{"id":15969,"date":"2026-08-24T06:23:37","date_gmt":"2026-08-24T06:23:37","guid":{"rendered":"https:\/\/promotionexams.com\/?page_id=15969"},"modified":"2026-08-25T10:11:49","modified_gmt":"2026-08-25T10:11:49","slug":"mcqs-on-right-to-education-act","status":"publish","type":"page","link":"https:\/\/promotionexams.com\/?page_id=15969","title":{"rendered":"MCQs on Right to Education Act"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"15969\" class=\"elementor elementor-15969\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ff5d9a4 e-con-full e-flex e-con e-parent\" data-id=\"ff5d9a4\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6b4ad3c elementor-widget elementor-widget-html\" data-id=\"6b4ad3c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"html.default\">\n\t\t\t\t\t<!--\r\n=====================================================================\r\nCSS ADDA \u00b7 PromotionExams.com\r\nCHAPTER-WISE AI TEST SERIES  \u2014  generic template, one subject per page\r\n=====================================================================\r\n\r\nWHAT THIS IS\r\n  A drill page for one chapter-wise MCQ bank, on any subject. Two tabs:\r\n     PRACTICE     filters, search, flagging, per-question AI tutor\r\n     PERFORMANCE  readiness engine, Focused set \/ Mock paper planner\r\n\r\nSETTING UP A NEW SUBJECT \u2014 four edits, all at the top of the script\r\n  1. CFG.quizId   unique per page. Progress is stored under this key, so\r\n                  two subjects on the same site never mix. Change it.\r\n     CFG.topic    the subject name shown in the header.\r\n     CFG.eyebrow  the exam line above it, or blank.\r\n  2. CFG.sourceUrl  the page on your site carrying the full text of the\r\n                  subject. A \"Read the source\" card then appears in the\r\n                  rail. Leave it blank and the card disappears.\r\n  3. chapterImportance   rate each chapter yourself, any relative numbers\r\n                  you like \u2014 they need not total 100. The rating drives\r\n                  the ranking, the study plan and how much of each planned\r\n                  sitting a chapter gets. A chapter you leave out falls\r\n                  back to its share of the bank and is marked \"not rated\r\n                  yet\". Empty the map and importance is never mentioned.\r\n  4. chapterQuestions    your bank, in the usual schema:\r\n                  { id, chapter, question, options[], correct, explanation }\r\n                  Chapter strings must match the importance map exactly.\r\n\r\nSTEM LAYOUT \u2014 nothing to mark up\r\n  A plain stem, a numbered statement stem and a List-I \/ List-II stem are\r\n  each laid out automatically, and all three sit in the same sheet, so\r\n  every question on the page reads the same way.\r\n\r\nRESETS\r\n  \"Reset session\"        clears only this sitting's answers.\r\n  \"Reset my performance\" wipes lifetime mastery, weak areas and flags.\r\n\r\n=====================================================================\r\n-->\r\n\r\n<meta charset=\"utf-8\">\r\n<meta name=\"viewport\" content=\"width=device-width,initial-scale=1,viewport-fit=cover\">\r\n<link rel=\"preconnect\" href=\"https:\/\/fonts.googleapis.com\">\r\n<link rel=\"preconnect\" href=\"https:\/\/fonts.gstatic.com\" crossorigin>\r\n<link href=\"https:\/\/fonts.googleapis.com\/css2?family=Plus+Jakarta+Sans:wght@400;500;600;700;800&family=Newsreader:opsz,wght@6..72,400;6..72,500;6..72,600&display=swap\" rel=\"stylesheet\">\r\n\r\n<style>\r\n.cdrill{\r\n  --blue-900:#12246E; --blue-800:#1B3FCB; --blue-700:#2757E8; --blue-100:#EAF0FF; --blue-50:#F5F8FF;\r\n  --gold:#E8A317; --gold-lt:#F5C55B; --gold-bg:#FFF7E4;\r\n  --ink:#0F172A; --slate:#5B6B85; --line:#DFE6F3; --paper:#FFFFFF; --wash:#F4F7FD;\r\n  --ok:#0B8457; --ok-bg:#E7F7F0; --bad:#D3313E; --bad-bg:#FDEDEE; --warn:#C2620E;\r\n  --r:14px; --shadow:0 1px 2px rgba(16,32,74,.06),0 8px 24px -12px rgba(16,32,74,.18);\r\n  \/* \u2193 paste the same value your other pages use for --serif *\/\r\n  --serif:'Newsreader',Georgia,'Times New Roman',serif;\r\n  font-family:'Plus Jakarta Sans',system-ui,sans-serif; font-size:15px; line-height:1.55;\r\n  color:var(--ink); background:var(--wash); 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.ctxmeta{font-size:12.5px;color:var(--slate);font-weight:600;white-space:nowrap}\r\n\r\n\/* ---------- chapter chips ---------- *\/\r\n.cdrill .chapcard{margin:0 0 16px;overflow:hidden}\r\n.cdrill .chaphead{display:flex;align-items:center;gap:10px;flex-wrap:wrap;padding:11px 18px;\r\n  background:linear-gradient(90deg,var(--blue-50),#EDF3FF);border-bottom:1px solid var(--line)}\r\n.cdrill .chapcard{border-radius:var(--r)}\r\n.cdrill .chaplist{border-radius:0 0 var(--r) var(--r);overflow:hidden}\r\n.cdrill .chaphead b{font-size:13.5px;font-weight:800;color:var(--blue-800);display:flex;align-items:center;gap:8px}\r\n.cdrill .chaphead i{font-style:normal;font-size:12px;color:var(--slate);font-weight:600}\r\n.cdrill .chaphead .meta{margin-left:auto;font-size:12px;color:var(--slate);font-weight:700;white-space:nowrap}\r\n.cdrill .chaplist{display:grid;grid-template-columns:1fr;gap:1px;padding:0;background:var(--line)}\r\n@media(min-width:900px){.cdrill .chaplist{grid-template-columns:1fr 1fr}}\r\n.cdrill .chapchip{display:grid;grid-template-columns:26px minmax(0,1fr) auto auto;align-items:center;gap:10px;\r\n  padding:10px 16px;border:0;background:var(--paper);text-align:left;transition:background .13s;width:100%}\r\n.cdrill .chapchip:hover{background:var(--blue-50)}\r\n.cdrill .chapchip .no{font-size:11px;font-weight:800;color:var(--slate);font-variant-numeric:tabular-nums}\r\n.cdrill .chapchip .cn{font-size:12.6px;font-weight:600;color:var(--ink);letter-spacing:-.005em;\r\n  overflow:hidden;text-overflow:ellipsis;white-space:nowrap;text-transform:none}\r\n.cdrill .chapchip .cw{flex:none;font-size:10.5px;font-weight:800;background:var(--gold-bg);color:#8A6206;\r\n  border:1px solid #F2DFAE;padding:2px 8px;border-radius:99px;white-space:nowrap}\r\n.cdrill .chapchip .cc{flex:none;font-size:11px;font-weight:800;background:var(--blue-100);color:var(--blue-800);\r\n  min-width:30px;padding:3px 8px;border-radius:6px;text-align:center;font-variant-numeric:tabular-nums}\r\n.cdrill .chapchip[aria-pressed=true]{background:var(--blue-50);box-shadow:inset 3px 0 0 var(--blue-700)}\r\n.cdrill .chapchip[aria-pressed=true] .cn{color:var(--blue-800);font-weight:700}\r\n.cdrill .chapchip[aria-pressed=true] .cc{background:var(--blue-700);color:#fff}\r\n.cdrill .chapchip .done{flex:none;font-size:10.5px;font-weight:800;color:var(--ok)}\r\n\r\n\/* ---------- question ---------- *\/\r\n.cdrill .qhead{display:flex;align-items:center;justify-content:space-between;gap:10px;flex-wrap:wrap;\r\n  background:linear-gradient(135deg,#F1F5FB 0%,#E4ECFB 100%);border-bottom:1px solid var(--line);\r\n  border-radius:var(--r) var(--r) 0 0;padding:13px 20px}\r\n.cdrill .qcount{font-family:var(--serif);font-weight:600;color:var(--blue-900);font-size:16.3px;letter-spacing:0}\r\n.cdrill .qmeta{display:flex;gap:8px;align-items:center;flex-wrap:wrap}\r\n.cdrill 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0}\r\n.cdrill .qsheet .close{margin:16px 0 0;text-align:left;hyphens:none;-webkit-hyphens:none}\r\n.cdrill .stmts{list-style:none;counter-reset:s;margin:4px 0 0;padding:0;display:block}\r\n.cdrill .stmts li{counter-increment:s;display:grid;grid-template-columns:30px 1fr;gap:4px;align-items:baseline;\r\n  font-family:var(--serif) !important;font-size:18.5px !important;font-weight:600;line-height:1.65;color:#161b26;\r\n  margin:12px 0 0 14px;text-align:justify;hyphens:auto;-webkit-hyphens:auto}\r\n.cdrill .stmts li::before{content:counter(s) \".\";font-family:var(--serif);font-weight:600;font-size:18.5px;color:#161b26}\r\n.cdrill .lists{display:grid;grid-template-columns:1fr 1fr;gap:34px;margin:18px 0 0}\r\n@media(max-width:760px){.cdrill .lists{grid-template-columns:1fr;gap:22px}}\r\n.cdrill .lcol h5{margin:0 0 10px;padding:0 0 9px;border-bottom:1px solid #DCD3BE;font-size:12px;font-weight:800;color:var(--ink)}\r\n.cdrill .lcol 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Sans',sans-serif;font-weight:800;font-size:10.5px;\r\n  letter-spacing:.08em;text-transform:uppercase;white-space:nowrap;align-self:center}\r\n.cdrill .mark.r{color:var(--ok)} .cdrill .mark.w{color:var(--bad)}\r\n@media(prefers-reduced-motion:reduce){.cdrill .opt:hover:not(:disabled){transform:none}}\r\n.cdrill .hint{margin:12px 0 0;font-size:13.5px;font-weight:600;color:#8A6206;background:var(--gold-bg);\r\n  border:1px solid #F2DFAE;border-radius:10px;padding:10px 14px}\r\n.cdrill .actions{display:flex;gap:9px;flex-wrap:wrap;margin-top:18px;align-items:center}\r\n.cdrill .btn{padding:11px 20px;border-radius:11px;font-weight:700;font-size:14px;background:var(--blue-700);color:#fff;transition:.15s}\r\n.cdrill .btn:hover{background:var(--blue-800)}\r\n.cdrill .btn:disabled{opacity:.4;cursor:not-allowed}\r\n.cdrill .btn.ghost{background:var(--paper);border:1.5px solid var(--line);color:var(--ink)}\r\n.cdrill .btn.ghost:hover{border-color:var(--blue-700);color:var(--blue-800);background:var(--blue-50)}\r\n.cdrill .flagbtn{display:flex;align-items:center;gap:7px;padding:11px 18px;border-radius:11px;font-weight:700;font-size:14px;\r\n  border:1.5px solid var(--line);background:var(--paper);color:var(--slate);margin-left:auto;transition:.15s}\r\n.cdrill .flagbtn:hover{border-color:var(--gold);color:#8A6206;background:var(--gold-bg)}\r\n.cdrill .flagbtn[aria-pressed=true]{border-color:var(--gold);background:linear-gradient(180deg,var(--gold-lt),var(--gold));color:#3A2A02}\r\n.cdrill .kbd{display:inline-block;font-family:ui-monospace,Menlo,monospace;font-size:10.5px;padding:3px 6px;background:#fff;\r\n  border:1px solid var(--line);border-bottom-width:2px;border-radius:4px;font-weight:700}\r\n.cdrill .keys{margin-top:14px;padding-top:12px;border-top:1px dashed var(--line);font-size:11.5px;color:var(--slate);\r\n  display:flex;gap:14px;flex-wrap:wrap;font-weight:600}\r\n@media(max-width:700px){.cdrill .keys{display:none}}\r\n\r\n.cdrill .verdict{display:flex;align-items:center;gap:10px;font-weight:800;font-size:14px;margin:20px 0 0}\r\n.cdrill .verdict.r{color:var(--ok)} .cdrill .verdict.w{color:var(--bad)}\r\n.cdrill .expl{margin-top:12px;border:1px solid var(--line);border-left:4px solid var(--gold);border-radius:0 12px 12px 0;\r\n  background:#FCFDFF;padding:16px 18px;font-size:14.2px;line-height:1.68}\r\n.cdrill .expl .body{font-family:'Newsreader',Georgia,serif;font-size:16px;line-height:1.7}\r\n.cdrill .expl b{color:var(--blue-800)}\r\n.cdrill .expl-h{font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800;margin-bottom:8px}\r\n\r\n  font-weight:600;font-size:13px;color:var(--blue-800);transition:.14s}\r\n.cdrill .chip:hover:not(:disabled){background:var(--blue-700);border-color:var(--blue-700);color:#fff}\r\n.cdrill .ai-out{margin-top:12px;background:var(--paper);border:1px solid var(--line);border-radius:10px;padding:14px 16px;\r\n  font-size:14px;line-height:1.65}\r\n.cdrill .ai-out b{color:var(--blue-800)}\r\n.cdrill .offline{margin-top:12px;padding-top:10px;border-top:1px dashed #CBD8F6;font-size:11.5px;color:var(--slate);line-height:1.5}\r\n.cdrill .dots span{display:inline-block;width:6px;height:6px;border-radius:99px;background:var(--blue-700);margin-right:4px;animation:cdb 1.1s infinite}\r\n.cdrill .dots span:nth-child(2){animation-delay:.16s} .cdrill .dots span:nth-child(3){animation-delay:.32s}\r\n@keyframes cdb{0%,80%{opacity:.25;transform:translateY(0)}40%{opacity:1;transform:translateY(-3px)}}\r\n\r\n\/* ---------- rail ---------- *\/\r\n.cdrill .rail{display:grid;gap:16px;align-content:start}\r\n.cdrill .rail .card{padding:16px}\r\n.cdrill .rail h3{margin:0;font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n.cdrill .score{display:flex;align-items:baseline;gap:8px;margin:10px 0 4px}\r\n.cdrill .score b{font-size:32px;font-weight:800;letter-spacing:-.03em}\r\n.cdrill .score i{font-style:normal;color:var(--slate);font-size:13px;font-weight:600}\r\n.cdrill .bar{height:7px;border-radius:99px;background:var(--wash);overflow:hidden;margin-top:10px}\r\n.cdrill .bar>i{display:block;height:100%;background:linear-gradient(90deg,var(--ok),#37B37E);border-radius:99px;transition:width .4s}\r\n.cdrill .mini{display:flex;justify-content:space-between;font-size:12.5px;color:var(--slate);margin-top:8px;font-weight:600}\r\n.cdrill .streak{display:flex;gap:4px;margin-top:12px}\r\n.cdrill .streak i{flex:1;height:26px;border-radius:5px;background:var(--wash);border:1px solid var(--line)}\r\n.cdrill .streak i.r{background:var(--ok-bg);border-color:#A9DEC6}\r\n.cdrill .streak i.w{background:var(--bad-bg);border-color:#F3C2C6}\r\n.cdrill .nav-head{display:flex;align-items:center;justify-content:space-between;gap:10px;padding:13px 16px;\r\n  border-bottom:1px solid var(--line);flex-wrap:nowrap}\r\n.cdrill .nav-head b{font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n.cdrill .navtoggle{flex:none;white-space:nowrap;min-width:56px;text-align:center;\r\n  font-size:12px;font-weight:800;color:var(--blue-800);padding:5px 12px;border-radius:7px;\r\n  border:1px solid var(--line);background:var(--paper);letter-spacing:.02em;transition:.14s}\r\n.cdrill .nav-head b{min-width:0;overflow:hidden;text-overflow:ellipsis;white-space:nowrap}\r\n.cdrill .navtoggle:hover{border-color:var(--blue-700);background:var(--blue-50)}\r\n.cdrill .navgrid{display:grid;grid-template-columns:repeat(6,minmax(0,1fr));gap:6px;\r\n  padding:14px 16px 12px;max-height:238px;overflow-y:auto;overflow-x:hidden}\r\n.cdrill .navgrid::-webkit-scrollbar{width:6px}\r\n.cdrill .navgrid::-webkit-scrollbar-thumb{background:#CBD5E1;border-radius:99px}\r\n.cdrill .navgrid::-webkit-scrollbar-track{background:transparent}\r\n.cdrill .nq{position:relative;box-sizing:border-box;width:100%;min-width:0;height:34px;padding:0;margin:0;\r\n  border-radius:8px;border:1px solid var(--line);background:var(--paper);\r\n  font-family:'Plus Jakarta Sans',system-ui,sans-serif;font-weight:700;font-size:11.5px;line-height:1;\r\n  color:var(--slate);display:flex;align-items:center;justify-content:center;overflow:visible;\r\n  transition:background .12s,border-color .12s,color .12s;font-variant-numeric:tabular-nums;letter-spacing:-.02em}\r\n.cdrill .nq:hover{border-color:var(--blue-700);color:var(--blue-800);background:var(--blue-50)}\r\n@media(max-width:960px){.cdrill .navgrid{grid-template-columns:repeat(10,minmax(0,1fr))}}\r\n@media(max-width:520px){.cdrill .navgrid{grid-template-columns:repeat(7,minmax(0,1fr))}}\r\n.cdrill .nq.r{background:var(--ok-bg);border-color:#8FD3B6;color:#086945}\r\n.cdrill .nq.w{background:var(--bad-bg);border-color:#F0AEB4;color:#A81F2B}\r\n.cdrill .nq.cur{border-color:var(--blue-700);background:var(--blue-700);color:#fff}\r\n.cdrill .nq .fl{position:absolute;top:-5px;right:-4px;font-size:9.5px;line-height:1;\r\n  filter:drop-shadow(0 0 2px #fff)}\r\n.cdrill .nq.mastered::after{content:\"\";position:absolute;bottom:3px;left:50%;transform:translateX(-50%);\r\n  width:4px;height:4px;border-radius:99px;background:var(--ok)}\r\n.cdrill .legend{display:flex;gap:12px;flex-wrap:wrap;font-size:10.5px;color:var(--slate);font-weight:600;\r\n  padding:10px 16px 14px;border-top:1px solid var(--line);margin-top:4px}\r\n.cdrill .legend i{display:inline-block;width:9px;height:9px;border-radius:3px;margin-right:5px;vertical-align:-1px}\r\n\r\n\/* ---------- performance ---------- *\/\r\n.cdrill .perf{padding:24px 24px 32px;display:grid;gap:34px}\r\n.cdrill .ph{margin:0 0 10px;font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n\r\n\/* ---------- performance blocks ---------- *\/\r\n.cdrill .pblock{border:1px solid var(--line);border-radius:16px;background:var(--paper);overflow:hidden}\r\n.cdrill .pbh{display:flex;align-items:flex-start;gap:16px;padding:20px 24px 18px;\r\n  background:linear-gradient(180deg,#FBFCFF,#F6F9FF);border-bottom:1px solid var(--line)}\r\n.cdrill .pbh .txt{flex:1;min-width:0}\r\n.cdrill .pbh h4{font-size:17px;font-weight:800;letter-spacing:-.015em;color:var(--ink);margin:0 0 7px;\r\n  display:flex;align-items:center;gap:9px}\r\n.cdrill .pbh h4 .dot{width:7px;height:7px;border-radius:99px;background:var(--gold);flex:none}\r\n.cdrill .pbh p{font-size:13px;color:var(--slate);line-height:1.6;margin:0}\r\n.cdrill .pbh .pbtag{flex:none;font-size:10.5px;font-weight:800;letter-spacing:.07em;text-transform:uppercase;\r\n  color:var(--blue-800);background:var(--blue-100);border-radius:99px;padding:6px 13px;white-space:nowrap}\r\n.cdrill .bars{padding:8px 24px 18px}\r\n.cdrill .subhead{display:flex;align-items:baseline;gap:10px;flex-wrap:wrap;padding:18px 24px 2px;\r\n  border-top:1px solid #EEF2F9;margin-top:6px}\r\n.cdrill .subhead:first-of-type{border-top:0;margin-top:0}\r\n.cdrill .subhead h5{font-size:12.5px;font-weight:800;color:var(--ink);letter-spacing:.01em;margin:0}\r\n.cdrill .subhead span{font-size:11.8px;color:var(--slate);font-weight:600}\r\n.cdrill .hero2{display:grid;grid-template-columns:260px 1fr;gap:18px}\r\n@media(max-width:860px){.cdrill .hero2{grid-template-columns:1fr}}\r\n.cdrill .ring-card{background:linear-gradient(150deg,var(--blue-900),var(--blue-800) 70%,var(--blue-700));border-radius:var(--r);\r\n  padding:24px 20px;color:#fff;text-align:center;display:flex;flex-direction:column;align-items:center;justify-content:center}\r\n.cdrill .ring{position:relative;width:150px;height:150px}\r\n.cdrill .ring svg{transform:rotate(-90deg)}\r\n.cdrill .ring .bg{fill:none;stroke:rgba(255,255,255,.14);stroke-width:11}\r\n.cdrill .ring .fg{fill:none;stroke:var(--gold-lt);stroke-width:11;stroke-linecap:round;transition:stroke-dashoffset 1s ease}\r\n.cdrill .ring-txt{position:absolute;inset:0;display:flex;flex-direction:column;align-items:center;justify-content:center}\r\n.cdrill .ring-txt b{font-size:40px;font-weight:800;color:var(--gold-lt);letter-spacing:-.03em;line-height:1}\r\n.cdrill .ring-txt span{font-size:9.5px;letter-spacing:.12em;text-transform:uppercase;color:#BFDBFE;margin-top:5px;font-weight:700}\r\n.cdrill .verdict2{margin-top:14px;font-size:13.4px;color:#DBEAFE;line-height:1.55}\r\n.cdrill .verdict2 b{color:#fff}\r\n.cdrill .coach{border:1px solid var(--line);border-radius:var(--r);padding:18px 20px;background:var(--paper)}\r\n.cdrill .coach h4{font-size:14.5px;font-weight:800;margin-bottom:12px;display:flex;gap:8px;align-items:center}\r\n.cdrill .reco{display:flex;gap:12px;padding:11px 0;border-bottom:1px dashed var(--line);align-items:flex-start}\r\n.cdrill .reco:last-child{border-bottom:0}\r\n.cdrill .reco .ic{width:30px;height:30px;border-radius:8px;display:grid;place-items:center;font-size:13px;flex:none;margin-top:1px}\r\n.cdrill .reco .ic.hot{background:var(--bad-bg);color:var(--bad)}\r\n.cdrill .reco .ic.warm{background:var(--gold-bg);color:#8A6206}\r\n.cdrill .reco .ic.cool{background:var(--blue-100);color:var(--blue-800)}\r\n.cdrill .reco .ic.good{background:var(--ok-bg);color:var(--ok)}\r\n.cdrill .reco p{font-size:13.8px;line-height:1.55}\r\n.cdrill .reco .go{margin-left:auto;flex:none;background:var(--blue-50);color:var(--blue-800);border:1px solid #D4E2FB;\r\n  border-radius:8px;padding:6px 12px;font-size:11.5px;font-weight:800;white-space:nowrap;transition:.15s}\r\n.cdrill .reco .go:hover{background:var(--blue-700);color:#fff}\r\n.cdrill .planner{background:linear-gradient(135deg,#FFFDF6,#FFF8E8);border:1px solid #EADFC2;border-left:4px solid var(--gold);\r\n  border-radius:0 var(--r) var(--r) 0;padding:18px 20px;display:flex;align-items:center;justify-content:space-between;gap:18px;flex-wrap:wrap}\r\n.cdrill .planner h4{font-size:17px;font-weight:800;margin-bottom:5px;letter-spacing:-.01em}\r\n.cdrill .planner p{font-size:13px;color:var(--slate);line-height:1.55;max-width:62ch}\r\n.cdrill .pbtns{display:flex;gap:10px;flex-wrap:wrap}\r\n.cdrill .pbtn{padding:11px 18px;border:1.5px solid var(--gold);border-radius:11px;background:#fff;color:#8A6206;\r\n  font-weight:800;font-size:13.5px;display:flex;gap:7px;align-items:center;white-space:nowrap;transition:.15s}\r\n.cdrill .pbtn:hover{background:var(--gold-bg)}\r\n.cdrill .pbtn.primary{background:linear-gradient(180deg,var(--gold-lt),var(--gold));color:#3A2A02;border-color:var(--gold)}\r\n.cdrill .kpis{display:grid;grid-template-columns:repeat(auto-fit,minmax(150px,1fr));gap:12px}\r\n.cdrill .kpi{border:1px solid var(--line);border-radius:12px;padding:15px;background:linear-gradient(180deg,#fff,var(--blue-50))}\r\n.cdrill .kpi b{display:block;font-size:26px;font-weight:800;letter-spacing:-.03em}\r\n.cdrill .kpi span{font-size:11.5px;color:var(--slate);font-weight:700;text-transform:uppercase;letter-spacing:.06em}\r\n.cdrill .tblwrap{overflow-x:auto;border:1px solid var(--line);border-radius:12px;background:#fff}\r\n.cdrill table.perf-t{border-collapse:collapse;width:100%;font-size:13px;min-width:760px}\r\n.cdrill table.perf-t th,.cdrill table.perf-t td{padding:10px;border-bottom:1px solid #EEF2F9;text-align:center;vertical-align:middle}\r\n.cdrill table.perf-t thead th{background:var(--blue-900);color:#fff;font-weight:700;font-size:11px;letter-spacing:.05em;text-transform:uppercase}\r\n.cdrill table.perf-t th:first-child,.cdrill table.perf-t td:first-child{text-align:left;padding-left:14px}\r\n.cdrill table.perf-t td:first-child{font-weight:700;max-width:280px;line-height:1.35;background:#FBFCFE}\r\n.cdrill .sub{display:block;font-size:10.6px;color:var(--slate);font-weight:600;margin-top:3px}\r\n.cdrill .tbar{height:6px;border-radius:99px;background:var(--wash);overflow:hidden;min-width:80px}\r\n.cdrill .tbar>i{display:block;height:100%;border-radius:99px}\r\n.cdrill .tag{display:inline-block;font-size:10.4px;font-weight:800;padding:3px 9px;border-radius:99px;text-transform:uppercase;letter-spacing:.04em}\r\n.cdrill .tag.hot{background:var(--bad-bg);color:var(--bad)}\r\n.cdrill .tag.warm{background:var(--gold-bg);color:#8A6206}\r\n.cdrill .tag.ok{background:var(--blue-100);color:var(--blue-800)}\r\n.cdrill .tag.good{background:var(--ok-bg);color:var(--ok)}\r\n.cdrill .tag.na{background:#F1F5F9;color:var(--slate)}\r\n.cdrill .mini-go{border:1px solid var(--line);border-radius:8px;padding:5px 10px;font-size:11.2px;font-weight:800;color:var(--blue-800);transition:.15s}\r\n.cdrill .mini-go:hover{background:var(--blue-700);color:#fff;border-color:var(--blue-700)}\r\n.cdrill .lrow{display:grid;grid-template-columns:minmax(150px,1.2fr) 2.4fr 96px;gap:18px;align-items:center;\r\n  padding:12px 10px;border-radius:9px;transition:background .13s;margin:0 -10px}\r\n.cdrill .lrow:hover{background:#FAFCFF}\r\n.cdrill .lrow+.lrow{border-top:1px solid #F1F5FB}\r\n@media(max-width:620px){.cdrill .lrow{grid-template-columns:1fr auto;row-gap:6px}.cdrill .lrow .ltrack{grid-column:1\/-1}}\r\n.cdrill .lname{font-size:13.4px;font-weight:700;line-height:1.35}\r\n.cdrill .lsub{display:block;font-size:10.8px;font-weight:600;color:var(--slate);margin-top:4px}\r\n.cdrill .ltrack{background:#EEF2F9;border-radius:99px;height:11px;overflow:hidden;\r\n  box-shadow:inset 0 1px 2px rgba(16,32,74,.05)}\r\n.cdrill .lfill{height:100%;border-radius:99px;transition:width .8s cubic-bezier(.22,.9,.28,1)}\r\n.cdrill .lval{text-align:right;font-size:16px;font-weight:800;letter-spacing:-.02em}\r\n.cdrill .lval small{display:block;font-size:10px;font-weight:700;color:var(--slate);text-transform:uppercase;letter-spacing:.05em;margin-top:2px}\r\n.cdrill .split{display:grid;grid-template-columns:1fr 1fr;gap:16px}\r\n@media(max-width:860px){.cdrill .split{grid-template-columns:1fr}}\r\n.cdrill .panel{border:1px solid var(--line);border-radius:12px;padding:16px 18px}\r\n.cdrill .rev{display:flex;align-items:center;gap:10px;width:100%;text-align:left;background:#FAFBFE;border-left:3px solid var(--gold);\r\n  border-radius:8px;padding:10px 12px;margin-bottom:8px;font-size:12.6px;transition:.15s}\r\n.cdrill .rev:hover{background:var(--gold-bg);transform:translateX(3px)}\r\n.cdrill .rev .n{font-weight:800;color:#8A6206;flex:none}\r\n.cdrill .rev .t{flex:1;color:var(--slate);white-space:nowrap;overflow:hidden;text-overflow:ellipsis}\r\n.cdrill .rev .d{background:var(--gold);color:#3A2A02;padding:2px 8px;border-radius:99px;font-size:10.2px;font-weight:800;white-space:nowrap}\r\n.cdrill .danger{border:1px dashed #F3C2C6;border-radius:12px;background:#FFFAFA;padding:16px 18px;\r\n  display:flex;align-items:center;justify-content:space-between;gap:14px;flex-wrap:wrap}\r\n.cdrill .danger p{font-size:13px;color:var(--slate);flex:1;min-width:220px;line-height:1.6}\r\n.cdrill .danger b{color:var(--bad)}\r\n.cdrill .dbtn{padding:11px 20px;background:#fff;border:1.5px solid #F3C2C6;border-radius:11px;color:var(--bad);\r\n  font-size:13px;font-weight:800;white-space:nowrap;transition:.15s}\r\n.cdrill .dbtn:hover{background:var(--bad);border-color:var(--bad);color:#fff}\r\n.cdrill .empty{text-align:center;padding:40px 20px;color:var(--slate)}\r\n.cdrill .empty b{display:block;color:var(--ink);font-size:16px;margin-bottom:6px}\r\n.cdrill .toast{position:fixed;bottom:26px;left:50%;transform:translateX(-50%);background:var(--blue-900);color:#fff;\r\n  padding:12px 22px;border-radius:11px;font-weight:700;font-size:13.5px;z-index:9999;display:none;box-shadow:var(--shadow)}\r\n.cdrill .toast.show{display:block}\r\n.cdrill .toast.ok{background:var(--ok)}\r\n\r\n\/* ---------- content protection ---------- *\/\r\n.cdrill{-webkit-user-select:none;-moz-user-select:none;-ms-user-select:none;user-select:none;\r\n  -webkit-touch-callout:none;-webkit-tap-highlight-color:transparent}\r\n\/* inputs must stay usable, or the search box cannot be edited *\/\r\n.cdrill input,.cdrill textarea,.cdrill select{-webkit-user-select:text;user-select:text}\r\n.cdrill.allow-select{-webkit-user-select:text;user-select:text}\r\n.cdrill img,.cdrill svg{-webkit-user-drag:none;user-drag:none;pointer-events:none}\r\n.cdrill .navtoggle,.cdrill .tab,.cdrill button{-webkit-user-drag:none}\r\n\/* screen obscured while the window is not in front *\/\r\n.cdrill.veiled .qbody,.cdrill.veiled .perf,.cdrill.veiled .chaplist,.cdrill.veiled .yearlist{\r\n  filter:blur(9px);transition:filter .12s}\r\n.cdrill .veilmsg{position:absolute;inset:0;display:none;align-items:center;justify-content:center;\r\n  background:rgba(244,247,253,.72);z-index:40;font-weight:800;font-size:13.5px;color:var(--blue-900);\r\n  text-align:center;padding:20px;border-radius:var(--r)}\r\n.cdrill.veiled .veilmsg{display:flex}\r\n.cdrill{position:relative}\r\n\/* what a print or PDF export gets instead of the paper *\/\r\n.cdrill-printblock{display:none}\r\n@media print{\r\n  .cdrill{display:none!important}\r\n  .cdrill-printblock{display:block!important;padding:60px 40px;text-align:center;\r\n    font-family:'Plus Jakarta Sans',system-ui,sans-serif;color:#12246E}\r\n  .cdrill-printblock h2{font-size:20px;font-weight:800;margin:0 0 10px}\r\n  .cdrill-printblock p{font-size:13.5px;color:#5B6B85;line-height:1.7;max-width:60ch;margin:0 auto}\r\n}\r\n\r\n\/* 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class=\"hstats\">\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hQ\">0<\/b><span>Questions<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hCh\">0<\/b><span>Chapters<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hMastered\">0%<\/b><span>Mastered<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hReady\">\u2014<\/b><span>Readiness<\/span><\/div>\r\n      <\/div>\r\n      <div class=\"tabs\" role=\"tablist\">\r\n        <button class=\"tab\" role=\"tab\" aria-selected=\"true\" data-tab=\"quiz\">\u270f\ufe0f Practice<\/button>\r\n        <button class=\"tab\" role=\"tab\" aria-selected=\"false\" data-tab=\"perf\">\ud83d\udcca My Performance <span class=\"pill hide\" id=\"perfPill\">!<\/span><\/button>\r\n      <\/div>\r\n    <\/div>\r\n  <\/header>\r\n  <div class=\"goldrule\"><\/div>\r\n\r\n  <div class=\"filters\" id=\"cdFilters\">\r\n    <div class=\"wrap\" role=\"group\" aria-label=\"Filter questions\">\r\n      <button class=\"pill-f\" data-f=\"all\" aria-pressed=\"true\">\ud83d\udccb All questions<span class=\"n tnum\" id=\"fAll\">0<\/span><\/button>\r\n      <button class=\"pill-f\" data-f=\"chapter\">\ud83d\udcda By chapter<\/button>\r\n      <button class=\"pill-f gold hide\" data-f=\"session\" id=\"pillSession\">\ud83e\udde9 <span id=\"sessLabel\">My session<\/span><span class=\"n tnum\" id=\"fSess\">0<\/span><\/button>\r\n      <button class=\"pill-f warn\" data-f=\"weak\">\u26a0\ufe0f Weak areas<span class=\"n tnum\" id=\"fWeak\">0<\/span><\/button>\r\n      <button class=\"pill-f\" data-f=\"flagged\">\ud83d\udd16 Flagged<span class=\"n tnum\" id=\"fFlag\">0<\/span><\/button>\r\n    <\/div>\r\n  <\/div>\r\n\r\n  <div class=\"wrap\">\r\n    <!-- ============ PRACTICE ============ -->\r\n    <div class=\"grid\" id=\"viewQuiz\">\r\n      <div>\r\n        <div class=\"toolbar\">\r\n          <div class=\"search\">\r\n            <svg viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2.2\"><circle cx=\"11\" cy=\"11\" r=\"7\"\/><path d=\"M20 20l-3.5-3.5\"\/><\/svg>\r\n            <input id=\"cdSearch\" placeholder=\"Search a phrase or a rule number\" aria-label=\"Search questions\">\r\n          <\/div>\r\n          <button class=\"tgl\" id=\"tglUn\" aria-pressed=\"false\">\u25fb Unattempted only<\/button>\r\n          <button class=\"tgl\" id=\"tglReset\">\u21ba Reset session<\/button>\r\n        <\/div>\r\n\r\n        <section class=\"card chapcard hide\" id=\"chapPanel\">\r\n          <div class=\"chaphead\">\r\n            <b>\ud83d\udcda Filter by chapter<\/b><i id=\"chapHint\"><\/i>\r\n            <span class=\"meta\" id=\"ctxMeta\"><\/span>\r\n          <\/div>\r\n          <div class=\"chaplist\" id=\"chapList\" role=\"group\" aria-label=\"Choose chapter\"><\/div>\r\n        <\/section>\r\n\r\n        <section class=\"card hide\" id=\"emptyCard\">\r\n          <div class=\"qhead\"><span class=\"qcount\">Nothing to show<\/span><\/div>\r\n          <div class=\"empty\" id=\"emptyBody\"><\/div>\r\n        <\/section>\r\n\r\n        <section class=\"card\" id=\"qCard\">\r\n          <div class=\"qhead\">\r\n            <span class=\"qcount\" id=\"qCount\">Question 1 of 1<\/span>\r\n            <span class=\"qmeta\">\r\n              <span class=\"badge-m\" id=\"qMastery\">Not seen yet<\/span>\r\n              <span class=\"badge-ch\"><span id=\"qChap\">Chapter<\/span><\/span>\r\n              <span id=\"qTags\" class=\"qtags\"><\/span>\r\n            <\/span>\r\n          <\/div>\r\n          <div class=\"qbody\">\r\n            <p class=\"stem\" id=\"qStem\"><\/p>\r\n            <div class=\"opts\" id=\"qOpts\"><\/div>\r\n            <div class=\"actions\">\r\n              <button class=\"btn\" id=\"btnCheck\">Check answer<\/button>\r\n              <button class=\"btn ghost\" id=\"btnPrev\">\u2190 Previous<\/button>\r\n              <button class=\"btn ghost\" id=\"btnNext\">Next \u2192<\/button>\r\n              <button class=\"flagbtn\" id=\"btnFlag\" aria-pressed=\"false\"><span id=\"flagIco\">\ud83c\udff3\ufe0f<\/span><span id=\"flagTxt\">Flag for review<\/span><\/button>\r\n            <\/div>\r\n            <p class=\"hint hide\" id=\"pickHint\">Choose an option above, then check your answer.<\/p>\r\n\r\n            <div id=\"result\" class=\"hide\">\r\n              <div class=\"verdict\" id=\"verdict\"><\/div>\r\n              <div class=\"expl\">\r\n                <div class=\"expl-h\">Source &amp; reasoning<\/div>\r\n                <div id=\"explBody\" class=\"body\"><\/div>\r\n              <\/div>\r\n            <\/div>\r\n          <\/div>\r\n        <\/section>\r\n      <\/div>\r\n\r\n      <aside class=\"rail\">\r\n        <section class=\"card\" id=\"navCard\" style=\"padding:0\">\r\n          <div class=\"nav-head\"><b id=\"navTitle\">Navigator<\/b><button class=\"navtoggle\" id=\"navToggle\">Hide<\/button><\/div>\r\n          <div class=\"navgrid\" id=\"navGrid\"><\/div>\r\n          <div class=\"legend\">\r\n            <span><i style=\"background:var(--ok-bg);border:1.5px solid #8FD3B6\"><\/i>Correct<\/span>\r\n            <span><i style=\"background:var(--bad-bg);border:1.5px solid #F0AEB4\"><\/i>Wrong<\/span>\r\n            <span><i style=\"background:var(--ok)\"><\/i>Mastered<\/span>\r\n          <\/div>\r\n        <\/section>\r\n        <div class=\"card\">\r\n          <h3>This session<\/h3>\r\n          <div class=\"score\"><b id=\"sPct\">\u2014<\/b><i id=\"sFrac\">0 of 0 correct<\/i><\/div>\r\n          <div class=\"bar\"><i id=\"sBar\" style=\"width:0\"><\/i><\/div>\r\n          <div class=\"mini\"><span id=\"sSeen\">0 attempted<\/span><span id=\"sLeft\">0 left here<\/span><\/div>\r\n          <div class=\"streak\" id=\"streak\"><\/div>\r\n        <\/div>\r\n        <div class=\"card\">\r\n          <h3 id=\"wHead\">Share on screen<\/h3>\r\n          <div class=\"score\"><b id=\"wPct\" style=\"color:#8A6206\">\u2014<\/b><i id=\"wUnit\">of this bank<\/i><\/div>\r\n          <p style=\"margin:8px 0 0;font-size:12.8px;color:var(--slate);line-height:1.55\" id=\"wNote\"><\/p>\r\n        <\/div>\r\n        <div class=\"card hide\" id=\"srcCard\">\r\n          <h3>Source text<\/h3>\r\n          <p style=\"margin:9px 0 12px;font-size:12.8px;color:var(--slate);line-height:1.55\">Every explanation here is drawn from the full text of the subject. Open it when a citation needs checking.<\/p>\r\n          <a class=\"btn\" id=\"srcLink\" href=\"#\" target=\"_blank\" rel=\"noopener\" style=\"display:block;text-align:center;text-decoration:none\">\ud83d\udcd6 Read the source<\/a>\r\n        <\/div>\r\n      <\/aside>\r\n    <\/div>\r\n\r\n    <!-- ============ PERFORMANCE ============ -->\r\n    <div class=\"hide\" id=\"viewPerf\">\r\n      <section class=\"card\" style=\"margin:20px 0 60px\">\r\n        <div class=\"qhead\"><span class=\"qcount\">My Performance<\/span><span class=\"badge-w\" id=\"perfCount\">0 attempted<\/span><\/div>\r\n        <div class=\"perf\" id=\"perfBody\"><\/div>\r\n      <\/section>\r\n    <\/div>\r\n  <\/div>\r\n\r\n  <div class=\"veilmsg\" id=\"veilMsg\">Paused \u2014 bring this window back to the front to continue<\/div>\r\n  <div class=\"toast\" id=\"toast\"><\/div>\r\n<\/div>\r\n\r\n<div class=\"cdrill-printblock\">\r\n  <h2>This test series is not available in print<\/h2>\r\n  <p>The questions, explanations and your progress are licensed for use on\r\n     PromotionExams.com and cannot be printed or saved as a PDF. Please\r\n     work through them on screen.<\/p>\r\n<\/div>\r\n\r\n<script>\r\n(function(){\r\n\"use strict\";\r\n\r\n\/* =====================================================================\r\n   1. CONFIGURATION  \u2190 EDIT PER SUBJECT\r\n   ===================================================================== *\/\r\nconst CFG = {\r\n  quizId : 'subject-chapterwise',   \/\/ unique per subject \u2014 this is the progress key,\r\n                                    \/\/ so change it for every new page you publish\r\n  topic  : 'THE RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION ACT, 2009',          \/\/ e.g. 'CCS (Conduct) Rules, 1964'\r\n  eyebrow: '',                      \/\/ e.g. 'UPSC SO \/ Steno LDCE \u00b7 Paper II' \u2014 leave blank to hide\r\n  sub    : 'Chapter drills with a planner that builds your next sitting for you.',\r\n\r\n  \/* --- SOURCE PAGE ---------------------------------------------------\r\n     The page on your site that carries the full text of this subject.\r\n     A \"Read the source\" card then appears in the rail. Leave it blank\r\n     and the card disappears.                                            *\/\r\n  sourceUrl   : '',                 \/\/ e.g. 'https:\/\/promotionexams.com\/your-source-page\/'\r\n  sourceLabel : 'full source text', \/\/ shown on the link\r\n\r\n  \/* --- IMPORTANCE ----------------------------------------------------\r\n     You set the importance of each chapter yourself, in chapterImportance\r\n     below. It drives the ranking, the study plan and the planner \u2014 the\r\n     bigger the number, the more of your next sitting that chapter gets.\r\n     It is never described as exam weightage, so it is safe on a subject\r\n     with no previous year papers.\r\n     Leave the whole map empty and the page falls back silently to each\r\n     chapter's share of the bank, and stops mentioning importance at all. *\/\r\n\r\n  masteryThreshold : 3,     \/\/ clean correct answers before a question counts as mastered\r\n  weakThreshold    : 1,     \/\/ wrong attempts before a question is flagged weak\r\n\r\n  priorAccuracy : 0.30,     \/\/ expected-score model: shrink raw accuracy toward this\r\n  priorStrength : 6,\r\n  retention     : { baseDays:3, growth:2.5, riskBelow:0.70 },\r\n\r\n  sessionSize : 25,         \/\/ Focused set\r\n  mockSize    : 50          \/\/ Mock paper\r\n};\r\n\r\n\/* =====================================================================\r\n   2. CHAPTER IMPORTANCE  \u2190 you set this by hand\r\n   Keys do NOT have to match your chapter names exactly. Anything that\r\n   starts with a chapter or appendix number is matched on that number\r\n   alone, so 'Ch 2' finds 'CH 2: GENERAL OUTLINES OF THE SYSTEM OF\r\n   ACCOUNTS', and 'Apndx 5' finds 'APPENDIX 5: PRINCIPLES AND RULES...'.\r\n   Chapter, Chap, CH, Ch-2, 2. \u2014 all read the same. For appendices:\r\n   Appendix, Apndx, Appx, Annex, Annexure, in digits or roman numerals.\r\n   A key with no number falls back to a loose text match.\r\n   Numbers are relative: they need NOT total 100. A chapter you leave\r\n   out is given its share of the bank instead and is marked \"not rated\r\n   yet\" in the performance table.\r\n   Empty this map altogether to switch importance off everywhere.\r\n   ===================================================================== *\/\r\nconst chapterImportance = {\r\n  'Ch 1' : 30,\r\n  'Ch 2' : 45,\r\n  'Ch 3' : 25\r\n  \/\/ 'Apndx 1' : 25,   \u2190 appendices work the same way\r\n};\r\n\r\n\/* =====================================================================\r\n   3. QUESTION BANK  \u2190 PASTE YOUR BANK HERE\r\n   { id, chapter, question, options[], correct, explanation }\r\n     id          unique within its chapter\r\n     chapter     must match a key in chapterImportance exactly\r\n     correct     0-indexed\r\n     explanation may contain HTML; cite the rule or paragraph in <b> tags\r\n   A stem may carry \"\\n1. ...\" statement lines or a \"List-I \/ List-II\"\r\n   block \u2014 both are laid out automatically, and so is a plain stem.\r\n   The three below are only samples so the page renders on first open.\r\n   Delete them.\r\n   ===================================================================== *\/\r\nconst chapterQuestions = [\r\n  {\r\n    \"id\": 1,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Under the RTE Act, a child with disability falls within which of the following categories?\",\r\n    \"options\": [\r\n      \"Child belonging to disadvantaged group\",\r\n      \"Child belonging to weaker section\",\r\n      \"Child belonging to specified category\",\r\n      \"A separate category outside both disadvantaged group and weaker section\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 2(d)<\/b>, as amended in 2012 \u2014 a child belonging to disadvantaged group means 'a child with disability or a child belonging to the Scheduled Caste, the Scheduled Tribe, the socially and educationally backward class' or another notified group. The consequence is practical: such a child is thereby covered by the 25% admission obligation in Section 12(1)(c), which operates in favour of weaker sections and disadvantaged groups.\"\r\n  },\r\n  {\r\n    \"id\": 2,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"On which date did the Right of Children to Free and Compulsory Education Act, 2009 come into force?\",\r\n    \"options\": [\r\n      \"26th August 2009\",\r\n      \"1st April 2010\",\r\n      \"1st August 2012\",\r\n      \"16th February 2010\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 1(3)<\/b> and its footnote \u2014 the Act came into force on '1st April, 2010, vide notification No. S.O. 428(E), dated 16th February, 2010'. The notification date and the commencement date are distinct, and 1st August 2012 is the date from which the 2012 Amendment took effect.\"\r\n  },\r\n  {\r\n    \"id\": 3,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"To which territory did the Right of Children to Free and Compulsory Education Act, 2009 extend as originally enacted?\",\r\n    \"options\": [\r\n      \"The whole of India\",\r\n      \"The whole of India except the North Eastern States\",\r\n      \"The whole of India except the State of Jammu and Kashmir\",\r\n      \"The whole of India except Union territories without legislature\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 1(2)<\/b> \u2014 'It shall extend to the whole of India except the State of Jammu and Kashmir.' Union territories without legislature are not excluded; on the contrary, in relation to schools there the Central Government is the 'appropriate Government' under Section 2(a)(i).\"\r\n  },\r\n  {\r\n    \"id\": 4,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"By virtue of the amendment made in 2012, the provisions of the RTE Act do not apply to which institutions?\",\r\n    \"options\": [\r\n      \"Minority institutions of every description\",\r\n      \"Schools belonging to a specified category\",\r\n      \"Madrasas, Vedic Pathsalas and educational institutions primarily imparting religious instruction\",\r\n      \"Unaided schools not receiving any aid or grants\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 1(5)<\/b>, inserted by Act 30 of 2012 with effect from 1-8-2012. The preceding sub-section adds that the Act applies 'Subject to the provisions of articles 29 and 30 of the Constitution', which is the safeguard for minority institutions generally.\"\r\n  },\r\n  {\r\n    \"id\": 5,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Under the RTE Act, 'child' is defined as a male or female child of which age group?\",\r\n    \"options\": [\r\n      \"Three to fourteen years\",\r\n      \"Six to eighteen years\",\r\n      \"Six to fourteen years\",\r\n      \"Three to eighteen years\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(c)<\/b> \u2014 '\u201cchild\u201d means a male or female child of the age of six to fourteen years'. The definition governs the whole Act, including the right conferred by Section 3(1). Children above three years are dealt with separately under Section 11, which enables the appropriate Government to arrange pre-school education.\"\r\n  },\r\n  {\r\n    \"id\": 6,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Under the RTE Act, 'elementary education' means education from which classes?\",\r\n    \"options\": [\r\n      \"First class to fifth class\",\r\n      \"Pre-school to eighth class\",\r\n      \"First class to eighth class\",\r\n      \"First class to tenth class\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(f)<\/b> \u2014 'education from first class to eighth class'. The Schedule accordingly prescribes separate norms for 'first class to fifth class' and 'sixth class to eighth class', reflecting the primary and upper primary stages within elementary education.\"\r\n  },\r\n  {\r\n    \"id\": 7,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"How does the RTE Act define 'capitation fee'?\",\r\n    \"options\": [\r\n      \"Any fee collected at the time of admission\",\r\n      \"Any payment exceeding the per-child expenditure incurred by the State\",\r\n      \"Any kind of donation or contribution or payment other than the fee notified by the school\",\r\n      \"Any charge levied for facilities other than tuition\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(b)<\/b> \u2014 the test is whether the payment falls outside the fee notified by the school, not its size or its label. Section 13(2)(a) makes the receipt of capitation fee punishable 'with fine which may extend to ten times the capitation fee charged'.\"\r\n  },\r\n  {\r\n    \"id\": 8,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"How does the RTE Act define 'screening procedure'?\",\r\n    \"options\": [\r\n      \"Any written test conducted before admission\",\r\n      \"Any interview of the child or the parent\",\r\n      \"The method of selection for admission of a child, in preference over another, other than a random method\",\r\n      \"Any assessment of the child's readiness for elementary education\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(o)<\/b> \u2014 the definition turns on preference over another child by a non-random method, which is why the <b>[RAT] Section 13<\/b> guidelines provide for 'random selection out of applications received' for the 25% seats.\"\r\n  },\r\n  {\r\n    \"id\": 9,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Under the RTE Act, which of the following is NOT included within the definition of 'school'?\",\r\n    \"options\": [\r\n      \"A school established, owned or controlled by the appropriate Government or a local authority\",\r\n      \"An aided school receiving aid or grants to meet whole or part of its expenses\",\r\n      \"A school belonging to specified category\",\r\n      \"A coaching centre providing supplementary instruction\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 2(n)<\/b> \u2014 the fourth included category is 'an unaided school not receiving any kind of aid or grants to meet its expenses'. The definition opens with the words 'any recognised school imparting elementary education', so recognition is a threshold condition.\"\r\n  },\r\n  {\r\n    \"id\": 10,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Under the RTE Act, which schools fall within the expression 'specified category'?\",\r\n    \"options\": [\r\n      \"Residential schools for children with disabilities\",\r\n      \"Schools established and administered by minorities\",\r\n      \"Kendriya Vidyalaya, Navodaya Vidyalaya, Sainik School or any other school having a distinct character so specified by notification\",\r\n      \"Schools receiving recurring aid from the appropriate Government\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(p)<\/b> \u2014 '\u201cspecified category\u201d, in relation to a school, means a school known as Kendriya Vidyalaya, Navodaya Vidyalaya, Sainik School or any other school having a distinct character which may be specified, by notification, by the appropriate Government'. Specified category schools are dealt with in Section 12(1)(c) along with unaided schools, both being required to admit at least 25% of the strength of class I from weaker sections and disadvantaged groups.\"\r\n  },\r\n  {\r\n    \"id\": 11,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Under the RTE Act, a 'child belonging to weaker section' is identified by reference to which criterion?\",\r\n    \"options\": [\r\n      \"Membership of a Scheduled Caste or Scheduled Tribe\",\r\n      \"Residence in a habitation without a neighbourhood school\",\r\n      \"The annual income of the parent or guardian being lower than the minimum limit specified by the appropriate Government\",\r\n      \"Status as a first generation learner\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(e)<\/b> \u2014 a child belonging to weaker section is one 'belonging to such parent or guardian whose annual income is lower than the minimum limit specified by the appropriate Government, by notification'. The test is economic. Social identity is the basis of the separate definition in Section 2(d), which covers a child with disability, Scheduled Castes, Scheduled Tribes, the socially and educationally backward class and other disadvantaged groups.\"\r\n  },\r\n  {\r\n    \"id\": 12,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Consider the following as factors on the basis of which a group may be notified as a 'disadvantaged group' under the RTE Act:\\nI. Social and cultural\\nII. Economical and geographical\\nIII. Linguistic and gender\\nIV. Religious denomination\\nWhich of the above are correct?\",\r\n    \"options\": [\r\n      \"I, II and III only\",\r\n      \"I, II and IV only\",\r\n      \"II, III and IV only\",\r\n      \"I, II, III and IV\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 2(d)<\/b> \u2014 the clause covers a child disadvantaged 'owing to social, cultural, economical, geographical, linguistic, gender or such other factor, as may be specified by the appropriate Government, by notification'. Religious denomination is not among the enumerated factors.\"\r\n  },\r\n  {\r\n    \"id\": 13,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Under the RTE Act, in relation to a school established within a Union territory having no legislature, which is the 'appropriate Government'?\",\r\n    \"options\": [\r\n      \"The Government of that Union territory\",\r\n      \"The State Government of the adjoining State\",\r\n      \"The Central Government\",\r\n      \"The local authority having jurisdiction\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(a)(i)<\/b> \u2014 the appropriate Government is the Central Government 'in relation to a school established, owned or controlled by the Central Government, or the administrator of the Union territory, having no legislature'. It is therefore the appropriate Government for schools established, owned or controlled by it or by the administrator of a Union territory having no legislature. Where the Union territory has a legislature, its own Government is the appropriate Government under Section 2(a)(ii)(B).\"\r\n  },\r\n  {\r\n    \"id\": 14,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Which of the following is NOT included within the definition of 'local authority' under the RTE Act?\",\r\n    \"options\": [\r\n      \"Municipal Corporation and Municipal Council\",\r\n      \"Zila Parishad, Nagar Panchayat and Panchayat\",\r\n      \"Any other authority having administrative control over the school\",\r\n      \"The State Commission for Protection of Child Rights\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 2(h)<\/b> \u2014 the definition extends to any body 'empowered by or under any law for the time being in force to function as a local authority in any city, town or village'. The SCPCR is separately defined in Section 2(q) and performs monitoring functions under Section 31.\"\r\n  },\r\n  {\r\n    \"id\": 15,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"The National Commission for Protection of Child Rights, referred to in the RTE Act, is constituted under which provision?\",\r\n    \"options\": [\r\n      \"Section 31 of the RTE Act, 2009\",\r\n      \"Section 17 of the Commissions for Protection of Child Rights Act, 2005\",\r\n      \"Section 3 of the Commissions for Protection of Child Rights Act, 2005\",\r\n      \"Section 33 of the RTE Act, 2009\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(i)<\/b> \u2014 the State Commission, by contrast, is constituted 'under section 3' as referred to in Section 2(q), while Section 31(1) of the RTE Act refers to the SCPCR 'constituted under section 17' of that Act. Section 33 of the RTE Act constitutes the National Advisory Council, a different body.\"\r\n  },\r\n  {\r\n    \"id\": 16,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Which of the following persons falls within the definition of 'parent' under the RTE Act?\",\r\n    \"options\": [\r\n      \"A natural guardian or a guardian appointed by a court\",\r\n      \"A person having the care and custody of the child\",\r\n      \"Either the natural or step or adoptive father or mother of a child\",\r\n      \"The head of the household in which the child resides\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 2(k)<\/b> \u2014 the second and third options describe 'guardian', separately defined in Section 2(g) as 'a person having the care and custody of that child and includes a natural guardian or guardian appointed or declared by a court or a statute'.\"\r\n  },\r\n  {\r\n    \"id\": 17,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Section 3(1) of the RTE Act confers on every child of the age of six to fourteen years the right to free and compulsory education in a neighbourhood school until which point?\",\r\n    \"options\": [\r\n      \"Till the completion of class five\",\r\n      \"Till the attainment of fourteen years of age\",\r\n      \"Till the completion of his or her elementary education\",\r\n      \"Till the completion of the academic year in which the child turns fourteen\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 3(1)<\/b> \u2014 as substituted by Act 30 of 2012, the right extends to children referred to in clauses (d) and (e) of Section 2 as well. Section 4 carries the entitlement further, providing free education till completion of elementary education 'even after fourteen years' for age-appropriately admitted children.\"\r\n  },\r\n  {\r\n    \"id\": 18,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"According to the section-wise rationale, the concept of the neighbourhood school incorporated in the RTE Act can be traced to which source?\",\r\n    \"options\": [\r\n      \"The National Policy on Education 1986\",\r\n      \"The National Curriculum Framework 2005\",\r\n      \"The National System of Education as elaborated in the Kothari Commission report\",\r\n      \"The Constitution (Eighty-sixth Amendment) Act, 2002\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[RAT] Section 3<\/b> \u2014 the neighbourhood school is 'meant to be a common space, where all children cutting across caste, class, gender lines learn together in the best inclusive manner. It is therefore meant to be a site for inclusion, so that the school becomes a common space for education.'\"\r\n  },\r\n  {\r\n    \"id\": 19,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"A parent asks whether the RTE Act obliges a child to seek admission only in the school located in the child's own neighbourhood. What is the correct position?\",\r\n    \"options\": [\r\n      \"The child must seek admission in the neighbourhood school in all cases\",\r\n      \"The child may seek admission elsewhere only with the permission of the local authority\",\r\n      \"There is no compulsion on the child to seek admission only in the school in his or her neighbourhood\",\r\n      \"The child may seek admission elsewhere only if no neighbourhood school exists\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[RAT] Section 3<\/b> \u2014 'the RTE Act does not restrict the choice of the child to seek admission in a school which may not be in the neighbourhood of the child's residence'. The neighbourhood obligation binds the State to provide a school, not the child to attend a particular one.\"\r\n  },\r\n  {\r\n    \"id\": 20,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Under the RTE Act, a child with multiple disabilities or severe disability, as defined under the National Trust Act, 1999, has been given which additional option?\",\r\n    \"options\": [\r\n      \"Admission to a special school of the parent's choice\",\r\n      \"Exemption from elementary education\",\r\n      \"The right to opt for home-based education\",\r\n      \"Admission to a specified category school\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 3(3), proviso<\/b>, inserted by Act 30 of 2012 \u2014 such a child 'may also have the right to opt for home-based education'. The option is available in addition to the right of children with disability to pursue free and compulsory elementary education under Chapter V of the Persons with Disabilities Act, 1995.\"\r\n  },\r\n  {\r\n    \"id\": 21,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Where a child above six years of age has not been admitted to any school, or having been admitted could not complete elementary education, to which class does Section 4 of the RTE Act require the child to be admitted?\",\r\n    \"options\": [\r\n      \"Admitted to class I irrespective of age\",\r\n      \"Admitted to an open schooling programme\",\r\n      \"Admitted to a class appropriate to his or her age\",\r\n      \"Assessed and placed at the discretion of the Head Teacher\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 4<\/b> \u2014 the first proviso gives such a child 'a right to receive special training, in such manner, and within such time-limits, as may be prescribed', in order to be at par with others.\"\r\n  },\r\n  {\r\n    \"id\": 22,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"According to the section-wise rationale, what is the overall objective of age-appropriate admission for out-of-school children?\",\r\n    \"options\": [\r\n      \"To ensure that they complete elementary education within a fixed period\",\r\n      \"To enable them to be assessed against a common standard\",\r\n      \"To save them from the humiliation and embarrassment of sitting with younger children\",\r\n      \"To reduce the burden on special training facilities\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[RAT] Section 4<\/b> \u2014 when older children are forced to sit in a class younger than their age 'they tend to be teased, taunted, suffer lower self esteem, and consequently drop out'. It is also recognised that their mental capabilities exceed those of entry-level six-year-olds and that they 'are indeed capable of accelerated learning'.\"\r\n  },\r\n  {\r\n    \"id\": 23,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"For how long is a child admitted to an age-appropriate class under Section 4 of the RTE Act entitled to free education?\",\r\n    \"options\": [\r\n      \"Only up to the age of fourteen years\",\r\n      \"Only up to the age of sixteen years\",\r\n      \"Even after fourteen years\",\r\n      \"Only for the period of special training\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 4, second proviso<\/b>. The <b>[RAT] Section 4<\/b> explains that it 'would not be appropriate to impose an age ceiling for these children to complete elementary education', the country being 'committed to creating an educated citizenry and environment'.\"\r\n  },\r\n  {\r\n    \"id\": 24,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"The section-wise rationale illustrates the placement of a child after special training. If a ten-year-old admitted to class IV receives two years of special training till age twelve, what approach does the rationale endorse?\",\r\n    \"options\": [\r\n      \"Mechanical placement in class VI corresponding to the child's age\",\r\n      \"Automatic placement in the class in which the child was originally admitted\",\r\n      \"Assessment of whether the child could cope better in class V or VI, and placement accordingly\",\r\n      \"Placement determined solely by the parent's preference\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[RAT] Section 4<\/b> \u2014 if the child is found suitable for class V she will be placed there 'rather than mechanically being placed in class VI - because if she\/he is mechanically placed in class VI, she\/he might again drop out, and that would defeat the whole purpose of this provision'.\"\r\n  },\r\n  {\r\n    \"id\": 25,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"On whom does the obligation under Section 4 of the RTE Act, relating to age-appropriate admission, rest?\",\r\n    \"options\": [\r\n      \"All schools within the meaning of Section 2(n)\",\r\n      \"Private unaided schools alone\",\r\n      \"Schools established by the State Government and the local authority\",\r\n      \"Schools belonging to a specified category\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[RAT] Section 4<\/b> \u2014 'Private aided and unaided institutions have no obligations under section 4.' This is a distinct allocation from Section 12, which does impose obligations on aided, specified category and unaided schools.\"\r\n  },\r\n  {\r\n    \"id\": 26,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Under Section 5 of the RTE Act, which functionary is required to issue the transfer certificate immediately when a child seeks admission to another school?\",\r\n    \"options\": [\r\n      \"The School Management Committee\",\r\n      \"The local authority having jurisdiction\",\r\n      \"The Head-teacher or in-charge of the school where the child was last admitted\",\r\n      \"The appropriate Government\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 5(3)<\/b> \u2014 the second proviso adds that a Head-teacher or in-charge 'delaying issuance of transfer certificate shall be liable for disciplinary action under the service rules applicable to him or her'.\"\r\n  },\r\n  {\r\n    \"id\": 27,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Under the RTE Act, delay in producing a transfer certificate has what consequence for admission to another school?\",\r\n    \"options\": [\r\n      \"It is a ground for provisional admission only\",\r\n      \"It permits the school to defer admission by one academic session\",\r\n      \"It shall not be a ground for either delaying or denying admission\",\r\n      \"It requires the local authority to intervene before admission\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 5(3), first proviso<\/b>. The <b>[RAT] Section 5<\/b> adds that the provision 'should lead to States instituting reform to remove procedural barriers to obtaining Transfer Certificates'.\"\r\n  },\r\n  {\r\n    \"id\": 28,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"The right of transfer under Section 5 of the RTE Act may be exercised to seek admission in any other school, excluding schools of which categories?\",\r\n    \"options\": [\r\n      \"Government and aided schools\",\r\n      \"Government schools and specified category schools\",\r\n      \"Specified category schools and unaided schools\",\r\n      \"Aided schools and unaided schools\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Sections 5(1) and 5(2)<\/b> \u2014 the exclusion is of schools 'specified in sub-clauses (iii) and (iv) of clause (n) of section 2', that is specified category and unaided schools. The <b>[RAT] Section 5<\/b> describes the right as one to transfer 'from a Government or Government aided school to another such school'.\"\r\n  },\r\n  {\r\n    \"id\": 29,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Under Section 6 of the RTE Act, within what period from the commencement of the Act must the appropriate Government and local authority establish a school where none exists within the area or limits of the neighbourhood?\",\r\n    \"options\": [\r\n      \"One year\",\r\n      \"Two years\",\r\n      \"Three years\",\r\n      \"Five years\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 6<\/b> \u2014 the appropriate Government and local authority shall establish such a school 'within a period of three years from the commencement of this Act'. The same three-year period governs the fulfilment of norms and standards by pre-existing schools under Section 19(2), and, after the 2012 Amendment, the maintenance of the pupil-teacher ratio under Section 25(1).\"\r\n  },\r\n  {\r\n    \"id\": 30,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Why does the RTE Act deliberately refrain from defining the limits or area of 'neighbourhood' as a centralised norm?\",\r\n    \"options\": [\r\n      \"Because the expression is defined in the Constitution\",\r\n      \"Because the National Advisory Council is to prescribe it\",\r\n      \"Because the local authority alone is competent to define it\",\r\n      \"Because of the diverse geographical and climatic terrain and varied development requirements of different States, which are better placed to define it\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 6<\/b> \u2014 the Act 'requires the appropriate Government to notify such limits or area in the RTE Rules', reflecting 'the conscious decision that States would be better placed to define the \\\"neighbourhood\\\", keeping the best interests of different children in mind'.\"\r\n  },\r\n  {\r\n    \"id\": 31,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"The Model RTE Rules circulated to States exemplify neighbourhood distance norms. What are these norms for classes I-V and classes VI-VIII respectively?\",\r\n    \"options\": [\r\n      \"One kilometre and three kilometres\",\r\n      \"One kilometre and two kilometres\",\r\n      \"Two kilometres and five kilometres\",\r\n      \"Three kilometres and five kilometres\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 6<\/b> \u2014 the Model Rules also provide for 'relaxation of norms in places with difficult terrain where there may be risk of landslides, floods, lack of roads'. These norms have been incorporated in the Central RTE Rules applicable to all UTs without Legislature.\"\r\n  },\r\n  {\r\n    \"id\": 32,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"According to the section-wise rationale, what must States and UTs do in order to arrive at a clear picture of the availability of schools within defined neighbourhoods?\",\r\n    \"options\": [\r\n      \"Define neighbourhood norms, and map the neighbourhoods or habitations and link them to specific schools\",\r\n      \"Conduct an annual census of school-going children\",\r\n      \"Obtain the approval of the National Advisory Council for their school map\",\r\n      \"Transfer all mapping functions to the local authority\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 6<\/b> \u2014 'It is possible that a neighbourhood may be linked to more than one school. Similarly, a school may be linked to more than one neighbourhood. The mapping exercise will help identify gaps and areas where new schools need to be opened to ensure universal access.'\"\r\n  },\r\n  {\r\n    \"id\": 33,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Under Section 7(1) of the RTE Act, what is the nature of the responsibility of the Central Government and the State Governments for providing funds?\",\r\n    \"options\": [\r\n      \"Exclusive responsibility of the Central Government\",\r\n      \"Responsibility to be determined by the Finance Commission\",\r\n      \"Primary responsibility of the State Governments\",\r\n      \"Concurrent responsibility\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 7(1)<\/b> \u2014 under Section 7(2) 'The Central Government shall prepare the estimates of capital and recurring expenditure', and under Section 7(3) it provides grants-in-aid of revenues to the States in such percentage as it may determine in consultation with them.\"\r\n  },\r\n  {\r\n    \"id\": 34,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"According to the section-wise rationale, what was the total requirement estimated by the Central Government for implementing the RTE Act over the five-year period 2010-11 to 2014-15?\",\r\n    \"options\": [\r\n      \"Rs 1.31 lakh crore\",\r\n      \"Rs 2.07 lakh crore\",\r\n      \"Rs 2.31 lakh crore\",\r\n      \"Rs 24,068 crore\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[RAT] Section 7<\/b> \u2014 'The Central Government has estimated a total requirement of Rs 2.31 lakh crore over a five year period from 2010-11 to 2014-15 to implement the RTE Act.' From this, the 13th Finance Commission grant of Rs 24,068 crore for elementary education is deducted, leaving a balance of Rs 2.07 lakh crore to be shared between the Centre and the States.\"\r\n  },\r\n  {\r\n    \"id\": 35,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"According to the section-wise rationale, in what ratio was the balance amount to be shared between the Central and State Governments for implementation of the RTE Act through SSA, and what was the ratio for the North East Region?\",\r\n    \"options\": [\r\n      \"65:35 generally, and 90:10 for the North East Region\",\r\n      \"75:25 generally, and 90:10 for the North East Region\",\r\n      \"65:35 generally, and 80:20 for the North East Region\",\r\n      \"60:40 generally, and 90:10 for the North East Region\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 7<\/b> \u2014 the 13th Finance Commission grant of Rs 24,068 crore is 'released directly on an annual basis to the State Governments from the Finance Ministry' and is deducted from the overall estimate before this sharing applies.\"\r\n  },\r\n  {\r\n    \"id\": 36,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Under Section 7(4) of the RTE Act, the Central Government may request the President to make a reference to the Finance Commission under which constitutional provision?\",\r\n    \"options\": [\r\n      \"Article 280(3)(a)\",\r\n      \"Article 282\",\r\n      \"Article 275\",\r\n      \"Article 280(3)(d)\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 7(4)<\/b> \u2014 the reference is 'to examine the need for additional resources to be provided to any State Government so that the said State Government may provide its share of funds for carrying out the provisions of the Act'.\"\r\n  },\r\n  {\r\n    \"id\": 37,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Consider the following as duties cast on the Central Government by Section 7(6) of the RTE Act:\\nI. Develop a framework of national curriculum with the help of the academic authority specified under Section 29.\\nII. Develop and enforce standards for training of teachers.\\nIII. Provide technical support and resources to the State Government for promoting innovations, researches, planning and capacity building.\\nWhich of the above is\/are correct?\",\r\n    \"options\": [\r\n      \"I and II only\",\r\n      \"II and III only\",\r\n      \"I and III only\",\r\n      \"I, II and III\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 7(6)<\/b> supports all three. The <b>[RAT] Section 7(6)<\/b> records that 'The Central Government has notified the NCERT as the designated authority for this purpose' and that the National Curriculum Framework, 2005 'has been accepted as the Curriculum Framework under the RTE Act'.\"\r\n  },\r\n  {\r\n    \"id\": 38,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Which body has been notified as the designated authority for formulating the National Curriculum Framework under Section 7(6) of the RTE Act?\",\r\n    \"options\": [\r\n      \"NCTE\",\r\n      \"The National Advisory Council\",\r\n      \"NCPCR\",\r\n      \"NCERT\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 7(6)<\/b> \u2014 NCERT is the designated authority, and NCF 2005 'has been hailed nationally and internationally as trendsetting in defining learning processes, assessment, quality and integration of various aspects of education'. NCTE is separately the academic authority for teacher qualifications under Section 23.\"\r\n  },\r\n  {\r\n    \"id\": 39,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"The Explanation to Section 8 of the RTE Act defines 'compulsory education' as the obligation of the appropriate Government to do which of the following?\",\r\n    \"options\": [\r\n      \"Provide free elementary education, and ensure compulsory admission, attendance and completion of elementary education by every child of six to fourteen years\",\r\n      \"Compel every parent to admit the child to a neighbourhood school\",\r\n      \"Prosecute parents who fail to send children to school\",\r\n      \"Ensure that every child passes the elementary stage\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 8, Explanation<\/b> \u2014 the compulsion is on the State, not on the parent. The <b>[RAT] Section 10<\/b> confirms this, describing the parental provision as casting 'a moral responsibility' and recording a conscious decision 'to abstain from imposing penal provisions against parents and guardian'.\"\r\n  },\r\n  {\r\n    \"id\": 40,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Under the proviso to Section 8(a) of the RTE Act, what follows where a child is admitted by the parents to a school other than one established, owned, controlled or substantially financed by the appropriate Government or local authority?\",\r\n    \"options\": [\r\n      \"The school must provide free education to the child\",\r\n      \"The child loses the right to free and compulsory education\",\r\n      \"The appropriate Government must reimburse the per-child expenditure\",\r\n      \"The child or the parents shall not be entitled to claim reimbursement of expenditure incurred on the child's elementary education\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 8(a), proviso<\/b> \u2014 such a child or the parents 'shall not be entitled to make a claim for reimbursement of expenditure incurred on elementary education of the child in such other school'. The proviso is repeated in identical terms in Section 9(a) for the local authority. The <b>[RAT] Section 8<\/b> notes this expressly, so the bar on reimbursement is a shared feature of both duty-provisions.\"\r\n  },\r\n  {\r\n    \"id\": 41,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Which of the following duties is cast on the local authority under Section 9 of the RTE Act but not on the appropriate Government under Section 8?\",\r\n    \"options\": [\r\n      \"Ensuring availability of a neighbourhood school\",\r\n      \"Providing special training facility specified in Section 4\",\r\n      \"Deciding the academic calendar\",\r\n      \"Providing training facility for teachers\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 9(m)<\/b> \u2014 the local authority alone is to 'decide the academic calendar'. It is also uniquely required to 'maintain records of children up to the age of fourteen years residing within its jurisdiction', to 'ensure admission of children of migrant families' and to 'monitor functioning of schools within its jurisdiction'.\"\r\n  },\r\n  {\r\n    \"id\": 42,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Under Section 9 of the RTE Act, the local authority is required to maintain records of children residing within its jurisdiction up to which age?\",\r\n    \"options\": [\r\n      \"Six years\",\r\n      \"Eight years\",\r\n      \"Fourteen years\",\r\n      \"Eighteen years\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 9(d)<\/b> \u2014 the record-keeping duty is 'in such manner as may be prescribed', and Section 38(2)(c) accordingly empowers the appropriate Government to make rules on the manner of maintaining such records.\"\r\n  },\r\n  {\r\n    \"id\": 43,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Which of the following is expressly among the duties of the local authority under the RTE Act?\",\r\n    \"options\": [\r\n      \"Ensuring admission of children of migrant families\",\r\n      \"Prescribing the qualifications for appointment of teachers\",\r\n      \"Granting certificates of recognition to schools\",\r\n      \"Amending the Schedule of norms and standards\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 9(k)<\/b> \u2014 every local authority shall 'ensure admission of children of migrant families'. Teacher qualifications are laid down by an academic authority authorised by the Central Government under Section 23(1); recognition is granted by the prescribed authority under Section 18; and only the Central Government may amend the Schedule under Section 20.\"\r\n  },\r\n  {\r\n    \"id\": 44,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Under Section 10 of the RTE Act, what is the duty of every parent or guardian?\",\r\n    \"options\": [\r\n      \"To admit or cause to be admitted his or her child or ward to an elementary education in the neighbourhood school\",\r\n      \"To ensure the child's attendance on every working day\",\r\n      \"To pay such fees as the school may notify\",\r\n      \"To participate in the School Management Committee\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 10<\/b>. The <b>[RAT] Section 10<\/b> clarifies that 'It is not the intention of this provision to compel parents\/guardians and children\/wards, who do not wish to avail of free and compulsory education, to necessarily admit their children\/wards in neighbourhood school.'\"\r\n  },\r\n  {\r\n    \"id\": 45,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"According to the section-wise rationale, why were penal provisions against parents who do not send their children to school deliberately omitted from the RTE Act?\",\r\n    \"options\": [\r\n      \"Because such provisions would be difficult to enforce\",\r\n      \"Because the local authority already has power to impose penalties\",\r\n      \"Because the Constitution prohibits penal liability for educational default\",\r\n      \"Because the maximum number of children who do not attend school are from weaker sections and disadvantaged groups, and penalising their parents would be tantamount to penalising poverty and deprivation\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 10<\/b> \u2014 the rationale adds that many first generation learners 'are deprived of a learning environment at home, and drop out on account of difficulties in coping with the curriculum', so 'Inflicting penalties on parents because their children have dropped out or have been pushed out of the education system would be discriminatory'.\"\r\n  },\r\n  {\r\n    \"id\": 46,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"According to the section-wise rationale, in place of penalising parents, what does the RTE Act do?\",\r\n    \"options\": [\r\n      \"It casts a duty or compulsion on the appropriate Government to ensure admission, attendance and completion of elementary education\",\r\n      \"It empowers the School Management Committee to counsel defaulting parents\",\r\n      \"It authorises the local authority to withhold benefits from defaulting families\",\r\n      \"It makes attendance a condition for receipt of the mid-day meal\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 10<\/b> \u2014 'This would lead to significant systemic reform in universalising elementary education.' The rationale adds that Government would in many instances have to collaborate with civil society in persuading parents, 'particularly in the case of older girls'.\"\r\n  },\r\n  {\r\n    \"id\": 47,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Under Section 11 of the RTE Act, the provision for free pre-school education is framed in what terms?\",\r\n    \"options\": [\r\n      \"The appropriate Government shall provide free pre-school education\",\r\n      \"Every school shall provide free pre-school education\",\r\n      \"The local authority shall provide free pre-school education\",\r\n      \"The appropriate Government may make necessary arrangement for providing free pre-school education\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 11<\/b> \u2014 the enabling rather than mandatory character is the point tested. The object is 'to prepare children above the age of three years for elementary education and to provide early childhood care and education for all children until they complete the age of six years'.\"\r\n  },\r\n  {\r\n    \"id\": 48,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Section 11 of the RTE Act contemplates pre-school education for children of which age range?\",\r\n    \"options\": [\r\n      \"Above three years until they complete the age of six years\",\r\n      \"Three to eight years\",\r\n      \"Four to six years\",\r\n      \"Birth to six years\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 11<\/b> \u2014 the band ends where the definition of 'child' in Section 2(c) begins, at six years, so that pre-school provision is continuous with the elementary education right rather than overlapping it.\"\r\n  },\r\n  {\r\n    \"id\": 49,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Consider the following statements regarding the duties of the appropriate Government under Section 8 of the RTE Act:\\nI. To ensure that children belonging to weaker sections and disadvantaged groups are not discriminated against and prevented from pursuing and completing elementary education.\\nII. To provide infrastructure including school building, teaching staff and learning equipment.\\nIII. To ensure timely prescribing of curriculum and courses of study for elementary education.\\nIV. To decide the academic calendar.\\nWhich of the above are correct?\",\r\n    \"options\": [\r\n      \"I, II and III only\",\r\n      \"I, II and IV only\",\r\n      \"II, III and IV only\",\r\n      \"I, II, III and IV\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 8<\/b> supports I to III, and also requires the appropriate Government to 'provide training facility for teachers' and to 'ensure good quality elementary education conforming to the standards and norms specified in the Schedule'. Deciding the academic calendar is a local authority duty under Section 9(m).\"\r\n  },\r\n  {\r\n    \"id\": 50,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"According to the section-wise rationale, the term 'free education' under the RTE Act must be read in consonance with which provision?\",\r\n    \"options\": [\r\n      \"Section 3(2) alone\",\r\n      \"The Schedule of norms and standards\",\r\n      \"Section 8, which lays down the duties of the appropriate Government\",\r\n      \"Section 12(1)(a) to (c), which specify the extent of the school's responsibility\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 3<\/b> \u2014 'free education' is explained to mean 'that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education', which is the language of Section 3(2) of the Act.\"\r\n  },\r\n  {\r\n    \"id\": 51,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"According to the section-wise rationale, which communities constitute the majority of out-of-school children whom Section 4 of the RTE Act seeks to bring into age-appropriate classes?\",\r\n    \"options\": [\r\n      \"Only children of migrant labourers\",\r\n      \"Children who have failed at the elementary stage\",\r\n      \"Children in urban areas alone\",\r\n      \"Scheduled castes, scheduled tribes, Muslim minorities, migrants, children with special needs, urban deprived and working children, among others\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 4<\/b> \u2014 the enumeration also covers 'children in difficult circumstances, for example, those living in difficult terrain, children from displaced families, and areas affected by civil strife'.\"\r\n  },\r\n  {\r\n    \"id\": 52,\r\n    \"chapter\": \"SEC 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"According to the section-wise rationale, what form does support for Special Training under the revised SSA Framework of Implementation take?\",\r\n    \"options\": [\r\n      \"Residential or non-residential courses, as needed\",\r\n      \"Distance education modules only\",\r\n      \"Bridge classes conducted during vacations only\",\r\n      \"Home-based instruction by trained volunteers\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 4<\/b> \u2014 such children 'will continue even beyond 14 years of age to complete elementary education'. The rationale adds that even after appropriate placement in the formal school, the child 'may continue to receive special attention by the teacher' to integrate academically and emotionally.\"\r\n  },\r\n  {\r\n    \"id\": 53,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Under Section 3 of the RTE Act as originally enacted, the provisions of which enactment were made applicable in the case of children suffering from disability?\",\r\n    \"options\": [\r\n      \"The National Trust Act, 1999\",\r\n      \"The Commissions for Protection of Child Rights Act, 2005\",\r\n      \"The Rights of Persons with Disabilities Act, 2016\",\r\n      \"The Persons with Disabilities (Equal Opportunities, Protection and Full Participation) Act\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 3<\/b> records that 'the provisions of the Persons with Disabilities (Equal Opportunities, Protection and Full Participation) Act, 1996 will apply in the case of children suffering from disability as defined under that Act'. Correspondingly, <b>[ACT] Section 3(3)<\/b>, as substituted in 2012, refers to the same enactment of 1995 (1 of 1996), while extending equivalent rights to children falling within sub-clauses (B) and (C) of Section 2(ee), which are drawn from the National Trust Act, 1999.\"\r\n  },\r\n  {\r\n    \"id\": 54,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"The expression 'child with disability' under the RTE Act is defined by reference to which enactments?\",\r\n    \"options\": [\r\n      \"The Persons with Disabilities Act, 1995 and the National Trust Act, 1999\",\r\n      \"The Persons with Disabilities Act, 1995 alone\",\r\n      \"The National Trust Act, 1999 alone\",\r\n      \"The Commissions for Protection of Child Rights Act, 2005\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 2(ee)<\/b> \u2014 the definition has three limbs: a child with 'disability' as defined in the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995; a child being a person with disability under the National Trust Act, 1999; and a child with 'severe disability' as defined in that same Act. The three-limb structure matters because only the latter two attract the home-based education option under the proviso to Section 3(3).\"\r\n  },\r\n  {\r\n    \"id\": 55,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"A Head Teacher is told that the RTE Act obliges the school to compel attendance of a child whose parents refuse to send the child. What is the correct position under the Act?\",\r\n    \"options\": [\r\n      \"The school may impose a penalty on the parents\",\r\n      \"The child may be struck off the rolls after thirty days of absence\",\r\n      \"The local authority may prosecute the parents under Section 36\",\r\n      \"The obligation of compulsion rests on the appropriate Government, and the Act imposes no penal provision on parents\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 8, Explanation<\/b> places the obligation to 'ensure compulsory admission, attendance and completion' on the appropriate Government. Section 36 concerns previous sanction for prosecution of offences under Sections 13(2), 18(5) and 19(5), none of which relates to parents.\"\r\n  },\r\n  {\r\n    \"id\": 56,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"According to the section-wise rationale, why does universal access require schooling facilities within reasonable reach of all children?\",\r\n    \"options\": [\r\n      \"Because distance increases the cost of schooling to families\",\r\n      \"Because transport is not provided under the Act\",\r\n      \"Because the local authority cannot monitor distant schools\",\r\n      \"Because if schools are not located in or near habitations, children may not complete schooling on account of distance factors even if formally enrolled\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 6<\/b> \u2014 'The RTE Act therefore mandates the appropriate governments and local authorities to provide for children's access to elementary schools within the defined area or limits of neighbourhood.' The Model Rules add that access 'should not be hindered on account of social and cultural factors'.\"\r\n  },\r\n  {\r\n    \"id\": 57,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Consider the following statements regarding neighbourhood schools under the RTE Act:\\nI. All primary and upper primary schools and composite schools established by the State Government and local bodies would be neighbourhood schools for the purpose of Section 3(1).\\nII. A neighbourhood may be linked to more than one school.\\nIII. A school may be linked to more than one neighbourhood.\\nWhich of the above statements is\/are correct?\",\r\n    \"options\": [\r\n      \"I and II only\",\r\n      \"II and III only\",\r\n      \"I and III only\",\r\n      \"I, II and III\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 6<\/b> supports all three: 'It is possible that a neighbourhood may be linked to more than one school. Similarly, a school may be linked to more than one neighbourhood.' The mapping of neighbourhoods or habitations to specific schools is the second of the two steps States and UTs are required to take, the first being to define the neighbourhood norms.\"\r\n  },\r\n  {\r\n    \"id\": 58,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Which of the following best describes the effect of Section 1(4) of the RTE Act, inserted by the 2012 Amendment?\",\r\n    \"options\": [\r\n      \"It extends the Act to the State of Jammu and Kashmir\",\r\n      \"It brings pre-school education within the scope of the Act\",\r\n      \"It exempts unaided schools from the Act\",\r\n      \"It makes the application of the Act to the conferment of rights on children subject to the provisions of Articles 29 and 30 of the Constitution\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 1(4)<\/b>, inserted by Act 30 of 2012 \u2014 'Subject to the provisions of articles 29 and 30 of the Constitution, the provisions of this Act shall apply to conferment of rights on children to free and compulsory education.' It operates alongside Section 1(5), which excludes Madrasas, Vedic Pathsalas and institutions primarily imparting religious instruction from the Act altogether.\"\r\n  },\r\n  {\r\n    \"id\": 59,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Section 12(1)(b) of the RTE Act, an aided school must provide free and compulsory elementary education to such proportion of children as its annual recurring aid bears to its annual recurring expenses, subject to what minimum?\",\r\n    \"options\": [\r\n      \"Ten per cent\",\r\n      \"Twenty per cent\",\r\n      \"Twenty-five per cent\",\r\n      \"Fifty per cent\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 12(1)(b)<\/b> \u2014 the proportion is thus variable but floored. The <b>[RAT] Section 12<\/b> states the same rule, adding that all Government schools 'shall provide free and compulsory education to all children' under clause (a).\"\r\n  },\r\n  {\r\n    \"id\": 60,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Section 12(1)(c) of the RTE Act, in which class and to what extent must specified category and unaided schools admit children belonging to weaker sections and disadvantaged groups?\",\r\n    \"options\": [\r\n      \"In class I, to the extent of at least twenty-five per cent of the strength of that class\",\r\n      \"Across all classes, to the extent of twenty-five per cent of total enrolment\",\r\n      \"In classes I to V, to the extent of twenty-five per cent\",\r\n      \"In class I, to the extent of exactly twenty-five per cent of the strength of the school\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 12(1)(c)<\/b> \u2014 free and compulsory elementary education must then be provided 'till its completion'. The proviso extends clauses (a) to (c) to admission to pre-school education where a school imparts it.\"\r\n  },\r\n  {\r\n    \"id\": 61,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, what data underpins the choice of the figure of 25% under Section 12(1)(c)?\",\r\n    \"options\": [\r\n      \"Census 2001 figures of 16.2% for SCs and 8.2% for STs, and the Tendulkar Committee estimate of 37.2% BPL population\",\r\n      \"Census 2011 figures of 16.6% for SCs and 8.6% for STs\",\r\n      \"The Sachar Committee estimate of minority representation\",\r\n      \"National Sample Survey estimates of out-of-school children\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 12<\/b> \u2014 the SC and ST figures together amount to 24.4%, and 'It is a fact that much of the population that suffers economic deprivation also suffers from social disadvantage. Thus, taken together, the figure of 25% ... is considered reasonable.'\"\r\n  },\r\n  {\r\n    \"id\": 62,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, why would any proportion lower than 25% be inadequate under Section 12(1)(c)?\",\r\n    \"options\": [\r\n      \"Because it would breach the constitutional guarantee of equality\",\r\n      \"Because the Census figures would not be met\",\r\n      \"Because reimbursement would then become uneconomical for schools\",\r\n      \"Because a smaller proportion would serve only a token purpose and risk creating a feeling of alienation among children from disadvantaged groups\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 12<\/b> \u2014 'Their participation in classroom interaction will be neither strong nor sufficiently manifest to enrich the overall experiential learning taking place in any given subject area. Only a critical mass can play such a role.'\"\r\n  },\r\n  {\r\n    \"id\": 63,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, children admitted under the 25% provision may NOT be dealt with in which manner?\",\r\n    \"options\": [\r\n      \"Admitted to pre-school classes\",\r\n      \"Retained in the school till completion of elementary education\",\r\n      \"Given free textbooks and uniforms\",\r\n      \"Pooled together in a separate section or afternoon shift\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 12<\/b> \u2014 'Any arrangement which segregates, or treats these children in a differentiated manner vis-\u00e0-vis the fee-paying children will be counter-productive.' The relevant universe for the proportion 'is the class\/section'.\"\r\n  },\r\n  {\r\n    \"id\": 64,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, why does the RTE Act confine the 25% admission to class I rather than extending it across the whole school at once?\",\r\n    \"options\": [\r\n      \"Because reimbursement would otherwise be unaffordable\",\r\n      \"Because private schools admit only in class I\",\r\n      \"Because older children are covered by Section 4\",\r\n      \"Because teachers used to a homogeneous classroom, and children socialised in a segregated environment, cannot be transformed on demand\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 12<\/b> \u2014 'Education is indeed an act of faith and social engineering - but not quick-fix social engineering.' Children under eight 'are yet to develop a stable social identity', so mixing 'has the best chance of succeeding if it starts from the formative years of nursery\/kindergarten and Class I'.\"\r\n  },\r\n  {\r\n    \"id\": 65,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, what is the larger objective of admitting 25% children from disadvantaged groups and weaker sections in neighbourhood private schools?\",\r\n    \"options\": [\r\n      \"To reduce the burden on Government schools\",\r\n      \"To increase enrolment in private unaided schools\",\r\n      \"To improve the examination results of such children\",\r\n      \"To provide a common place where children sit, eat and live together for at least eight years across caste, class and gender divides so as to narrow such divisions in society\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 12<\/b> \u2014 a further stated objective is that the other 75% 'learn through their interaction with the children from families who haven't had similar opportunities, but are rich in knowledge systems allied to trade, craft, farming and other services'.\"\r\n  },\r\n  {\r\n    \"id\": 66,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"On what basis is an unaided school to be reimbursed under Section 12(2) of the RTE Act for children admitted under the 25% provision?\",\r\n    \"options\": [\r\n      \"The full fee charged by the school\",\r\n      \"An amount determined by the School Management Committee\",\r\n      \"The per-child expenditure incurred by the school\",\r\n      \"The per-child expenditure incurred by the State, or the actual amount charged from the child, whichever is less\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 12(2)<\/b> \u2014 the first proviso caps reimbursement so that it 'shall not exceed per-child-expenditure incurred by a school specified in sub-clause (i) of clause (n) of section 2', that is a Government school.\"\r\n  },\r\n  {\r\n    \"id\": 67,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"What is the consequence under the second proviso to Section 12(2) of the RTE Act where a school is already obliged to provide free education to a specified number of children because it received land, building or equipment free or at a concessional rate?\",\r\n    \"options\": [\r\n      \"Is exempt from the 25% requirement altogether\",\r\n      \"May count such children towards the 75% category\",\r\n      \"Shall receive reimbursement at double the normal rate\",\r\n      \"Shall not be entitled to reimbursement to the extent of such obligation\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 12(2), second proviso<\/b> \u2014 'such school shall not be entitled for reimbursement to the extent of such obligation'. The provision prevents double recovery, since the school has already been compensated in kind for the same obligation.\"\r\n  },\r\n  {\r\n    \"id\": 68,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, which category of private unaided schools has been clarified as not being required to admit 25% children from disadvantaged groups and weaker sections?\",\r\n    \"options\": [\r\n      \"Schools established and administered by minorities\",\r\n      \"Schools situated outside municipal limits\",\r\n      \"Schools with fewer than one hundred children\",\r\n      \"Residential private unaided schools which do not start at class I\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 12<\/b> \u2014 the clarification follows from the structure of Section 12(1)(c) itself, which fixes the obligation by reference to admission 'in class I' or, under the proviso, to pre-school education where the school imparts it.\"\r\n  },\r\n  {\r\n    \"id\": 69,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Section 13(2) of the RTE Act, what is the penalty for receiving capitation fee and for subjecting a child to a screening procedure, respectively?\",\r\n    \"options\": [\r\n      \"Fine up to ten times the capitation fee; fine up to twenty-five thousand rupees for the first contravention and fifty thousand rupees for each subsequent contravention\",\r\n      \"Fine up to five times the capitation fee; fine up to ten thousand rupees for each contravention\",\r\n      \"Fine up to one lakh rupees; fine up to fifty thousand rupees\",\r\n      \"Fine up to ten times the capitation fee; fine up to fifty thousand rupees for every contravention\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 13(2)(a) and (b)<\/b> \u2014 receipt of capitation fee is 'punishable with fine which may extend to ten times the capitation fee charged', and screening 'with fine which may extend to twenty-five thousand rupees for the first contravention and fifty thousand rupees for each subsequent contraventions'. The escalation from twenty-five thousand to fifty thousand rupees applies only to screening, not to capitation fee. Prosecution for these offences requires previous sanction under Section 36.\"\r\n  },\r\n  {\r\n    \"id\": 70,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the guidelines issued under Section 35(1), what is the stated objective of Section 13(1) read with Section 2(o) of the RTE Act?\",\r\n    \"options\": [\r\n      \"To ensure that schools adopt an admission procedure that is non-discriminatory, rational and transparent, and do not subject children and parents to admission tests and interviews\",\r\n      \"To standardise admission dates across schools\",\r\n      \"To require schools to publish their fee structure\",\r\n      \"To confine admissions to the neighbourhood\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 13<\/b> \u2014 the Government had consultation with several private school Principals before issuing the guidelines, which state that 'tests and interviews are generally a tool for profiling and eliminating children, and therefore screening to assess a child's intelligence should be prohibited'.\"\r\n  },\r\n  {\r\n    \"id\": 71,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, what does the acquisition of language by all children at around the age of two demonstrate?\",\r\n    \"options\": [\r\n      \"That early intervention is essential for school readiness\",\r\n      \"That pre-school education should begin at age two\",\r\n      \"That mother tongue must be the medium of instruction\",\r\n      \"That the potential to learn is intrinsic and unrelated to caste, class, gender or IQ, so screening can only reveal differences in nurturing\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 13<\/b> \u2014 'from infancy, it is the processes of nurturing at home and later during pre-school and school, that determines the depth and extent of learning'. It follows that it is 'the obligation of the State and society to provide for better nurturing through good schools to children from poor and disadvantaged sections'.\"\r\n  },\r\n  {\r\n    \"id\": 72,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under the guidelines issued under Section 35(1), how are the 25% seats and the remaining 75% seats respectively to be filled?\",\r\n    \"options\": [\r\n      \"Both by random selection\",\r\n      \"Both by the school's own admissions policy\",\r\n      \"The 25% by merit; the remaining 75% by the school's own policy\",\r\n      \"The 25% by random selection out of applications received; the remaining 75% under the school's own admissions policy, with no testing or interviews and selection on a random basis\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 13<\/b> \u2014 such policy 'should include the criteria for categorisation of applicants in terms of the objectives of the school on a rationale, reasonable and just basis', must be in the public domain and given wide publicity, and there 'should be no profiling of the child based on parental educational qualifications'.\"\r\n  },\r\n  {\r\n    \"id\": 73,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Section 14 of the RTE Act, the age of a child for the purposes of admission is to be determined on the basis of the birth certificate issued under which enactment, or such other prescribed document?\",\r\n    \"options\": [\r\n      \"The Registration of Births and Deaths Act, 1969\",\r\n      \"The Juvenile Justice Act, 2015\",\r\n      \"The Indian Evidence Act, 1872\",\r\n      \"The Births, Deaths and Marriages Registration Act, 1886\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 14(1)<\/b>. The <b>[RAT] Section 14<\/b> explains that such certificates 'are often not available, and in their absence, children and their parent often have to run from pillar to post to obtain age proof', which is why other documents may be prescribed.\"\r\n  },\r\n  {\r\n    \"id\": 74,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, which of the following are given as examples of other documents that may be deemed proof of age for admission?\",\r\n    \"options\": [\r\n      \"ANM register record, Anganwadi record, and declaration of age by the parent or guardian\",\r\n      \"Ration card, voter identity card and passport\",\r\n      \"School leaving certificate and transfer certificate\",\r\n      \"Affidavit sworn before a magistrate only\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 14<\/b> \u2014 State Governments 'will identify documents, which may be in the form of affidavits or certificates'. Section 14(2) makes it explicit that since the child has a right to education, 'that right cannot be denied for lack of age proof'.\"\r\n  },\r\n  {\r\n    \"id\": 75,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Section 15 of the RTE Act, what is the position where admission is sought after the extended period prescribed for admission?\",\r\n    \"options\": [\r\n      \"Admission may be refused for that academic year\",\r\n      \"Admission is permitted only in Government schools\",\r\n      \"Admission is subject to the approval of the local authority\",\r\n      \"No child shall be denied admission, and any child so admitted shall complete studies in such manner as may be prescribed\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 15, first proviso<\/b> \u2014 'no child shall be denied admission if such admission is sought subsequent to the extended period'. The <b>[RAT] Section 15<\/b> adds that the Central RTE Rules provide that children admitted after six months of the beginning of the academic session 'may be provided Special Training as determined by the Head Teacher of the school'.\"\r\n  },\r\n  {\r\n    \"id\": 76,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, which children in particular make flexibility in the timing of admission necessary under Section 15?\",\r\n    \"options\": [\r\n      \"Children who have failed at the elementary stage\",\r\n      \"Children in difficult circumstances, including those affected by migration, displacement or ill health\",\r\n      \"Children seeking transfer between States\",\r\n      \"Children admitted under the 25% provision\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 15<\/b> \u2014 'Admission of a child in school is a fundamental right and it cannot be denied at any point of time.' The rationale adds that private unaided schools 'need not be concerned about this provision, especially with respect to the 75% admission', if all seats are filled at the beginning of the year.\"\r\n  },\r\n  {\r\n    \"id\": 77,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Section 16 of the RTE Act, as enacted, prohibits which of the following?\",\r\n    \"options\": [\r\n      \"Holding back and expulsion of a child till the completion of elementary education\",\r\n      \"Detention of a child in classes I to V only\",\r\n      \"Expulsion of a child on any ground whatsoever, including at the secondary stage\",\r\n      \"Any form of assessment of a child's learning\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 16<\/b>. The <b>[RAT] Section 16<\/b> clarifies that 'The \\\"no detention\\\" provision in the RTE Act does not imply abandoning procedures that assess children's learning', the Act providing instead for continuous and comprehensive evaluation.\"\r\n  },\r\n  {\r\n    \"id\": 78,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, what is the principal justification for the 'no detention' provision?\",\r\n    \"options\": [\r\n      \"It reduces the administrative burden of conducting examinations\",\r\n      \"Examinations are often used for eliminating children who obtain poor marks, and compelling a child to repeat a class is demotivating and gives the child no special resources\",\r\n      \"It ensures uniform progression of all children\",\r\n      \"It is required by the National Curriculum Framework\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 16<\/b> \u2014 parents and friends 'tend to view them as being \\\"fit for failure\\\"'. The rationale concludes that 'the failure is of the system, rather than of the child', and that 'There is no study of research that suggests that the quality of the learning of the child improves if the child is failed.'\"\r\n  },\r\n  {\r\n    \"id\": 79,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, why is the notion of 'expulsion' rejected under the RTE Act?\",\r\n    \"options\": [\r\n      \"Because deviant behaviour is rare at the elementary stage\",\r\n      \"Because the implications of expulsion are that the education system has refused to serve the child, and expulsion is not compatible with the concept of a 'right'\",\r\n      \"Because expulsion requires the sanction of the local authority\",\r\n      \"Because no alternative school would admit an expelled child\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 16<\/b> \u2014 'No civilized country in the world expels children from elementary school for any reasons.' Where a child resorts to deviant activities, 'the education system must address the child differently - through counselling or by providing different curricular and co-curricular activities'.\"\r\n  },\r\n  {\r\n    \"id\": 80,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"What liability is imposed by Section 17(2) of the RTE Act on a person who subjects a child to physical punishment or mental harassment?\",\r\n    \"options\": [\r\n      \"A fine which may extend to twenty-five thousand rupees\",\r\n      \"Disciplinary action under the service rules applicable to such person\",\r\n      \"Imprisonment which may extend to six months\",\r\n      \"Prosecution with the previous sanction of an authorised officer\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 17(2)<\/b> \u2014 'Whoever contravenes the provisions of sub-section (1) shall be liable to disciplinary action under the service rules applicable to such person.' The consequence is disciplinary rather than penal. Section 36 requires previous sanction only for offences under Sections 13(2), 18(5) and 19(5), and Section 17 is not among them.\"\r\n  },\r\n  {\r\n    \"id\": 81,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, which Article of the Constitution is invoked in support of the prohibition of physical punishment and mental harassment?\",\r\n    \"options\": [\r\n      \"Article 21A\",\r\n      \"Article 39(f)\",\r\n      \"Article 45\",\r\n      \"Article 51A(k)\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 17<\/b> \u2014 Article 39(f) requires that children be given opportunities to develop 'in conditions of freedom and dignity'. The rationale observes: 'There is explicit use of the word \\\"dignity\\\" in Article 39(f). It is not conceivable for dignity and punishment to co-exist.'\"\r\n  },\r\n  {\r\n    \"id\": 82,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, which Article of the United Nations Convention on the Rights of the Child is cited in support of the ban on corporal punishment?\",\r\n    \"options\": [\r\n      \"Article 12\",\r\n      \"Article 19\",\r\n      \"Article 28\",\r\n      \"Article 31\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 17<\/b> \u2014 Article 19 requires State parties to protect the child 'from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation'. The National Policy on Education 1986\/1992 is also cited: 'Corporal punishment will be firmly excluded from the education system.'\"\r\n  },\r\n  {\r\n    \"id\": 83,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, what is the mistaken notion that Section 17 of the RTE Act seeks to displace?\",\r\n    \"options\": [\r\n      \"That corporal punishment is permitted if administered by the Head Teacher\",\r\n      \"That 'discipline' of children comes from punishment and fear\",\r\n      \"That mental harassment is not actionable\",\r\n      \"That physical punishment is permissible with parental consent\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 17<\/b> \u2014 educationists are clear that what matters 'is the provision of a \\\"learning environment\\\" in the formative years, which is what the school must become, and not a \\\"correctional\\\" centre, which has the connotations of a jail'. A minor punishment can result in injury: 'even a slap may result in a child going deaf'.\"\r\n  },\r\n  {\r\n    \"id\": 84,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Section 18 of the RTE Act, the requirement to obtain a certificate of recognition applies to which schools?\",\r\n    \"options\": [\r\n      \"All schools without exception\",\r\n      \"All schools other than those established, owned or controlled by the appropriate Government or the local authority\",\r\n      \"Only unaided schools\",\r\n      \"Only schools belonging to a specified category\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 18(1)<\/b>. The <b>[RAT] Section 18<\/b> explains that there is no provision for recognition of Government schools 'since that would amount to Government giving recognition to its own schools', while Section 19 nonetheless requires them to meet the Schedule.\"\r\n  },\r\n  {\r\n    \"id\": 85,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Sections 18(5) and 19(5) of the RTE Act, what is the penalty for running a school without a certificate of recognition, or continuing to run it after withdrawal of recognition?\",\r\n    \"options\": [\r\n      \"Fine up to one lakh rupees, and in case of continuing contraventions, ten thousand rupees for each day\",\r\n      \"Fine up to fifty thousand rupees, and five thousand rupees for each day of continuing contravention\",\r\n      \"Fine up to ten lakh rupees, and twenty thousand rupees for each day\",\r\n      \"Fine up to twenty-five thousand rupees for the first contravention\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Sections 18(5) and 19(5)<\/b> \u2014 such a person 'shall be liable to fine which may extend to one lakh rupees and in case of continuing contraventions, to a fine of ten thousand rupees for each day during which such contravention continues'. The two provisions are identically worded. The twenty-five thousand rupee figure belongs to Section 13(2)(b), which penalises subjecting a child to a screening procedure.\"\r\n  },\r\n  {\r\n    \"id\": 86,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Section 18(3) of the RTE Act, an order withdrawing recognition must contain which direction?\",\r\n    \"options\": [\r\n      \"A direction to refund fees collected from students\",\r\n      \"A direction as to which neighbourhood school the children studying in the derecognised school shall be admitted to\",\r\n      \"A direction to transfer the school's assets to the local authority\",\r\n      \"A direction to prosecute the management\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 18(3), first proviso<\/b> \u2014 the second proviso adds that no recognition shall be withdrawn 'without giving an opportunity of being heard to such school'. From the date of withdrawal, Section 18(4) provides that no such school shall continue to function.\"\r\n  },\r\n  {\r\n    \"id\": 87,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"What does Section 19(2) of the RTE Act require of a school established before the commencement of the Act which does not fulfil the norms and standards in the Schedule?\",\r\n    \"options\": [\r\n      \"At Government expense, within three years\",\r\n      \"At its own expenses, within three years from the date of commencement\",\r\n      \"At its own expenses, within five years\",\r\n      \"Within such period as the prescribed authority may allow\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 19(2)<\/b> \u2014 failure attracts withdrawal of recognition under Section 19(3), whereupon under Section 19(4) 'no school shall continue to function'. The <b>[RAT] Section 19<\/b> confirms that the requirement applies to 'Any school, whether Government or private'.\"\r\n  },\r\n  {\r\n    \"id\": 88,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"According to the section-wise rationale, what was the misconception about the application of norms and standards to Government schools, and how was it resolved?\",\r\n    \"options\": [\r\n      \"It arose from a wrong insertion of a comma in the RTE Bill, which has since been corrected, so that norms and standards apply to all schools\",\r\n      \"It arose from the absence of a recognition requirement for Government schools, and remains unresolved\",\r\n      \"It arose from the Schedule being applicable only to recognised schools\",\r\n      \"It arose from a conflict between Sections 18 and 19, resolved by the 2012 Amendment\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 19<\/b> \u2014 the rationale adds that 'ensuring that these schools also meet the norms prescribed will be monitored by the NCPCR'. This complements the monitoring functions conferred by Section 31 of the Act.\"\r\n  },\r\n  {\r\n    \"id\": 89,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Under Section 20 of the RTE Act, who has the power to amend the Schedule by adding to or omitting any norms and standards?\",\r\n    \"options\": [\r\n      \"The appropriate Government, by notification\",\r\n      \"The Central Government, by notification\",\r\n      \"The National Advisory Council, by resolution\",\r\n      \"Parliament, by amending Act only\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 20<\/b> \u2014 'The Central Government may, by notification, amend the Schedule by adding to, or omitting therefrom, any norms and standards.' Such notifications, together with those issued under Section 23, must be laid before each House of Parliament under Section 38(3), which supplies the parliamentary check on the delegated power.\"\r\n  },\r\n  {\r\n    \"id\": 90,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 21(1) of the RTE Act, which category of school is NOT required to constitute a School Management Committee?\",\r\n    \"options\": [\r\n      \"An aided school\",\r\n      \"A school established and administered by a minority\",\r\n      \"An unaided school not receiving any aid or grants\",\r\n      \"A school belonging to a specified category\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 21(1)<\/b> \u2014 the exclusion is of schools specified in sub-clause (iv) of Section 2(n). The <b>[RAT] Section 21<\/b> confirms that 'Private unaided institutions are exempted from the constitution of School Management Committees.'\"\r\n  },\r\n  {\r\n    \"id\": 91,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under the provisos to Section 21(1) of the RTE Act, what proportion of the members of a School Management Committee must be parents or guardians, and what proportion must be women?\",\r\n    \"options\": [\r\n      \"At least three-fourth parents or guardians; fifty per cent women\",\r\n      \"At least one-half parents or guardians; fifty per cent women\",\r\n      \"At least three-fourth parents or guardians; one-third women\",\r\n      \"At least two-third parents or guardians; fifty per cent women\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 21(1), provisos<\/b> \u2014 a further proviso requires that 'proportionate representation shall be given to the parents or guardians of children belonging to disadvantaged group and weaker section'. The Committee otherwise consists of elected representatives of the local authority, parents or guardians, and teachers.\"\r\n  },\r\n  {\r\n    \"id\": 92,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Which of the following is NOT among the functions of the School Management Committee under Section 21(2) of the RTE Act?\",\r\n    \"options\": [\r\n      \"Monitor the working of the school\",\r\n      \"Prepare and recommend the school development plan\",\r\n      \"Monitor the utilisation of grants received from the appropriate Government, local authority or any other source\",\r\n      \"Grant certificates of recognition to the school\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 21(2)<\/b> \u2014 the fourth function is to 'perform such other functions as may be prescribed', for which Section 38(2)(j) supplies the rule-making power. Recognition is granted by the prescribed authority under Section 18.\"\r\n  },\r\n  {\r\n    \"id\": 93,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under the proviso to Section 21(2) of the RTE Act, inserted by the 2012 Amendment, the School Management Committee performs an advisory function only in respect of which schools?\",\r\n    \"options\": [\r\n      \"Unaided schools alone\",\r\n      \"Schools established and administered by minorities, whether based on religion or language, and all other aided schools\",\r\n      \"Specified category schools alone\",\r\n      \"Schools with fewer than one hundred children\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 21(2), proviso<\/b>, inserted by Act 30 of 2012. The <b>[RAT] Section 21<\/b> anticipated this, recording that an Amendment Bill had been introduced providing that the SMC in respect of private unaided and minority institutions 'will only have an advisory role'.\"\r\n  },\r\n  {\r\n    \"id\": 94,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"According to the section-wise rationale, what is the reason for constituting School Management Committees?\",\r\n    \"options\": [\r\n      \"To reduce the administrative burden on the local authority\",\r\n      \"Because if the community is to be involved in the vast school system, and parents recognised as primary stakeholders, they must be involved meaningfully in the monitoring and management of schools\",\r\n      \"Because the Act requires an audit of school grants\",\r\n      \"Because teachers alone cannot manage school affairs\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 21<\/b> \u2014 'The setting up of such Committees has been a recommendation of nearly all previous education commissions and policies.' The rationale draws an analogy with 'the mother's committees that have functioned exceptionally well in some parts of the country'.\"\r\n  },\r\n  {\r\n    \"id\": 95,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 22(2) of the RTE Act, what is the effect of a School Development Plan once prepared?\",\r\n    \"options\": [\r\n      \"It becomes the basis for the plans and grants to be made by the appropriate Government or local authority\",\r\n      \"It must be approved by the National Advisory Council\",\r\n      \"It binds the school for a period of three years\",\r\n      \"It is submitted to the prescribed authority for recognition\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 22(2)<\/b> \u2014 the <b>[RAT] Section 22<\/b> describes the SDP as 'a comprehensive plan focusing on all aspects of school e.g. protection of children's rights, infrastructure, teacher availability, classroom transaction and child assessments, inclusiveness'.\"\r\n  },\r\n  {\r\n    \"id\": 96,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 22(1) of the RTE Act as amended, which School Management Committees are NOT required to prepare a School Development Plan?\",\r\n    \"options\": [\r\n      \"Those of Government schools\",\r\n      \"Those of schools established and administered by minorities, and of aided schools\",\r\n      \"Those of specified category schools\",\r\n      \"Those of schools with fewer than sixty children\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 22(1)<\/b>, as substituted by Act 30 of 2012. Since unaided schools do not constitute SMCs at all under Section 21(1), the <b>[RAT] Section 22<\/b> separately notes that 'Private unaided institutions are not expected to prepare SDPs envisaged under the RTE Act.'\"\r\n  },\r\n  {\r\n    \"id\": 97,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 23(1) of the RTE Act, which authority lays down the minimum qualifications for appointment as a teacher?\",\r\n    \"options\": [\r\n      \"The appropriate Government, by notification\",\r\n      \"An academic authority authorised by the Central Government, by notification\",\r\n      \"The National Council of Educational Research and Training\",\r\n      \"The School Management Committee\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 23(1)<\/b>. The <b>[RAT] Section 23<\/b> records that 'The Central Government has notified NCTE as the academic authority for prescribing teacher qualifications', and that NCTE laid down the requisite qualifications by notification dated 23rd August 2010.\"\r\n  },\r\n  {\r\n    \"id\": 98,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 23(2) of the RTE Act, for what maximum period may the Central Government relax the minimum qualifications for appointment as a teacher?\",\r\n    \"options\": [\r\n      \"Three years\",\r\n      \"Four years\",\r\n      \"Five years\",\r\n      \"Seven years\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 23(2)<\/b> \u2014 the Central Government may 'relax the minimum qualifications required for appointment as a teacher, for such period, not exceeding five years, as may be specified in that notification'. The relaxation is available where a State lacks adequate teacher education institutions or qualified teachers in sufficient numbers. The first proviso separately requires a serving teacher lacking the minimum qualifications at commencement to acquire them within five years.\"\r\n  },\r\n  {\r\n    \"id\": 99,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under the second proviso to Section 23(2), inserted by the 2017 Amendment, a teacher in position as on which date, and lacking minimum qualifications, was required to acquire them within what period?\",\r\n    \"options\": [\r\n      \"31st March 2015; four years from commencement of the 2017 Amendment Act\",\r\n      \"31st March 2015; five years from commencement of the 2017 Amendment Act\",\r\n      \"1st April 2010; five years\",\r\n      \"1st August 2012; four years\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 23(2), second proviso<\/b>, inserted by Act 24 of 2017 \u2014 'every teacher appointed or in position as on the 31st March, 2015, who does not possess minimum qualifications ... shall acquire such minimum qualifications within a period of four years from the date of commencement' of that Amendment Act. The four-year period is specific to this amendment and is distinct from the five-year periods appearing elsewhere in the same section.\"\r\n  },\r\n  {\r\n    \"id\": 100,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Which of the following is NOT among the duties of teachers enumerated in Section 24(1) of the RTE Act?\",\r\n    \"options\": [\r\n      \"Maintain regularity and punctuality in attending school\",\r\n      \"Assess the learning ability of each child and accordingly supplement additional instructions\",\r\n      \"Hold regular meetings with parents and guardians and apprise them about the child's attendance and progress\",\r\n      \"Prepare the School Development Plan\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 24(1)<\/b> \u2014 teachers must also 'conduct and complete the curriculum in accordance with the provisions of sub-section (2) of section 29' and 'complete entire curriculum within the specified time'. The School Development Plan is prepared by the School Management Committee under Section 22.\"\r\n  },\r\n  {\r\n    \"id\": 101,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 24(2) of the RTE Act, a teacher committing default in performance of duties is liable to disciplinary action, subject to what safeguard?\",\r\n    \"options\": [\r\n      \"Prior approval of the local authority\",\r\n      \"Reasonable opportunity of being heard afforded to the teacher before such action\",\r\n      \"Previous sanction of an officer authorised by the appropriate Government\",\r\n      \"Recommendation of the School Management Committee\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 24(2), proviso<\/b> \u2014 Section 24(3) separately provides that 'The grievances, if any, of the teacher shall be redressed in such manner as may be prescribed', for which Section 38(2)(n) supplies the rule-making power.\"\r\n  },\r\n  {\r\n    \"id\": 102,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Section 25(1) of the RTE Act, as amended in 2012, requires the pupil-teacher ratio specified in the Schedule to be maintained in each school within what period from commencement of the Act?\",\r\n    \"options\": [\r\n      \"Within six months\",\r\n      \"Within one year\",\r\n      \"Within three years\",\r\n      \"Within five years\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 25(1)<\/b> and its footnote \u2014 'Within three years' was substituted by Act 30 of 2012 for the original 'Within six months'. The <b>[RAT] Section 25<\/b> had identified the original six-month period as an apparent contradiction with the three-year period under Section 19, proposed to be corrected by the Amendment Bill.\"\r\n  },\r\n  {\r\n    \"id\": 103,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 26 of the RTE Act, the vacancy of teachers in a school under the control of the appointing authority shall not exceed what proportion of the total sanctioned strength?\",\r\n    \"options\": [\r\n      \"Five per cent\",\r\n      \"Ten per cent\",\r\n      \"Fifteen per cent\",\r\n      \"Twenty per cent\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 26<\/b>. The <b>[RAT] Section 26<\/b> explains that the provision 'will ensure that States take steps to fill up existing teacher vacancies as also rationalise deployment of teachers in schools to remove urban-rural imbalances in teacher deployment'.\"\r\n  },\r\n  {\r\n    \"id\": 104,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 27 of the RTE Act, teachers may be deployed for which non-educational purposes?\",\r\n    \"options\": [\r\n      \"Decennial population census, disaster relief duties, and duties relating to elections to the local authority, State Legislatures or Parliament\",\r\n      \"Any duty assigned by the local authority\",\r\n      \"Survey and enumeration work of any kind\",\r\n      \"Duties relating to public health campaigns\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 27<\/b> \u2014 the three exceptions are exhaustive. The <b>[RAT] Section 27<\/b> explains that the provision ensures 'that more time is available to teachers for school\/ classroom transaction, and that teachers are not deployed for work that takes them away from their classroom responsibilities'.\"\r\n  },\r\n  {\r\n    \"id\": 105,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Under Section 25(2) of the RTE Act, what restriction applies to a teacher posted in a school, for the purpose of maintaining the pupil-teacher ratio?\",\r\n    \"options\": [\r\n      \"Made to serve in any other school or office, or deployed for any non-educational purpose other than those specified in Section 27\",\r\n      \"Transferred within the same district\",\r\n      \"Assigned more than forty-five working hours per week\",\r\n      \"Required to teach more than one class\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 25(2)<\/b> \u2014 'no teacher posted in a school shall be made to serve in any other school or office or deployed for any non-educational purpose, other than those specified in section 27'. The provision links the pupil-teacher ratio to the deployment restriction, so that the ratio is not defeated by drawing teachers away to other schools or offices.\"\r\n  },\r\n  {\r\n    \"id\": 106,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"According to the section-wise rationale, why does the RTE Act prohibit private tuition by teachers?\",\r\n    \"options\": [\r\n      \"Because it interferes with the teacher's forty-five working hours per week\",\r\n      \"Because private tuition is one of the ills affecting Indian education, and the provision ensures that teachers do not use their position for commercial gain, which is a source of harassment to children and parents\",\r\n      \"Because it competes with recognised coaching institutions\",\r\n      \"Because it violates the terms and conditions of service prescribed under Section 23\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 28<\/b>. <b>[ACT] Section 28<\/b> is framed in absolute terms: 'No teacher shall engage himself or herself in private tuition or private teaching activity.'\"\r\n  },\r\n  {\r\n    \"id\": 107,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"A Head Teacher is asked to depute two teachers for a State Government health survey. What is the correct position under the RTE Act?\",\r\n    \"options\": [\r\n      \"Such deputation is permitted with the approval of the local authority\",\r\n      \"Such deputation is not permitted, since a health survey is not among the three non-educational purposes specified in Section 27\",\r\n      \"Such deputation is permitted if it does not exceed thirty days\",\r\n      \"Such deputation is permitted only outside instructional hours\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 27<\/b> \u2014 'No teacher shall be deployed for any non-educational purposes other than the decennial population census, disaster relief duties or duties relating to elections to the local authority or the State Legislatures or Parliament.' The permitted purposes are confined to the decennial population census, disaster relief duties and election duties. A health survey falls outside all three, and no approval mechanism exists to extend the list.\"\r\n  },\r\n  {\r\n    \"id\": 108,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Consider the following statements regarding the School Management Committee under the RTE Act:\\nI. It consists of elected representatives of the local authority, parents or guardians of children admitted in the school, and teachers.\\nII. Proportionate representation is to be given to parents or guardians of children belonging to disadvantaged groups and weaker sections.\\nIII. It monitors the utilisation of grants received from any source.\\nWhich of the above statements is\/are correct?\",\r\n    \"options\": [\r\n      \"I and II only\",\r\n      \"II and III only\",\r\n      \"I and III only\",\r\n      \"I, II and III\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Sections 21(1) and 21(2)<\/b> support all three, the Committee consisting of 'the elected representatives of the local authority, parents or guardians of children admitted in such school and teachers'. The composition requirements are cumulative: three-fourths parents or guardians, fifty per cent women, and proportionate representation of disadvantaged and weaker section parents.\"\r\n  },\r\n  {\r\n    \"id\": 109,\r\n    \"chapter\": \"SEC 6: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Under Section 29(1) of the RTE Act, which authority lays down the curriculum and evaluation procedure for elementary education?\",\r\n    \"options\": [\r\n      \"The Central Government\",\r\n      \"An academic authority to be specified by the appropriate Government, by notification\",\r\n      \"NCERT in all cases\",\r\n      \"The School Management Committee\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 29(1)<\/b>. The <b>[RAT] Section 29<\/b> confirms that 'State Governments are required to prescribe the academic authority to lay down the curriculum and evaluation procedure', in doing which the authority must ensure adherence to eight stated factors.\"\r\n  },\r\n  {\r\n    \"id\": 110,\r\n    \"chapter\": \"SEC 6: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"How many considerations must the academic authority take into account under Section 29(2) of the RTE Act while laying down the curriculum and evaluation procedure?\",\r\n    \"options\": [\r\n      \"Six\",\r\n      \"Seven\",\r\n      \"Eight\",\r\n      \"Ten\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 29(2)<\/b>, clauses (a) to (h). The <b>[RAT] Section 29<\/b> observes that these factors 'provide comprehensive coverage of the indicators of child-centred curricular policy for the elementary stage of education spelt out in the National Policy on Education (NPE), 1986\/92 and elaborated in the NCF - 2005'.\"\r\n  },\r\n  {\r\n    \"id\": 111,\r\n    \"chapter\": \"SEC 6: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Under Section 29(2) of the RTE Act, the provision regarding the medium of instruction is framed in what terms?\",\r\n    \"options\": [\r\n      \"The medium of instruction shall be the child's mother tongue in all cases\",\r\n      \"The medium of instruction shall, as far as practicable, be in the child's mother tongue\",\r\n      \"The medium of instruction shall be the regional language of the State\",\r\n      \"The medium of instruction shall be determined by the School Management Committee\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 29(2)(f)<\/b> \u2014 the qualifying words 'as far as practicable' are the point tested, since they render the requirement a best-efforts obligation rather than an absolute one.\"\r\n  },\r\n  {\r\n    \"id\": 112,\r\n    \"chapter\": \"SEC 6: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Which of the following is NOT among the considerations listed in Section 29(2) of the RTE Act?\",\r\n    \"options\": [\r\n      \"Conformity with the values enshrined in the Constitution\",\r\n      \"Learning through activities, discovery and exploration in a child friendly and child-centered manner\",\r\n      \"Making the child free of fear, trauma and anxiety and helping the child to express views freely\",\r\n      \"Preparation of the child for Board examinations at the end of the elementary stage\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 29(2)<\/b> \u2014 Section 30(1) expressly provides that 'No child shall be required to pass any Board examination till completion of elementary education', so the fourth option contradicts the Act. The remaining considerations include all round development and comprehensive and continuous evaluation.\"\r\n  },\r\n  {\r\n    \"id\": 113,\r\n    \"chapter\": \"SEC 6: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Under Section 30 of the RTE Act, what is a child entitled to on completing elementary education?\",\r\n    \"options\": [\r\n      \"A certificate, in such form and in such manner as may be prescribed\",\r\n      \"A transfer certificate issued by the Head-teacher\",\r\n      \"Automatic admission to the secondary stage\",\r\n      \"A statement of marks issued by the academic authority\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 30(2)<\/b> \u2014 'Every child completing his elementary education shall be awarded a certificate, in such form and in such manner, as may be prescribed.' Section 38(2)(o) supplies the corresponding rule-making power. The transfer certificate under Section 5(3) is a different instrument, issued when a child moves between schools before completing elementary education.\"\r\n  },\r\n  {\r\n    \"id\": 114,\r\n    \"chapter\": \"SEC 6: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"According to the section-wise rationale, what does the National Curriculum Framework 2005 state about examinations at stages other than the terminal stage?\",\r\n    \"options\": [\r\n      \"That they should be conducted only with the approval of the academic authority\",\r\n      \"That under no circumstances should board or state level examinations be conducted at other stages of schools, such as class V, VIII or XI\",\r\n      \"That they should be conducted internally by schools\",\r\n      \"That they should be replaced by continuous and comprehensive evaluation from class VI\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 30<\/b> \u2014 the NCF further suggests that as a long-term measure, Boards 'should consider ... making the Class X examination optional, thus permitting students continuing in the same school (and who do not need a board certificate) to take an internal school exam instead'.\"\r\n  },\r\n  {\r\n    \"id\": 115,\r\n    \"chapter\": \"SEC 6: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"According to the section-wise rationale, what evaluation procedure does the RTE Act put in place in place of examinations that eliminate children?\",\r\n    \"options\": [\r\n      \"Annual summative assessment by the academic authority\",\r\n      \"A continuous and comprehensive evaluation procedure that is non-threatening and releases the child from fear and trauma of failure\",\r\n      \"Grading on a nine-point scale\",\r\n      \"Assessment by the School Management Committee\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 16<\/b> \u2014 such a system 'enables the teacher to pay individual attention to the child's learning and performance' and 'has the best potential to improve quality, rather than punishment, fear of failure and detention'. It corresponds to Section 29(2)(h) of the Act.\"\r\n  },\r\n  {\r\n    \"id\": 116,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Section 31(1) of the RTE Act, which of the following is NOT among the additional functions conferred on the National and State Commissions for Protection of Child Rights?\",\r\n    \"options\": [\r\n      \"Examine and review the safeguards for rights provided by or under the Act and recommend measures for their effective implementation\",\r\n      \"Inquire into complaints relating to the child's right to free and compulsory education\",\r\n      \"Take necessary steps as provided under sections 15 and 24 of the Commissions for Protection of Child Rights Act, 2005\",\r\n      \"Grant or withdraw recognition of schools\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Section 31(1)<\/b> \u2014 recognition is dealt with by the prescribed authority under Section 18. Under Section 31(2) the Commissions have, while inquiring into such matters, 'the same powers as assigned to them respectively under sections 14 and 24' of the 2005 Act.\"\r\n  },\r\n  {\r\n    \"id\": 117,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Section 31(3) of the RTE Act, what is the position where a State Commission for Protection of Child Rights has not been constituted in a State?\",\r\n    \"options\": [\r\n      \"The National Commission exercises the functions directly\",\r\n      \"The appropriate Government may constitute such authority, in such manner and subject to such terms and conditions, as may be prescribed\",\r\n      \"The local authority exercises the functions\",\r\n      \"The functions remain in abeyance until the Commission is constituted\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 31(3)<\/b> \u2014 Section 38(2)(p) supplies the rule-making power for 'the authority, the manner of its constitution and the terms and conditions therefor'. Appeals under Section 32(3) lie to the SCPCR or to this prescribed authority, as the case may be.\"\r\n  },\r\n  {\r\n    \"id\": 118,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Section 32 of the RTE Act, to whom must a person having a grievance relating to the right of a child first make a written complaint?\",\r\n    \"options\": [\r\n      \"The State Commission for Protection of Child Rights\",\r\n      \"The local authority having jurisdiction\",\r\n      \"The School Management Committee\",\r\n      \"The appropriate Government\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 32(1)<\/b> \u2014 'any person having any grievance relating to the right of a child under this Act may make a written complaint to the local authority having jurisdiction'. An appeal from the decision of the local authority lies under Section 32(3) to the State Commission for Protection of Child Rights or the authority prescribed under Section 31(3).\"\r\n  },\r\n  {\r\n    \"id\": 119,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Section 32(2) of the RTE Act, within what period must the local authority decide a complaint after affording a reasonable opportunity of being heard?\",\r\n    \"options\": [\r\n      \"One month\",\r\n      \"Two months\",\r\n      \"Three months\",\r\n      \"Six months\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 32(2)<\/b> \u2014 the appeal under Section 32(3) is then decided by the SCPCR or the prescribed authority 'as provided under clause (c) of sub-section (1) of section 31'.\"\r\n  },\r\n  {\r\n    \"id\": 120,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Sections 33 and 34 of the RTE Act, the National Advisory Council and the State Advisory Council are each to consist of how many members at most?\",\r\n    \"options\": [\r\n      \"Not exceeding ten\",\r\n      \"Not exceeding twelve\",\r\n      \"Not exceeding fifteen\",\r\n      \"Not exceeding twenty\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Sections 33(1) and 34(1)<\/b> \u2014 the members are in each case 'appointed from amongst persons having knowledge and practical experience in the field of elementary education and child development', and the function of each Council is advisory on effective implementation of the Act.\"\r\n  },\r\n  {\r\n    \"id\": 121,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Section 35 of the RTE Act, to which body may the local authority issue guidelines and directions regarding implementation of the Act?\",\r\n    \"options\": [\r\n      \"The appropriate Government\",\r\n      \"The School Management Committee\",\r\n      \"The prescribed authority granting recognition\",\r\n      \"The State Commission for Protection of Child Rights\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 35(3)<\/b> \u2014 'The local authority may issue guidelines and give such directions, as it deems fit, to the School Management Committee regarding implementation of the provisions of this Act.' The section establishes a chain: the Central Government issues guidelines to the appropriate Government or local authority, the appropriate Government to the local authority or the SMC, and the local authority to the SMC.\"\r\n  },\r\n  {\r\n    \"id\": 122,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Section 36 of the RTE Act, previous sanction of an authorised officer is required for prosecution of offences under which provisions?\",\r\n    \"options\": [\r\n      \"Sections 13(2), 18(5) and 19(5)\",\r\n      \"Sections 16, 17 and 28\",\r\n      \"Sections 13(2), 17(2) and 26\",\r\n      \"Sections 18(5), 19(5) and 24(2)\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Section 36<\/b> \u2014 no prosecution 'shall be instituted except with the previous sanction of an officer authorised in this behalf, by the appropriate Government, by notification'. These are the three provisions in the Act that create fines. Sections 17(2) and 24(2) provide for disciplinary action under service rules rather than prosecution, so they fall outside the sanction requirement.\"\r\n  },\r\n  {\r\n    \"id\": 123,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Section 37 of the RTE Act, protection against suit or legal proceeding for anything done in good faith extends to which of the following?\",\r\n    \"options\": [\r\n      \"Only the Central and State Governments\",\r\n      \"The Central Government, State Government, NCPCR, SCPCR, local authority, School Management Committee or any person\",\r\n      \"Only statutory authorities, and not individuals\",\r\n      \"Only the School Management Committee and its members\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 37<\/b> \u2014 the protection covers anything 'in good faith done or intended to be done, in pursuance of this Act, or any rules or order made thereunder', and the inclusion of 'any person' makes it wide in personal scope.\"\r\n  },\r\n  {\r\n    \"id\": 124,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Under Section 38(3) of the RTE Act, for what total period must rules made by the Central Government, and notifications issued under Sections 20 and 23, be laid before each House of Parliament?\",\r\n    \"options\": [\r\n      \"Fourteen days\",\r\n      \"Twenty-one days\",\r\n      \"Thirty days\",\r\n      \"Sixty days\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Section 38(3)<\/b> \u2014 the period 'may be comprised in one session or in two or more successive sessions'. Under Section 38(4), rules or notifications made by the State Government are to be laid before the State Legislatures.\"\r\n  },\r\n  {\r\n    \"id\": 125,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Section 39 of the RTE Act, conferring power on the Central Government to remove difficulties, contains what limitation?\",\r\n    \"options\": [\r\n      \"No order may be made after the expiry of two years from commencement of the Act\",\r\n      \"No order may be made after the expiry of three years from commencement of the RTE (Amendment) Act, 2012\",\r\n      \"No order may be made without the concurrence of the State Governments\",\r\n      \"No order may be made in respect of the Schedule\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 39(1), proviso<\/b> \u2014 'no order shall be made under this section after the expiry of three years from the commencement of the Right of Children to Free and Compulsory Education (Amendment) Act, 2012'. The section was itself inserted by Act 30 of 2012. Under Section 39(2), every order made must be laid before each House of Parliament, and no provision inconsistent with the Act may be made.\"\r\n  },\r\n  {\r\n    \"id\": 126,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"According to the section-wise rationale, the monitoring of the right to education for children in school covers a number of heads. Which of the following is NOT among them?\",\r\n    \"options\": [\r\n      \"Provision of neighbourhood school, including requisite classrooms, appropriate PTR and school hours\",\r\n      \"Admission process, including denial of admission, capitation fee and screening procedure\",\r\n      \"Entitlements, including textbooks, uniforms, library, sports equipment and mid-day meal\",\r\n      \"Fixation of the fee structure of private unaided schools\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[RAT] Section 31<\/b> \u2014 the enumerated heads include 'Provision of neighbourhood school', 'Access to school: physical and social', 'Admission process', 'Entitlements', 'Classroom Transaction' and 'School Management Committee'. They also include access to school, physical and social; classroom transaction, covering non-discrimination, corporal punishment, teaching methods and evaluation systems; and the School Management Committee, covering appointments, meetings and teacher accountability.\"\r\n  },\r\n  {\r\n    \"id\": 127,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"According to the section-wise rationale, in respect of children in private aided and unaided schools, what does the NCPCR or SCPCR monitor?\",\r\n    \"options\": [\r\n      \"Admission of children from weaker sections and disadvantaged groups\",\r\n      \"Compliance with the norms and standards in the Schedule\",\r\n      \"The qualifications of teachers appointed\",\r\n      \"The preparation of School Development Plans\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[RAT] Section 31<\/b> \u2014 the Commissions are additionally to monitor out-of-school children 'to facilitate their access and participation in the schooling system', including those never enrolled, dropouts, the temporarily absent, permanent migrants and seasonal migrants.\"\r\n  },\r\n  {\r\n    \"id\": 128,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"A parent whose complaint has been decided against him by the local authority under Section 32 of the RTE Act wishes to challenge that decision. To whom does an appeal lie?\",\r\n    \"options\": [\r\n      \"The National Commission for Protection of Child Rights\",\r\n      \"The State Commission for Protection of Child Rights, or the authority prescribed under Section 31(3)\",\r\n      \"The appropriate Government\",\r\n      \"The National Advisory Council\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 32(3)<\/b> \u2014 'Any person aggrieved by the decision of the local authority may prefer an appeal to the State Commission for Protection of Child Rights or the authority prescribed under sub-section (3) of section 31.' The alternative forum arises because Section 31(3) permits the appropriate Government to constitute an authority where no State Commission has been constituted in the State.\"\r\n  },\r\n  {\r\n    \"id\": 129,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"The Schedule to the RTE Act performs two distinct functions under the Act. Which of the following correctly states them?\",\r\n    \"options\": [\r\n      \"It prescribes the norms and standards a school must fulfil, and the pupil-teacher ratio to be maintained in each school\",\r\n      \"It prescribes the norms and standards for recognition, and the qualifications required of teachers\",\r\n      \"It prescribes the pupil-teacher ratio, and the curriculum to be followed\",\r\n      \"It prescribes the norms and standards for schools, and the duties of the local authority\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Schedule<\/b>, read with <b>[ACT] Sections 19 and 25<\/b> \u2014 Section 19(1) provides that 'No school shall be established, or recognised under section 18, unless it fulfils the norms and standards specified in the Schedule', while Section 25(1) requires that 'the Pupil-Teacher Ratio, as specified in the Schedule, is maintained in each school'. Teacher qualifications come from a different source altogether, being laid down under Section 23 by an academic authority authorised by the Central Government.\"\r\n  },\r\n  {\r\n    \"id\": 130,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, how many teachers are prescribed for a school of classes I to V with up to sixty admitted children?\",\r\n    \"options\": [\r\n      \"One\",\r\n      \"Two\",\r\n      \"Three\",\r\n      \"Four\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Schedule, item 1(a)<\/b> \u2014 for admitted children 'Up to Sixty' the number of teachers is 'Two'. The progression continues: three teachers for sixty-one to ninety children, four for ninety-one to one hundred and twenty, and five for one hundred and twenty-one to two hundred.\"\r\n  },\r\n  {\r\n    \"id\": 131,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, a primary school with children between ninety-one and one hundred and twenty is to have how many teachers?\",\r\n    \"options\": [\r\n      \"Three\",\r\n      \"Four\",\r\n      \"Five\",\r\n      \"Five plus one Head-teacher\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Schedule, item 1(a)<\/b> \u2014 five teachers are prescribed for the next band of one hundred and twenty-one to two hundred children, while 'Above One hundred and fifty children' attracts 'Five plus one Headteacher'.\"\r\n  },\r\n  {\r\n    \"id\": 132,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, where a primary school has above two hundred children, what norm applies?\",\r\n    \"options\": [\r\n      \"Five teachers plus one Head-teacher\",\r\n      \"One teacher for every thirty-five children\",\r\n      \"The Pupil-Teacher Ratio, excluding the Head-teacher, shall not exceed forty\",\r\n      \"The Pupil-Teacher Ratio, including the Head-teacher, shall not exceed thirty\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Schedule, item 1(a)<\/b> \u2014 for schools 'Above Two hundred children', the 'Pupil-Teacher Ratio (excluding Head-teacher) shall not exceed forty'. The exclusion of the Head-teacher from the computation is the detail most often missed. The ratio of one teacher for every thirty-five children applies instead to classes VI to VIII under item 1(b).\"\r\n  },\r\n  {\r\n    \"id\": 133,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, for classes VI to VIII, at least one teacher per class is required so that there is at least one teacher each for which subject groups?\",\r\n    \"options\": [\r\n      \"Science and Mathematics; Social Studies; Languages\",\r\n      \"Science; Mathematics; Social Studies; Languages\",\r\n      \"Languages; Mathematics; Environmental Studies\",\r\n      \"Science and Mathematics; Social Studies; Languages; Work Education\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Schedule, item 1(b)(1)<\/b> \u2014 Science and Mathematics are grouped together as a single subject head. Item 1(b)(2) adds the further requirement of 'At least one teacher for every thirty-five children'.\"\r\n  },\r\n  {\r\n    \"id\": 134,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, where admission of children in classes VI to VIII is above one hundred, what additional provision is required?\",\r\n    \"options\": [\r\n      \"A full time head-teacher, and part time instructors for Art Education, Health and Physical Education, and Work Education\",\r\n      \"A full time head-teacher only\",\r\n      \"Part time instructors for Art Education and Work Education only\",\r\n      \"An additional teacher for every thirty children\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Schedule, item 1(b)(3)<\/b> \u2014 where admission is above one hundred there shall be 'a full time head-teacher' and 'part time instructors for (A) Art Education; (B) Health and Physical Education; (C) Work Education'. The three part-time instructor posts are specific to the upper primary stage and to schools crossing the hundred-child threshold. No such requirement attaches to classes I to V.\"\r\n  },\r\n  {\r\n    \"id\": 135,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, which of the following is NOT among the prescribed components of the school building?\",\r\n    \"options\": [\r\n      \"At least one class-room for every teacher and an office-cum-store-cum-Head teacher's room\",\r\n      \"Barrier-free access and separate toilets for boys and girls\",\r\n      \"A kitchen where mid-day meal is cooked in the school\",\r\n      \"A separate computer laboratory\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Schedule, item 2<\/b> \u2014 the building must be an 'All-weather building' and must also have 'safe and adequate drinking water facility to all children', a playground, and 'arrangements for securing the school building by boundary wall or fencing'.\"\r\n  },\r\n  {\r\n    \"id\": 136,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, what is the minimum number of working days in an academic year prescribed for classes I to V and for classes VI to VIII respectively?\",\r\n    \"options\": [\r\n      \"Two hundred and two hundred and twenty\",\r\n      \"One hundred and eighty and two hundred\",\r\n      \"Two hundred and twenty and two hundred and forty\",\r\n      \"Two hundred and two hundred\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Schedule, item 3(i) and (ii)<\/b> \u2014 'two hundred working days for first class to fifth class' and 'two hundred and twenty working days for sixth class to eighth class'. The corresponding instructional hours are eight hundred per academic year for classes I to V and one thousand for classes VI to VIII, so both the days and the hours rise with the stage.\"\r\n  },\r\n  {\r\n    \"id\": 137,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, what are the minimum instructional hours per academic year prescribed for classes I to V and for classes VI to VIII respectively?\",\r\n    \"options\": [\r\n      \"Eight hundred and one thousand\",\r\n      \"Seven hundred and nine hundred\",\r\n      \"One thousand and twelve hundred\",\r\n      \"Eight hundred and eight hundred\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Schedule, item 3(iii) and (iv)<\/b> \u2014 'eight hundred instructional hours per academic year for first class to fifth class' and 'one thousand instructional hours per academic year for sixth class to eighth class'. Interchanging working days with instructional hours, or the primary figures with the upper primary figures, is the standard trap in this item.\"\r\n  },\r\n  {\r\n    \"id\": 138,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, what is the minimum number of working hours per week prescribed for a teacher?\",\r\n    \"options\": [\r\n      \"Forty\",\r\n      \"Forty-five teaching including preparation hours\",\r\n      \"Fifty including preparation hours\",\r\n      \"Thirty-five teaching hours excluding preparation\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Schedule, item 4<\/b> \u2014 the minimum number of working hours per week for the teacher is 'forty-five teaching including preparation hours'. The express inclusion of preparation time within the forty-five hours is the point tested, since it prevents the figure from being read as forty-five hours of classroom teaching alone.\"\r\n  },\r\n  {\r\n    \"id\": 139,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Under the Schedule to the RTE Act, what is prescribed in respect of the library?\",\r\n    \"options\": [\r\n      \"A library in each school providing newspaper, magazines and books on all subjects, including story-books\",\r\n      \"A library at the cluster level accessible to all schools\",\r\n      \"A library in schools having more than one hundred children\",\r\n      \"A reading corner in each classroom\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Schedule, item 6<\/b> \u2014 teaching learning equipment under item 5, and play material, games and sports equipment under item 7, are each to 'be provided to each class as required', whereas the library requirement attaches to the school as a whole.\"\r\n  },\r\n  {\r\n    \"id\": 140,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"A Principal of an upper primary school with one hundred and twenty children asks whether part time instructors for Art Education must be appointed. What is the correct position under the Schedule?\",\r\n    \"options\": [\r\n      \"Yes, since the school has more than one hundred children\",\r\n      \"No, since the requirement applies only to classes I to V\",\r\n      \"Yes, but only if the school also has a full time head-teacher\",\r\n      \"No, since part time instructors are required only where admission exceeds two hundred\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Schedule, item 1(b)(3)<\/b> \u2014 'Where admission of children is above one hundred' the school must have 'a full time head-teacher' and part time instructors. It must therefore have a full time head-teacher and part time instructors for Art Education, Health and Physical Education, and Work Education.\"\r\n  },\r\n  {\r\n    \"id\": 141,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Consider the following requirements of the school building under the Schedule to the RTE Act:\\nI. At least one class-room for every teacher.\\nII. Barrier-free access.\\nIII. Separate toilets for boys and girls.\\nIV. A playground.\\nWhich of the above are correct?\",\r\n    \"options\": [\r\n      \"I, II and III only\",\r\n      \"I, II and IV only\",\r\n      \"II, III and IV only\",\r\n      \"I, II, III and IV\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Schedule, item 2<\/b> supports all four, together with an office-cum-store-cum-Head teacher's room, safe and adequate drinking water, a kitchen where the mid-day meal is cooked in the school, and boundary wall or fencing.\"\r\n  },\r\n  {\r\n    \"id\": 142,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"A private unaided school proposes to admit the 25% category of children into a separate afternoon shift so that teaching can be tailored to their needs. How would this stand under the RTE framework?\",\r\n    \"options\": [\r\n      \"Permissible, since the school retains autonomy over timetabling\",\r\n      \"Impermissible, since any arrangement which segregates or treats these children in a differentiated manner vis-\u00e0-vis fee-paying children is counter-productive\",\r\n      \"Permissible if the School Management Committee approves\",\r\n      \"Permissible provided the same syllabus is taught\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 12<\/b> \u2014 'This implies that these children cannot be pooled together in a separate section or afternoon shift.' The relevant universe for the 25% proportion 'is the class\/section', so segregation defeats the provision's object of a critical mass within the class.\"\r\n  },\r\n  {\r\n    \"id\": 143,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"A School Management Committee of a Government school proposes to constitute itself with eight members, of whom five are parents and three are teachers. How does this stand under Section 21 of the RTE Act?\",\r\n    \"options\": [\r\n      \"Valid, since parents form a majority\",\r\n      \"Invalid, since at least three-fourth of the members must be parents or guardians and fifty per cent must be women\",\r\n      \"Valid, if approved by the local authority\",\r\n      \"Invalid, since teachers may not be members\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 21(1), provisos<\/b> \u2014 'at least three-fourth of members of such Committee shall be parents or guardians' and 'fifty per cent. of Members of such Committee shall be women'. Five of eight is five-eighths, short of the three-fourths floor. The Committee must also include elected representatives of the local authority, and give proportionate representation to parents of children from disadvantaged groups and weaker sections.\"\r\n  },\r\n  {\r\n    \"id\": 144,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"A school refuses admission to a child in November on the ground that the academic session began in April. What is the correct position under the RTE Act?\",\r\n    \"options\": [\r\n      \"The refusal is valid, since admission must be sought at the commencement of the academic year\",\r\n      \"No child shall be denied admission even if sought after the extended period, and such a child shall complete studies in the prescribed manner\",\r\n      \"The refusal is valid unless the child holds a transfer certificate\",\r\n      \"Admission may be granted only in a Government school at that stage\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 15, first proviso<\/b> \u2014 'no child shall be denied admission if such admission is sought subsequent to the extended period'. The <b>[RAT] Section 15<\/b> adds that under the Central RTE Rules, a child admitted after six months of the beginning of the session may be provided Special Training as determined by the Head Teacher.\"\r\n  },\r\n  {\r\n    \"id\": 145,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"A teacher who lacks the minimum qualifications applies to a school on the ground that the State has too few teacher education institutions. Under Section 23(2) of the RTE Act, who may grant relaxation in such a case, and for how long?\",\r\n    \"options\": [\r\n      \"The appropriate Government, by order\",\r\n      \"The Central Government, by notification, for a period not exceeding five years\",\r\n      \"The academic authority authorised under Section 23(1)\",\r\n      \"The School Management Committee, with the approval of the local authority\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Section 23(2)<\/b> \u2014 the power arises where a State lacks adequate institutions offering teacher education courses, or where qualified teachers 'are not available in sufficient numbers'. Such notifications must be laid before each House of Parliament under Section 38(3).\"\r\n  },\r\n  {\r\n    \"id\": 146,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the codes given below:\\nList-I (Contravention under the RTE Act)\\nA. Receiving capitation fee\\nB. Subjecting a child to screening procedure, first contravention\\nC. Subjecting a child to screening procedure, each subsequent contravention\\nD. Running a school without obtaining a certificate of recognition\\nList-II (Penalty)\\n1. Fine which may extend to fifty thousand rupees\\n2. Fine which may extend to one lakh rupees\\n3. Fine which may extend to ten times the capitation fee charged\\n4. Fine which may extend to twenty-five thousand rupees\",\r\n    \"options\": [\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-3, B-4, C-2, D-1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Sections 13(2)(a), 13(2)(b) and 18(5)<\/b> \u2014 capitation fee attracts a fine 'which may extend to ten times the capitation fee charged', screening 'twenty-five thousand rupees for the first contravention and fifty thousand rupees for each subsequent contraventions', and running an unrecognised school 'one lakh rupees and in case of continuing contraventions, to a fine of ten thousand rupees for each day'. Only the screening penalty escalates on repetition.\"\r\n  },\r\n  {\r\n    \"id\": 147,\r\n    \"chapter\": \"SEC 7: PROTECTION OF RIGHTS, COUNCILS AND MISCELLANEOUS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the codes given below:\\nList-I (Requirement under the RTE Act)\\nA. Decision of a complaint by the local authority\\nB. Laying of Central rules before each House of Parliament\\nC. Maximum period of relaxation of minimum teacher qualifications by the Central Government\\nD. Fulfilment of norms and standards by a school existing at the commencement of the Act\\nList-II (Period)\\n1. Three years\\n2. Three months\\n3. Five years\\n4. Thirty days\",\r\n    \"options\": [\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-2, B-4, C-3, D-1\",\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-2, B-1, C-3, D-4\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Sections 32(2), 38(3), 23(2) and 19(2)<\/b> \u2014 the local authority must decide 'within a period of three months', rules are laid 'for a total period of thirty days', relaxation is 'for such period, not exceeding five years', and an existing school must meet the Schedule 'within a period of three years from the date of such commencement'.\"\r\n  },\r\n  {\r\n    \"id\": 148,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Match List-I with List-II with reference to the number of teachers prescribed for classes I to V under the Schedule to the RTE Act:\\nList-I (Number of admitted children)\\nA. Up to sixty\\nB. Between sixty-one and ninety\\nC. Between ninety-one and one hundred and twenty\\nD. Between one hundred and twenty-one and two hundred\\nList-II (Number of teachers)\\n1. Four\\n2. Two\\n3. Five\\n4. Three\",\r\n    \"options\": [\r\n      \"A-4, B-2, C-1, D-3\",\r\n      \"A-2, B-1, C-4, D-3\",\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-2, B-4, C-3, D-1\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Schedule, item 1(a)<\/b> \u2014 the ladder rises by one teacher per band: two, three, four and five. Above one hundred and fifty children the norm becomes 'Five plus one Headteacher', and above two hundred children the 'Pupil-Teacher Ratio (excluding Head-teacher) shall not exceed forty'.\"\r\n  },\r\n  {\r\n    \"id\": 149,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Match List-I with List-II with reference to the Schedule to the RTE Act:\\nList-I (Requirement)\\nA. Minimum working days in an academic year, classes I to V\\nB. Minimum working days in an academic year, classes VI to VIII\\nC. Minimum instructional hours per academic year, classes I to V\\nD. Minimum instructional hours per academic year, classes VI to VIII\\nList-II (Number)\\n1. Eight hundred\\n2. Two hundred and twenty\\n3. One thousand\\n4. Two hundred\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-4, B-2, C-1, D-3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Schedule, item 3<\/b> \u2014 the entries are 'two hundred working days for first class to fifth class', 'two hundred and twenty working days for sixth class to eighth class', 'eight hundred instructional hours per academic year for first class to fifth class' and 'one thousand instructional hours per academic year for sixth class to eighth class'. Both the days and the hours rise with the stage: two hundred working days and eight hundred instructional hours for classes I to V, against two hundred and twenty working days and one thousand instructional hours for classes VI to VIII. Interchanging days with hours is the standard error.\"\r\n  },\r\n  {\r\n    \"id\": 150,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the codes given below:\\nList-I (Proportion prescribed under the RTE Act)\\nA. Minimum proportion of children to whom an aided school must provide free and compulsory education\\nB. Minimum proportion of members of a School Management Committee who must be parents or guardians\\nC. Proportion of members of a School Management Committee who must be women\\nD. Maximum permissible vacancy of teachers as a proportion of total sanctioned strength\\nList-II (Proportion)\\n1. Fifty per cent\\n2. Ten per cent\\n3. Twenty-five per cent\\n4. Three-fourth\",\r\n    \"options\": [\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-3, B-4, C-2, D-1\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>[ACT] Sections 12(1)(b), 21(1) and 26<\/b> \u2014 the aided school proportion equals its recurring aid to recurring expenses ratio 'subject to a minimum of twenty-five per cent.'; 'at least three-fourth of members of such Committee shall be parents or guardians'; 'fifty per cent. of Members of such Committee shall be women'; and vacancy 'shall not exceed ten per cent. of the total sanctioned strength'.\"\r\n  },\r\n  {\r\n    \"id\": 151,\r\n    \"chapter\": \"SEC 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Match List-I with List-II with reference to the financing of the RTE Act as explained in the section-wise rationale:\\nList-I (Item)\\nA. Total requirement estimated for the five year period 2010-11 to 2014-15\\nB. Grant provided by the 13th Finance Commission specifically for elementary education\\nC. Balance amount to be shared between the Central and State Governments\\nD. Fund sharing pattern for States in the North East Region\\nList-II (Figure)\\n1. Rs 2.07 lakh crore\\n2. 90:10\\n3. Rs 2.31 lakh crore\\n4. Rs 24,068 crore\",\r\n    \"options\": [\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-3, B-4, C-2, D-1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[RAT] Section 7<\/b> \u2014 the Finance Commission grant 'is released directly on an annual basis to the State Governments from the Finance Ministry' and 'is deducted from the overall estimate of Rs 2.31 lakh crore'. The remaining Rs 2.07 lakh crore is shared 'in the 65:35 ratio', except for the North East Region.\"\r\n  },\r\n  {\r\n    \"id\": 152,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Match List-I with List-II with reference to the data relied upon in the section-wise rationale to justify the figure of twenty-five per cent under Section 12(1)(c):\\nList-I (Population group)\\nA. Scheduled Castes as per Census 2001\\nB. Scheduled Tribes as per Census 2001\\nC. Scheduled Castes and Scheduled Tribes taken together\\nD. Below poverty line population as estimated by the Tendulkar Committee\\nList-II (Proportion)\\n1. 24.4%\\n2. 8.2%\\n3. 37.2%\\n4. 16.2%\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-4, B-1, C-2, D-3\",\r\n      \"A-4, B-2, C-1, D-3\",\r\n      \"A-4, B-2, C-3, D-1\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[RAT] Section 12<\/b> \u2014 the Tendulkar Committee was 'set up by the Planning Commission to measure poverty'. The rationale reasons that 'much of the population that suffers economic deprivation also suffers from social disadvantage', so 'taken together, the figure of 25% for admission of children from disadvantaged groups and weaker sections is considered reasonable'.\"\r\n  },\r\n  {\r\n    \"id\": 153,\r\n    \"chapter\": \"SEC 1: PRELIMINARY \u2014 TITLE, EXTENT, APPLICATION AND DEFINITIONS\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the codes given below:\\nList-I (Description)\\nA. Age group of a 'child' as defined in the Act\\nB. Age range for which the appropriate Government may arrange pre-school education\\nC. Distance norm for classes I to V exemplified in the Model RTE Rules\\nD. Distance norm for classes VI to VIII exemplified in the Model RTE Rules\\nList-II (Value)\\n1. One kilometre\\n2. Above three years until completion of six years\\n3. Three kilometres\\n4. Six to fourteen years\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-4, B-1, C-2, D-3\",\r\n      \"A-4, B-2, C-1, D-3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Sections 2(c) and 11<\/b>, read with <b>[RAT] Section 6<\/b> \u2014 the Model Rules 'provide for distance norms of one kilometre for children in classes I-V, and three kilometres for children in classes VI-VIII', with relaxation in places of difficult terrain. The Act itself deliberately leaves the neighbourhood limits to be notified in the RTE Rules.\"\r\n  },\r\n  {\r\n    \"id\": 154,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Match List-I with List-II with reference to the Schedule to the RTE Act:\\nList-I (Norm)\\nA. Minimum ratio of teachers to children for classes VI to VIII\\nB. Threshold of admission above which a full time head-teacher and part time instructors are required for classes VI to VIII\\nC. Pupil-Teacher Ratio ceiling, excluding the Head-teacher, for a primary school with above two hundred children\\nD. Minimum number of working hours per week for a teacher\\nList-II (Value)\\n1. Forty-five, teaching including preparation hours\\n2. One teacher for every thirty-five children\\n3. Forty\\n4. One hundred children\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-3, D-1\",\r\n      \"A-3, B-4, C-2, D-1\",\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-2, B-4, C-1, D-3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Schedule, items 1(a), 1(b) and 4<\/b> \u2014 the part time instructors required above one hundred children are for 'Art Education', 'Health and Physical Education' and 'Work Education'. The forty-teacher ratio expressly excludes the Head-teacher, and the forty-five weekly hours expressly include preparation time.\"\r\n  },\r\n  {\r\n    \"id\": 155,\r\n    \"chapter\": \"SEC 5: SCHOOL MANAGEMENT COMMITTEE, SCHOOL DEVELOPMENT PLAN AND TEACHERS\",\r\n    \"question\": \"Match List-I with List-II with reference to periods prescribed under the RTE Act:\\nList-I (Requirement)\\nA. Maximum period for which the Central Government may relax minimum teacher qualifications\\nB. Period within which a teacher in position as on 31st March 2015 must acquire minimum qualifications\\nC. Period within which the pupil-teacher ratio must be maintained, as amended in 2012\\nD. Period within which the local authority must decide a complaint\\nList-II (Period)\\n1. Three months\\n2. Four years\\n3. Three years\\n4. Five years\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-3, D-1\",\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-4, B-2, C-1, D-3\",\r\n      \"A-4, B-3, C-2, D-1\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>[ACT] Sections 23(2), 25(1) and 32(2)<\/b> \u2014 the four-year period comes from the second proviso to Section 23(2), inserted by Act 24 of 2017. Section 25(1) originally read 'Within six months', substituted by Act 30 of 2012 to read 'Within three years', which is why the pre-amendment figure is a standing trap.\"\r\n  },\r\n  {\r\n    \"id\": 156,\r\n    \"chapter\": \"SEC 4: RESPONSIBILITIES OF SCHOOLS \u2014 ADMISSION, FEES AND RECOGNITION\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the codes given below:\\nList-I (Threshold under the RTE Act and the Schedule)\\nA. Proportion of the strength of class I to be admitted from weaker sections and disadvantaged groups by an unaided school\\nB. Maximum permissible vacancy of teachers\\nC. Proportion of School Management Committee members who must be women\\nD. Number of children above which part time instructors are required for classes VI to VIII\\nList-II (Value)\\n1. Ten per cent\\n2. One hundred\\n3. Twenty-five per cent\\n4. Fifty per cent\",\r\n    \"options\": [\r\n      \"A-1, B-3, C-4, D-2\",\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-3, B-1, C-2, D-4\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>[ACT] Sections 12(1)(c), 26 and 21(1)<\/b>, read with <b>Schedule, item 1(b)(3)<\/b> \u2014 Section 12(1)(c) requires admission 'in class I, to the extent of at least twenty-five per cent. of the strength of that class'. The words 'at least' make twenty-five per cent a floor and not a ceiling.\"\r\n  },\r\n  {\r\n    \"id\": 157,\r\n    \"chapter\": \"SEC 8: THE SCHEDULE \u2014 NORMS AND STANDARDS FOR A SCHOOL\",\r\n    \"question\": \"Match List-I with List-II and select the correct answer using the codes given below:\\nList-I (Provision)\\nA. Classes covered by the expression 'elementary education'\\nB. Classes for which two hundred working days in an academic year are prescribed\\nC. Classes for which two hundred and twenty working days in an academic year are prescribed\\nD. Class in which an unaided school must admit children from weaker sections and disadvantaged groups\\nList-II (Classes)\\n1. Class I\\n2. First class to eighth class\\n3. Sixth class to eighth class\\n4. First class to fifth class\",\r\n    \"options\": [\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-2, B-1, C-3, D-4\",\r\n      \"A-2, B-4, C-3, D-1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>[ACT] Sections 2(f) and 12(1)(c)<\/b>, read with <b>Schedule, item 3<\/b> \u2014 'elementary education' means 'the education from first class to eighth class', while the Schedule splits that span into classes I to V and VI to VIII for the purpose of working days, instructional hours and teacher norms.\"\r\n  }\r\n];\r\n\r\n\/* =====================================================================\r\n   4. SANITISE + INDEX\r\n   One malformed row used to blank the whole widget. Bad rows are now\r\n   dropped with a console note; everything else still works.\r\n   ===================================================================== *\/\r\nfunction sanitise(list){\r\n  if(!Array.isArray(list)) return [];\r\n  const ok=[], bad=[];\r\n  list.forEach((q,i)=>{\r\n    const good = q && q.id!==undefined && typeof q.question==='string'\r\n      && Array.isArray(q.options) && q.options.length>=2\r\n      && Number.isInteger(q.correct) && q.correct>=0 && q.correct<q.options.length\r\n      && typeof q.chapter==='string' && q.chapter.length;\r\n    good ? ok.push(q) : bad.push({row:i, id:q&&q.id});\r\n  });\r\n  if(bad.length) console.warn('[chapter bank] skipped '+bad.length+' malformed question(s):', bad);\r\n  return ok;\r\n}\r\nconst QS = sanitise(chapterQuestions);\r\nconst CHAPTERS = [...new Set(QS.map(q=>q.chapter))];\r\nconst uid = q => q.chapter+'##'+q.id;\r\nconst BY_UID = new Map(QS.map(q=>[uid(q), q]));\r\nconst BY_CH  = (()=>{ const m=new Map(); QS.forEach(q=>{ if(!m.has(q.chapter)) m.set(q.chapter,[]); m.get(q.chapter).push(q); }); return m; })();\r\nconst inCh = c => BY_CH.get(c) || [];\r\nconst L = ['A','B','C','D','E','F'];\r\n\r\n\/* ---- chapter label helpers ---- *\/\r\nconst chShort = c => { const m=c.match(\/^CH\\s*(\\d+)\\s*:\/i); return m ? 'Ch '+m[1] : (c.length>26 ? c.slice(0,24).trim()+'\u2026' : c); };\r\n\/* chapters list in their own order \u2014 Ch 1..n, then Appendix 1..n, then anything\r\n   else alphabetically \u2014 never by score, so the list never shuffles under you *\/\r\nconst ROMAN = {i:1,ii:2,iii:3,iv:4,v:5,vi:6,vii:7,viii:8,ix:9,x:10,xi:11,xii:12};\r\nfunction chOrder(c){\r\n  const t=c.trim();\r\n  let m=t.match(\/^(?:CH|CHAPTER)\\s*[-\u2013]?\\s*(\\d+)\/i);\r\n  if(m) return [0, +m[1], t];\r\n  m=t.match(\/^APPENDIX\\s*[-\u2013]?\\s*([0-9]+|[ivxIVX]+)\\b\/i);\r\n  if(m){ const v=m[1]; return [1, \/^\\d+$\/.test(v) ? +v : (ROMAN[v.toLowerCase()]||99), t]; }\r\n  m=t.match(\/^(\\d+)\/);\r\n  if(m) return [0, +m[1], t];\r\n  return [2, 0, t];\r\n}\r\nfunction byChapterOrder(a,b){\r\n  const x=chOrder(a.chapter||a), y=chOrder(b.chapter||b);\r\n  return x[0]-y[0] || x[1]-y[1] || x[2].localeCompare(y[2]);\r\n}\r\n\/* a bank that stores chapter names in block capitals is softened for display *\/\r\nfunction titleCase(str){\r\n  const t=String(str);\r\n  const letters=t.replace(\/[^A-Za-z]\/g,'');\r\n  if(!letters || letters !== letters.toUpperCase()) return t;   \/\/ already mixed case, leave it\r\n  const small=new Set(['of','the','and','for','in','to','a','an','on','by','or','with','from','as','at','under']);\r\n  return t.toLowerCase().replace(\/[A-Za-z][A-Za-z'\u2019]*\/g,(w,i)=>\r\n    (i>0 && small.has(w)) ? w : w.charAt(0).toUpperCase()+w.slice(1))\r\n    .replace(\/\\bCh\\b\/g,'Ch').replace(\/\\bC&ag\\b\/gi,'C&AG').replace(\/\\bDpc\\b\/g,'DPC');\r\n}\r\nconst chBrief = c => { const m=c.match(\/^CH\\s*(\\d+)\\s*:\\s*(.+)$\/i);\r\n  const cap=t=>t.length>36?t.slice(0,34).trim()+'\u2026':t;\r\n  return m ? 'Ch '+m[1]+': '+cap(titleCase(m[2])) : cap(titleCase(c)); };\r\n\r\n\/* =====================================================================\r\n   5. RANKING ENGINE\r\n   Importance where you have rated a chapter; share of the bank where you\r\n   have not. Either way the result is a share of 1, and every label on the\r\n   page is drawn from the T table below so nothing over-claims.\r\n   ===================================================================== *\/\r\n\/* ---------------------------------------------------------------------\r\n   Matching your importance keys to the chapter strings in the bank.\r\n   Exact spelling is not required. Anything starting with a chapter or an\r\n   appendix number is reduced to a token \u2014 'CH 2', 'Ch-2', 'Chapter 2:\r\n   General Outlines...' all become CH2 \u2014 so a short key in the map finds\r\n   a long chapter name in the bank. Keys with no number fall back to a\r\n   loose text match (case, punctuation and spacing ignored).\r\n   --------------------------------------------------------------------- *\/\r\nfunction impKey(str){\r\n  const t = String(str).toUpperCase().replace(\/[\\u2010-\\u2015]\/g,'-').trim();\r\n  let m = t.match(\/^(?:CH|CHAP|CHAPTER)\\s*[-.:]?\\s*(\\d+)\/);\r\n  if(m) return 'CH'+(+m[1]);\r\n  \/\/ longest spellings first, or 'APPX 5' reads its own X as a roman numeral\r\n  m = t.match(\/^(?:APPENDICES|APPENDIX|ANNEXURES?|ANNEXES?|APNDX|APPX|APDX|APP)\\s*[-.:]?\\s*(\\d+|[IVX]+)\\b\/);\r\n  if(m){ const v=m[1]; return 'APP'+(\/^\\d+$\/.test(v) ? +v : (ROMAN[v.toLowerCase()]||v)); }\r\n  m = t.match(\/^(\\d+)\\s*[-.:)]\/);\r\n  if(m) return 'CH'+(+m[1]);\r\n  return 'T:'+t.replace(\/[^A-Z0-9]+\/g,' ').trim();\r\n}\r\nconst IMP_INDEX = (function(){\r\n  const idx={}, used={};\r\n  Object.keys(chapterImportance).forEach(k=>{\r\n    const v = chapterImportance[k];\r\n    if(typeof v!=='number' || !isFinite(v) || v<0) return;\r\n    const key = impKey(k);\r\n    if(idx[key]!==undefined) console.warn('[importance] two keys collapse to the same chapter: '+k);\r\n    idx[key] = v; used[key] = k;\r\n  });\r\n  return {idx, used};\r\n})();\r\nfunction importanceOf(chapter){\r\n  const k = impKey(chapter);\r\n  if(IMP_INDEX.idx[k]!==undefined) return {value:IMP_INDEX.idx[k], key:k};\r\n  \/\/ last resort for un-numbered names: one contains the other\r\n  if(k.startsWith('T:')){\r\n    const target = k.slice(2);\r\n    const hit = Object.keys(IMP_INDEX.idx).filter(x=>x.startsWith('T:')).find(x=>{\r\n      const a=x.slice(2);\r\n      return a.length>3 && target.length>3 && (target.startsWith(a) || a.startsWith(target));\r\n    });\r\n    if(hit) return {value:IMP_INDEX.idx[hit], key:hit};\r\n  }\r\n  return null;\r\n}\r\n\r\nconst W = (function(){\r\n  const counts={}, total=QS.length;\r\n  QS.forEach(q=>counts[q.chapter]=(counts[q.chapter]||0)+1);\r\n  const raw={}, source={}, derived=[];\r\n  let knownSum=0, knownShare=0;\r\n\r\n  const matched = new Set();\r\n  CHAPTERS.forEach(c=>{\r\n    const hit = importanceOf(c);\r\n    if(hit){\r\n      raw[c]=hit.value; source[c]='rated'; matched.add(hit.key);\r\n      knownSum+=hit.value; knownShare += total?counts[c]\/total:0;\r\n    } else { source[c]='derived'; derived.push(c); }\r\n  });\r\n  const scale = (knownSum>0 && knownShare>0) ? knownSum\/knownShare : 1;\r\n  derived.forEach(c => raw[c] = (total?counts[c]\/total:0)*scale);\r\n  let sum=0; CHAPTERS.forEach(c=>sum+=raw[c]);\r\n  if(!(sum>0)){ CHAPTERS.forEach(c=>{ raw[c]= total?counts[c]\/total:0; source[c]='derived'; }); sum=CHAPTERS.reduce((a,c)=>a+raw[c],0)||1; }\r\n  const weights={}; CHAPTERS.forEach(c=>weights[c]=raw[c]\/sum);\r\n  \/\/ keys you rated that never found a chapter in the bank\r\n  const unmatched = Object.keys(IMP_INDEX.idx).filter(k=>!matched.has(k)).map(k=>IMP_INDEX.used[k]);\r\n  return {weights, raw, source, counts, total, derived, unstocked:unmatched,\r\n          rated: CHAPTERS.some(c=>source[c]==='rated')};\r\n})();\r\nconst weightOf = c => W.weights[c] || 0;\r\nconst pctLabel = x => { const v=(x||0)*100; if(!(v>0)) return '0%';\r\n  return (v<10 ? Math.round(v*10)\/10 : Math.round(v)) + '%'; };\r\n\r\n\/* every phrase that could over-claim lives here, in one place *\/\r\nconst WT = W.rated;                       \/\/ is any chapter rated by hand?\r\nconst T = {\r\n  chipUnit  : ' importance',\r\n  onScreen  : WT ? 'Importance on screen' : 'Share on screen',\r\n  colWeight : 'Importance',\r\n  covered   : WT ? 'Weighted coverage'    : 'Bank covered',\r\n  projected : 'Projected score',\r\n  leakHead  : 'Where you are losing the most',\r\n  leakUnit  : 'points \/100',\r\n  leakWord  : 'points',\r\n  readyDef  : WT ? 'Readiness = \u03a3 (importance \u00d7 mastery)' : 'Readiness = \u03a3 (share of the bank \u00d7 mastery)',\r\n  paperOut  : 'you would score around'\r\n};\r\n\/\/ \"rated 15% importance\" where you have rated it; nothing where you have not\r\nconst impPhrase = r => W.source[r.chapter]==='rated'\r\n  ? 'rated <b>'+pctLabel(r.weight)+'<\/b> importance' : '';\r\n\r\n\/* =====================================================================\r\n   6. PROGRESS (localStorage, one record per quizId)\r\n   ===================================================================== *\/\r\nconst SCHEMA = 1;\r\nconst KEY = 'pe_chapterdrill_' + CFG.quizId;\r\nfunction blank(){ return { schema:SCHEMA, stats:{}, weak:[], flags:[], log:[], queue:[], queueLabel:'', queueKind:'', lastUid:null }; }\r\nlet P = (function(){\r\n  const p = blank();\r\n  try{\r\n    const s = localStorage.getItem(KEY);\r\n    if(s){ const j=JSON.parse(s);\r\n      if(j && j.schema===SCHEMA) Object.assign(p, j);\r\n      else if(j) console.warn('[storage] older schema found; starting fresh.');\r\n    }\r\n  }catch(e){ console.warn('progress load failed', e); }\r\n  ['weak','flags','log','queue'].forEach(k=>{ if(!Array.isArray(p[k])) p[k]=[]; });\r\n  if(!p.stats) p.stats={};\r\n  return p;\r\n})();\r\nlet storageWarned=false;\r\nfunction save(){\r\n  try{\r\n    if(P.log.length>400) P.log = P.log.slice(-400);\r\n    localStorage.setItem(KEY, JSON.stringify(P));\r\n  }catch(e){\r\n    try{ P.log = P.log.slice(-80); localStorage.setItem(KEY, JSON.stringify(P)); }\r\n    catch(e2){ if(!storageWarned){ storageWarned=true; toast('Your browser is blocking saved progress \u2014 this sitting will not be remembered'); } }\r\n  }\r\n}\r\nfunction stat(u){ if(!P.stats[u]) P.stats[u]={correct:0,incorrect:0,last:null,lastOk:null}; return P.stats[u]; }\r\nconst flags = new Set(P.flags);\r\nconst weak  = new Set(P.weak);\r\n\r\n\/* =====================================================================\r\n   7. SESSION STATE\r\n   ===================================================================== *\/\r\nconst S = { tab:'quiz', filter:'all', chapter:null, i:0, pick:null, nudge:false,\r\n            query:'', unattempted:false, ans:{}, order:[] };\r\n\r\n\/* =====================================================================\r\n   8. FORMAT + TRAIT MODEL\r\n   SHAPE  = how the question is built (one per question)\r\n   TRAIT  = what it turns on (a question may carry several)\r\n   A shape gap is a reading habit; a trait gap is recall. Same number,\r\n   opposite remedy \u2014 so they are reported separately.\r\n   ===================================================================== *\/\r\nconst SHAPES = [\r\n  { key:'match',  label:'Match the following (List-I \/ List-II)',\r\n    test:q => \/list\\s*-?\\s*i\\b\/i.test(q.question) },\r\n  { key:'multi',  label:'Multi-statement \/ how many are correct',\r\n    test:q => q.question.split(\/<br\\s*\\\/?>|\\n\/).filter(x=>\/^\\s*\\d+[.)]\/.test(x)).length>=2 },\r\n  { key:'direct', label:'Explanation', test:()=>true }  \/\/ catch-all\r\n];\r\nconst TRAITS = [\r\n  { key:'cite',      label:'Para, rule, article or article-number recall',\r\n    test:q => \/\\b(para|paragraph|rule|article|section|appendix|schedule|clause)\\s*[-\u2013]?\\s*\\d\/i.test(q.question+' '+q.options.join(' ')) },\r\n  { key:'period',    label:'Time limits and periods',\r\n    test:q => \/\\b\\d+\\s*(day|week|month|year|hour)s?\\b|\\b(one|two|three|four|five|six|seven|ten|fourteen|fifteen|twenty|twenty-five|thirty|forty-five|sixty|ninety)[\\s-](day|week|month|year)s?\\b\/i.test(q.options.join(' ')) },\r\n  { key:'money',     label:'Numbers, monetary limits and percentages',\r\n    test:q => \/\u20b9|\\bRs\\.?\\s*\\d|\\blakhs?\\b|\\bcrores?\\b|per\\s*cent|%|\\bone-(third|fourth|half|tenth)\\b\/i.test(q.options.join(' ')) },\r\n  { key:'authority', label:'Competent authority \/ level \/ who does what',\r\n    test:q => \/\\bwho\\b|\\bby whom\\b|\\bauthority\\b|\\brank of\\b|\\blevel of\\b|\\bnot below\\b|addressed to|shall be (signed|issued|approved|maintained|prepared|submitted)\/i.test(q.question+' '+q.options.join(' ')) },\r\n  { key:'negative',  label:'Negatively phrased (\u201cNOT correct\u201d, \u201cexcept\u201d)',\r\n    test:q => \/\\bnot correct\\b|\\bis incorrect\\b|\\bare not correct\\b|\\bexcept\\b|\\bdoes not\\b|\\bcannot\\b|\\bnot required\\b|\\bneed not\\b|\\bis\\\/are not\\b\/i.test(q.question) }\r\n];\r\nconst _shape = {};\r\nfunction shapeOf(q){ const u=uid(q); return _shape[u] || (_shape[u] = SHAPES.find(s=>s.test(q)) || SHAPES[SHAPES.length-1]); }\r\n\r\n\/* =====================================================================\r\n   9. MODELS\r\n   ===================================================================== *\/\r\nfunction smoothed(c,i){ const k=CFG.priorStrength, p0=CFG.priorAccuracy; return (c + k*p0)\/(c + i + k); }\r\nfunction expectedRate(c,i,coverage){ return smoothed(c,i)*coverage + CFG.priorAccuracy*(1-coverage); }\r\nfunction recall(st){\r\n  if(!st || !st.last || st.correct<2) return null;\r\n  const R=CFG.retention, reps=Math.max(1, st.correct - st.incorrect);\r\n  const stability = R.baseDays * Math.pow(R.growth, reps-1);\r\n  return Math.exp(-((Date.now()-st.last)\/86400000)\/stability);\r\n}\r\nfunction retentionIndex(){\r\n  let s=0,n=0; QS.forEach(q=>{ const r=recall(P.stats[uid(q)]); if(r!==null){s+=r;n++;} });\r\n  return n ? Math.round(s\/n*100) : null;\r\n}\r\nfunction chapterRows(){\r\n  return CHAPTERS.map(c=>{\r\n    const qs=inCh(c), n=qs.length;\r\n    let att=0, ok=0, bad=0, mastSum=0;\r\n    qs.forEach(q=>{ const s=P.stats[uid(q)];\r\n      if(s && (s.correct+s.incorrect)>0){ att++; ok+=s.correct; bad+=s.incorrect; }\r\n      mastSum += s ? Math.min(s.correct\/CFG.masteryThreshold,1) : 0; });\r\n    const acc = (ok+bad) ? ok\/(ok+bad) : null;\r\n    const weight = weightOf(c), coverage = n?att\/n:0, mastery = n?mastSum\/n:0;\r\n    const expected = expectedRate(ok,bad,coverage);\r\n    const leak = weight*(1-expected);\r\n    const difficulty = acc===null ? 1 : (1.4 - 0.6*acc);\r\n    return { chapter:c, count:n, weight, source:W.source[c], att, ok, bad,\r\n             coverage, acc, mastery, expected, leak,\r\n             priority: weight*(1-mastery)*difficulty };\r\n  }).sort((a,b)=>b.weight-a.weight);\r\n}\r\nfunction readiness(){\r\n  const rows=chapterRows();\r\n  return {\r\n    score     : Math.round(rows.reduce((a,r)=>a+r.weight*r.mastery,0)*100),\r\n    projected : Math.round(rows.reduce((a,r)=>a+r.weight*r.expected,0)*100),\r\n    covered   : Math.round(rows.reduce((a,r)=>a+r.weight*r.coverage,0)*100),\r\n    touched   : Object.values(P.stats).some(s=>(s.correct+s.incorrect)>0),\r\n    rows\r\n  };\r\n}\r\nfunction masteredCount(){ return QS.filter(q=>{ const s=P.stats[uid(q)]; return s && s.correct>=CFG.masteryThreshold; }).length; }\r\nfunction formatRows(){\r\n  const acc={};\r\n  const ensure=(k,l,kind)=> acc[k] || (acc[k]={key:k,label:l,kind:kind,ok:0,bad:0,total:0,seen:0});\r\n  SHAPES.forEach(s=>ensure(s.key,s.label,'shape'));\r\n  TRAITS.forEach(t=>ensure(t.key,t.label,'trait'));\r\n  QS.forEach(q=>{\r\n    const s=P.stats[uid(q)], buckets=[acc[shapeOf(q).key]];\r\n    TRAITS.forEach(t=>{ if(t.test(q)) buckets.push(acc[t.key]); });\r\n    buckets.forEach(r=>{ r.total++; if(s && (s.correct+s.incorrect)>0){ r.seen++; r.ok+=s.correct; r.bad+=s.incorrect; } });\r\n  });\r\n  return Object.values(acc).map(r=>{ const n=r.ok+r.bad; r.attempts=n; r.acc = n? r.ok\/n : null; return r; })\r\n    .filter(r=>r.total>0);\r\n}\r\nfunction dueForRevision(){\r\n  const risk=CFG.retention.riskBelow;\r\n  return QS.map(q=>{\r\n    const st=P.stats[uid(q)], r=recall(st);\r\n    if(r===null || r>=risk) return null;\r\n    return { q, recall:r, days:Math.floor((Date.now()-st.last)\/86400000), urgency: weightOf(q.chapter)*(1-r) };\r\n  }).filter(Boolean).sort((a,b)=>b.urgency-a.urgency);\r\n}\r\n\r\n\/* =====================================================================\r\n   10. SESSION PLANNER\r\n   Focused set \u2014 chapter time in proportion to the marks leaking out.\r\n   Mock paper  \u2014 ignores your history, mirrors the shape of the bank.\r\n   ===================================================================== *\/\r\nfunction gain(q){\r\n  const u=uid(q), st=P.stats[u], c=st?st.correct:0, i=st?st.incorrect:0;\r\n  const deficit = 1 - Math.min(c\/CFG.masteryThreshold, 1);\r\n  let urgency = 1 + 0.15*deficit;\r\n  if(weak.has(u)) urgency += 0.60;\r\n  const r = recall(st);\r\n  if(r!==null && r<CFG.retention.riskBelow) urgency += (1-r);\r\n  if(c+i===0) urgency += 0.15;\r\n  return weightOf(q.chapter)*(deficit+0.12)*urgency;\r\n}\r\nfunction allocate(rows,n,shareOf){\r\n  const total = rows.reduce((a,r)=>a+Math.max(0,shareOf(r)),0);\r\n  if(!(total>0)) return rows.map(r=>({r,slots:0}));\r\n  const out = rows.map(r=>{ const exact=n*Math.max(0,shareOf(r))\/total;\r\n    return {r, exact, slots:Math.min(Math.floor(exact), r.count)}; });\r\n  let left = n - out.reduce((a,x)=>a+x.slots,0);\r\n  out.slice().sort((a,b)=>(b.exact-b.slots)-(a.exact-a.slots))\r\n     .forEach(x=>{ if(left>0 && x.slots<x.r.count){ x.slots++; left--; } });\r\n  if(left>0) out.slice().sort((a,b)=>shareOf(b.r)-shareOf(a.r))\r\n     .forEach(x=>{ while(left>0 && x.slots<x.r.count){ x.slots++; left--; } });\r\n  return out;\r\n}\r\n\/* Fisher\u2013Yates, so the order of a sitting is never the order of the bank *\/\r\nfunction shuffle(a){\r\n  for(let i=a.length-1;i>0;i--){ const j=Math.floor(Math.random()*(i+1)); [a[i],a[j]]=[a[j],a[i]]; }\r\n  return a;\r\n}\r\n\/* Weighted sampling without replacement: a high score makes a question\r\n   likely, never certain. Two sittings built back to back therefore share\r\n   only part of their content instead of being identical. *\/\r\nfunction sampleWeighted(pool, n, scoreFn){\r\n  const items = pool.map(q=>({q, w:Math.max(scoreFn(q), 1e-9)}));\r\n  const out=[];\r\n  n = Math.min(n, items.length);\r\n  for(let k=0;k<n;k++){\r\n    let total=0; items.forEach(x=>total+=x.w);\r\n    let r=Math.random()*total, hit=items.length-1;\r\n    for(let i=0;i<items.length;i++){ r-=items[i].w; if(r<=0){ hit=i; break; } }\r\n    out.push(items[hit].q);\r\n    items.splice(hit,1);\r\n  }\r\n  return out;\r\n}\r\nfunction buildSession(kind){\r\n  const rows = chapterRows().filter(r=>r.count>0);\r\n  if(!rows.length) return 0;\r\n  const n = Math.min(kind==='mock'?CFG.mockSize:CFG.sessionSize, QS.length);\r\n  const alloc = allocate(rows, n, kind==='mock' ? (r=>r.weight) : (r=>r.leak));\r\n\r\n  \/\/ whatever you were given last time is pushed down, not banned\r\n  const last = new Set(P.queue||[]);\r\n  const fresh = u => last.has(u) ? 0.3 : 1;\r\n\r\n  const picked=[];\r\n  alloc.forEach(({r,slots})=>{\r\n    if(!slots) return;\r\n    const pool = inCh(r.chapter).slice();\r\n    if(kind==='mock'){\r\n      \/\/ the mock ignores how well you know a question and simply spreads\r\n      \/\/ itself over the bank, favouring what you have seen least\r\n      picked.push(...sampleWeighted(pool, slots, q=>{\r\n        const st=P.stats[uid(q)], seen=st?(st.correct+st.incorrect):0;\r\n        const stale=(st&&st.last) ? Math.min((Date.now()-st.last)\/(86400000*30),1) : 1;\r\n        return (1\/(1+seen*1.6) + 0.35*stale) * fresh(uid(q));\r\n      }));\r\n    } else {\r\n      picked.push(...sampleWeighted(pool, slots, q=>gain(q)*fresh(uid(q))));\r\n    }\r\n  });\r\n  shuffle(picked);\r\n  P.queue = picked.map(uid);\r\n  P.queueLabel = kind==='mock' ? 'Mock paper' : 'Focused set';\r\n  P.queueKind = kind;\r\n  save();\r\n  return picked.length;\r\n}\r\nfunction startSession(kind){\r\n  const had = (P.queue||[]).length;\r\n  const n = buildSession(kind);\r\n  if(!n){ toast('Nothing to build a session from yet'); return; }\r\n  setTab('quiz'); setFilter('session');\r\n  S.ans = {};                                   \/\/ a new sitting starts clean\r\n  toast(P.queueLabel+' ready \u2014 '+n+' fresh questions'+(had?' (previous set replaced)':''), true);\r\n}\r\n\r\n\/* =====================================================================\r\n   11. POOL \/ FILTERS\r\n   ===================================================================== *\/\r\nfunction pool(){\r\n  let p = QS.slice();\r\n  if(S.filter==='chapter' && S.chapter) p = inCh(S.chapter).slice();\r\n  if(S.filter==='weak')    p = p.filter(q=>weak.has(uid(q)));\r\n  if(S.filter==='flagged') p = p.filter(q=>flags.has(uid(q)));\r\n  if(S.filter==='session') p = (P.queue||[]).map(u=>BY_UID.get(u)).filter(Boolean);\r\n  if(S.query){ const t=S.query.toLowerCase();\r\n    p = p.filter(q=>(q.question+' '+q.options.join(' ')+' '+q.explanation).toLowerCase().includes(t)); }\r\n  if(S.unattempted) p = p.filter(q=>S.ans[uid(q)]==null);\r\n  return p;\r\n}\r\nfunction refreshWeak(){\r\n  weak.clear();\r\n  QS.forEach(q=>{ const s=P.stats[uid(q)];\r\n    if(s && s.incorrect>=CFG.weakThreshold && s.correct<CFG.masteryThreshold) weak.add(uid(q)); });\r\n  P.weak=[...weak];\r\n}\r\nrefreshWeak();\r\n\r\n\/* =====================================================================\r\n   12. STEM RENDERING (statements + List-I \/ List-II)\r\n   ===================================================================== *\/\r\nconst cleanStem = t => String(t).replace(\/^\\s*(?:Q|Question)\\s*\\.?\\s*\\d+\\s*[.):\\-]\\s*\/i,'').trim();\r\nconst QN = '<span class=\"qno\">Q.<\/span>';   \/\/ the marker printed before every stem\r\nfunction buildStem(raw){\r\n  const lines = raw.split(\/<br\\s*\\\/?>|\\n\/).map(s=>s.trim()).filter(Boolean);\r\n  const plain = s => s.replace(\/<\\\/?b>\/g,'').trim();\r\n  const isMatch = lines.some(l=>\/^List\\s*[-\u2013\u2014]?\\s*I\\b\/i.test(plain(l)));\r\n  const numbered = lines.filter(l=>\/^\\d+[.)]\\s\/.test(plain(l)));\r\n  if(isMatch) return matchCard(lines, plain);\r\n  if(numbered.length>=2) return stmtCard(lines, plain);\r\n  return plainCard(lines);\r\n}\r\n\/* a single-statement question gets the same sheet as the other two, so\r\n   every question on the page reads the same way *\/\r\nfunction plainCard(lines){\r\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\r\n    + lines.map((l,i)=>'<p class=\"'+(i===0?'lead':'close')+'\">'+(i===0?QN:'')+l+'<\/p>').join('')\r\n    + '<\/div><\/div>';\r\n}\r\nfunction stmtCard(lines, plain){\r\n  const isN = l => \/^\\d+[.)]\\s\/.test(plain(l));\r\n  const first = lines.findIndex(isN);\r\n  let last=-1; lines.forEach((l,i)=>{ if(isN(l)) last=i; });\r\n  const head = lines.slice(0,first), tail = lines.slice(last+1);\r\n  const items = lines.slice(first,last+1).filter(isN).map(l=>plain(l).replace(\/^\\d+[.)]\\s*\/,''));\r\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\r\n    + head.map((l,i)=>'<p class=\"'+(i===0?'lead':'intro')+'\">'+(i===0?QN:'')+l+'<\/p>').join('')\r\n    + '<ol class=\"stmts\">'+items.map(t=>'<li><span>'+t+'<\/span><\/li>').join('')+'<\/ol>'\r\n    + tail.map(l=>'<p class=\"close\">'+l+'<\/p>').join('')\r\n    + '<\/div><\/div>';\r\n}\r\n\/* Match-the-following comes in every shape: one item per line, or the\r\n   whole list run together on a single line separated by semicolons or\r\n   commas, or nothing at all between items. All three are split here so\r\n   the two columns always come out as proper rows. *\/\r\nfunction splitItems(body, kind){\r\n  const lab = kind==='alpha' ? '[A-Fa-f]' : '\\\\d{1,2}';\r\n  const mk  = re => new RegExp(re.replace('LAB', lab), 'g');\r\n  let parts = body.split(mk('\\\\s*[;\\\\n]\\\\s*(?=LAB\\\\s*[.):]\\\\s)'));\r\n  if(parts.length < 2) parts = body.split(mk('\\\\s*,\\\\s*(?=LAB\\\\s*[.):]\\\\s)'));\r\n  if(parts.length < 2) parts = body.split(mk('(?<=\\\\S)\\\\s+(?=LAB\\\\s*[.)]\\\\s)'));\r\n  const re = new RegExp('^\\\\s*('+lab+')\\\\s*[.):]\\\\s*(.+?)\\\\s*[;,.]?\\\\s*$');\r\n  return parts.map(p=>{ const m=String(p).match(re);\r\n    return m ? {k:m[1].toUpperCase(), v:m[2]} : null; }).filter(Boolean);\r\n}\r\nfunction matchCard(lines, plain){\r\n  \/\/ keep line breaks, normalise only runs of spaces\r\n  const text = lines.map(plain).join('\\n').replace(\/[ \\t]+\/g,' ').trim();\r\n\r\n  \/* The opening line almost always names both lists \u2014 \"Match List-I with\r\n     List-II and select\u2026\" \u2014 so the first occurrence of each is the wrong\r\n     one. Take the last List-I that actually has items after it, and the\r\n     first List-II following that. *\/\r\n  const at = re => [...text.matchAll(re)].map(m=>m.index);\r\n  const posI  = at(\/List\\s*[-\u2013\u2014]?\\s*I\\b\/gi);\r\n  const posII = at(\/List\\s*[-\u2013\u2014]?\\s*II\\b\/gi);\r\n  const hasItems = (str,kind) =>\r\n    (kind==='alpha' ? \/[A-F]\\s*[.):]\\s\/ : \/\\d{1,2}\\s*[.):]\\s\/).test(str);\r\n  let iI=-1, iII=-1;\r\n  for(let k=posI.length-1;k>=0 && iI<0;k--){\r\n    const ii = posII.find(x=>x>posI[k]);\r\n    if(ii===undefined) continue;\r\n    if(hasItems(text.slice(posI[k],ii),'alpha') && hasItems(text.slice(ii),'num')){ iI=posI[k]; iII=ii; }\r\n  }\r\n  if(iI<0 || iII<0) return plainCard(lines);\r\n\r\n  const head  = text.slice(0, iI).trim();\r\n  let segI    = text.slice(iI, iII).trim();\r\n  let segII   = text.slice(iII).trim();\r\n\r\n  \/\/ anything after the lists \u2014 \"Code :\", \"Select the correct answer\u2026\"\r\n  let tail = '';\r\n  const t = segII.match(\/(?:\\n|\\s)(Code\\s*[:.]?\\s*$|(?:Select|Choose)\\b[\\s\\S]*$)\/i);\r\n  if(t){ tail = t[1].trim(); segII = segII.slice(0, t.index).trim(); }\r\n\r\n  \/\/ column captions: \"List-I (Purpose of Leave) :\"\r\n  const capRe = \/^List\\s*[-\u2013\u2014]?\\s*I{1,2}\\b\\s*(\\([^)]*\\))?\\s*[:.]?\\s*\/i;\r\n  const hI  = segI.match(capRe),  hII = segII.match(capRe);\r\n  const capI  = hI  ? hI[0].replace(\/[\\s:.]+$\/,'')  : 'List-I';\r\n  const capII = hII ? hII[0].replace(\/[\\s:.]+$\/,'') : 'List-II';\r\n  const rowsI  = splitItems(hI  ? segI.slice(hI[0].length)  : segI,  'alpha');\r\n  const rowsII = splitItems(hII ? segII.slice(hII[0].length): segII, 'num');\r\n  if(!rowsI.length || !rowsII.length) return plainCard(lines);\r\n\r\n  const cell = x => '<li><b>'+x.k+'.<\/b><span>'+x.v+'<\/span><\/li>';\r\n  const headLines = head ? head.split('\\n').filter(Boolean) : [];\r\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\r\n    + (headLines.length\r\n        ? headLines.map((l,i)=>'<p class=\"'+(i===0?'lead':'intro')+'\">'+(i===0?QN:'')+l+'<\/p>').join('')\r\n        : '<p class=\"lead\">'+QN+'Match List-I with List-II and select the correct answer using the code given below the Lists:<\/p>')\r\n    + '<div class=\"lists\">'\r\n      + '<div class=\"lcol\"><h5>'+capI+'<\/h5><ul>'+rowsI.map(cell).join('')+'<\/ul><\/div>'\r\n      + '<div class=\"lcol\"><h5>'+capII+'<\/h5><ul>'+rowsII.map(cell).join('')+'<\/ul><\/div>'\r\n    + '<\/div>'\r\n    + '<p class=\"close\">'+(tail || 'Select the correct answer using the code given below:')+'<\/p>'\r\n    + '<\/div><\/div>';\r\n}\r\n\r\n\/* =====================================================================\r\n   13. UI HELPERS\r\n   ===================================================================== *\/\r\nconst $ = id => document.getElementById(id);\r\nlet toastTimer=null;\r\nfunction toast(msg, ok){\r\n  const t=$('toast'); t.innerHTML=msg; t.className='toast show'+(ok?' ok':'');\r\n  clearTimeout(toastTimer); toastTimer=setTimeout(()=>t.className='toast',3000);\r\n}\r\nconst SRC_ON = !!(CFG.sourceUrl && CFG.sourceUrl.trim());\r\nconst stripHtml = s => String(s).replace(\/<[^>]+>\/g,'').replace(\/\\s+\/g,' ').trim();\r\nconst preview = (q,n) => { const t=stripHtml(q.question); return t.length>n ? t.slice(0,n)+'\u2026' : t; };\r\nfunction stars(u){\r\n  const s=P.stats[u]; if(!s || (s.correct+s.incorrect)===0) return null;\r\n  return { filled: Math.min(s.correct, CFG.masteryThreshold), c:s.correct, i:s.incorrect };\r\n}\r\n\r\n\/* =====================================================================\r\n   14. RENDER \u2014 PRACTICE\r\n   ===================================================================== *\/\r\nfunction renderCtx(){\r\n  const panel=$('chapPanel');\r\n  const on = S.filter==='chapter';\r\n  panel.classList.toggle('hide', !on);\r\n  if(!on) return;\r\n  const rows = chapterRows().filter(r=>r.count>0).sort(byChapterOrder);\r\n  if(!S.chapter || !rows.some(r=>r.chapter===S.chapter)) S.chapter = rows[0] ? rows[0].chapter : null;\r\n  $('chapList').innerHTML = rows.map((r,n)=>{\r\n    const sel = r.chapter===S.chapter;\r\n    const mastered = inCh(r.chapter).filter(q=>{ const s=P.stats[uid(q)]; return s && s.correct>=CFG.masteryThreshold; }).length;\r\n    const title = r.chapter+' \u00b7 '+r.count+' question'+(r.count===1?'':'s')+' \u00b7 '\r\n                + Math.round(r.coverage*100)+'% seen'+(mastered?' \u00b7 '+mastered+' mastered':'');\r\n    return '<button class=\"chapchip\" aria-pressed=\"'+sel+'\" data-ch=\"'+encodeURIComponent(r.chapter)+'\" title=\"'+title+'\">'\r\n      + '<span class=\"no\">'+(n+1)+'<\/span>'\r\n      + '<span class=\"cn\">'+titleCase(r.chapter)+'<\/span>'\r\n\r\n      + (mastered===r.count ? '<span class=\"done\">\u2713<\/span>' : '')\r\n      + '<span class=\"cc\">'+r.count+'<\/span><\/button>';\r\n  }).join('');\r\n  const r = rows.find(x=>x.chapter===S.chapter);\r\n  $('ctxMeta').textContent = r\r\n    ? Math.round(r.coverage*100)+'% seen \u00b7 '+(r.acc===null?'not attempted':Math.round(r.acc*100)+'% accurate')\r\n    : '';\r\n}\r\nfunction render(){\r\n  renderCtx();\r\n  const p = pool();\r\n  const ec = $('emptyCard');\r\n  if(!p.length){\r\n    $('qCard').classList.add('hide'); ec.classList.remove('hide');\r\n    $('emptyBody').innerHTML =\r\n      S.query    ? '<b>No match for \u201c'+S.query+'\u201d<\/b>Try a rule or paragraph number, or a phrase like \u201cpart file\u201d.' :\r\n      S.filter==='weak'    ? '<b>No weak areas yet<\/b>Anything you answer wrong lands here until you have it right '+CFG.masteryThreshold+' times.' :\r\n      S.filter==='flagged' ? '<b>Nothing flagged yet<\/b>Press <b style=\"display:inline\">Flag for review<\/b> under any question and it collects here.' :\r\n      S.filter==='session' ? '<b>No session built yet<\/b>Open My Performance and build a Focused set or a Mock paper.' :\r\n      S.unattempted        ? '<b>You have attempted everything here<\/b>Turn off \u201cUnattempted only\u201d to revise what you have done.' :\r\n                             '<b>No questions in this selection<\/b>Clear the search or pick another chapter.';\r\n    renderNav(p); rail(p); return;\r\n  }\r\n  ec.classList.add('hide'); $('qCard').classList.remove('hide');\r\n  if(S.i>=p.length) S.i=0; if(S.i<0) S.i=p.length-1;\r\n\r\n  const q=p[S.i], u=uid(q), given=S.ans[u];\r\n  $('qCount').textContent = 'Question '+(S.i+1)+' of '+p.length;\r\n  $('qChap').textContent  = chBrief(q.chapter);\r\n  const tags=[];\r\n  if(weak.has(u))  tags.push('<span class=\"qtag weak\">\u26a0\ufe0f Weak<\/span>');\r\n  if(flags.has(u)) tags.push('<span class=\"qtag flag\">\ud83d\udd16 Flagged<\/span>');\r\n  const sMast=P.stats[u];\r\n  if(sMast && sMast.correct>=CFG.masteryThreshold) tags.push('<span class=\"qtag done\">\u2713 Mastered<\/span>');\r\n  $('qTags').innerHTML = tags.join('');\r\n  const st = stars(u), badge=$('qMastery');\r\n  if(!st){ badge.textContent='Not seen yet'; badge.className='badge-m'; }\r\n  else {\r\n    const done = st.c>=CFG.masteryThreshold;\r\n    badge.textContent = '\u2605'.repeat(st.filled)+'\u2606'.repeat(Math.max(0,CFG.masteryThreshold-st.filled))+'  '+st.c+'\u2713 '+st.i+'\u2717';\r\n    badge.className = 'badge-m'+(weak.has(u)&&!done?' weak':'');\r\n  }\r\n  $('qStem').outerHTML = buildStem(cleanStem(q.question));\r\n\r\n  const box=$('qOpts'); box.innerHTML='';\r\n  q.options.forEach((o,k)=>{\r\n    const b=document.createElement('button');\r\n    b.className='opt';\r\n    b.innerHTML='<span class=\"key\">('+L[k].toLowerCase()+')<\/span><span class=\"txt\">'+o+'<\/span>';\r\n    if(given!=null){\r\n      b.disabled=true;\r\n      if(k===q.correct){ b.classList.add('right'); b.insertAdjacentHTML('beforeend','<span class=\"mark r\">Correct<\/span>'); }\r\n      else if(k===given){ b.classList.add('wrong'); b.insertAdjacentHTML('beforeend','<span class=\"mark w\">Your answer<\/span>'); }\r\n    } else if(S.pick===k) b.classList.add('sel');\r\n    b.onclick=()=>{ if(given!=null) return; S.pick=k; S.nudge=false; render(); };\r\n    box.appendChild(b);\r\n  });\r\n\r\n  const bc=$('btnCheck');\r\n  bc.disabled = given!=null;\r\n  bc.textContent = given!=null ? 'Answered \u2713' : 'Check answer';\r\n  $('pickHint').classList.toggle('hide', !(given==null && S.pick==null && S.nudge));\r\n  const on = flags.has(u);\r\n  $('btnFlag').setAttribute('aria-pressed', on);\r\n  $('flagIco').textContent = on ? '\ud83d\udd16' : '\ud83c\udff3\ufe0f';\r\n  $('flagTxt').textContent = on ? 'Flagged' : 'Flag for review';\r\n\r\n  const res=$('result');\r\n  res.classList.toggle('hide', given==null);\r\n  if(given!=null){\r\n    const ok = given===q.correct, v=$('verdict');\r\n    v.className='verdict '+(ok?'r':'w');\r\n    v.innerHTML = ok ? '\u2713 Correct \u2014 '+L[q.correct]+' is right'\r\n                     : '\u2715 Not quite \u2014 the answer is '+L[q.correct];\r\n    $('explBody').innerHTML = q.explanation;\r\n  }\r\n  renderNav(p); rail(p);\r\n}\r\nlet navOpen=true;\r\nfunction renderNav(p){\r\n  const card=$('navCard');\r\n  if(!p.length){ card.classList.add('hide'); return; }\r\n  card.classList.remove('hide');\r\n  const done=p.filter(q=>S.ans[uid(q)]!=null).length;\r\n  $('navTitle').textContent = 'Navigator \u2014 '+done+' of '+p.length+' attempted';\r\n  const g=$('navGrid');\r\n  g.classList.toggle('hide', !navOpen);\r\n  $('navToggle').textContent = navOpen ? 'Hide' : 'Show';\r\n  if(!navOpen) return;\r\n  g.innerHTML='';\r\n  p.forEach((q,k)=>{\r\n    const u=uid(q), a=S.ans[u], s=P.stats[u];\r\n    const b=document.createElement('button');\r\n    b.className='nq'+(k===S.i?' cur':(a!=null?(a===q.correct?' r':' w'):''))\r\n              + (s && s.correct>=CFG.masteryThreshold ? ' mastered':'');\r\n    b.innerHTML=(k+1)+(flags.has(u)?'<span class=\"fl\">\ud83d\udd16<\/span>':'');\r\n    b.title = 'Q'+(k+1)+' \u00b7 '+chBrief(q.chapter)+(a!=null?(a===q.correct?' \u00b7 correct':' \u00b7 wrong'):'');\r\n    b.setAttribute('aria-label','Go to question '+(k+1));\r\n    b.onclick=()=>{ S.i=k; S.pick=null; render(); };\r\n    g.appendChild(b);\r\n  });\r\n}\r\nfunction rail(p){\r\n  const seen=Object.keys(S.ans).length;\r\n  const right=Object.entries(S.ans).filter(([u,a])=>BY_UID.get(u) && BY_UID.get(u).correct===a).length;\r\n  $('sPct').textContent = seen ? Math.round(right\/seen*100)+'%' : '\u2014';\r\n  $('sFrac').textContent = right+' of '+seen+' correct';\r\n  $('sBar').style.width = (seen?right\/seen*100:0)+'%';\r\n  $('sSeen').textContent = seen+' attempted';\r\n  $('sLeft').textContent = Math.max(0,p.length-S.i-1)+' left here';\r\n  const st=$('streak'); st.innerHTML='';\r\n  Object.entries(S.ans).slice(-10).forEach(([u,a])=>{\r\n    const q=BY_UID.get(u); if(!q) return;\r\n    const el=document.createElement('i'); el.className = q.correct===a?'r':'w'; st.appendChild(el);\r\n  });\r\n  const chs=[...new Set(p.map(q=>q.chapter))];\r\n  const w=chs.reduce((s,c)=>s+weightOf(c),0)*100;\r\n  $('wPct').textContent = w.toFixed(1)+'%';\r\n  $('wNote').textContent = p.length+' questions on screen, from '+chs.length+' '+(chs.length===1?'chapter':'chapters')+'. '\r\n    + (w>=35 ? 'That is a big slice in one sitting \u2014 worth clearing properly.' : 'Useful for topping up once the bigger chapters are secure.');\r\n  hdr();\r\n}\r\nfunction hdr(){\r\n  $('hQ').textContent = QS.length;\r\n  $('hCh').textContent = CHAPTERS.length;\r\n  $('hMastered').textContent = (QS.length ? Math.round(masteredCount()\/QS.length*100) : 0)+'%';\r\n  const r=readiness();\r\n  $('hReady').textContent = r.touched ? r.score+'%' : '\u2014';\r\n  $('fAll').textContent  = QS.length;\r\n  $('fWeak').textContent = weak.size;\r\n  $('fFlag').textContent = flags.size;\r\n  $('fSess').textContent = (P.queue||[]).length;\r\n  $('pillSession').classList.toggle('hide', !(P.queue||[]).length);\r\n  $('sessLabel').textContent = P.queueLabel || 'My session';\r\n  $('perfPill').classList.toggle('hide', weak.size<5);\r\n}\r\n\r\n\/* =====================================================================\r\n   15. RENDER \u2014 PERFORMANCE\r\n   ===================================================================== *\/\r\nfunction renderPerf(){\r\n  const body=$('perfBody');\r\n  const seen=Object.values(P.stats).filter(s=>(s.correct+s.incorrect)>0).length;\r\n  $('perfCount').textContent = seen+' questions attempted';\r\n\r\n  if(!QS.length){ body.innerHTML='<div class=\"empty\"><b>No questions loaded<\/b>Paste your bank into <code>chapterQuestions<\/code> and reload.<\/div>'; return; }\r\n  const R = readiness();\r\n  if(!R.touched){\r\n    body.innerHTML = '<div class=\"empty\"><b>Your coach is waiting for data<\/b>Answer a few questions in Practice. '\r\n      + 'The coach then scores your readiness against the weightage of each chapter, works out where marks are leaking, and builds the next sitting for you.<\/div>'\r\n      + plannerHTML(true);\r\n    bindPerf(); return;\r\n  }\r\n  const rows=R.rows, byPriority=[...rows].sort((a,b)=>b.priority-a.priority);\r\n  const allC=Object.values(P.stats).reduce((a,s)=>a+s.correct,0);\r\n  const allI=Object.values(P.stats).reduce((a,s)=>a+s.incorrect,0);\r\n  const accAll = (allC+allI) ? Math.round(allC\/(allC+allI)*100) : 0;\r\n  const recent = P.log.slice(-20);\r\n  const accRec = recent.length ? Math.round(recent.filter(x=>x.ok).length\/recent.length*100) : 0;\r\n  const trend = recent.length>=5 ? (accRec>accAll?' \u2197':(accRec<accAll?' \u2198':'')) : '';\r\n  const ret = retentionIndex();\r\n  const due = dueForRevision();\r\n  const band=(v,hi,mid)=> v>=hi?'var(--ok)': v>=mid?'#8A6206':'var(--bad)';\r\n\r\n  const verdict = R.score>=80 ? '<b>In good shape.<\/b> Hold it there with the revision queue and weak-area drills.'\r\n    : R.score>=60 ? '<b>Strong base.<\/b> Close the gaps in the biggest chapters below to cross 80.'\r\n    : R.score>=35 ? '<b>Building up.<\/b> Work the plan top-down \u2014 it is ordered by what will move this number fastest.'\r\n    : '<b>Early stage.<\/b> Start at the top of the plan; the biggest chapters move this number fastest.';\r\n\r\n  body.innerHTML =\r\n  '<div class=\"hero2\">'\r\n  + '<div class=\"ring-card\"><div class=\"ring\" role=\"img\" aria-label=\"Readiness '+R.score+' out of 100\">'\r\n    + '<svg width=\"150\" height=\"150\" aria-hidden=\"true\"><circle class=\"bg\" cx=\"75\" cy=\"75\" r=\"64\"><\/circle>'\r\n    + '<circle class=\"fg\" cx=\"75\" cy=\"75\" r=\"64\" stroke-dasharray=\"402\" stroke-dashoffset=\"'+(402-402*R.score\/100)+'\"><\/circle><\/svg>'\r\n    + '<div class=\"ring-txt\"><b>'+R.score+'<\/b><span>Readiness \/ 100<\/span><\/div><\/div>'\r\n    + '<div class=\"verdict2\">'+verdict+'<br><span style=\"font-size:11.6px;opacity:.85\">'+T.readyDef+' across '+CHAPTERS.length\r\n    + ' chapters. On today\\u2019s form '+T.paperOut+' <b>'+R.projected+'%<\/b>.<\/span><\/div><\/div>'\r\n  + '<div class=\"coach\"><h4>\ud83e\udded What to do next<\/h4><div id=\"recoList\"><\/div><\/div>'\r\n  + '<\/div>'\r\n\r\n  + plannerHTML(false)\r\n\r\n  + '<div class=\"kpis\">'\r\n    + kpi(R.projected+'%',T.projected, band(R.projected,65,45))\r\n    + kpi(R.covered+'%',T.covered, band(R.covered,70,40))\r\n    + kpi(ret===null?'\u2014':ret+'%','Retention now', ret===null?'var(--slate)':band(ret,75,55))\r\n    + kpi(accAll+'%','Lifetime accuracy', band(accAll,70,45))\r\n    + kpi(accRec+'%'+trend,'Last 20 attempts', band(accRec,70,45))\r\n    + kpi(masteredCount(),'Mastered ('+CFG.masteryThreshold+'\u2713)','var(--ok)')\r\n    + kpi(weak.size,'Weak questions','var(--bad)')\r\n    + kpi(flags.size,'Flagged','#8A6206')\r\n  + '<\/div>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>Chapter performance \u2014 priority first<\/h4>'\r\n    + '<p>Ordered by what will move your readiness fastest, not by chapter number.<\/p><\/div>'\r\n    + '<span class=\"pbtag\">'+rows.length+' chapters<\/span><\/div>'\r\n    + '<div class=\"tblwrap\" style=\"border:0;border-radius:0\"><table class=\"perf-t\"><thead><tr>'\r\n    + '<th>Chapter<\/th>'+(WT?'<th>'+T.colWeight+'<\/th>':'')+'<th>Coverage<\/th><th>Accuracy<\/th><th>Expected<\/th><th>Status<\/th><th><\/th>'\r\n    + '<\/tr><\/thead><tbody>'\r\n    + byPriority.map(r=>{\r\n        const a = r.acc===null?null:Math.round(r.acc*100);\r\n        const tag = r.count===0 ? '<span class=\"tag na\">No questions<\/span>'\r\n          : r.acc===null ? '<span class=\"tag na\">Not started<\/span>'\r\n          : a<45 ? '<span class=\"tag hot\">Critical<\/span>'\r\n          : a<65 ? '<span class=\"tag warm\">Needs work<\/span>'\r\n          : a<85 ? '<span class=\"tag ok\">On track<\/span>'\r\n                 : '<span class=\"tag good\">Strong<\/span>';\r\n        const bar = a===null ? '\u2014'\r\n          : '<div class=\"tbar\"><i style=\"width:'+a+'%;background:'+(a<45?'var(--bad)':a<65?'var(--gold)':'var(--ok)')+'\"><\/i><\/div><span style=\"font-size:11.5px;font-weight:700\">'+a+'%<\/span>';\r\n        const wcell = WT\r\n          ? '<td><b style=\"color:#8A6206;font-size:15px\">'+pctLabel(r.weight)+'<\/b>'\r\n            + '<span class=\"sub\">'+(r.source==='rated'?'you rated this':'not rated yet')+'<\/span><\/td>'\r\n          : '';\r\n        return '<tr><td title=\"'+r.chapter+'\">'+chBrief(r.chapter)\r\n          + '<span class=\"sub\">'+r.count+' question'+(r.count===1?'':'s')+'<\/span><\/td>'\r\n          + wcell\r\n          + '<td>'+r.att+'\/'+r.count+'<span class=\"sub\">'+Math.round(r.coverage*100)+'% seen<\/span><\/td>'\r\n          + '<td>'+bar+'<\/td>'\r\n          + '<td><b>'+Math.round(r.expected*100)+'%<\/b><span class=\"sub\">\u2248 '+(r.leak*100).toFixed(1)+' '+T.leakWord+' lost<\/span><\/td>'\r\n          + '<td>'+tag+'<\/td>'\r\n          + '<td><button class=\"mini-go\" data-goch=\"'+encodeURIComponent(r.chapter)+'\">Drill<\/button><\/td><\/tr>';\r\n      }).join('')\r\n    + '<\/tbody><\/table><\/div><\/section>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>'+T.leakHead+'<\/h4>'\r\n    + '<p id=\"leakNote\"><\/p><\/div>'\r\n    + '<span class=\"pbtag\">'+rows.filter(r=>r.count>0).length+' chapters<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"leakBars\"><\/div><\/section>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>How you handle each kind of question<\/h4>'\r\n    + '<p id=\"fmtNote\"><\/p><\/div>'\r\n    + '<span class=\"pbtag\">Format analysis<\/span><\/div>'\r\n    + '<div class=\"subhead\"><h5>How the question is built<\/h5><span>one shape per question<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"shapeBars\"><\/div>'\r\n    + '<div class=\"subhead\"><h5>What the question turns on<\/h5><span>a question can sit in more than one \u2014 a time limit asked as a multi-statement code counts on both<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"traitBars\"><\/div><\/section>'\r\n\r\n  + '<div class=\"split\">'\r\n    + '<div class=\"panel\"><h4 class=\"ph\">Revision queue \u2014 what is fading fastest<\/h4><div id=\"revQ\"><\/div><\/div>'\r\n    + '<div class=\"panel\"><h4 class=\"ph\">Mastery distribution<\/h4><div id=\"mastDist\"><\/div><\/div>'\r\n  + '<\/div>'\r\n\r\n  + '<div class=\"danger\"><p><b>Danger zone.<\/b> This permanently erases your lifetime performance for this subject \u2014 mastery, weak areas, flags, accuracy history and the readiness score. Reset session on the Practice tab does <b>not<\/b> touch this.<\/p>'\r\n    + '<button class=\"dbtn\" id=\"btnWipe\">\ud83d\uddd1\ufe0f Reset my performance<\/button><\/div>';\r\n\r\n  renderRecos(byPriority, rows, due);\r\n  renderLeaks(rows);\r\n  renderFormats();\r\n  renderRevision(due);\r\n  renderMastery();\r\n  bindPerf();\r\n}\r\nfunction kpi(v,l,color){ return '<div class=\"kpi\"><b style=\"color:'+color+'\">'+v+'<\/b><span>'+l+'<\/span><\/div>'; }\r\nfunction plannerHTML(empty){\r\n  const rows=chapterRows().filter(r=>r.count>0).sort((a,b)=>b.leak-a.leak).slice(0,2).map(r=>chShort(r.chapter));\r\n  return '<div class=\"planner\"><div><h4>Plan the next sitting<\/h4><p id=\"plannerNote\">'\r\n    + (empty\r\n        ? 'The focused set gives each chapter time in proportion to what you are losing in it. The mock paper ignores your history and mirrors the shape of the whole bank. Neither is fixed \\u2014 build again and you get a fresh set of questions.'\r\n        : 'The focused set gives each chapter time in proportion to what is leaking out of it \\u2014 right now mostly <b>'+rows.join('<\/b> and <b>')+'<\/b>. The mock paper ignores your history and mirrors the shape of the whole bank. Neither is fixed: press again for a fresh set, and last time\\u2019s questions are pushed to the back of the queue.')\r\n    + '<\/p><\/div><div class=\"pbtns\">'\r\n    + '<button class=\"pbtn primary\" id=\"btnFocus\">\ud83e\udde9 Focused set \u2014 '+Math.min(CFG.sessionSize,QS.length)+' Q<\/button>'\r\n    + '<button class=\"pbtn\" id=\"btnMock\">\ud83d\udcc4 Mock paper \u2014 '+Math.min(CFG.mockSize,QS.length)+' Q<\/button>'\r\n    + '<\/div><\/div>';\r\n}\r\nfunction renderRecos(byPriority, rows, due){\r\n  const out=[], named=new Set();\r\n  byPriority.slice(0,3).forEach(r=>{\r\n    if(!r.count) return;\r\n    named.add(r.chapter);\r\n    const imp = impPhrase(r);\r\n    if(r.acc===null)\r\n      out.push({ic:'warm',icon:'\ud83e\udded',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?' is '+imp+' and':'')+' you have not touched it yet \u2014 start here.',ch:r.chapter});\r\n    else if(r.acc<0.6)\r\n      out.push({ic:'hot',icon:'\ud83d\udd25',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?', '+imp+',':'')+' is running at only <b>'+Math.round(r.acc*100)+'%<\/b> \u2014 about <b>'+(r.leak*100).toFixed(1)+' '+T.leakWord+' per 100<\/b> are going here.',ch:r.chapter});\r\n    else if(r.coverage<0.6)\r\n      out.push({ic:'cool',icon:'\ud83d\udd0d',txt:'<b>'+chBrief(r.chapter)+'<\/b>: accuracy is fine at '+Math.round(r.acc*100)+'%, but you have seen only <b>'+Math.round(r.coverage*100)+'%<\/b> of a chapter'+(imp?' '+imp:'')+' \u2014 finish the set.',ch:r.chapter});\r\n    else\r\n      out.push({ic:'good',icon:'\u2705',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?' ('+stripHtml(imp)+')':'')+' is in good shape at '+Math.round(r.acc*100)+'% \u2014 keep it warm through the revision queue.',ch:r.chapter});\r\n  });\r\n\r\n  \/\/ a format gap costs you in every chapter at once\r\n  const f = formatRows().filter(r=>r.acc!==null && r.attempts>=8).sort((a,b)=>a.acc-b.acc);\r\n  if(f.length>=2){\r\n    const worst=f[0], best=f[f.length-1];\r\n    if(best.acc-worst.acc >= 0.12){\r\n      const tail = worst.kind==='shape'\r\n        ? 'That is a reading habit, not a gap in the rules \u2014 and it costs you in every chapter at once.'\r\n        : 'That is recall, not comprehension \u2014 these have to be committed to memory, and they turn up everywhere.';\r\n      out.push({ic:'hot',icon:'\ud83e\udde9',txt:'<b>'+worst.label+'<\/b> questions are running at <b>'+Math.round(worst.acc*100)+'%<\/b> while you sit at '+Math.round(best.acc*100)+'% on '+best.label.toLowerCase()+'. '+tail});\r\n    }\r\n  }\r\n  \/\/ big chapter you have exhausted\r\n  const done = rows.filter(r=>!named.has(r.chapter) && r.weight>=0.08 && r.coverage>=0.9 && r.count>0).sort((a,b)=>b.weight-a.weight)[0];\r\n  if(done) out.push({ic:'warm',icon:'\ud83d\udcd8',txt:'You have worked nearly every question in <b>'+chBrief(done.chapter)+'<\/b>'+(impPhrase(done)?', '+impPhrase(done):'')+'. Practice has given what it can \u2014 go back to the source text for the rest.',ch:done.chapter});\r\n  if(WT && W.unstocked.length)\r\n    out.push({ic:'hot',icon:'\ud83d\udd73\ufe0f',txt:'<b>'+W.unstocked.length+' rated '+(W.unstocked.length===1?'chapter has':'chapters have')+' no questions in this bank<\/b> \u2014 '+W.unstocked.slice(0,3).map(chBrief).join(', ')+(W.unstocked.length>3?' and others':'')+'. Nothing here prepares you for them.'});\r\n  if(weak.size>=3) out.push({ic:'hot',icon:'\u26a0\ufe0f',txt:'You have <b>'+weak.size+' weak questions<\/b> flagged, biggest chapter first. One Weak-areas sitting clears the backlog.',weak:true});\r\n  if(due.length) out.push({ic:'warm',icon:'\ud83d\udd01',txt:'<b>'+due.length+' questions<\/b> you had mastered have decayed below <b>'+Math.round(CFG.retention.riskBelow*100)+'% recall<\/b>. Re-answering one costs seconds; re-learning it later costs an evening.'});\r\n  if(flags.size) out.push({ic:'cool',icon:'\ud83d\udd16',txt:'<b>'+flags.size+'<\/b> question'+(flags.size>1?'s are':' is')+' flagged for review. Clear the flags before the next mock.',flag:true});\r\n\r\n  $('recoList').innerHTML = out.map(r=>{\r\n    let btn='';\r\n    if(r.ch)        btn='<button class=\"go\" data-goch=\"'+encodeURIComponent(r.ch)+'\">Practice \u2192<\/button>';\r\n    else if(r.weak) btn='<button class=\"go\" data-goweak=\"1\">Start \u2192<\/button>';\r\n    else if(r.flag) btn='<button class=\"go\" data-goflag=\"1\">Open \u2192<\/button>';\r\n    return '<div class=\"reco\"><span class=\"ic '+r.ic+'\">'+r.icon+'<\/span><p>'+r.txt+'<\/p>'+btn+'<\/div>';\r\n  }).join('');\r\n}\r\nfunction renderLeaks(rows){\r\n  const list = rows.filter(r=>r.count>0).sort((a,b)=>b.leak-a.leak);\r\n  if(!list.length) return;\r\n  const max = Math.max(0.0001, ...list.map(r=>r.leak));\r\n  const total = list.reduce((a,r)=>a+r.leak,0)*100;\r\n  const top3 = list.slice(0,3);\r\n  $('leakNote').innerHTML = 'On today\\u2019s form you would expect to drop about <b>'+Math.round(total)+' '+T.leakWord+' in every 100<\/b>. <b>'\r\n    + top3.map(r=>chShort(r.chapter)).join(', ')+'<\/b> alone account for <b>'+Math.round(top3.reduce((a,r)=>a+r.leak,0)*100)\r\n    + '<\/b> of them \u2014 the shortest route to a better score.';\r\n  $('leakBars').innerHTML = list.map(r=>{\r\n    const m=r.leak*100;\r\n    const col = m>=8?'linear-gradient(90deg,#F08A92,var(--bad))' : m>=4?'linear-gradient(90deg,var(--gold-lt),var(--gold))' : 'linear-gradient(90deg,#9DB6EE,var(--blue-700))';\r\n    return '<div class=\"lrow\"><div><span class=\"lname\" title=\"'+r.chapter+'\">'+chBrief(r.chapter)+'<\/span>'\r\n      + '<span class=\"lsub\">'+(impPhrase(r)?stripHtml(impPhrase(r))+' \u00b7 ':'')+'you would clear about '+Math.round(r.expected*100)+'% today<\/span><\/div>'\r\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(r.leak\/max*100)+'%;background:'+col+'\"><\/div><\/div>'\r\n      + '<div class=\"lval\">'+m.toFixed(1)+'<small>'+T.leakUnit+'<\/small><\/div><\/div>';\r\n  }).join('');\r\n}\r\nfunction renderFormats(){\r\n  const rows=formatRows();\r\n  const bar = r => {\r\n    const p = r.acc===null?null:Math.round(r.acc*100);\r\n    const col = p===null?'#CBD5E1' : p<50?'linear-gradient(90deg,#F08A92,var(--bad))' : p<70?'linear-gradient(90deg,var(--gold-lt),var(--gold))' : 'linear-gradient(90deg,#6EE7B7,var(--ok))';\r\n    return '<div class=\"lrow\"><div><span class=\"lname\">'+r.label+'<\/span>'\r\n      + '<span class=\"lsub\">'+r.total+' in this bank \u00b7 '+r.seen+' attempted<\/span><\/div>'\r\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(p===null?0:p)+'%;background:'+col+'\"><\/div><\/div>'\r\n      + '<div class=\"lval\">'+(p===null?'\u2014':p+'%')+'<small>accuracy<\/small><\/div><\/div>';\r\n  };\r\n  const sorter=(a,b)=>(a.acc===null)-(b.acc===null)||(a.acc-b.acc);\r\n  $('shapeBars').innerHTML = rows.filter(r=>r.kind==='shape').sort(sorter).map(bar).join('');\r\n  $('traitBars').innerHTML = rows.filter(r=>r.kind==='trait').sort(sorter).map(bar).join('');\r\n  const rated = rows.filter(r=>r.acc!==null && r.attempts>=8).sort(sorter);\r\n  $('fmtNote').innerHTML = rated.length>=2\r\n    ? (()=>{ const w=rated[0], b=rated[rated.length-1], gap=Math.round((b.acc-w.acc)*100);\r\n        return gap>=12\r\n          ? 'Your weakest kind of question is <b>'+w.label+'<\/b> at <b>'+Math.round(w.acc*100)+'%<\/b>, against <b>'+Math.round(b.acc*100)+'%<\/b> on '+b.label.toLowerCase()+' \u2014 a <b>'+gap+'-point<\/b> gap. That is worth more than any single chapter, because these turn up in all of them.'\r\n          : 'You handle the different kinds of question evenly, within <b>'+gap+' points<\/b> of each other. Nothing to fix here \u2014 keep working the chapter list.'; })()\r\n    : 'Attempt a few more and this will show whether the format is costing you more than the topic.';\r\n}\r\nfunction renderRevision(due){\r\n  $('revQ').innerHTML = due.length\r\n    ? due.slice(0,8).map(d=>'<button class=\"rev\" data-gouid=\"'+encodeURIComponent(uid(d.q))+'\">'\r\n        + '<span class=\"n\">Q'+d.q.id+'<\/span><span class=\"t\">'+preview(d.q,58)+'<\/span>'\r\n        + '<span class=\"d\">'+Math.round(d.recall*100)+'% recall<\/span><\/button>').join('')\r\n    : '<p style=\"font-size:13px;color:var(--slate);line-height:1.6\">Nothing decaying right now. Mastered questions return here as their estimated recall drops below '+Math.round(CFG.retention.riskBelow*100)+'%.<\/p>';\r\n}\r\nfunction renderMastery(){\r\n  const b=[0,0,0,0];\r\n  QS.forEach(q=>{ const s=P.stats[uid(q)];\r\n    if(!s || (s.correct+s.incorrect)===0) b[0]++;\r\n    else if(s.correct>=CFG.masteryThreshold) b[3]++;\r\n    else if(s.correct>=2) b[2]++;\r\n    else b[1]++; });\r\n  const labels=['Untouched','Learning (0\u20131 \u2713)','Almost there (2 \u2713)','Mastered ('+CFG.masteryThreshold+' \u2713+)'];\r\n  const cols=['#CBD5E1','var(--gold)','var(--blue-700)','var(--ok)'];\r\n  $('mastDist').innerHTML = b.map((n,i)=>\r\n    '<div class=\"lrow\" style=\"grid-template-columns:minmax(120px,1fr) 2fr 54px\"><span class=\"lname\">'+labels[i]+'<\/span>'\r\n    + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(QS.length?n\/QS.length*100:0)+'%;background:'+cols[i]+'\"><\/div><\/div>'\r\n    + '<div class=\"lval\" style=\"font-size:15px\">'+n+'<\/div><\/div>').join('');\r\n}\r\nfunction bindPerf(){\r\n  const f=$('btnFocus'), m=$('btnMock'), w=$('btnWipe');\r\n  if(f) f.onclick=()=>startSession('focus');\r\n  if(m) m.onclick=()=>startSession('mock');\r\n  if(w) w.onclick=wipe;\r\n}\r\n\r\n\/* =====================================================================\r\n   16. ANSWERING\r\n   ===================================================================== *\/\r\nfunction check(){\r\n  const p=pool(), q=p[S.i]; if(!q) return;\r\n  if(S.pick==null){ S.nudge=true; render(); return; }\r\n  const u=uid(q), ok = S.pick===q.correct;\r\n  S.ans[u]=S.pick; S.pick=null; S.nudge=false;\r\n  const s=stat(u);\r\n  ok ? s.correct++ : s.incorrect++;\r\n  s.last=Date.now(); s.lastOk=ok;\r\n  P.log.push({u, ok, ts:Date.now()});\r\n  P.lastUid=u;\r\n  refreshWeak(); save(); render();\r\n  const res=$('result'); if(res && res.scrollIntoView) try{ res.scrollIntoView({block:'nearest',behavior:'smooth'}); }catch(e){}\r\n}\r\nfunction wipe(){\r\n  if(!confirm('Permanently erase ALL lifetime performance for this subject?\\n\\nMastery, weak areas, flags, accuracy history, the built session and the readiness score all go. This cannot be undone.')) return;\r\n  P = blank(); flags.clear(); weak.clear(); S.ans={};\r\n  save(); setFilter('all'); renderPerf(); hdr();\r\n  toast('Lifetime performance erased', true);\r\n}\r\n\r\n\/* =====================================================================\r\n   18. EVENTS\r\n   ===================================================================== *\/\r\nfunction setTab(t){\r\n  S.tab=t;\r\n  document.querySelectorAll('#cdRoot .tab').forEach(b=>b.setAttribute('aria-selected', b.dataset.tab===t));\r\n  $('viewQuiz').classList.toggle('hide', t!=='quiz');\r\n  $('viewPerf').classList.toggle('hide', t!=='perf');\r\n  $('cdFilters').classList.toggle('hide', t!=='quiz');\r\n  if(t==='perf') renderPerf();\r\n}\r\nfunction setFilter(f, ch){\r\n  S.filter=f; S.i=0; S.pick=null;\r\n  if(ch) S.chapter=ch;\r\n  document.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.setAttribute('aria-pressed', b.dataset.f===f));\r\n  render();\r\n}\r\ndocument.querySelectorAll('#cdRoot .tab').forEach(b=>b.onclick=()=>setTab(b.dataset.tab));\r\ndocument.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.onclick=()=>setFilter(b.dataset.f));\r\n$('chapList').addEventListener('click', e=>{\r\n  const chip=e.target.closest('.chapchip'); if(!chip) return;\r\n  S.chapter = decodeURIComponent(chip.dataset.ch);\r\n  S.i=0; S.pick=null; render();\r\n});\r\n$('btnCheck').onclick = check;\r\n$('btnNext').onclick  = ()=>{ S.i++; S.pick=null; render(); };\r\n$('btnPrev').onclick  = ()=>{ S.i--; S.pick=null; render(); };\r\n$('btnFlag').onclick  = ()=>{\r\n  const p=pool(), q=p[S.i]; if(!q) return;\r\n  const u=uid(q);\r\n  flags.has(u) ? flags.delete(u) : flags.add(u);\r\n  P.flags=[...flags]; save(); render();\r\n};\r\n$('navToggle').onclick = ()=>{ navOpen=!navOpen; renderNav(pool()); };\r\nlet tmr;\r\n$('cdSearch').addEventListener('input', e=>{\r\n  clearTimeout(tmr);\r\n  tmr=setTimeout(()=>{ S.query=e.target.value.trim(); S.i=0; S.pick=null; render(); },220);\r\n});\r\n$('tglUn').onclick = e=>{\r\n  S.unattempted=!S.unattempted;\r\n  e.currentTarget.setAttribute('aria-pressed',S.unattempted);\r\n  e.currentTarget.firstChild.textContent = S.unattempted?'\u2611 ':'\u25fb ';\r\n  S.i=0; S.pick=null; render();\r\n};\r\n$('tglReset').onclick = ()=>{\r\n  if(!Object.keys(S.ans).length) return;\r\n  if(!confirm('Reset this sitting? 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