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

[User]
Target lemma: performance
Target surface form: performance
Context:
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. Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic <t>performance</t>. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it.

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

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

reasoning_content:
The user wants me to perform Word Sense Disambiguation (WSD) on the word "performance" in the given context.

 Let me analyze the context:
 - The text discusses American students doing poorly in math tests compared to other countries
 - It mentions schools should have principals with authority
 - It talks about schools producing students with higher morale and superior academic performance
 - The phrase is "superior academic performance"

 Now let's look at the candidate senses:

 1. performance%1:10:00:: - a dramatic or musical entertainment (e.g., theater performance)
    - This doesn't fit. The context is about academic achievement, not entertainment.

 2. performance%1:04:01:: - the act of presenting a play or piece of music
    - Also about entertainment/arts presentation. Doesn't fit academic context.

 3. performance%1:04:00:: - the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it
    - Synonyms: execution, carrying out, carrying into action
    - Examples: "they criticised his performance as mayor", "experience generally improves performance"
    - This seems close but might be more about the act/process of performing rather than the result/achievement.

 4. performance%1:04:03:: - any recognized accomplishment
    - Examples: "they admired his performance under stress", "when Roger Maris powered four home runs in one game his performance merits awe"
    - This fits well with "academic performance" - referring to how well students do academically, their accomplishments/achievements in academics.

 5. performance%1:22:00:: - process or manner of functioning or operating
    - Synonyms: operation, functioning
    - Examples about engines and planes
    - This is about mechanical functioning, not human academic achievement.

 Between sense 3 and sense 4:
 - Sense 3 focuses on "the act of performing" - the process of doing something, execution
 - Sense 4 focuses on "any recognized accomplishment" - the result/achievement

 In the phrase "academic performance", we are talking about how well students do academically - their achievements, results, grades, test scores. This aligns with sense 4 "any recognized accomplishment" or sense 3 "the act of performing... successfully".

 However, looking at the examples:
 - Sense 3: "they criticised his performance as mayor" (how he performed the job), "experience generally improves performance" (ability to perform)
 - Sense 4: "performance under stress" (how he did/accomplished), "powered four home runs... his performance merits awe" (the accomplishment)

 "Academic performance" typically refers to the level of achievement or accomplishment in academic work - grades, test scores, etc. This is closer to sense 4.

 But wait, let me reconsider sense 3. The definition says "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it". This could apply to academic work - performing academically.

 However, sense 4 "any recognized accomplishment" seems more specific to the result/outcome aspect of "academic performance".

 Actually, looking at WordNet structure:
 - Sense 3 (performance%1:04:00::) is often used for "job performance" - how well someone executes their duties
 - Sense 4 (performance%1:04:03::) is for accomplishments/achievements

 In educational psychology and common usage, "academic performance" refers to how well students accomplish academically - their grades, test scores, etc. This is their accomplishment/achievement.

 But I should check if there's a specific sense for this. Looking at the examples again:
 - Sense 4 example: "when Roger Maris powered four home runs in one game his performance merits awe" - this is about athletic achievement/accomplishment
 - "academic performance" would parallel "athletic performance" - both referring to the level of success/achievement

 Sense 3 example: "experience generally improves performance" - this could be academic, but is more general.

 Actually, looking carefully at the context: "superior academic performance" - this refers to the students' achievement levels in academics.

 Between sense 3 and 4, sense 4 "any recognized accomplishment" seems the best fit because:
 1. Academic performance is about the accomplishment/achievement in academic subjects
 2. The example "performance under stress" and the Roger Maris example suggest measurable achievements/outcomes
 3. Sense 3 emphasizes "the act of performing" (process) while sense 4 emphasizes the "accomplishment" (result)

 However, I should verify if "academic performance" is typically mapped to sense 3 or 4 in WordNet.

 In WordNet:
 - Sense 3: "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it" - this is about the execution, the doing
 - Sense 4: "any recognized accomplishment" - this is about the achievement

 When we say "student performance" or "academic performance", we usually mean their level of achievement - their grades, scores, etc. This is an accomplishment.

 But actually, looking at the synonyms for sense 3: execution, carrying out, carrying into action
 And for sense 4: no synonyms listed, just "accomplishment"

 "Academic performance" is definitely about accomplishment/achievement, not about the act of performing in the sense of execution.

 Wait, I need to be careful. In the sentence: "Schools that are structured in this way produce students with higher morale and superior academic performance."

 This means the students have better results/achievements in academics.

 Sense 4: "any recognized accomplishment" - fits perfectly.
 Sense 3: "the act of performing... using knowledge" - could fit but is more about the process.

 Actually, looking at the WordNet hierarchy:
 - Sense 3 is under "act, deed, human action, human activity"
 - Sense 4 is under "accomplishment, achievement"

 Academic performance is definitely an achievement/accomplishment, not just an act.

 Therefore, sense 4 (performance%1:04:03::) is the best choice.

 Wait, let me double-check the sense indices:
 1. performance%1:10:00:: - entertainment event
 2. performance%1:04:01:: - act of presenting entertainment
 3. performance%1:04:00:: - act of performing (execution)
 4. performance%1:04:03:: - accomplishment
 5. performance%1:22:00:: - functioning/operation

 Yes, sense 4 is the one about accomplishment.

 The phrase "academic performance" is a collocation that maps to sense 4.

 Final check: Could it be sense 3? "Experience generally improves performance" - this could be academic. But "performance as mayor" is about how well someone does their job - which is similar to academic performance. However, "performance" in "job performance" or "academic performance" can be seen as either the act of performing (sense 3) or the accomplishment (sense 4).

 But given that sense 4 specifically mentions "accomplishment" and gives examples of measurable achievements (home runs), and sense 3 focuses on "execution" and "carrying out", sense 4 seems more appropriate for "academic performance" which emphasizes the results/grades/achievement levels.

 Actually, looking at standard WSD datasets (like SemCor or similar), "academic performance" is typically tagged as sense 3 or sense 4 depending on the specific WordNet version, but in this case, given the options, sense 4 seems best.

 Wait, I should reconsider. The definition of sense 3: "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it"

 This definition explicitly mentions "using knowledge" which is very relevant to academic performance! "Using knowledge as distinguished from merely possessing it" - this is exactly what academic tests measure - not just knowing math concepts (possessing knowledge) but being able to use them (performance).

 The examples for sense 3: "they criticised his performance as mayor" - this is about how well he executed his duties.

 "Academic performance" is about how well students execute their academic work, use their knowledge.

 Sense 4: "any recognized accomplishment" - this is more about specific feats, like hitting home runs.

 While academic performance involves accomplishments, it's more of a general measure of how well one performs academically - which aligns with sense 3's focus on the act of performing successfully/using knowledge.

 However, the phrase "superior academic performance" suggests a level of achievement, which could be sense 4.

 Let me look at the examples again carefully:
 - Sense 3: "experience generally improves performance" - this is general performance ability
 - Sense 4: "they admired his performance under stress" - this is about how he did in a specific situation, an accomplishment

 Actually, "performance under stress" is similar to "academic performance" - both describe how someone does in a particular domain.

 But "academic performance" is a general term for scholastic achievement, which is definitely an accomplishment (sense 4).

 I think I'm overthinking this. Let me look for clues in the context words:
 - "superior academic performance"
 - Contrasted with "do so poorly in math tests" earlier in the text
 - "math tests" -> performance on tests -> accomplishment/achievement

 The text mentions "American students do so poorly in math tests" and later "superior academic performance". This parallel suggests that performance here refers to how well they do on tests - their scores/achievement - which is sense 4.

 Also, sense 5 is about mechanical functioning (engines), which is clearly wrong.
 Senses 1 and 2 are about entertainment, clearly wrong.

 So it's between 3 and 4.

 Given that "academic performance" is a standard collocation referring to scholastic achievement, and sense 4 is defined as "any recognized accomplishment", while sense 3 is "the act of performing... using knowledge", I think sense 4 is slightly better because:
 1. Academic performance is the result/achievement (grades, scores)
 2. The text contrasts it with doing poorly on tests (results)

 However, sense 3 could also work because it involves "using knowledge" which is what academic work is about.

 But looking at the WordNet sense keys:
 - performance%1:04:00:: (sense 3 in the list) - this is the first sense under noun.act (act of performing)
 - performance%1:04:03:: (sense 4 in the list) - this is under noun.act but specifically about accomplishment

 In many WSD systems, "academic performance" is mapped to the "accomplishment" sense.

 I will go with sense 4 (index 4).

 Wait, the user asks for "sense_index". The candidates are numbered 1-5. So I should return the number corresponding to the best sense.

 If I choose sense 4 (performance%1:04:03::), the index is 4.

 Let me double-check: is there any chance it's sense 3?

 Definition of sense 3: "the act of performing; of doing something successfully; using knowledge as distinguished from merely possessing it"

 This is very tempting because of the phrase "using knowledge". Academic performance is exactly about using knowledge, not just possessing it (which is what the text criticizes about "New Math" - learning conceptual basis without being able to add/subtract).

 The text says: "students who cannot add or subtract 'learning' the conceptual basis of mathematical theory" - this contrasts possessing knowledge (concepts) vs using knowledge (adding/subtracting).

 Then it talks about schools producing superior academic performance.

 So sense 3 seems very relevant.

 But sense 4: "any recognized accomplishment" - academic performance is a recognized accomplishment.

 Actually, looking at the examples for sense 3 again:
 - "they criticised his performance as mayor"
 - "experience generally improves performance"

 And sense 4:
 - "they admired his performance under stress"
 - "when Roger Maris powered four home runs..."

 The "performance under stress" example in sense 4 is similar to "academic performance" - both are about performance in a specific domain/situation.

 But "performance as mayor" in sense 3 is also similar - it's about job performance.

 In WordNet, "job performance" and "academic performance" are often considered to be sense 3 (the act of performing).

 However, I recall that in WordNet 3.0 or similar, there might be specific mappings.

 Given the ambiguity, let me look at the synonyms:
 - Sense 3: execution, carrying out, carrying into action
 - Sense 4: (none listed, but implied: accomplishment, achievement)

 "Academic performance" is not synonymous with "execution" or "carrying out". It is synonymous with "academic achievement".

 Therefore, sense 4 is the correct choice.

 Final answer: {"sense_index": 4}


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: fact
Target surface form: fact
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a <t>fact</t> -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=fact%1:09:01:: | definition=a piece of information about circumstances that exist or events that have occurred | examples=first you must collect all the facts of the case
2. sense_key=fact%1:10:01:: | definition=a statement or assertion of verified information about something that is the case or has happened | examples=he supported his argument with an impressive array of facts
3. sense_key=fact%1:26:01:: | definition=an event known to have happened or something known to have existed | examples=your fears have no basis in fact; how much of the story is fact and how much fiction is hard to tell
4. sense_key=fact%1:09:02:: | definition=a concept whose truth can be proved | examples=scientific hypotheses are not facts

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}.

finish_reason: stop

role: assistant

reasoning_content:
 The user wants me to perform Word Sense Disambiguation for the word "fact" in the given context.

 Let me analyze the context:
 - The passage discusses how schools structured with principals having authority produce students with higher morale and superior academic performance.
 - The sentence says: "This is a <t>fact</t> -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it."
 - "This" refers to the claim that "Schools that are structured in this way produce students with higher morale and superior academic performance."
 - So "fact" here refers to the truth of this statement/claim - that this is something known to have happened or existed (i.e., it's a reality, not fiction).

 Now let's look at the candidate senses:

 1. sense_key=fact%1:09:01:: | definition=a piece of information about circumstances that exist or events that have occurred | examples=first you must collect all the facts of the case
    - This seems to refer to individual pieces of data/information. The context here is referring to a general truth/reality about school performance, not a specific piece of information about a circumstance.

 2. sense_key=fact%1:10:01:: | definition=a statement or assertion of verified information about something that is the case or has happened | examples=he supported his argument with an impressive array of facts
    - This refers to statements or assertions. While the sentence is asserting something, "fact" here seems to be referring to the reality/truth itself rather than just a statement. But this is close.

 3. sense_key=fact%1:26:01:: | definition=an event known to have happened or something known to have existed | examples=your fears have no basis in fact; how much of the story is fact and how much fiction is hard to tell
    - This refers to reality/truth as opposed to fiction. The example "how much of the story is fact and how much fiction" suggests this sense distinguishes between reality and made-up things. In the context, "This is a fact" means "This is true/real" - contrasting with fiction or falsehood. The phrase "feathers that are ruffled by this fact" suggests people are upset by this reality/truth.

 4. sense_key=fact%1:09:02:: | definition=a concept whose truth can be proved | examples=scientific hypotheses are not facts
    - This refers to provable concepts, often used in scientific/mathematical contexts. While the context mentions mathematical theory earlier, the specific use of "fact" here is about the reality of school performance outcomes.

 Comparing sense 2 and sense 3:
 - Sense 2 focuses on "statement or assertion of verified information" - it's about the communicative act or the piece of evidence.
 - Sense 3 focuses on "an event known to have happened or something known to have existed" - it's about the reality itself.

 In the context: "This is a fact" - "this" refers to the situation/outcome described (schools producing better results). The author is saying this outcome is real/true, not fictional. The contrast implied is between fact and fiction/opinion/falsehood.

 The example for sense 3 "how much of the story is fact and how much fiction" aligns well with the rhetorical use here - establishing that the claim about school performance is reality (fact) rather than fiction.

 Also, the phrase "basis in fact" in the example suggests sense 3 deals with the ontological status of being real/true.

 Sense 1 is too specific about "pieces of information" - like collecting evidence.
 Sense 4 is too specific about provable concepts in a technical sense.
 Sense 2 is possible but leans more toward "statements" as facts.
 Sense 3 captures the meaning of "reality/truth" best.

 Wait, let me reconsider. The sentence is: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact..."

 "This" refers to the proposition that schools structured this way produce better results. So is "fact" referring to:
 - The proposition itself as a verified statement (sense 2)?
 - The reality of the situation (sense 3)?

 In common usage, when we say "This is a fact" after making a claim, we mean "This is true" or "This is reality."

 Looking at WordNet hierarchies:
 - Sense 1: fact%1:09:01:: - under noun.cognition (information)
 - Sense 2: fact%1:10:01:: - under noun.communication (statement)
 - Sense 3: fact%1:26:01:: - under noun.state (state of affairs)
 - Sense 4: fact%1:09:02:: - under noun.cognition (concept)

 The context emphasizes that this is something real/actual - "an event known to have happened or something known to have existed." The studies mentioned (Brookings Institution, etc.) have established this as reality.

 The phrase "feathers that are ruffled by this fact" suggests people are upset by this reality/truth.

 I think sense 3 is the best fit. It captures the ontological sense of "fact" as opposed to fiction, which fits the rhetorical move of asserting the truth of a controversial claim.

 Actually, looking more carefully at sense 2: "a statement or assertion of verified information about something that is the case or has happened"
 And sense 3: "an event known to have happened or something known to have existed"

 The difference is subtle. Sense 2 is about the statement (the assertion), while sense 3 is about the event/thing itself.

 In "This is a fact", "this" refers to the situation described in the previous sentence. The situation is an event/state of affairs (schools producing better students), not just a statement. So sense 3 seems correct.

 However, in many WSD datasets, "fact" used to verify a claim often maps to sense 2. But let me look at the examples again.

 Sense 3 example: "your fears have no basis in fact" - here "fact" means reality.
 Sense 3 example: "how much of the story is fact and how much fiction" - here "fact" contrasts with fiction.

 In the target context, the author is asserting that the claim about schools is true/real, not fictional. This aligns with sense 3.

 I choose sense 3.

format: unknown

native_finish_reason: stop

provider: Chutes

currency: USD


[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: ruffle
Target surface form: ruffled
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are <t>ruffled</t> by this fact, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=ruffle%2:38:00:: | definition=stir up (water) so as to form ripples | synonyms=ripple, riffle, cockle, undulate
2. sense_key=ruffle%2:37:00:: | definition=trouble or vex | examples=ruffle somebody's composure
3. sense_key=ruffle%2:38:01:: | definition=to walk with a lofty proud gait, often in an attempt to impress others | synonyms=tittup, swagger, prance, strut, sashay, cock | examples=He struts around like a rooster in a hen house
4. sense_key=ruffle%2:37:01:: | definition=discompose | examples=This play is going to ruffle some people; She has a way of ruffling feathers among her colleagues
5. sense_key=ruffle%2:35:03:: | definition=twitch or flutter | synonyms=flick, riffle | examples=the paper flicked
6. sense_key=ruffle%2:35:04:: | definition=mix so as to make a random order or arrangement | synonyms=shuffle, mix | examples=shuffle the cards
7. sense_key=ruffle%2:35:01:: | definition=erect or fluff up | synonyms=fluff | examples=the bird ruffled its feathers
8. sense_key=ruffle%2:35:02:: | definition=disturb the smoothness of | synonyms=ruffle up, rumple, mess up | examples=ruffle the surface of the water
9. sense_key=ruffle%2:35:00:: | definition=pleat or gather into a ruffle | synonyms=pleat | examples=ruffle the curtain fabric

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}.

reasoning_content:
 The user wants me to perform Word Sense Disambiguation on the word "ruffled" in the given context. Let me analyze the context carefully.

The sentence in question is: "This is a fact -- though, in view of all the feathers that are <t>ruffled</t> by this fact, it is not surprising that one hears so little about it."

The phrase "ruffled feathers" is an idiom. Looking at the context:
- The text is discussing how schools should have principals with authority
- Mentioning that this fact causes feathers to be ruffled
- "Ruffle feathers" is an idiom meaning to annoy or upset people, or to cause irritation/displeasure

Now let's look at the candidate senses:

1. sense_key=ruffle%2:38:00:: | definition=stir up (water) so as to form ripples | synonyms=ripple, riffle, cockle, undulate
   - This is about water/physical movement, not applicable here.

2. sense_key=ruffle%2:37:00:: | definition=trouble or vex | examples=ruffle somebody's composure
   - This means to trouble or vex someone. Close, but let's check others.

3. sense_key=ruffle%2:38:01:: | definition=to walk with a lofty proud gait... | synonyms=tittup, swagger...
   - This is about walking/strutting, not applicable.

4. sense_key=ruffle%2:37:01:: | definition=discompose | examples=This play is going to ruffle some people; She has a way of ruffling feathers among her colleagues
   - This has the example "ruffling feathers" which matches exactly the idiom used in the text. "Discompose" means to disturb the composure of, agitate, upset.

5. sense_key=ruffle%2:35:03:: | definition=twitch or flutter...
   - Physical movement, not applicable.

6. sense_key=ruffle%2:35:04:: | definition=mix so as to make a random order...
   - Shuffling, not applicable.

7. sense_key=ruffle%2:35:01:: | definition=erect or fluff up...
   - This is about birds fluffing feathers physically.

8. sense_key=ruffle%2:35:02:: | definition=disturb the smoothness of...
   - Physical disturbance.

9. sense_key=ruffle%2:35:00:: | definition=pleat or gather into a ruffle...
   - Sewing/fabric meaning.

The key here is the idiom "ruffle feathers" which means to annoy or upset people. Sense 4 explicitly mentions this with the example: "She has a way of ruffling feathers among her colleagues."

Sense 2 is "trouble or vex" which is close in meaning, but Sense 4 specifically has the "ruffling feathers" example that matches the exact usage in the text. The idiom "ruffle someone's feathers" means to offend or annoy someone.

Looking at the WordNet sense keys:
- ruffle%2:37:01:: corresponds to sense 4 in the list (discompose)
- ruffle%2:37:00:: corresponds to sense 2 in the list (trouble or vex)

Sense 4 is the best choice because:
1. It explicitly includes the idiom "ruffling feathers" in its examples
2. The context uses "feathers that are ruffled" which is the passive form of the idiom "ruffle feathers"
3. The meaning is about causing displeasure or annoyance among people (particularly those who might be opposed to the idea of strong principals with authority)

The idiom "ruffle feathers" is specifically about causing annoyance or offense, which fits sense 4 (discompose) better than sense 2. While sense 2 is close, sense 4 is the specific sense associated with the idiom.

Actually, looking more carefully at WordNet:
- sense 4: "discompose" with example "This play is going to ruffle some people; She has a way of ruffling feathers among her colleagues"
- sense 2: "trouble or vex" with example "ruffle somebody's composure"

The phrase "ruffle feathers" is a fixed idiom. The example in sense 4 explicitly mentions "ruffling feathers".

Therefore, the answer should be sense index 4.

Wait, I need to check the indexing. The user lists:
1. sense_key=ruffle%2:38:00::
2. sense_key=ruffle%2:37:00::
3. sense_key=ruffle%2:38:01::
4. sense_key=ruffle%2:37:01::
5. sense_key=ruffle%2:35:03::
6. sense_key=ruffle%2:35:04::
7. sense_key=ruffle%2:35:01::
8. sense_key=ruffle%2:35:02::
9. sense_key=ruffle%2:35:00::

So sense 4 in the list corresponds to ruffle%2:37:01:: which has the definition "discompose" and the example about ruffling feathers.

Yes, that's the one.

Double checking: The phrase is "feathers that are ruffled by this fact" - this is the passive construction of the idiom "this fact ruffles feathers" or "ruffles people's feathers".

The idiom means: to annoy or upset someone, or to cause irritation.

Sense 4 (ruffle%2:37:01::): "discompose" with examples including "ruffling feathers"
Sense 7 (ruffle%2:35:01::): "erect or fluff up" with example "the bird ruffled its feathers"

Sense 7 is the literal meaning where a bird ruffles its physical feathers (fluffs them up). But in the context "in view of all the feathers that are ruffled by this fact", this is clearly metaphorical - it's not saying the fact literally fluffs up physical feathers, but rather that it annoys people (the idiom).

Therefore, sense 4 is correct.

One final check: Could it be sense 2 (trouble or vex)?
- "trouble or vex" vs "discompose"
- "discompose" specifically can mean "disturb the composure of; make uneasy", and the idiom "ruffle feathers" is specifically about upsetting people or causing offense.
- The example in sense 4 explicitly mentions "ruffling feathers", which is the exact phrase used (in passive voice) in the target sentence.

Therefore, index 4 is the correct answer.

provider: DigitalOcean


[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: fact
Target surface form: fact
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this <t>fact</t>, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=fact%1:09:01:: | definition=a piece of information about circumstances that exist or events that have occurred | examples=first you must collect all the facts of the case
2. sense_key=fact%1:10:01:: | definition=a statement or assertion of verified information about something that is the case or has happened | examples=he supported his argument with an impressive array of facts
3. sense_key=fact%1:26:01:: | definition=an event known to have happened or something known to have existed | examples=your fears have no basis in fact; how much of the story is fact and how much fiction is hard to tell
4. sense_key=fact%1:09:02:: | definition=a concept whose truth can be proved | examples=scientific hypotheses are not facts

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "fact" in the given context.

Let me analyze the context carefully:

The passage discusses how schools structured with principals having authority produce students with higher morale and superior academic performance. Then it says: "This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it."

So "fact" here refers to the situation/state of affairs that schools with powerful heads produce better results. It's referring to something that exists or is the case - an actual state of affairs in reality.

Let me look at the candidate senses:

1. fact%1:09:01:: - a piece of information about circumstances that exist or events that have occurred. Example: "first you must collect all the facts of the case"
2. fact%1:10:01:: - a statement or assertion of verified information about something that is the case or has happened. Example: "he supported his argument with an impressive array of facts"
3. fact%1:26:01:: - an event known to have happened or something known to have existed. Examples: "your fears have no basis in fact; how much of the story is fact and how much fiction is hard to tell"
4. fact%1:09:02:: - a concept whose truth can be proved. Example: "scientific hypotheses are not facts"

Wait, let me reconsider the WordNet hierarchy. The lexicographer file numbers:
- 1:09:01 - noun.cognition? Actually 1:09 is noun.cognition I think? Wait, WordNet lexicographer files:
- noun.cognition is 1:09
- noun.communication is 1:10
- noun.state is 1:26? No, let me think. Actually:
- noun.state is 1:03? No.

Actually, looking at the sense keys:
- fact%1:09:01 - probably noun.cognition
- fact%1:10:01 - probably noun.communication
- fact%1:26:01 - probably noun.state or noun.event? Wait, 1:26 might be noun.state? Let me check... Actually in WordNet, 1:26 is noun.state? No, noun.state is 1:03. 1:26 might be noun.event? No, noun.event is 1:28? Hmm.

Actually, I should focus on the definitions and examples rather than the exact lexicographer file numbers.

Sense 1: "a piece of information about circumstances that exist or events that have occurred" - This is like a datum, a piece of information.
Sense 2: "a statement or assertion of verified information" - This emphasizes the communicative aspect, a statement.
Sense 3: "an event known to have happened or something known to have existed" - This refers to the actual event or existing thing itself, not just information about it.
Sense 4: "a concept whose truth can be proved" - This is more abstract, like a mathematical or scientific fact.

In the context: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact..."

"This" refers to the state of affairs described in the previous sentence - that schools structured this way produce better results. The author is saying this state of affairs is real/actual. It's not just a piece of information (sense 1) or a statement (sense 2), but rather the actual circumstance that exists.

Wait, but "This is a fact" could mean "This is a true statement" or "This is an actual state of affairs."

Let me look at sense 3's examples: "your fears have no basis in fact" - here "fact" means reality, actuality. "how much of the story is fact and how much fiction" - here fact = reality, actual events.

In "This is a fact", the antecedent of "this" is the entire proposition/situation: "Schools that are structured in this way produce students with higher morale and superior academic performance." The author is asserting that this situation is real, not fiction. It is something known to exist or have happened (i.e., the phenomenon exists).

But wait, sense 1 is "a piece of information about circumstances that exist or events that have occurred." Could it be that?

Let me think about the difference between senses 1, 2, and 3 more carefully.

Sense 1 (noun.cognition): "a piece of information about circumstances that exist or events that have occurred" - This treats fact as a cognitive entity, a piece of knowledge or information.
Sense 2 (noun.communication): "a statement or assertion of verified information" - This treats fact as a linguistic entity, something stated.
Sense 3 (noun.state? noun.event?): "an event known to have happened or something known to have existed" - This treats fact as the actual event or existing thing.

In the phrase "This is a fact", "this" refers to a generalization about school performance. Is this generalization an "event known to have happened"? It's more of a state of affairs or a circumstance.

Actually, looking at the examples for sense 3: "your fears have no basis in fact" - here "fact" contrasts with imagination/fiction. "how much of the story is fact and how much fiction" - again contrasting with fiction.

In the context: "This is a fact -- though, in view of all the feathers that are ruffled by this fact..."

The first "fact" could be sense 3 (actuality/reality). But the second "this fact" - "feathers ruffled by this fact" - people are upset by the reality of it.

However, sense 1 might also fit: "a piece of information about circumstances that exist." The studies tell us this, so it's a piece of information.

But let me look at the exact wording again. The author says "Study after study... tells us that the best schools are those... This is a fact". The studies provide evidence that this circumstance exists. So "fact" here is the circumstance itself - the actual state of affairs that schools with authority produce better results.

Actually, I recall that in WordNet, sense 3 (fact%1:26:01) is often the "reality" sense, as in "in fact", "basis in fact". The definition says "an event known to have happened or something known to have existed."

But wait, the phenomenon described (schools producing better students) is not a single event but a general state of affairs or circumstance. However, WordNet's sense 3 might cover this.

Let me reconsider sense 1: "a piece of information about circumstances that exist or events that have occurred." If I say "It is a fact that schools perform better," I am saying it is a piece of information that such circumstances exist.

Actually, looking at typical WSD for "fact":
- "The facts of the case" -> sense 1
- "He stated the facts" -> sense 2
- "In fact" -> sense 3
- "Scientific facts" -> sense 4?

Wait, sense 4: "a concept whose truth can be proved" - example: "scientific hypotheses are not facts". This seems like it could apply to established truths.

But in our context, the author is saying "This is a fact" meaning "This is true/actual." The phrase "in view of all the feathers that are ruffled by this fact" suggests that the fact is an uncomfortable truth.

Let me look at similar examples. If I say "It is a fact that smoking causes cancer," which sense is that? It's likely sense 1 or 3.

Actually, I should look at the WordNet sense distinctions more precisely. In many WSD datasets:

Sense 1 (piece of information): "first you must collect all the facts of the case" - facts as data points.
Sense 2 (statement): "he supported his argument with an impressive array of facts" - facts as statements/evidence.
Sense 3 (reality): "your fears have no basis in fact" - fact as opposed to fiction.
Sense 4 (provable concept): "scientific hypotheses are not facts" - fact as established truth.

In "This is a fact", referring to a generalization about school performance, it seems closest to sense 3 (actuality/reality) or sense 1 (piece of information).

But "this fact" where "this" refers to a proposition/clause... In English, when we say "That he left early is a fact," we usually mean it's an actual event/state (sense 3) or a piece of information (sense 1).

However, the phrase "feathers that are ruffled by this fact" - people are upset by the fact. You can be upset by a piece of information, by a statement, or by reality.

Let me think about the phrase "it is not surprising that one hears so little about it." This suggests that "fact" here is something that could be talked about, reported, etc. - which might suggest sense 1 (information) or sense 2 (statement).

But the key might be in the first sentence of the paragraph: "Study after study... tells us that..." So the studies reveal something. Then "This is a fact." It's the content of what the studies reveal - a circumstance that exists.

Wait, I need to be more careful. Let me look at the exact WordNet 3.1 senses for "fact":

From my knowledge:
- fact, noun:
  1. a piece of information about circumstances that exist or events that have occurred; "first you must collect all the facts of the case"
  2. a statement or assertion of verified information about something that is the case or has happened; "he supported his argument with an impressive array of facts"
  3. an event known to have happened or something known to have existed; "your fears have no basis in fact"; "how much of the story is fact and how much fiction is hard to tell"
  4. a concept whose truth can be proved; "scientific hypotheses are not facts"

Sense 3 is the only one with the "basis in fact" idiom. It refers to actuality.

In the context, "This is a fact" is being used to emphasize reality/truth. The author is saying that the superior performance of such schools is real, not fiction. This aligns well with sense 3, which contrasts with fiction in its example.

Also, "feathers that are ruffled by this fact" - the reality of the situation upsets people.

But let me double-check: could it be sense 1? "a piece of information about circumstances that exist." The studies tell us information. "This is a fact" could mean "This piece of information is a fact."

However, the phrasing "This is a fact" where "This" refers to a complex state of affairs (schools structured this way produce...) seems more like asserting the existence/reality of that state of affairs, which is sense 3.

Actually, looking at the example for sense 3 again: "how much of the story is fact and how much fiction is hard to tell." This is about whether something is real or made up. The context here is similar: the author is asserting that the claim about school performance is real/true, not fictional or speculative.

Sense 4 is "a concept whose truth can be proved." While the studies prove it, the example "scientific hypotheses are not facts" suggests this sense is used for discrete provable propositions, often in scientific/mathematical contexts. The context here is about social science/education studies, but more importantly, the usage "This is a fact" in a rhetorical sense (contrasting with the controversy it causes) aligns better with sense 3.

Wait, I want to reconsider sense 1 vs 3. In WordNet, sense 1 is often the most frequent sense (piece of information). But in the phrase "in fact", it's sense 3.

Let me look at the context again: "Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact..."

If I replace "fact" with "piece of information" (sense 1), it works: "This is a piece of information."
If I replace with "event/something known to exist" (sense 3), it works: "This is something known to exist/have happened."
If I replace with "statement" (sense 2): "This is a statement" - doesn't fit as well because "this" refers to the situation, not a statement.
If I replace with "provable concept" (sense 4): "This is a provable concept" - possible but less likely.

Between 1 and 3: The key difference is whether "fact" refers to the information/knowledge (sense 1) or the actual event/state (sense 3).

In "This is a fact", "this" is anaphoric to the previous sentence. The previous sentence describes a causal relationship or state of affairs. When we say "This is a fact", we mean the state of affairs is actual. This is very close to sense 3.

Also, the phrase "in view of all the feathers that are ruffled by this fact" - people are upset by the reality/truth of this situation. This is similar to "unwelcome facts" but specifically the reality sense.

However, I recall that in some WSD annotations, when "fact" refers to a proposition like "It is a fact that X", it might be sense 1. But when it's "in fact" or "basis in fact", it's sense 3.

Let me think about the phrase "This is a fact" more carefully. If someone says "The earth is round. This is a fact," what sense is "fact"? I think most annotators would choose sense 1 (piece of information) or sense 3 (reality).

Actually, looking at WordNet examples:
Sense 1: "first you must collect all the facts of the case" - plural, data points.
Sense 3: "your fears have no basis in fact" - singular, mass-like? No, it's "in fact" as an idiom.

Wait, "basis in fact" uses "fact" as a non-count noun? No, it's singular with no article in the idiom, but the definition says "an event known to have happened or something known to have existed."

The example "how much of the story is fact and how much fiction" uses "fact" as a non-count noun meaning factual content/reality. But in our target, it's "a fact" with an article.

"This is a fact" - with the indefinite article. Can sense 3 take an indefinite article? "It is a fact that..." Yes, that's common. "A fact known to have happened"? Hmm.

Actually, looking at the definition of sense 3: "an event known to have happened or something known to have existed." This is a count noun definition. "A fact" could be an event known to have happened.

But is the generalization "schools produce better students" an event? It's more of a general truth or state of affairs. WordNet might classify general states under sense 3 as "something known to have existed."

Let me reconsider sense 4: "a concept whose truth can be proved." The studies prove it. "This is a fact" = "This is a concept whose truth can be proved." But the example "scientific hypotheses are not facts" suggests this sense is about discrete facts in science. The context here is social science, but it's more of a policy argument.

I think the best fit is sense 3. The author is asserting the reality of the claim, contrasting it with the controversy and lack of discussion. It's about what is real versus what is denied or ignored.

Wait, but I want to check if there's a possibility it's sense 1. "a piece of information about circumstances that exist." The studies provide pieces of information. "This is a fact" could be summarizing the findings as a piece of information.

However, the phrase "feathers that are ruffled by this fact" - you ruffle feathers with a fact. This is more like an unwelcome truth (reality) than a mere piece of information. But both could work.

Let me look for similar WSD examples online or in my training data mentally. In the SemCor or other corpora:
- "It is a fact that..." often maps to sense 1 or 3.
- "The fact is..." often maps to sense 1? Or sense 3?

Actually, I think I need to look at the exact semantic distinctions. Sense 1 is about facts as bits of knowledge. Sense 3 is about facts as actual occurrences.

In "This is a fact", the pronoun "this" refers to the content of the previous sentence. The content is a generalization: "Schools that are structured in this way produce students with higher morale and superior academic performance." This is a general truth, a state of affairs.

If we look at sense 3's definition: "an event known to have happened or something known to have existed." A generalization like "schools with principals produce better students" isn't exactly an event or a specific existing thing. It's a pattern or general truth. This might push toward sense 1 (piece of information about circumstances) or sense 4 (concept whose truth can be proved).

But sense 4's example is "scientific hypotheses are not facts." This sense seems to emphasize that a fact is something definitively established, unlike a hypothesis. The context mentions "Study after study... tells us..." which suggests an empirically established truth. This could fit sense 4.

However, sense 4 is "a concept whose truth can be proved." The word "concept" suggests an abstract idea. The school performance claim is somewhat abstract. But "proved" might be too strong - studies suggest or show, but "prove" is rare in social science.

Let me reconsider all four:

1. piece of information about circumstances - The circumstances are that schools with authority produce better results. This is information about circumstances. Very plausible.
2. statement or assertion - Less likely because "this" doesn't refer to a statement made by someone, but to the state of affairs itself.
3. event known to have happened or something known to have existed - The "something known to have existed" could be the phenomenon of schools producing better results. Plausible.
4. concept whose truth can be proved - The claim is a concept, and studies prove it. Plausible but "prove" is strong.

Between 1 and 3: The difference is subtle. Sense 1 focuses on "information" - a fact as a cognitive unit. Sense 3 focuses on "reality" - a fact as an actual event/thing.

In the phrase "This is a fact", when "this" refers to a proposition, it's often sense 1 in WordNet. But when emphasizing "reality" as opposed to "fiction/delusion", it's sense 3.

The context: "This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it."

The dash suggests the author is emphasizing the truth/reality of the claim despite controversy. This feels like sense 3 (actuality). The phrase "in view of all the feathers that are ruffled" suggests that people don't like this reality.

Also, earlier: "Study after study... tells us that..." This establishes evidence. Then "This is a fact." It's not just "this is information" but "this is real/actual."

But wait - sense 1's definition: "a piece of information about circumstances that exist." The key is "circumstances that exist." The fact is the piece of information. In sense 3, the fact is the circumstance itself.

I think the most common sense for "This is a fact" when referring to a general proposition is sense 1. But let me think about the WordNet examples again.

Sense 1 example: "first you must collect all the facts of the case" - facts as evidence, data.
Sense 3 example: "your fears have no basis in fact" - fact as reality.

In "This is a fact", if I had to choose based on typical dictionary usage, "fact" meaning "a thing that is known or proved to be true" (which combines senses)...

Actually, looking at the Merriam-Webster or standard dictionary definitions, "fact" usually means:
1. something that actually exists; reality; truth
2. something known to exist or to have happened
3. a truth known by actual experience or observation

WordNet splits these slightly differently.

Given the choices, I think sense 3 is the best fit because the author is asserting the reality/existence of the phenomenon (schools with authority producing better results) as opposed to fiction, speculation, or denial. The phrase "feathers that are ruffled by this fact" implies that the reality itself is what causes the upset.

However, I'm not entirely sure. Let me think if there's any reason to prefer sense 1.

Sense 1: "a piece of information about circumstances that exist." The studies provide information. The author says "This is a fact" meaning "This piece of information is factual." This is very natural.

But the example for sense 1 is "first you must collect all the facts of the case." These are discrete data points. Our target is a general conclusion from studies, not a discrete datum.

Sense 3: "an event known to have happened or something known to have existed." The "something known to have existed" could be the state of affairs where schools with authority produce better students. This seems to fit a general state of affairs better than sense 1's focus on discrete pieces of information.

Also, sense 3's example "how much of the story is fact and how much fiction" deals with narrative content being real or not. Our context is similar: the narrative about school performance is real (fact), not fiction.

I think I'll go with sense 3.

Wait, I want to double-check the sense indices. The user lists:
1. sense_key=fact%1:09:01::
2. sense_key=fact%1:10:01::
3. sense_key=fact%1:26:01::
4. sense_key=fact%1:09:02::

So sense_index 3 corresponds to fact%1:26:01::.

Actually, looking at the lexicographer file numbers again:
- 1:09 is noun.cognition
- 1:10 is noun.communication
- 1:26 is noun.state? No, noun.state is 1:03. Let me think... 1:26 might be noun.phenomenon? No. Actually, looking at WordNet lexicographer files:
  - noun.Tops: 1:00
  - noun.act: 1:04
  - noun.animal: 1:05
  - noun.artifact: 1:06
  - noun.attribute: 1:07
  - noun.body: 1:08
  - noun.cognition: 1:09
  - noun.communication: 1:10
  - noun.event: 1:28? No...

Actually, I think 1:26 might be noun.state. Wait, no, noun.state is 1:03? Let me recall:
- 01: noun.Tops
- 03: noun.act
- 04: noun.animal
- 05: noun.artifact
- 06: noun.attribute
- 07: noun.body
- 08: noun.cognition? No, 09 is cognition.

Actually, the standard WordNet lexicographer file numbers are:
- 00: adj.all
- 01: adj.pert
- 02: adv.all
- 03: noun.Tops
- 04: noun.act
- 05: noun.animal
- 06: noun.artifact
- 07: noun.attribute
- 08: noun.body
- 09: noun.cognition
- 10: noun.communication
- 11: noun.event
- 12: noun.feeling
- 13: noun.food
- 14: noun.group
- 15: noun.location
- 16: noun.motive
- 17: noun.object
- 18: noun.person
- 19: noun.phenomenon
- 20: noun.plant
- 21: noun.possession
- 22: noun.process
- 23: noun.quantity
- 24: noun.relation
- 25: noun.shape
- 26: noun.state
- 27: noun.substance
- 28: noun.time
- 29: verb.body
- etc.

Wait, if 1:26 is noun.state, then sense 3 is the noun.state sense. That makes sense: "an event known to have happened or something known to have existed" - a state of affairs.

Sense 1: noun.cognition (piece of information)
Sense 2: noun.communication (statement)
Sense 3: noun.state (event/state of affairs)
Sense 4: noun.cognition (concept whose truth can be proved) - wait, both 1 and 4 are 1:09? That seems odd but possible if they are both in noun.cognition.

Actually, looking at the sense keys:
- fact%1:09:01::
- fact%1:10:01::
- fact%1:26:01::
- fact%1:09:02::

Yes, sense 1 and 4 are both noun.cognition (1:09), just different lexid offsets (01 and 02). Sense 2 is noun.communication (1:10). Sense 3 is noun.state (1:26).

Given that sense 3 is noun.state, it refers to a state of affairs. The context is about a state of affairs in schools. This strongly supports sense 3.

The target refers to the circumstance that "Schools that are structured in this way produce students with higher morale and superior academic performance." This is a state (noun.state). Therefore, sense 3 is the best fit.

The other senses:
- Sense 1 (noun.cognition): a piece of information. While one could argue the sentence communicates information, the referent of "this fact" is the state of affairs itself.
- Sense 2 (noun.communication): a statement. The target is not a statement or assertion.
- Sense 4 (noun.cognition): a concept whose truth can be proved. While related, the emphasis is on the existence of the state of affairs, not on it being a provable concept.

Therefore, the answer is sense_index 3.

Let me make sure I'm not missing anything. The instruction says "Do not hedge. Choose the single best indexed sense." and "Return only a JSON object exactly like {"sense_index": 3}."

So my final answer should be: {"sense_index": 3}

provider: SiliconFlow


[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: one
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that <t>one</t> hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation (WSD) on the target word "one" in the given context.

 Context analysis:
 The sentence is: "This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that <t>one</t> hears so little about it."

 Here, "one" is used as an impersonal pronoun referring to "people in general" or "someone/anyone" - specifically, it's used in the construction "one hears" which is a formal way of saying "people hear" or "you hear" (in the general sense).

 Looking at the candidate senses provided:
 1. sense_key=one%1:23:00:: - This is the numerical sense (the number 1)
 2. sense_key=one%1:09:00:: - This is "a single person or thing"

 Neither of these seems to capture the impersonal pronoun usage. However, looking at the examples for sense 2: "he is the best one; this is the one I ordered" - these refer to specific individuals or items.

 Wait, I need to look more carefully. In WordNet, the impersonal pronoun "one" (meaning "people in general") is usually sense 1:09:00 or similar, but let me check the specific senses provided.

 Actually, looking at WordNet structure:
 - one%1:23:00:: is the number
 - one%1:09:00:: is "a single person or thing"

 But the impersonal pronoun "one" (as in "one never knows") is typically a different sense. However, I only have two candidate senses to choose from.

 Let me reconsider the context: "it is not surprising that one hears so little about it"

 If I must choose between:
 1. The number one
 2. A single person or thing

 Neither seems perfect, but sense 2 ("a single person or thing") is closer to the pronominal use than the numerical sense. However, strictly speaking, the impersonal pronoun "one" is distinct from "a single person" in the sense of an individual entity.

 But wait, in the context "one hears", "one" is functioning as an indefinite pronoun referring to people in general. If that's not available as a distinct sense, I need to determine which of the two provided senses is the best fit.

 Actually, looking at WordNet 3.0 or 3.1:
 - one%1:09:00:: is indeed "a single person or thing" with examples like "he is the best one"
 - The impersonal pronoun might be classified under this or might be a separate sense.

 But given the constraints that I must choose from these two, and considering that "one" in "one hears" refers to an unspecified person (which is closer to "a single person" than to the number 1), sense 2 might be the intended answer.

 However, I should double-check. In many WSD datasets, the impersonal "one" is often mapped to a sense like "an indefinite person" or similar.

 Let me reconsider the gloss for sense 2: "a single person or thing"
 Examples: "he is the best one; this is the one I ordered"

 These examples show "one" as a noun substitute (pro-form) for a specific individual or object.

 In "one hears", it's an indefinite pronoun.

 But if I have to choose between:
 - The numeral 1 (sense 1)
 - A single person or thing (sense 2)

 Sense 2 is clearly the better choice because "one" is referring to a person (indefinite), not a number.

 Actually, looking more carefully at WordNet:
 In WordNet 3.0, "one" as an indefinite pronoun is indeed sense 1:09:00:: (or similar), which is "a single person or thing". The distinction is that when used as an indefinite pronoun, it's considered a special case of "a single person".

 Wait, let me verify with the examples given. The examples for sense 2 ("he is the best one; this is the one I ordered") show "one" as a pro-noun standing in for a previously mentioned noun. In "one hears", it's different - it's the indefinite "one".

 But given only these two options, and the fact that "one" is clearly not referring to the number 1 in this context, I must choose sense 2.

 However, I want to be careful. Is it possible that "one" here is being used as a substitute for "a person" in the general sense, which aligns with "a single person"?

 Yes, "one" as an indefinite pronoun means "a person" or "people in general", which conceptually aligns with "a single person" (an individual, unspecified) more than with the number.

 Therefore, the answer should be sense 2.

 But wait, looking at the target surface form and the sentence again: "it is not surprising that one hears so little about it"

 This is definitely the impersonal/indefinite "one". In WordNet, this is typically sense 1:09:00:: (noun.person).

 So my final answer is sense index 2.

provider: Moonshot AI


[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: so
Target surface form: so
Context:
Anyone who wants to appreciate just how bizarre this situation is -- with students who ca not add or subtract "learning "the conceptual basis of mathematical theory -- should read the article by Caleb Nelson (himself a recent math major at Harvard) in the November American Spectator. -- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears <t>so</t> little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest.

Candidate senses:
1. sense_key=so%4:02:02:: | definition=to a very great extent or degree | examples=the idea is so obvious; never been so happy
2. sense_key=so%4:02:06:: | definition=in a manner that facilitates | examples=he observed the snakes so he could describe their behavior; he stooped down so he could pick up his hat
3. sense_key=so%4:02:05:: | definition=in such a condition or manner, especially as expressed or implied | examples=They're happy and I hope they will remain so; so live your life that old age will bring no regrets
4. sense_key=so%4:02:07:: | definition=to a certain unspecified extent or degree | examples=I can only go so far with this student; can do only so much in a day
5. sense_key=so%4:02:08:: | definition=in the same way; also | examples=I was offended and so was he; worked hard and so did she
6. sense_key=so%4:02:04:: | definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | synonyms=thus, thusly | examples=hold the brush so; set up the pieces thus
7. sense_key=so%4:02:03:: | definition=(usually followed by `that') to an extent or degree as expressed | examples=he was so tired he could hardly stand; so dirty that it smells
8. sense_key=so%4:02:09:: | definition=subsequently or soon afterward (often used as sentence connectors) | synonyms=then, and so, and then | examples=then he left; go left first, then right
9. sense_key=so%4:02:10:: | definition=(used to introduce a logical conclusion) from that fact or reason or as a result | synonyms=therefore, hence, thence, thus | examples=therefore X must be true; the eggs were fresh and hence satisfactory
10. sense_key=so%4:02:00:: | definition=in truth (often tends to intensify) | synonyms=indeed | examples=they said the car would break down and indeed it did; it is very cold 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}.

reasoning_content:
 The user wants me to perform Word Sense Disambiguation on the word "so" in the given context.

 Context analysis:
 The sentence is: "This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears <t>so</t> little about it."

 The phrase is "so little" - meaning "very little" or "to such a great extent little".

 Let me look at the candidate senses:

 1. sense_key=so%4:02:02:: | definition=to a very great extent or degree | examples=the idea is so obvious; never been so happy
    - This seems to fit. "so little" = to a very great extent little (i.e., very little). The examples show "so obvious" and "so happy" - intensifiers.

 2. sense_key=so%4:02:06:: | definition=in a manner that facilitates | examples=he observed the snakes so he could describe their behavior
    - This is "so that" meaning "in order that". Not fitting here.

 3. sense_key=so%4:02:05:: | definition=in such a condition or manner, especially as expressed or implied | examples=They're happy and I hope they will remain so
    - This is the pro-form usage, substituting for a predicate. Not fitting.

 4. sense_key=so%4:02:07:: | definition=to a certain unspecified extent or degree | examples=I can only go so far with this student; can do only so much in a day
    - This is "so much/far" meaning "only to a limited extent". The context here is about limitation. Not fitting "so little" in the sense of intensity.

 5. sense_key=so%4:02:08:: | definition=in the same way; also | examples=I was offended and so was he
    - This is the "also" usage. Not fitting.

 6. sense_key=so%4:02:04:: | definition=in the way indicated; ; ; (`thusly' is a nonstandard variant) | synonyms=thus, thusly
    - This is the manner adverb "thus". Not fitting.

 7. sense_key=so%4:02:03:: | definition=(usually followed by `that') to an extent or degree as expressed | examples=he was so tired he could hardly stand; so dirty that it smells
    - This is the "so...that" correlative construction. While "so little" could theoretically be followed by "that", here it's "so little about it" - "about it" is not a clause, it's a prepositional phrase. Also, this sense specifically mentions being followed by "that".

 8. sense_key=so%4:02:09:: | definition=subsequently or soon afterward | synonyms=then
    - Not fitting.

 9. sense_key=so%4:02:10:: | definition=(used to introduce a logical conclusion) from that fact or reason or as a result | synonyms=therefore
    - Not fitting.

 10. sense_key=so%4:02:00:: | definition=in truth (often tends to intensify) | synonyms=indeed
    - This is the "indeed" usage, but "so little" doesn't fit "indeed little" meaning.

 Comparing sense 1 and sense 7:
 Sense 1: "to a very great extent or degree" - used as an intensifier with adjectives/adverbs. Examples: "so obvious", "so happy", "so little".
 Sense 7: "(usually followed by `that') to an extent or degree as expressed" - This is the resultative/correlative "so". Examples: "so tired that...", "so dirty that...".

 In the sentence: "one hears so little about it"
 - "little" here is an adverb or quantifier meaning "not much".
 - "so little" means "very little" or "to such a small extent".
 - This is an intensifier usage.
 - It is NOT followed by "that" in this context. The structure is "hears so little about it" - no result clause.

 Therefore, sense 1 is the best fit.

 Wait, let me double-check sense 4: "to a certain unspecified extent or degree" with examples "I can only go so far", "do only so much". This is the "limited extent" reading. "So little" could theoretically be this if it meant "only this much little", but in context "it is not surprising that one hears so little about it" means "it is not surprising that one hears very little about it" - i.e., the amount is small to a great degree (surprisingly little, or understandably little given the controversy).

 Actually, looking at sense 1 again: "to a very great extent or degree". When we say "so little", we mean "to a very small extent" or "very little". The intensifier applies to the adjective/adverb "little".

 Sense 7 requires "that" following. Since there's no "that" clause following "so little" (it's followed by "about it"), sense 7 is incorrect.

 Sense 4 is about limitation ("only so much"), which doesn't fit here.

 Therefore, the answer is sense 1.

 Wait, I need to check if "little" is being treated as an adjective or adverb here. "hears so little" - "little" modifies "hears" (how much one hears), so it's a quantifier functioning as an adverbial. "so" modifies "little".

 Sense 1: "the idea is so obvious" - "so" modifies adjective "obvious".
 "never been so happy" - "so" modifies adjective "happy".
 "so little" - "so" modifies the determiner/adverb "little".

 This fits pattern 1.

 Sense 7 is specifically for the "so...that" construction.

 Therefore: {"sense_index": 1}


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

[User]
Target lemma: publish
Target surface form: publishes
Context:
-- Most important of all, schools should have principals with a large measure of authority over the faculty, the curriculum, and all matters of student discipline. Study after study -- the most recent from the Brookings Institution -- tells us that the best schools are those that are free of outside interference and are governed by a powerful head. With that authority, of course, goes an unambiguous accountability. Schools that are structured in this way produce students with higher morale and superior academic performance. This is a fact -- though, in view of all the feathers that are ruffled by this fact, it is not surprising that one hears so little about it. Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and <t>publishes</t> The National Interest.

Candidate senses:
1. sense_key=publish%2:36:01:: | definition=put into print | synonyms=print | examples=The newspaper published the news of the royal couple's divorce; These news should not be printed
2. sense_key=publish%2:32:00:: | definition=prepare and issue for public distribution or sale | synonyms=bring out, put out, issue, release | examples=publish a magazine or newspaper
3. sense_key=publish%2:36:00:: | definition=have (one's written work) issued for publication | synonyms=write | examples=How many books did Georges Simenon write?; She published 25 books during her long career

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation on the word "publishes" in the given context.

 Context analysis:
 The sentence is: "Mr. Kristol, an American Enterprise Institute fellow, co-edits The Public Interest and publishes The National Interest."

 Here, "publishes" is used in the context of a person (Mr. Kristol) who is involved with periodicals/magazines ("The Public Interest" and "The National Interest").

 Looking at the candidate senses:

 1. sense_key=publish%2:36:01:: | definition=put into print | synonyms=print | examples=The newspaper published the news of the royal couple's divorce; These news should not be printed
    - This sense seems to focus on the act of printing specific content/news.

 2. sense_key=publish%2:32:00:: | definition=prepare and issue for public distribution or sale | synonyms=bring out, put out, issue, release | examples=publish a magazine or newspaper
    - This sense involves preparing and issuing periodicals or publications for distribution. The examples specifically mention "publish a magazine or newspaper".

 3. sense_key=publish%2:36:00:: | definition=have (one's written work) issued for publication | synonyms=write | examples=How many books did Georges Simenon write?; She published 25 books during her long career
    - This sense focuses on an author having their written work published. The subject is typically the author of the works.

 Analysis:
 - In the context, Mr. Kristol "publishes The National Interest". "The National Interest" is a magazine/periodical (similar to "The Public Interest" which he co-edits).
 - Sense 2 specifically mentions "publish a magazine or newspaper" in its examples.
 - Sense 3 is about an author publishing their own written work (books), which doesn't fit here because Mr. Kristol is not necessarily the author of all content in "The National Interest" - rather, he is the publisher of the periodical itself.
 - Sense 1 is about printing specific news items, which is narrower and doesn't capture the sense of publishing a periodical/magazine as an ongoing publication.

 The best fit is sense 2: "prepare and issue for public distribution or sale" with synonyms bring out, put out, issue, release, and examples including "publish a magazine or newspaper".

 The target surface form "publishes" refers to the ongoing publication of a periodical ("The National Interest"), which aligns with sense 2.

 Therefore, the answer should be {"sense_index": 2}.

provider: DeepInfra


[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: man
Context:
That's what the <t>man</t> had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes.

Candidate senses:
1. 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
2. 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
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%1:05:01:: | definition=any living or extinct member of the family Hominidae characterized by superior intelligence, articulate speech, and erect carriage | synonyms=homo, human being, human
5. 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
6. 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
7. 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
8. 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
9. sense_key=man%1:15:00:: | definition=one of the British Isles in the Irish Sea | synonyms=Isle of Man
10. 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
11. 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

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the target word "man" in the given context.

Context: "That's what the <t>man</t> had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes."

Let me analyze the context:
- There's a specific man being referred to ("the man")
- Haney is looking at his "drinking companion"
- The man had said something previously
- This appears to be referring to a specific male individual who is Haney's drinking companion

Now let's look at the candidate senses:

1. man%1:18:00:: - an adult person who is male (as opposed to a woman)
   - This is the general sense of an adult male human being.
   - Examples: "there were two women and six men on the bus"
   - This seems like a strong candidate. The context refers to a specific male drinking companion.

2. man%1:18:03:: - someone who serves in the armed forces
   - No indication of military context here. Just a drinking companion.

3. man%1:18:04:: - generic use referring to any human being
   - Examples: "it was every man for himself"
   - This is generic, but here we have a specific "the man" who is a drinking companion, not a generic reference.

4. man%1:05:01:: - any living or extinct member of the family Hominidae (homo, human being)
   - This is the species sense. Too broad. Not likely used in this narrative context for a specific drinking buddy.

5. man%1:18:08:: - a male subordinate
   - Examples mention "chief stationed two men", "his man in Havana"
   - No indication of subordinate relationship here. Just a drinking companion.

6. man%1:18:06:: - an adult male with manly character (virile, courageous)
   - Examples: "the army will make a man of you"
   - No indication this is about manliness or character development.

7. man%1:18:05:: - a manservant, valet
   - Examples: "Jeeves was Bertie Wooster's man"
   - No indication of servant relationship.

8. man%1:18:07:: - a male person who plays a significant role (husband, lover, boyfriend) in the life of a particular woman
   - This is about a woman's man. The context doesn't specify gender of Haney, but "his drinking companion" suggests Haney is male (or at least the companion is "his"), and there's no indication of romantic relationship.

9. man%1:15:00:: - Isle of Man
   - Geographic entity. Not relevant here.

10. man%1:06:00:: - game piece
    - Chess/checkers piece. Not relevant.

11. man%1:05:00:: - all of the living human inhabitants of the earth (mankind)
    - Too broad. Not referring to humanity collectively.

The most likely sense is sense 1: an adult person who is male. This is the basic, unmarked sense of "man" referring to an adult male human being. The context describes a specific individual who is a drinking companion - this fits the general "adult male" category without any of the specific relational or occupational constraints of the other senses.

The phrase "the man" suggests a specific individual, and "drinking companion" confirms this is a person, specifically male (given the lemma "man"), and the general sense of "adult male person" fits perfectly.

Sense 1: man%1:18:00:: - an adult person who is male (as opposed to a woman)

This is the standard reference to a male person. The context is simply referring to a male individual who was speaking and is now being looked at by Haney. No special military, servile, romantic, or generic/humanity sense is indicated.

Therefore, the answer should be sense_index: 1.

provider: StreamLake


[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: eye
Target surface form: eyes
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled <t>eyes</t>. He had no ready answer, as much from surprise as from the fit of coughing.

Candidate senses:
1. sense_key=eye%1:08:00:: | definition=the organ of sight | synonyms=oculus, optic
2. sense_key=eye%1:09:00:: | definition=good discernment (either visually or as if visually) | examples=she has an eye for fresh talent; he has an artist's eye
3. sense_key=eye%1:09:01:: | definition=attention to what is seen | examples=he tried to catch her eye
4. sense_key=eye%1:15:00:: | definition=an area that is approximately central within some larger region | synonyms=center, centre, middle, heart | examples=it is in the center of town; they ran forward into the heart of the struggle
5. sense_key=eye%1:06:00:: | definition=a small hole or loop (as in a needle) | examples=the thread wouldn't go through the eye

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation for the word "eyes" in the given context.

Context: "Haney peered doubtfully at his drinking companion through bleary, tear-filled <t>eyes</t>."

Candidate senses:
1. eye%1:08:00:: - the organ of sight (oculus, optic)
2. eye%1:09:00:: - good discernment (she has an eye for fresh talent)
3. eye%1:09:01:: - attention to what is seen (catch her eye)
4. eye%1:15:00:: - central area (center, heart)
5. eye%1:06:00:: - small hole or loop (needle)

Analysis:
- The context describes Haney looking through his "bleary, tear-filled eyes"
- "Bleary" means dim or blurred, typically referring to actual eyes/organs of sight
- "Tear-filled" clearly refers to physical tears coming from physical eyes
- "Peered... through" indicates looking through physical organs
- This is clearly referring to the anatomical organs of vision

Sense 1 is the organ of sight.
Sense 2 is about discernment/talent (metaphorical).
Sense 3 is about attention/catching someone's eye (metaphorical/social).
Sense 4 is about a central region.
Sense 5 is about a needle.

The physical description "bleary, tear-filled" unambiguously points to sense 1: the organ of sight.

I need to return only a JSON object: {"sense_index": 1}


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

[User]
Target lemma: have
Target surface form: had
Context:
That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He <t>had</t> no ready answer, as much from surprise as from the fit of coughing. Was the man drunk or crazy or both?

Candidate senses:
1. sense_key=have%2:40:00:: | definition=have or possess, either in a concrete or an abstract sense | synonyms=have got, hold | examples=She has $1,000 in the bank; He has got two beautiful daughters
2. sense_key=have%2:42:00:: | definition=have as a feature | synonyms=feature | examples=This restaurant features the most famous chefs in France
3. sense_key=have%2:39:06:: | definition=go through (mental or physical states or experiences) | synonyms=experience, receive, get | examples=get an idea; experience vertigo
4. sense_key=have%2:40:04:: | definition=have ownership or possession of | synonyms=own, possess | examples=He owns three houses in Florida; How many cars does she have?
5. sense_key=have%2:30:00:: | definition=cause to move; cause to be in a certain position or condition | synonyms=get, let | examples=He got his squad on the ball; This let me in for a big surprise
6. sense_key=have%2:34:00:: | definition=serve oneself to, or consume regularly | synonyms=consume, ingest, take in, take | examples=Have another bowl of chicken soup!; I don't take sugar in my coffee
7. sense_key=have%2:41:00:: | definition=have a personal or business relationship with someone | examples=have a postdoc; have an assistant
8. sense_key=have%2:36:00:: | definition=organize or be responsible for | synonyms=hold, throw, make, give | examples=hold a reception; have, throw, or make a party
9. sense_key=have%2:40:01:: | definition=have left | examples=I have two years left; I don't have any money left
10. sense_key=have%2:42:12:: | definition=be confronted with | examples=What do we have here?; Now we have a fine mess
11. sense_key=have%2:30:01:: | definition=undergo | synonyms=experience | examples=The stocks had a fast run-up
12. sense_key=have%2:29:02:: | definition=suffer from; be ill with | examples=She has arthritis
13. sense_key=have%2:32:00:: | definition=cause to do; cause to act in a specified manner | synonyms=induce, stimulate, cause, get, make | examples=The ads induced me to buy a VCR; My children finally got me to buy a computer
14. sense_key=have%2:40:05:: | definition=receive willingly something given or offered | synonyms=accept, take | examples=The only girl who would have him was the miller's daughter; I won't have this dog in my house!
15. sense_key=have%2:40:03:: | definition=get something; come into possession of | synonyms=receive | examples=receive payment; receive a gift
16. sense_key=have%2:29:05:: | definition=undergo (as of injuries and illnesses) | synonyms=suffer, sustain, get | examples=She suffered a fracture in the accident; He had an insulin shock after eating three candy bars
17. sense_key=have%2:40:02:: | definition=achieve a point or goal | synonyms=get, make | examples=Nicklaus had a 70; The Brazilian team got 4 goals
18. sense_key=have%2:29:00:: | definition=cause to be born | synonyms=give birth, deliver, bear, birth | examples=My wife had twins yesterday!
19. sense_key=have%2:35:00:: | definition=have sex with; archaic use | synonyms=take | examples=He had taken this woman when she was most vulnerable

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}.

reasoning_content:
The user wants me to perform Word Sense Disambiguation on the word "had" in the given context.

 Context: "That's what the man had said. Haney peered doubtfully at his drinking companion through bleary, tear-filled eyes. He <t>had</t> no ready answer, as much from surprise as from the fit of coughing. Was the man drunk or crazy or both?"

 The target is "had" (past tense of "have").

 The sentence is: "He had no ready answer, as much from surprise as from the fit of coughing."

 This means he did not possess a ready answer. He lacked an answer. Or more specifically, he did not have an answer available.

 Let's look at the candidate senses:

 1. sense_key=have%2:40:00:: | definition=have or possess, either in a concrete or an abstract sense | synonyms=have got, hold | examples=She has $1,000 in the bank; He has got two beautiful daughters
 - This seems to fit. "He had no ready answer" = He did not possess a ready answer. This is about possession (abstract sense).

 2. sense_key=have%2:42:00:: | definition=have as a feature | synonyms=feature | examples=This restaurant features the most famous chefs in France
 - No, this is about features/characteristics.

 3. sense_key=have%2:39:06:: | definition=go through (mental or physical states or experiences) | synonyms=experience, receive, get | examples=get an idea; experience vertigo
 - Not quite. While "having an answer" could be seen as a mental state, it's more about possession here.

 4. sense_key=have%2:40:04:: | definition=have ownership or possession of | synonyms=own, possess | examples=He owns three houses in Florida; How many cars does she have?
 - This is about ownership. While "answer" is abstract, sense 1 is broader (concrete or abstract sense). Sense 4 is more about ownership (property). "Have an answer" is not really ownership but possession in a broad sense. Sense 1 is better.

 5. sense_key=have%2:30:00:: | definition=cause to move; cause to be in a certain position or condition | synonyms=get, let | examples=He got his squad on the ball; This let me in for a big surprise
 - No.

 6. sense_key=have%2:34:00:: | definition=serve oneself to, or consume regularly | synonyms=consume, ingest, take in, take | examples=Have another bowl of chicken soup!; I don't take sugar in my coffee
 - No.

 7. sense_key=have%2:41:00:: | definition=have a personal or business relationship with someone | examples=have a postdoc; have an assistant
 - No.

 8. sense_key=have%2:36:00:: | definition=organize or be responsible for | synonyms=hold, throw, make, give | examples=hold a reception; have, throw, or make a party
 - No.

 9. sense_key=have%2:40:01:: | definition=have left | examples=I have two years left; I don't have any money left
 - This is about remaining. "He had no ready answer left"? The sentence doesn't imply "left over" or remaining. It just says he didn't have an answer at that moment.

 10. sense_key=have%2:42:12:: | definition=be confronted with | examples=What do we have here?; Now we have a fine mess
 - This is about encountering or finding oneself in a situation. Not quite.

 11. sense_key=have%2:30:01:: | definition=undergo | synonyms=experience | examples=The stocks had a fast run-up
 - No.

 12. sense_key=have%2:29:02:: | definition=suffer from; be ill with | examples=She has arthritis
 - No.

 13. sense_key=have%2:32:00:: | definition=cause to do; cause to act in a specified manner | synonyms=induce, stimulate, cause, get, make | examples=The ads induced me to buy a VCR; My children finally got me to buy a computer
 - No.

 14. sense_key=have%2:40:05:: | definition=receive willingly something given or offered | synonyms=accept, take | examples=The only girl who would have him was the miller's daughter; I won't have this dog in my house!
 - No.

 15. sense_key=have%2:40:03:: | definition=get something; come into possession of | examples=receive payment; receive a gift
 - This is about receiving/acquiring. He didn't receive an answer? No, he didn't possess one.

 16. sense_key=have%2:29:05:: | definition=undergo (as of injuries and illnesses) | synonyms=suffer, sustain, get | examples=She suffered a fracture in the accident; He had an insulin shock after eating three candy bars
 - No.

 17. sense_key=have%2:40:02:: | definition=achieve a point or goal | synonyms=get, make | examples=Nicklaus had a 70; The Brazilian team got 4 goals
 - No.

 18. sense_key=have%2:29:00:: | definition=cause to be born | synonyms=give birth, deliver, bear, birth | examples=My wife had twins yesterday!
 - No.

 19. sense_key=have%2:35:00:: | definition=have sex with; archaic use | synonyms=take | examples=He had taken this woman when she was most vulnerable
 - No.

 So the best fit is sense 1: "have or possess, either in a concrete or an abstract sense".

 The phrase "have an answer" is a standard collocation meaning to possess knowledge or a response ready. It's abstract possession.

 Sense 4 is "have ownership or possession of" - this is more specific to ownership (property), whereas sense 1 is the general possession sense including abstract things like answers, ideas, etc.

 Therefore, sense index 1 is the correct choice.

 Wait, let me double-check if there's any other sense that could fit.

 Sense 10: "be confronted with" - "He had no ready answer" could potentially mean he was not confronted with an answer? No, that doesn't fit. "Have a problem" can mean "be confronted with a problem", but "have an answer" is not typically used that way.

 Sense 3: "go through (mental or physical states or experiences)" - "have an idea" is in the examples. But "have an answer" is not really an experience, it's possession of information.

 Sense 1 examples: "She has $1,000 in the bank; He has got two beautiful daughters" - these are about possession. "He had no ready answer" fits this pattern: he did not possess a ready answer.

 Yes, sense 1 is definitely the best choice.

 The output should be: {"sense_index": 1}

provider: ModelRun