on X), but the meaning is identical: X is responsible for Y.

    *   Is "fault" (Sense 1) a better fit? "I fault the school for this." (Possible, but less common than "I blame the school").
    *   Is "charge" (Sense 3) a better fit? "The school was charged with the failure." (Possible).
    *   The definition "attribute responsibility to" is the most accurate description of "blame" in this context.

    *   Sense 1: put or pin the blame on | synonyms=fault
    *   Sense 3: attribute responsibility to | synonyms=charge
    *   Wait, "put or pin the blame on" is almost exactly what "blame" means. But "attribute responsibility to" is the *definition* of that action.
    *   Let's look at the examples for Sense 3 again: "We blamed the accident on her". This is the exact same verb "blame" used in a nearly identical way.
    *   Therefore, Sense 3 is the most likely intended answer.


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

Context: A comprehensive development policy for governors over 30 would seem to be a more pressing need. What Gov. Clinton is advocating, in effect, is extending the educational system down to the pre-kindergarten years. Whether desirable or not, this is a child-care program, not an educational program. We know that very early exposure to schooling improves performance in the first grade, but afterward the difference is quickly washed away. Let us sum up what we do know about education and about those education reforms that do work and do not work: -- "Parental involvement "is a bad idea. Parents are too likely to blame <t>schools</t> for the educational limitations of their children. Parents should be involved with their children's education at home, not in school.

Senses:
1. definition=an educational institution | examples=the school was founded in 1900
2. definition=a building where young people receive education | synonyms=schoolhouse | examples=the school was built in 1932; he walked to school every morning
3. definition=the process of being formally educated at a school | synonyms=schooling | examples=what will you do when you finish school?
4. definition=a body of creative artists or writers or thinkers linked by a similar style or by similar teachers | examples=the Venetian school of painting
5. definition=the period of instruction in a school; the time period when school is in session | synonyms=schooltime, school day | examples=stay after school; he didn't miss a single day of school
6. definition=an educational institution's faculty and students | examples=the school keeps parents informed; the whole school turned out for the game
7. definition=a large group of fish | synonyms=shoal | examples=a school of small glittering fish swam by

reasoning_content:
*   Context: "Parents are too likely to blame <t>schools</t> for the educational limitations of their children."
    *   Target word: "schools" (plural of "school").
    *   Surrounding text: Discussing education policy, pre-kindergarten, child-care programs, parental involvement, and educational limitations of children.

    *   Sense 1: an educational institution (e.g., "the school was founded in 1900").
    *   Sense 2: a building where young people receive education (e.g., "the school was built in 1932").
    *   Sense 3: the process of being formally educated at a school (e.g., "finish school").
    *   Sense 4: a body of creative artists/writers/thinkers (e.g., "Venetian school of painting").
    *   Sense 5: the period of instruction (e.g., "stay after school").
    *   Sense 6: an educational institution's faculty and students (e.g., "the school keeps parents informed").
    *   Sense 7: a large group of fish (e.g., "school of fish").

    *   The sentence says parents blame "schools" for the educational limitations of their children.
    *   Are they blaming the *buildings* (Sense 2)? No.
    *   Are they blaming the *process of being educated* (Sense 3)? No, they are blaming the entities providing the education.
    *   Are they blaming *artistic movements* (Sense 4)? No.
    *   Are they blaming the *time period* (Sense 5)? No.
    *   Are they blaming the *faculty and students* (Sense 6)? Possibly, but usually, "blaming schools" refers to the institutions as a whole.
    *   Are they blaming *fish* (Sense 7)? No.
    *   Are they blaming *educational institutions* (Sense 1)? Yes. This is the most general and fitting sense.

    *   Sense 1 (educational institution) fits perfectly. Parents blame the institutions (the schools) for the lack of progress.