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

[User]
Target lemma: education
Target surface form: education
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of <t>education</t> is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=education%1:07:01:: | definition=the result of good upbringing (especially knowledge of correct social behavior) | synonyms=training, breeding | examples=a woman of breeding and refinement
2. sense_key=education%1:14:00:: | 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
3. sense_key=education%1:09:00:: | definition=knowledge acquired by learning and instruction | examples=it was clear that he had a very broad education
4. sense_key=education%1:04:00:: | 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
5. sense_key=education%1:04:01:: | definition=the profession of teaching (especially at a school or college or university)
6. sense_key=education%1:09:01:: | 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

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

content:
```json
{"sense_index": 6}
```

reasoning_content:
*   Target lemma: `education`
    *   Target surface form: `education`
    *   Context: "The purpose of <t>education</t> is to encourage young men and women to realize their full academic potential."
    *   Surrounding context: Discussion about the "educational ladder," "elementary school," "tracking," "gifted youngsters," "academic potential," and "grounding for further study."

    *   Sense 1: `education%1:07:01::` - result of good upbringing (social behavior/breeding). (Incorrect: Context is about academic potential and schooling).
    *   Sense 2: `education%1:14:00::` - US federal department. (Incorrect: Context is about the purpose of the process/activity, not a government agency).
    *   Sense 3: `education%1:09:00::` - knowledge acquired by learning and instruction. (Possible, but refers to the *result* or the *state* of being educated).
    *   Sense 4: `education%1:04:00::` - the activities of educating or instructing; activities that impart knowledge or skill. (Strong candidate: "The purpose of [the activities of educating] is to encourage...").
    *   Sense 5: `education%1:04:01::` - the profession of teaching. (Incorrect: Context is about the goal of the process, not the career of teaching).
    *   Sense 6: `education%1:09:01::` - the gradual process of acquiring knowledge. (Strong candidate: "The purpose of [the process of acquiring knowledge] is to encourage...").

    *   Sense 4 focuses on the *act* of instructing (teaching/pedagogy).
    *   Sense 6 focuses on the *process* of acquiring knowledge (preparation for life).
    *   The sentence says: "The purpose of education is to encourage young men and women to realize their full academic potential."
    *   This refers to the overall system/process of learning and development rather than just the specific activities of teaching (Sense 4) or the knowledge already acquired (Sense 3).
    *   Comparing Sense 4 ("activities of educating") and Sense 6 ("gradual process of acquiring knowledge"):
        *   Sense 4 synonyms: instruction, teaching, pedagogy.
        *   Sense 6 example: "education is a preparation for life".
    *   The context discusses "the system," "educational ladder," "tracking," and "realizing potential." This aligns very closely with the concept of education as a process of development/preparation (Sense 6).

    *   Sense 4: "the activities of educating or instructing" (The *act* of the teacher).
    *   Sense 6: "the gradual process of acquiring knowledge" (The *experience* of the student/the overall system).
    *   "The purpose of education is to encourage young men and women to realize their full academic potential." This sounds more like the overarching process/goal (Sense 6) than the specific activities of instruction (Sense 4).

    *   Sense 3: Knowledge acquired (the result).
    *   Sense 4: Activities of instructing (the means).
    *   Sense 6: Process of acquiring knowledge (the journey/system).
    *   The sentence "The purpose of education is to encourage..." fits best with the process/system (Sense 6).

    *   Sense 6: "the gradual process of acquiring knowledge"
    *   Example: "education is a preparation for life"
    *   Context: "The purpose of education is to encourage young men and women to realize their full academic potential."
    *   This is a near-perfect match.


attempt_kind: initial

status: success

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

[User]
Target lemma: encourage
Target surface form: encourage
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to <t>encourage</t> young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=encourage%2:41:00:: | definition=contribute to the progress or growth of | synonyms=promote, advance, boost, further | examples=I am promoting the use of computers in the classroom
2. sense_key=encourage%2:37:00:: | definition=inspire with confidence; give hope or courage to
3. sense_key=encourage%2:32:00:: | definition=spur on | examples=His financial success encouraged him to look for a wife

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

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

finish_reason: stop

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

role: assistant

reasoning_content:
*   Target lemma: `encourage`
    *   Context: "The purpose of education is to <t>encourage</t> young men and women to realize their full academic potential."
    *   Candidate Senses:
        1.  `encourage%2:41:00::`: contribute to the progress or growth of (synonyms: promote, advance, boost, further). Example: "promoting the use of computers in the classroom".
        2.  `encourage%2:37:00::`: inspire with confidence; give hope or courage to.
        3.  `encourage%2:32:00::`: spur on. Example: "His financial success encouraged him to look for a wife".

    *   The sentence is about the purpose of education helping students "realize their full academic potential."
    *   Does it mean "contribute to the progress or growth of" (Sense 1)? Education promotes the realization of potential.
    *   Does it mean "inspire with confidence; give hope or courage to" (Sense 2)? Education can do this, but the focus here is on the outcome (realizing potential).
    *   Does it mean "spur on" (Sense 3)? This implies a push or motivation to take a specific action.

    *   Sense 1 (promote/advance) fits well with the systemic goal of education.
    *   Sense 2 (inspire confidence) is more about emotional support.
    *   Sense 3 (spur on) is about motivation/incentive.

    Looking at the context: "The purpose of education is to encourage young men and women to realize their full academic potential."
    If we replace "encourage" with "promote": "The purpose of education is to promote young men and women to realize..." (Doesn't quite fit grammatically).
    If we replace "encourage" with "inspire": "The purpose of education is to inspire young men and women to realize..." (Fits well).
    If we replace "encourage" with "spur on": "The purpose of education is to spur on young men and women to realize..." (Fits well).

    Wait, let's re-examine Sense 1: "contribute to the progress or growth of".
    "The purpose of education is to contribute to the progress or growth of young men and women to realize their full academic potential." (Grammatically awkward).

    Let's look at the structure "encourage [someone] to [do something]".
    Sense 2: "inspire with confidence; give hope or courage to".
    Sense 3: "spur on".

    Usually, "encourage someone to do something" aligns with "spur on" or "motivate".
    Sense 3 example: "His financial success encouraged him to look for a wife." (Spurred him on to take action).
    Sense 2 is more about the internal state (confidence/hope).

    In the context of education helping students realize their potential, it's about motivating them or providing the impetus to achieve it.

    Let's compare Sense 2 and Sense 3 again.
    Sense 2: inspire with confidence.
    Sense 3: spur on.

    "The purpose of education is to [spur on/inspire] young men and women to realize their full academic potential."

    Actually, looking at WordNet's typical usage:
    `encourage` (spur on) often takes the pattern "encourage someone to do something".
    `encourage` (promote) often takes the pattern "encourage something" (e.g., encourage growth).

    The sentence is "encourage [young men and women] to [realize...]", which fits the "spur on" pattern (Sense 3) or the "inspire" pattern (Sense 2).

    Between "inspire with confidence" and "spur on", "spur on" is a broader term for motivating someone to act or achieve. "Inspire with confidence" is more specific to the emotional state.

    Let's re-read the context. The author is talking about "tracking" and "academic potential". The goal is for students to reach that potential. This sounds like motivation/spur.

    Wait, let's look at Sense 1 again. "contribute to the progress or growth of". If the object was "the realization of their potential", Sense 1 would be perfect. But the object is "young men and women".

    Sense 3: "spur on".
    Sense 2: "inspire with confidence".

    In many linguistic datasets (like SemCor), "encourage someone to do something" is often mapped to the sense of motivating or spurring on.

    Let's double-check Sense 3's example: "His financial success encouraged him to look for a wife." This is exactly the same structure: [Subject] encouraged [Object] to [Verb].

    Sense 2 doesn't have an example, but "inspire with confidence" is more about the feeling than the action.

    Therefore, Sense 3 is the best fit.

currency: USD

source: unavailable


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

[User]
Target lemma: young
Target surface form: young
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage <t>young</t> men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=young%5:00:00:inexperienced:00 | definition=not tried or tested by experience | synonyms=unseasoned, untested, untried | examples=unseasoned artillery volunteers; still untested in battle
2. sense_key=young%5:00:00:new:00 | definition=being in its early stage | examples=a young industry; the day is still young
3. sense_key=young%5:00:01:young:00 | definition=suggestive of youth; vigorous and fresh | synonyms=youthful, vernal | examples=he is young for his age
4. sense_key=young%3:00:00:: | definition=(used of living things especially persons) in an early period of life or development or growth | synonyms=immature | examples=young people
5. sense_key=young%5:00:00:early:02 | definition=(of crops) harvested at an early stage of development; before complete maturity | synonyms=new | examples=new potatoes; young corn

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

raw_output:
```json
{"sense_index": 4}
```

content:
```json
{"sense_index": 4}
```

reasoning_content:
*   Target lemma: `young`
    *   Target surface form: `young`
    *   Context: "...The purpose of education is to encourage <t>young</t> men and women to realize their full academic potential."
    *   Candidate senses:
        1.  `inexperienced`: not tried or tested by experience (e.g., unseasoned artillery volunteers).
        2.  `new`: being in its early stage (e.g., a young industry).
        3.  `young`: suggestive of youth; vigorous and fresh (e.g., young for his age).
        4.  `young`: (used of living things especially persons) in an early period of life or development or growth (e.g., young people).
        5.  `early`: (of crops) harvested at an early stage of development (e.g., new potatoes).

    *   The phrase is "young men and women".
    *   This refers to people who are in an early period of their life (students, as mentioned earlier in the text).

    *   Sense 1: Inexperienced. While students are inexperienced, "young men and women" typically refers to their age/stage of life, not just their lack of experience.
    *   Sense 2: New (early stage of a process/industry). Not applicable to people in this way.
    *   Sense 3: Suggestive of youth/vigorous. This is more about a quality (youthfulness) rather than the chronological stage of life.
    *   Sense 4: In an early period of life or development or growth. This fits perfectly with "young men and women" and the context of students in school.
    *   Sense 5: Crops. Not applicable.

    *   Sense 4 is the standard meaning for "young people" or "young men and women" referring to their age/stage of life.


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

[User]
Target lemma: man
Target surface form: men
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young <t>men</t> and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=man%1:18:07:: | definition=a male person who plays a significant role (husband or lover or boyfriend) in the life of a particular woman | examples=she takes good care of her man
2. sense_key=man%1:18:05:: | definition=a manservant who acts as a personal attendant to his employer | synonyms=valet, valet de chambre, gentleman, gentleman's gentleman | examples=Jeeves was Bertie Wooster's man
3. sense_key=man%1:18:04:: | definition=the generic use of the word to refer to any human being | examples=it was every man for himself
4. sense_key=man%1:18:06:: | definition=an adult male person who has a manly character (virile and courageous competent) | examples=the army will make a man of you
5. sense_key=man%1:18:00:: | definition=an adult person who is male (as opposed to a woman) | synonyms=adult male | examples=there were two women and six men on the bus
6. sense_key=man%1:15:00:: | definition=one of the British Isles in the Irish Sea | synonyms=Isle of Man
7. sense_key=man%1:05:00:: | definition=all of the living human inhabitants of the earth | synonyms=world, human race, humanity, humankind, human beings, humans | examples=all the world loves a lover; she always used `humankind' because `mankind' seemed to slight the women
8. sense_key=man%1:18:03:: | definition=someone who serves in the armed forces; a member of a military force | synonyms=serviceman, military man, military personnel | examples=two men stood sentry duty
9. sense_key=man%1:06:00:: | definition=game equipment consisting of an object used in playing certain board games | synonyms=piece | examples=he taught me to set up the men on the chess board; he sacrificed a piece to get a strategic advantage
10. sense_key=man%1:05:01:: | definition=any living or extinct member of the family Hominidae characterized by superior intelligence, articulate speech, and erect carriage | synonyms=homo, human being, human
11. sense_key=man%1:18:08:: | definition=a male subordinate | examples=the chief stationed two men outside the building; he awaited word from his man in Havana

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

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

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

reasoning_content:
*   Target lemma: `man`
    *   Target surface form: `men`
    *   Context: "The purpose of education is to encourage young <t>men</t> and women to realize their full academic potential."
    *   Candidate senses:
        1.  Male partner (husband/lover/boyfriend).
        2.  Manservant/valet.
        3.  Generic human being.
        4.  Adult male with manly character (virile/courageous).
        5.  Adult male person (as opposed to a woman).
        6.  Isle of Man.
        7.  Human race/humanity.
        8.  Member of armed forces.
        9.  Game piece.
        10. Member of Hominidae.
        11. Male subordinate.

    *   The sentence is: "The purpose of education is to encourage young men and women to realize their full academic potential."
    *   The phrase "young men and women" explicitly contrasts "men" with "women".
    *   This indicates that "men" here refers to male persons, specifically in contrast to female persons.

    *   Sense 1: Male partner (Incorrect).
    *   Sense 2: Manservant (Incorrect).
    *   Sense 3: Generic human being (Incorrect, because "women" are mentioned separately).
    *   Sense 4: Manly character (Incorrect, the context is about students/education, not virility).
    *   Sense 5: Adult male person (as opposed to a woman). (Correct - this fits the "men and women" contrast perfectly).
    *   Sense 6: Isle of Man (Incorrect).
    *   Sense 7: Human race (Incorrect).
    *   Sense 8: Military (Incorrect).
    *   Sense 9: Game piece (Incorrect).
    *   Sense 10: Hominidae (Incorrect).
    *   Sense 11: Male subordinate (Incorrect).

    *   Sense 5: "an adult person who is male (as opposed to a woman)"
    *   Context: "young men and women"
    *   This is the most precise fit.


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

[User]
Target lemma: woman
Target surface form: women
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and <t>women</t> to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=woman%1:14:00:: | definition=women as a class | synonyms=womanhood, fair sex | examples=it's an insult to American womanhood; woman is the glory of creation
2. sense_key=woman%1:18:00:: | definition=an adult female person (as opposed to a man) | synonyms=adult female | examples=the woman kept house while the man hunted
3. sense_key=woman%1:18:02:: | definition=a human female employed to do housework | synonyms=charwoman, char, cleaning woman, cleaning lady | examples=the char will clean the carpet; I have a woman who comes in four hours a day while I write
4. sense_key=woman%1:18:01:: | definition=a female person who plays a significant role (wife or mistress or girlfriend) in the life of a particular man | examples=he was faithful to his woman

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

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

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

reasoning_content:
*   Target lemma: `woman`
    *   Target surface form: `women`
    *   Context: "...The purpose of education is to encourage young men and <t>women</t> to realize their full academic potential."
    *   Candidate senses:
        1.  `woman%1:14:00::`: women as a class (womanhood).
        2.  `woman%1:18:00::`: an adult female person (as opposed to a man).
        3.  `woman%1:18:02::`: a human female employed to do housework (charwoman).
        4.  `woman%1:18:01::`: a female person who plays a significant role (wife/mistress/girlfriend) in the life of a particular man.

    *   The sentence is: "The purpose of education is to encourage young men and women to realize their full academic potential."
    *   Here, "women" is paired with "men" to refer to human beings of the female gender.
    *   It refers to individuals (students), not the abstract class of womanhood (sense 1), not domestic workers (sense 3), and not romantic partners (sense 4).

    *   Sense 2: "an adult female person (as opposed to a man)". This fits perfectly. Even though the context says "young men and women" (implying they might be students/adolescents), in general usage, "woman" in this binary pairing (men and women) refers to the gender/sex of the person.

    *   Sense 1: "women as a class" (e.g., "insult to American womanhood"). Not the case here.
    *   Sense 3: "housework" (e.g., "cleaning lady"). Not the case here.
    *   Sense 4: "wife or mistress" (e.g., "faithful to his woman"). Not the case here.

    *   Sense 2 is the only one that fits.


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

[User]
Target lemma: realize
Target surface form: realize
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to <t>realize</t> their full academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=realize%2:36:00:: | definition=make real or concrete; give reality or substance to | synonyms=realise, actualize, actualise, substantiate | examples=our ideas must be substantiated into actions
2. sense_key=realize%2:40:00:: | definition=convert into cash; of goods and property | synonyms=realise
3. sense_key=realize%2:36:07:: | definition=expand or complete (a part in a piece of baroque music) by supplying the harmonies indicated in the figured bass | synonyms=realise
4. sense_key=realize%2:31:01:: | definition=be fully aware or cognizant of | synonyms=recognize, recognise, realise, agnize, agnise
5. sense_key=realize%2:40:01:: | definition=earn on some commercial or business transaction; earn as salary or wages | synonyms=gain, take in, clear, make, earn, realise | examples=How much do you make a month in your new job?; She earns a lot in her new job
6. sense_key=realize%2:31:00:: | definition=perceive (an idea or situation) mentally | synonyms=understand, realise, see | examples=Now I see!; I just can't see your point

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

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

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

reasoning_content:
*   Target lemma: `realize`
    *   Target surface form: `realize`
    *   Context: "The purpose of education is to encourage young men and women to <t>realize</t> their full academic potential."
    *   Candidate senses:
        1.  `realize%2:36:00::`: make real or concrete; give reality or substance to (synonyms: actualize, substantiate).
        2.  `realize%2:40:00::`: convert into cash.
        3.  `realize%2:36:07::`: expand or complete (baroque music).
        4.  `realize%2:31:01::`: be fully aware or cognizant of.
        5.  `realize%2:40:01::`: earn on some commercial or business transaction.
        6.  `realize%2:31:00::`: perceive (an idea or situation) mentally.

    *   The sentence is about students achieving or fulfilling their "full academic potential."
    *   "Realize their full academic potential" means to make that potential a reality, to achieve it, or to actualize it.

    *   Sense 1: "make real or concrete; give reality or substance to" (actualize). This fits perfectly. To realize potential is to actualize it.
    *   Sense 2: "convert into cash". Incorrect.
    *   Sense 3: "expand or complete (baroque music)". Incorrect.
    *   Sense 4: "be fully aware or cognizant of". While one can realize (become aware of) their potential, the context "The purpose of education is to encourage... to realize their full academic potential" strongly implies *achieving* it, not just *knowing* they have it.
    *   Sense 5: "earn on some commercial or business transaction". Incorrect.
    *   Sense 6: "perceive (an idea or situation) mentally". Incorrect.

    *   Sense 1 is the best fit. "Realize potential" is a common collocation meaning to make that potential a reality (actualize).


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

[User]
Target lemma: full
Target surface form: full
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their <t>full</t> academic potential. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=full%5:00:00:high:02 | definition=being at a peak or culminating point | synonyms=broad | examples=broad daylight; full summer
2. sense_key=full%5:00:01:whole:00 | definition=constituting the full quantity or extent; complete | synonyms=entire, total | examples=an entire town devastated by an earthquake; gave full attention
3. sense_key=full%5:00:00:complete:00 | definition=complete in extent or degree and in every particular | synonyms=total | examples=a full game; a total eclipse
4. sense_key=full%3:00:00:: | definition=containing as much or as many as is possible or normal | examples=a full glass; a sky full of stars
5. sense_key=full%3:00:01:: | definition=(of sound) having marked deepness and body | examples=full tones; a full voice
6. sense_key=full%5:00:00:nourished:00 | definition=filled to satisfaction with food or drink | synonyms=replete | examples=a full stomach
7. sense_key=full%5:00:02:ample:00 | definition=having ample fabric | synonyms=wide, wide-cut | examples=the current taste for wide trousers; a full skirt
8. sense_key=full%5:00:00:ample:00 | definition=having the normally expected amount | synonyms=good | examples=gives full measure; gives good measure

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

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

reasoning_content:
*   Target lemma: "full"
    *   Target surface form: "full"
    *   Context: "The purpose of education is to encourage young men and women to realize their <t>full</t> academic potential."

    *   Sense 1: `full%5:00:00:high:02` - being at a peak or culminating point (e.g., broad daylight, full summer).
    *   Sense 2: `full%5:00:01:whole:00` - constituting the full quantity or extent; complete (e.g., entire town, full attention).
    *   Sense 3: `full%5:00:00:complete:00` - complete in extent or degree and in every particular (e.g., a full game, a total eclipse).
    *   Sense 4: `full%3:00:00::` - containing as much or as many as is possible or normal (e.g., a full glass).
    *   Sense 5: `full%3:00:01::` - (of sound) having marked deepness and body.
    *   Sense 6: `full%5:00:00:nourished:00` - filled to satisfaction with food or drink.
    *   Sense 7: `full%5:00:02:ample:00` - having ample fabric.
    *   Sense 8: `full%5:00:00:ample:00` - having the normally expected amount.

    *   The phrase is "full academic potential."
    *   "Full" here means the maximum extent or the complete amount of potential a person has.
    *   Comparing Sense 2 and Sense 3:
        *   Sense 2: "constituting the full quantity or extent; complete" (Synonyms: entire, total). Example: "gave full attention".
        *   Sense 3: "complete in extent or degree and in every particular" (Synonyms: total). Example: "a full game".
    *   "Full potential" is very similar to "full attention" (Sense 2) in that it refers to the entire extent of something available or possible.
    *   Let's re-evaluate Sense 2 vs Sense 3.
        *   Sense 2: "constituting the full quantity or extent; complete" (entire, total).
        *   Sense 3: "complete in extent or degree and in every particular" (total).
    *   Actually, "full potential" usually means the *entirety* of one's potential.
    *   Looking at the examples: "gave full attention" (Sense 2) fits "realize their full potential" better than "a full game" (Sense 3). "Full attention" refers to the total amount of attention one can give, just as "full potential" refers to the total amount of potential one has.

    *   Sense 1: Peak/culminating point (not quite).
    *   Sense 2: Full quantity or extent; complete (entire, total). Example: "full attention".
    *   Sense 3: Complete in extent or degree and in every particular. Example: "full game".
    *   Sense 4: Containing as much as possible (physical container).
    *   Sense 5: Sound.
    *   Sense 6: Food.
    *   Sense 7: Fabric.
    *   Sense 8: Normally expected amount.

    Sense 2 ("constituting the full quantity or extent") is the best fit for "full academic potential."

    *   "Full potential" = the entire extent of potential.
    *   Sense 2: "constituting the full quantity or extent; complete".
    *   Example "gave full attention" matches the usage of "full potential" (abstract capacity/extent).


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

[User]
Target lemma: academic
Target surface form: academic
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full <t>academic</t> potential. No one in his right mind actually believes that we all have an equal academic potential.

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

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

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

reasoning_content:
*   Target lemma: `academic`
    *   Target surface form: `academic`
    *   Context: "Students should move up the educational ladder as their academic potential allows... The purpose of education is to encourage young men and women to realize their full <t>academic</t> potential. No one in his right mind actually believes that we all have an equal academic potential."
    *   Candidate Senses:
        1.  `theoretical`: hypothetical, not practical (e.g., "an academic discussion").
        2.  `scholarly`: narrow focus on learning, trivial aspects (synonyms: donnish, pedantic).
        3.  `associated with academia or an academy`: (e.g., "the academic curriculum").

    *   The word "academic" is used in the phrases "academic potential" (twice).
    *   The context discusses students, the educational ladder, elementary school, tracking, and the purpose of education.
    *   "Academic potential" refers to a student's ability to succeed in school/educational settings.

    *   Sense 1 (theoretical/hypothetical): Does "academic potential" mean "hypothetical potential"? No.
    *   Sense 2 (pedantic/trivial): Does "academic potential" mean "potential for trivial learning"? No.
    *   Sense 3 (associated with academia/academy): Does "academic potential" mean potential related to schooling, education, and learning? Yes.

    *   Sense 3 is the best fit as it relates to the educational system and learning.


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

[User]
Target lemma: potential
Target surface form: potential
Context:
That is the way the system works. -- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic <t>potential</t>. No one in his right mind actually believes that we all have an equal academic potential.

Candidate senses:
1. sense_key=potential%1:19:00:: | definition=the difference in electrical charge between two points in a circuit expressed in volts | synonyms=electric potential, potential difference, potential drop, voltage
2. sense_key=potential%1:26:00:: | definition=the inherent capacity for coming into being | synonyms=potentiality, potency

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

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

reasoning_content:
*   Target lemma: "potential"
    *   Target surface form: "potential"
    *   Context: "The purpose of education is to encourage young men and women to realize their full academic <t>potential</t>."
    *   Candidate senses:
        1.  `potential%1:19:00::`: electrical charge difference (voltage).
        2.  `potential%1:26:00::`: inherent capacity for coming into being (potentiality, potency).

    *   The sentence discusses education, students, and "academic potential."
    *   "Realize their full academic potential" refers to the capacity of students to achieve or develop their abilities.

    *   Sense 1 is about electricity (volts). This is completely irrelevant.
    *   Sense 2 is about "inherent capacity for coming into being." This fits perfectly with "academic potential" (the capacity to achieve academic success).

    *   Sense 2 is the correct choice.


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

[User]
Target lemma: actually
Target surface form: actually
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind <t>actually</t> believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=actually%4:02:03:: | definition=at the present moment | examples=the transmission screen shows the picture that is actually on the air
2. sense_key=actually%4:02:01:: | definition=in actual fact | synonyms=really | examples=to be nominally but not actually independent; no one actually saw the shark
3. sense_key=actually%4:02:00:: | definition=used to imply that one would expect the fact to be the opposite of that stated; surprisingly | synonyms=in reality | examples=you may actually be doing the right thing by walking out; she actually spoke Latin
4. sense_key=actually%4:02:02:: | definition=as a sentence modifier to add slight emphasis | examples=actually, we all help clear up after a meal; actually, I haven't seen the film

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

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

reasoning_content:
*   Target word: "actually"
    *   Context: "No one in his right mind <t>actually</t> believes that we all have an equal academic potential."
    *   Sentence meaning: The author is arguing that it's a fact that people have different academic potentials, and anyone sane would recognize this. The word "actually" here emphasizes the reality of the belief (or lack thereof).

    *   Sense 1: "at the present moment" (e.g., "on the air"). -> Doesn't fit.
    *   Sense 2: "in actual fact" (synonym: "really"). (e.g., "no one actually saw the shark"). -> Fits well. It emphasizes the factual nature of the belief.
    *   Sense 3: "used to imply that one would expect the fact to be the opposite of that stated; surprisingly" (synonym: "in reality"). (e.g., "she actually spoke Latin"). -> This implies surprise or contradiction to expectation. While there's a slight element of "contrary to some people's claims," the primary function here is emphasizing the fact.
    *   Sense 4: "as a sentence modifier to add slight emphasis" (e.g., "actually, I haven't seen the film"). -> This is a discourse marker at the start of a sentence or clause. In the target sentence, "actually" is an adverb modifying the verb "believes."

    *   The sentence is: "No one in his right mind actually believes..."
    *   This is similar to "No one actually saw the shark" (Sense 2). It's asserting a fact about what people believe.
    *   Sense 3 is for surprising facts ("She actually spoke Latin!"). The author isn't expressing surprise that no one believes it; they are stating it as a matter of fact.
    *   Sense 2 ("in actual fact", "really") is the most precise fit for an adverb modifying a verb to emphasize the truth of the statement.

    *   Sense 2: "in actual fact" / "really".
    *   Context: "No one... actually believes..." -> "No one... really believes..."
    *   This fits perfectly.


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

[User]
Target lemma: believe
Target surface form: believes
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually <t>believes</t> that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=believe%2:31:03:: | definition=be confident about something | synonyms=trust | examples=I believe that he will come back from the war
2. sense_key=believe%2:31:04:: | definition=judge or regard; look upon; judge | synonyms=think, consider, conceive | examples=I think he is very smart; I believe her to be very smart
3. sense_key=believe%2:31:00:: | definition=accept as true; take to be true | examples=I believed his report; We didn't believe his stories from the War
4. sense_key=believe%2:31:01:: | definition=follow a credo; have a faith; be a believer | examples=When you hear his sermons, you will be able to believe, too
5. sense_key=believe%2:31:02:: | definition=credit with veracity | examples=You cannot believe this man; Should we believe a publication like the National Enquirer?

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

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

reasoning_content:
*   Target lemma: `believe`
    *   Target surface form: `believes`
    *   Context: "No one in his right mind actually believes that we all have an equal academic potential."
    *   Candidate senses:
        1.  `be confident about something` (synonym: trust)
        2.  `judge or regard; look upon; judge` (synonyms: think, consider, conceive)
        3.  `accept as true; take to be true`
        4.  `follow a credo; have a faith; be a believer`
        5.  `credit with veracity`

    *   The sentence is: "No one in his right mind actually believes that we all have an equal academic potential."
    *   The speaker is talking about a conviction or an opinion regarding academic potential.
    *   "Believes that [clause]" in this context means holding a certain view or accepting a certain proposition as true.

    *   Sense 1: `be confident about something` (trust). This is more about trust in a person or a future event (e.g., "I believe he will come back").
    *   Sense 2: `judge or regard; look upon; judge` (think, consider). This is often used for opinions or assessments (e.g., "I believe her to be very smart").
    *   Sense 3: `accept as true; take to be true`. This is the general sense of believing a proposition or a fact (e.g., "I believed his report").
    *   Sense 4: `follow a credo; have a faith`. This is religious or ideological faith.
    *   Sense 5: `credit with veracity`. This is about believing a person is telling the truth (e.g., "You cannot believe this man").

    *   The sentence "No one... believes that we all have an equal academic potential" is about accepting a proposition ("we all have an equal academic potential") as true.
    *   Comparing Sense 2 and Sense 3:
        *   Sense 2 (judge/regard/think) often fits "I believe him to be..." or "I believe that he is...".
        *   Sense 3 (accept as true) fits "I believe that [proposition]".
    *   Let's look at the examples:
        *   Sense 2: "I think he is very smart; I believe her to be very smart."
        *   Sense 3: "I believed his report; We didn't believe his stories from the War."
    *   Wait, Sense 3 examples are about believing *something* (a report, stories), whereas Sense 2 is about judging/regarding someone as something.
    *   The target sentence is "believes that we all have an equal academic potential." This is a belief about a state of affairs (a proposition).
    *   Is it "judging/regarding" or "accepting as true"?
    *   "No one... believes that [proposition]" usually maps to "accept as true".
    *   Let's re-evaluate Sense 2: "judge or regard; look upon; judge" (synonyms: think, consider, conceive). "I think he is very smart" is very close to "I believe that we all have an equal academic potential."
    *   Let's re-evaluate Sense 3: "accept as true; take to be true". "I believed his report" (I accepted the report as true).

    *   Sense 2: `think, consider, conceive`. "I think that we all have an equal academic potential."
    *   Sense 3: `accept as true`. "I accept as true that we all have an equal academic potential."

    In many WordNet-based datasets, "believe that [clause]" where it expresses an opinion is often mapped to "think/consider" (Sense 2) or "accept as true" (Sense 3).

    Let's look at the nuances again:
    Sense 3: "accept as true; take to be true" (often used for reports, stories, claims).
    Sense 2: "judge or regard; look upon; judge" (often used for opinions, assessments).

    "That we all have an equal academic potential" is a general claim/proposition.

    If I say "I believe that the earth is flat," am I accepting it as true (Sense 3) or judging it to be flat (Sense 2)? Usually, it's accepting it as true.
    If I say "I believe him to be a good man," I am judging/regarding him as a good man (Sense 2).

    The sentence "No one... believes that we all have an equal academic potential" is more about the truth of the statement than a judgment of a person.

    Wait, let's look at the synonyms for Sense 2: `think, consider, conceive`.
    "No one... thinks that we all have an equal academic potential." (Fits perfectly).

    Let's look at Sense 3 again: `accept as true`.
    "No one... accepts as true that we all have an equal academic potential." (Also fits).

    Let's look at the examples for Sense 3: "I believed his report", "We didn't believe his stories". These are about believing *information* provided by someone.

    Let's look at the examples for Sense 2: "I think he is very smart", "I believe her to be very smart". These are about *opinions/beliefs* about a state of affairs.

    The target sentence "No one... believes that we all have an equal academic potential" is an opinion/belief about a state of affairs.

    Therefore, Sense 2 seems slightly more appropriate than Sense 3, as Sense 3 is more about the veracity of a report/story.

    *   Sense 1: Confident/Trust (No)
    *   Sense 2: Judge/Regard/Think (Yes - opinion about potential)
    *   Sense 3: Accept as true (Possible, but examples are about reports/stories)
    *   Sense 4: Faith/Credo (No)
    *   Sense 5: Credit with veracity (No)

    Comparing "I believe that we all have an equal academic potential" with "I think he is very smart" (Sense 2) vs "I believed his report" (Sense 3).
    The structure "believe that [clause]" is common for both, but the *nature* of the belief (opinion vs. accepting a report) points toward Sense 2.

    Wait, let me double-check Sense 3 again. "accept as true; take to be true".
    If someone says "I believe that the earth is round," they accept it as true.
    If someone says "I believe that tracking is undemocratic," they are expressing an opinion (Sense 2).
    The target sentence "No one... believes that we all have an equal academic potential" is an opinion/conviction.

    Let's re-read Sense 2: "judge or regard; look upon; judge". Synonyms: "think, consider, conceive".
    "No one... thinks that we all have an equal academic potential."

    This fits well.

    Sense 2: judge or regard; look upon; judge (think, consider, conceive)
    Sense 3: accept as true; take to be true

    In many contexts, these are very close. However, Sense 3 is often used for believing a *person* or a *statement* (like a report), while Sense 2 is used for holding an *opinion*.

    Target: "believes that we all have an equal academic potential" -> This is a held opinion.

    Sense 2: "I think he is very smart" (Opinion)
    Sense 3: "I believed his report" (Accepting information)

    The target sentence is an opinion.

    Sense 2 is the best fit.


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

[User]
Target lemma: equal
Target surface form: equal
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an <t>equal</t> academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=equal%3:00:03:: | definition=having the requisite qualities or resources to meet a task | synonyms=adequate | examples=she had adequate training; her training was adequate
2. sense_key=equal%3:00:00:: | definition=having the same quantity, value, or measure as another | examples=on equal terms; all men are equal before the law

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

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

reasoning_content:
*   Target lemma: `equal`
    *   Target surface form: `equal`
    *   Context: "...No one in his right mind actually believes that we all have an <t>equal</t> academic potential."
    *   Candidate senses:
        1.  `equal%3:00:03::` (adequate): having the requisite qualities or resources to meet a task.
        2.  `equal%3:00:00::` (same): having the same quantity, value, or measure as another.

    *   The sentence is: "No one in his right mind actually believes that we all have an equal academic potential."
    *   The author is discussing "academic potential" and "tracking" (grouping students by ability).
    *   The phrase "we all have an equal academic potential" means that everyone has the *same* amount or level of academic potential.

    *   Sense 1 (adequate): Does "equal academic potential" mean "adequate academic potential"? No. The context is about whether everyone's potential is the *same* (which the author argues it is not), not whether everyone's potential is *sufficient*.
    *   Sense 2 (same): Does "equal academic potential" mean "the same quantity, value, or measure" of academic potential? Yes. This fits perfectly.

    *   Sense 2 is the correct fit.


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

[User]
Target lemma: academic
Target surface form: academic
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal <t>academic</t> potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

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

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

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

reasoning_content:
*   Target lemma: `academic`
    *   Target surface form: `academic`
    *   Context: "Students should move up the educational ladder as their academic potential allows... The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal <t>academic</t> potential."
    *   Candidate senses:
        1.  `academic%5:00:00:theoretical:01`: hypothetical or theoretical and not expected to produce an immediate or practical result.
        2.  `academic%3:01:00::`: associated with academia or an academy.
        3.  `academic%5:00:00:scholarly:00`: marked by a narrow focus on or display of learning especially its trivial aspects (donnish, pedantic).

    *   The word "academic" is used in the phrase "academic potential".
    *   The context discusses students, the educational ladder, elementary school, tracking, and the purpose of education.
    *   "Academic potential" refers to a student's ability to succeed in school, learning, and scholarly pursuits.

    *   Sense 1 (theoretical/hypothetical): Does "academic potential" mean "hypothetical potential"? No.
    *   Sense 2 (associated with academia/academy): Does "academic potential" mean potential associated with school, learning, and the educational system? Yes.
    *   Sense 3 (pedantic/trivial learning): Does "academic potential" mean potential for being pedantic or focusing on trivial aspects of learning? No.

    *   Sense 2 is the best fit. It refers to the educational/scholarly environment (academia).

    *   The target word is "academic" in "academic potential".
    *   Sense 2: "associated with academia or an academy". This fits perfectly with the context of students, schools, and education.


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

[User]
Target lemma: potential
Target surface form: potential
Context:
-- Students should move up the educational ladder as their academic potential allows. No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic <t>potential</t>. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones.

Candidate senses:
1. sense_key=potential%1:19:00:: | definition=the difference in electrical charge between two points in a circuit expressed in volts | synonyms=electric potential, potential difference, potential drop, voltage
2. sense_key=potential%1:26:00:: | definition=the inherent capacity for coming into being | synonyms=potentiality, potency

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

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

reasoning_content:
*   Target lemma: `potential`
    *   Target surface form: `potential`
    *   Context: "Students should move up the educational ladder as their academic potential allows... The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic <t>potential</t>."
    *   Candidate senses:
        1.  `potential%1:19:00::`: electrical charge difference (voltage).
        2.  `potential%1:26:00::`: inherent capacity for coming into being (potentiality, potency).

    *   The context discusses "academic potential," "gifted youngsters," and "realize their full academic potential."
    *   This clearly refers to a person's innate ability or capacity to achieve something in the future.

    *   Sense 1 is about electricity. (Incorrect)
    *   Sense 2 is about inherent capacity. (Correct)

    *   The best sense is index 2.


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

[User]
Target lemma: generally
Target surface form: generally
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is <t>generally</t> desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=generally%4:02:01:: | definition=without distinction of one from others | synonyms=in general, in the main | examples=he is interested in snakes in general
2. sense_key=generally%4:02:00:: | definition=without regard to specific details or exceptions | synonyms=broadly, loosely, broadly speaking | examples=he interprets the law broadly
3. sense_key=generally%4:02:02:: | definition=usually; as a rule | synonyms=by and large, more often than not, mostly | examples=by and large it doesn't rain much here

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

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

reasoning_content:
*   Target word: "generally"
    *   Context: "It is <t>generally</t> desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones."
    *   Meaning: The author is stating a general rule or a common belief/truth that using older textbooks is better than newer ones.

    *   Sense 1: `without distinction of one from others` (in general, in the main). Example: "he is interested in snakes in general". (Focuses on a category as a whole).
    *   Sense 2: `without regard to specific details or exceptions` (broadly, loosely). Example: "he interprets the law broadly". (Focuses on a lack of precision).
    *   Sense 3: `usually; as a rule` (by and large, more often than not, mostly). Example: "by and large it doesn't rain much here". (Focuses on frequency or a general rule).

    *   "It is generally desirable..."
    *   Does it mean "without distinction of one from others"? No.
    *   Does it mean "broadly speaking/without regard to specific details"? Not really.
    *   Does it mean "usually" or "as a rule"? Yes. The author is asserting that, as a general rule, older textbooks are preferable.

    *   Sense 3 fits best because "generally desirable" in this context means "usually desirable" or "as a general rule, desirable."


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

[User]
Target lemma: desirable
Target surface form: desirable
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally <t>desirable</t> to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

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

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

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

reasoning_content:
*   Target lemma: `desirable`
    *   Target surface form: `desirable`
    *   Context: "It is generally <t>desirable</t> to use older textbooks -- many of them, alas, out of print -- rather than newer ones."
    *   Candidate senses:
        1.  `desirable%5:00:00:eligible:00`: worthy of being chosen especially as a spouse.
        2.  `desirable%3:00:00::`: worth having or seeking or achieving.

    *   The sentence says: "It is generally desirable to use older textbooks... rather than newer ones."
    *   In this context, "desirable" means that using older textbooks is a good idea, beneficial, or worth doing.

    *   Sense 1: Focuses on marriage/spouses. (Incorrect)
    *   Sense 2: Focuses on something being worth having, seeking, or achieving. (Correct - using older textbooks is seen as a beneficial/worthwhile action).

    *   The best fit is sense 2.


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

[User]
Target lemma: use
Target surface form: use
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to <t>use</t> older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=use%2:41:14:: | definition=seek or achieve an end by using to one's advantage | examples=She uses her influential friends to get jobs; The president's wife used her good connections
2. sense_key=use%2:34:01:: | definition=put into service; make work or employ for a particular purpose or for its inherent or natural purpose | synonyms=utilize, utilise, apply, employ | examples=use your head!; we only use Spanish at home
3. sense_key=use%2:41:04:: | definition=avail oneself to | synonyms=practice, apply | examples=apply a principle; practice a religion
4. sense_key=use%2:34:02:: | definition=take or consume (regularly or habitually) | synonyms=habituate | examples=She uses drugs rarely
5. sense_key=use%2:34:00:: | definition=use up, consume fully | synonyms=expend | examples=The legislature expended its time on school questions
6. sense_key=use%2:41:03:: | definition=habitually do something (use only in the past tense) | examples=She used to call her mother every week but now she calls only occasionally; I used to get sick when I ate in that dining hall

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

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

reasoning_content:
*   Target lemma: `use`
    *   Target surface form: `use`
    *   Context: "It is generally desirable to <t>use</t> older textbooks -- many of them, alas, out of print -- rather than newer ones."
    *   Candidate senses:
        1.  `use%2:41:14::`: seek or achieve an end by using to one's advantage (manipulate).
        2.  `use%2:34:01::`: put into service; make work or employ for a particular purpose or for its inherent or natural purpose (utilize, apply, employ).
        3.  `use%2:41:04::`: avail oneself to (practice, apply a principle).
        4.  `use%2:34:02::`: take or consume (regularly or habitually) (drugs).
        5.  `use%2:34:00::`: use up, consume fully (expend).
        6.  `use%2:41:03::`: habitually do something (past tense).

    *   The sentence is about using older textbooks instead of newer ones for education.
    *   "Use" here means to employ the textbooks as a resource for learning.

    *   Sense 1: Manipulating people/connections. (Incorrect)
    *   Sense 2: Putting into service, employing for a purpose. (Fits perfectly: employing textbooks for the purpose of teaching/learning).
    *   Sense 3: Practicing a religion or applying a principle. (Incorrect)
    *   Sense 4: Consuming drugs. (Incorrect)
    *   Sense 5: Using up/expending. (Incorrect)
    *   Sense 6: Past habit ("used to"). (Incorrect)

    *   Sense 2 is the most accurate description of employing a tool or resource (textbooks) for its intended purpose.


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

[User]
Target lemma: rather
Target surface form: rather
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=rather%4:02:04:: | definition=to some (great or small) extent | synonyms=kind of, kinda, sort of | examples=it was rather cold; the party was rather nice
2. sense_key=rather%4:02:02:: | definition=on the contrary | synonyms=instead | examples=rather than disappoint the children, he did two quick tricks before he left; he didn't call; rather (or instead), he wrote her a letter
3. sense_key=rather%4:02:00:: | definition=to a degree (not used with a negative) | synonyms=quite | examples=quite tasty; quite soon
4. sense_key=rather%4:02:01:: | definition=more readily or willingly | synonyms=preferably, sooner | examples=clean it well, preferably with warm water; I'd rather be in Philadelphia

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

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

reasoning_content:
*   Target lemma: "rather"
    *   Target surface form: "rather"
    *   Context: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- <t>rather</t> than newer ones."

    *   Sense 1: "to some (great or small) extent" (kind of, sort of). Example: "it was rather cold". (Adverb of degree)
    *   Sense 2: "on the contrary" (instead). Example: "rather than disappoint the children...", "he didn't call; rather (or instead), he wrote her a letter". (Contrast/Preference/Substitution)
    *   Sense 3: "to a degree (not used with a negative)" (quite). Example: "quite tasty". (Adverb of degree)
    *   Sense 4: "more readily or willingly" (preferably, sooner). Example: "clean it well, preferably with warm water; I'd rather be in Philadelphia". (Preference)

    *   The sentence is: "It is generally desirable to use older textbooks... <t>rather</t> than newer ones."
    *   The structure is "X rather than Y".
    *   This indicates a preference or a choice of one thing over another.
    *   Looking at the senses:
        *   Sense 1 and 3 are degree modifiers (e.g., "rather cold"). This doesn't fit.
        *   Sense 2 ("on the contrary", "instead") fits the "rather than" construction used to express preference or substitution.
        *   Sense 4 ("more readily or willingly", "preferably") also relates to preference.

    *   Sense 2: "on the contrary", "instead". Example: "rather than disappoint the children, he did two quick tricks before he left".
    *   Sense 4: "more readily or willingly", "preferably". Example: "clean it well, preferably with warm water".

    *   In the context "desirable to use older textbooks... rather than newer ones", "rather than" is used to express a preference for one thing over another.
    *   Comparing "instead" (Sense 2) and "preferably" (Sense 4).
    *   "It is generally desirable to use older textbooks... [instead of] newer ones."
    *   "It is generally desirable to use older textbooks... [preferably] than newer ones." (Wait, "preferably than" is not correct English; it would be "preferably to").
    *   The phrase "rather than" is a standard conjunction/preposition meaning "instead of".

    *   Sense 2's example "rather than disappoint the children" matches the "rather than [verb/noun]" structure perfectly.
    *   Sense 4's example "I'd rather be in Philadelphia" uses "rather" as an adverb of preference following "would".

    *   The phrase "rather than" is most closely aligned with Sense 2 ("instead").

    *   Sense 1: Degree (No)
    *   Sense 2: Instead/On the contrary (Yes: "older textbooks rather than newer ones" = "older textbooks instead of newer ones")
    *   Sense 3: Degree (No)
    *   Sense 4: Preferably (No, "rather than" is the construction here, and Sense 4's "preferably" doesn't fit the "than" syntax as well as Sense 2's "instead" logic).

    *Wait*, let me double-check Sense 2 and Sense 4 again.
    Sense 2: "on the contrary", "instead". Example: "rather than disappoint the children, he did two quick tricks".
    Sense 4: "more readily or willingly", "preferably". Example: "clean it well, preferably with warm water".

    In "desirable to use older textbooks rather than newer ones", the meaning is "instead of".

    Let's look at the WordNet structure for "rather".
    Sense 2: rather (adv) - on the contrary, instead.
    Sense 4: rather (adv) - more readily or willingly.

    "Rather than" is often categorized under the "instead of" sense.

    Let's re-read the context: "It is generally desirable to use older textbooks... rather than newer ones."
    This is a clear preference/substitution. "Instead of newer ones" fits perfectly.

    Sense 2: "rather than disappoint the children, he did two quick tricks before he left" -> This is exactly the same "rather than" construction.

    Therefore, Sense 2 is the best fit.


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

[User]
Target lemma: new
Target surface form: newer
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than <t>newer</t> ones. The latter are modish, trendy, often downright silly, and at best insubstantial.

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

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

raw_output:
```json
{"sense_index": 10}
```

content:
```json
{"sense_index": 10}
```

reasoning_content:
*   Target lemma: `new`
    *   Target surface form: `newer`
    *   Context: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than <t>newer</t> ones. The latter are modish, trendy, often downright silly, and at best insubstantial."

    *   The sentence compares "older textbooks" with "newer ones".
    *   The author describes these "newer" textbooks as "modish, trendy, often downright silly, and at best insubstantial."
    *   This suggests that "newer" here doesn't just mean "recently published" (though it does), but specifically refers to things that are "newfangled" or "gratuitously new" (modish, trendy).

    *   Sense 1: Living language (Modern English) - No.
    *   Sense 2: Unaffected by use (looks like new) - No.
    *   Sense 3: Original/novel (novel proof) - No.
    *   Sense 4: Crops (new potatoes) - No.
    *   Sense 5: Inexperienced (raw recruits) - No.
    *   Sense 6: After medieval times (New Egyptian) - No.
    *   Sense 7: Unprecedented (unexampled prosperity) - No.
    *   Sense 8: Unfamiliar (new experiences) - No.
    *   Sense 9: Other than the former (new leaders) - No.
    *   Sense 10: (of a new kind or fashion) gratuitously new; synonyms: newfangled; examples: newfangled ideas; she buys all these new-fangled machines and never uses them.
    *   Sense 11: Not of long duration; recently come into being or been made (a new law; new cars).

    *   Sense 11 is the general meaning of "new" (recently made).
    *   Sense 10 is a more specific meaning: "gratuitously new," "newfangled," "modish," "trendy."
    *   The context explicitly uses the words "modish" and "trendy" to describe the "newer" textbooks. This strongly aligns with Sense 10.

    *   Context: "The latter are modish, trendy, often downright silly, and at best insubstantial."
    *   Sense 10: "gratuitously new", "newfangled".
    *   This is a perfect match.

    *   Sense 11 is "recently made". While the textbooks are recently made, the author's *characterization* of them as "modish" and "trendy" points directly to the pejorative sense of "new" found in Sense 10.


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

[User]
Target lemma: one
Target surface form: ones
Context:
No student should be permitted to be graduated from elementary school without having mastered the 3 R's at the level that prevailed 20 years ago. This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>. The latter are modish, trendy, often downright silly, and at best insubstantial.

Candidate senses:
1. sense_key=one%1:23:00:: | definition=the smallest whole number or a numeral representing this number | synonyms=1, I, ace, single, unity | examples=he has the one but will need a two and three to go with it; they had lunch at one
2. sense_key=one%1:09:00:: | definition=a single person or thing | examples=he is the best one; this is the one I ordered

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

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

reasoning_content:
*   Target lemma: "one"
    *   Target surface form: "ones"
    *   Context: "...It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer <t>ones</t>."
    *   Candidate senses:
        1.  `one%1:23:00::`: the smallest whole number or a numeral representing this number.
        2.  `one%1:09:00::`: a single person or thing.

    *   The sentence is: "It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones."
    *   In this context, "ones" refers back to "textbooks".
    *   "Newer ones" = "newer textbooks".

    *   Sense 1: Number/numeral (e.g., "the number one"). This doesn't fit.
    *   Sense 2: A single person or thing (used as a pronoun to avoid repetition). This fits perfectly. "Ones" is the plural form of "one" used to refer to "textbooks".

    *   The target word "ones" is used as a pronoun replacing "textbooks".
    *   Sense 2 defines "one" as "a single person or thing". In the plural, "ones" refers to multiple things (textbooks).


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

[User]
Target lemma: often
Target surface form: often
Context:
This means "tracking, "whose main purpose is less to permit the gifted youngsters to flourish (though that is clearly desirable) than to ensure that the less gifted get the necessary grounding for further study or for entering the modern world of work. The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, <t>often</t> downright silly, and at best insubstantial. They are based on dubious psychological and sociological theories rather than on educational experience.

Candidate senses:
1. sense_key=often%4:02:02:: | definition=in many cases or instances
2. sense_key=often%4:02:00:: | definition=many times at short intervals | synonyms=frequently, oftentimes, oft, ofttimes | examples=we often met over a cup of coffee
3. sense_key=often%4:02:01:: | definition=frequently or in great quantities | synonyms=much, a great deal | examples=I don't drink much; I don't travel much

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

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

reasoning_content:
*   Target lemma: "often"
    *   Target surface form: "often"
    *   Context: "The latter are modish, trendy, <t>often</t> downright silly, and at best insubstantial."
    *   Candidate senses:
        1.  `often%4:02:02::` (in many cases or instances)
        2.  `often%4:02:00::` (many times at short intervals)
        3.  `often%4:02:01::` (frequently or in great quantities)

    *   The sentence is describing newer textbooks: "The latter are modish, trendy, often downright silly, and at best insubstantial."
    *   Here, "often" modifies the adjective phrase "downright silly".
    *   It means that in many cases, these textbooks are downright silly. It's not talking about a frequency of events happening at short intervals (like "we often met over coffee"), nor is it talking about quantity (like "I don't travel much").

    *   Sense 1: "in many cases or instances" -> Fits perfectly. In many instances, the textbooks are silly.
    *   Sense 2: "many times at short intervals" -> This refers to temporal frequency (repetition over time). Not applicable here.
    *   Sense 3: "frequently or in great quantities" -> This usually refers to the amount of an activity (like drinking or traveling). Not applicable here.

    *   The word "often" in "often downright silly" describes a characteristic that applies to many of the items in the group (newer textbooks). This aligns with "in many cases or instances".


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

[User]
Target lemma: dubious
Target surface form: dubious
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

Candidate senses:
1. sense_key=dubious%5:00:00:unconvinced:00 | definition=not convinced | examples=they admitted the force of my argument but remained dubious
2. sense_key=dubious%5:00:00:uncertain:02 | definition=fraught with uncertainty or doubt | synonyms=doubtful | examples=they were doubtful that the cord would hold; it was doubtful whether she would be admitted
3. sense_key=dubious%5:00:00:questionable:00 | definition=open to doubt or suspicion; ; ; ; - Karen Horney | synonyms=doubtful, dubitable, in question | examples=the candidate's doubtful past; he has a dubious record indeed

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

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

reasoning_content:
*   Target lemma: `dubious`
    *   Context: "They are based on <t>dubious</t> psychological and sociological theories rather than on educational experience."
    *   Candidate senses:
        1.  `unconvinced`: not convinced (e.g., "they remained dubious").
        2.  `uncertain`: fraught with uncertainty or doubt (e.g., "doubtful that the cord would hold").
        3.  `questionable`: open to doubt or suspicion (e.g., "the candidate's doubtful past", "dubious record").

    *   The word "dubious" modifies "psychological and sociological theories".
    *   The author is criticizing newer textbooks, calling them "modish, trendy, often downright silly, and at best insubstantial."
    *   The theories are contrasted with "educational experience."
    *   In this context, "dubious theories" means theories that are suspect, questionable, or not reliable.

    *   Sense 1 (`unconvinced`) describes a person's state of mind (e.g., "I am dubious about this"). Theories cannot be "unconvinced."
    *   Sense 2 (`uncertain`) describes a situation or outcome that is not certain (e.g., "it was doubtful whether she would be admitted"). While theories can be uncertain, the context here is a critique of their validity/reliability.
    *   Sense 3 (`questionable`) describes something that is open to doubt or suspicion (e.g., "dubious record"). This fits perfectly with "dubious theories" in a critical context.

    *   Sense 3 is the best fit.


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

[User]
Target lemma: psychological
Target surface form: psychological
Context:
The notion that tracking is somehow "undemocratic "is absurd. The purpose of education is to encourage young men and women to realize their full academic potential. No one in his right mind actually believes that we all have an equal academic potential. -- It is generally desirable to use older textbooks -- many of them, alas, out of print -- rather than newer ones. The latter are modish, trendy, often downright silly, and at best insubstantial. They are based on dubious <t>psychological</t> and sociological theories rather than on educational experience. One of the reasons American students do so poorly in math tests, as compared with British, French, German or Japanese students, is the influence of the "New Math "on American textbooks and teaching methods.

Candidate senses:
1. sense_key=psychological%5:00:00:mental:00 | definition=mental or emotional as opposed to physical in nature | examples=give psychological support; psychological warfare
2. sense_key=psychological%3:01:00:: | definition=of or relating to or determined by psychology | examples=psychological theories

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

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

reasoning_content:
*   Target lemma: `psychological`
    *   Target surface form: `psychological`
    *   Context: "...They are based on dubious <t>psychological</t> and sociological theories rather than on educational experience."
    *   Candidate senses:
        1.  `mental or emotional as opposed to physical in nature` (e.g., psychological support, psychological warfare)
        2.  `of or relating to or determined by psychology` (e.g., psychological theories)

    *   The word "psychological" modifies "theories".
    *   The phrase is "dubious psychological and sociological theories".
    *   This refers to theories derived from the field of psychology.

    *   Sense 1: Focuses on the mental/emotional state vs. physical state.
    *   Sense 2: Focuses on the field of psychology or things determined by it. The example provided for Sense 2 is "psychological theories", which matches the context exactly.

    *   Sense 2 is the perfect fit.