{"id":16456,"date":"2026-09-01T06:27:48","date_gmt":"2026-09-01T06:27:48","guid":{"rendered":"https:\/\/promotionexams.com\/?page_id=16456"},"modified":"2026-09-01T07:30:30","modified_gmt":"2026-09-01T07:30:30","slug":"upsc-vice-principal-2022-paper-mcq-practice","status":"publish","type":"page","link":"https:\/\/promotionexams.com\/?page_id=16456","title":{"rendered":"UPSC Vice-Principal 2022 Paper MCQ practice"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"16456\" class=\"elementor elementor-16456\">\n\t\t\t\t<div class=\"elementor-element elementor-element-364e875 e-con-full e-flex e-con e-parent\" data-id=\"364e875\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f9c3c56 elementor-widget elementor-widget-html\" data-id=\"f9c3c56\" 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\nPYQ TEST SERIES  \u2014  previous year questions only\r\n=====================================================================\r\nWHAT THIS IS\r\n  One bank: every previous year question you have, each tagged with the\r\n  year it was asked. Three tabs:\r\n     PRACTICE         drill by chapter, by exam cycle, or by weakness\r\n     MY PERFORMANCE   readiness, chapter table, score per exam cycle\r\n     EXAM ANALYTICS   what the paper has actually asked, year by year\r\n  Exam weight is COUNTED, never declared: a chapter holding 44 of 181\r\n  previous year questions is 24% of the paper, and the page shows the\r\n  count behind the figure. Add a year of papers and every weight,\r\n  priority and plan re-computes on its own.\r\n  Because every question here is a real one, \"Sit a full paper\" is a\r\n  proper option: pick an exam cycle and you get that paper, in order.\r\nSETTING UP A NEW SUBJECT \u2014 three 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    subject name for the header.\r\n     CFG.sourceUrl  page on your site carrying the full text; shown as a\r\n                  \"Read the source\" card. Blank switches it off.\r\n  2. pyqQuestions  your bank:\r\n        { id, year, chapter, question, options[], correct, explanation }\r\n     'year' may be a number (2024) or a cycle label ('2009-11', '2021-22').\r\n     Cycles are ordered by the first four-digit number they contain.\r\n  3. Chapter strings need not be spelt identically everywhere \u2014 matching\r\n     is loose (Ch \/ Chapter \/ CH-2 all read alike) \u2014 but the chapter\r\n     NUMBER has to agree.\r\nSTEM LAYOUT \u2014 nothing to mark up\r\n  Plain stems, numbered statement stems and List-I \/ List-II stems are\r\n  each laid out automatically. Match-the-following is understood whether\r\n  the items sit on their own lines, or run together separated by\r\n  semicolons or commas.\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<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<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); -webkit-font-smoothing:antialiased;\r\n  border-radius:var(--r); overflow:hidden; box-shadow:var(--shadow);\r\n}\r\n.cdrill *{box-sizing:border-box}\r\n.cdrill button{font:inherit;cursor:pointer;border:0;background:none;color:inherit;margin:0;padding:0;\r\n  min-width:0;min-height:0;width:auto;height:auto;line-height:1.4;letter-spacing:normal;text-transform:none;\r\n  box-shadow:none;border-radius:0;text-align:inherit;-webkit-appearance:none;appearance:none}\r\n.cdrill input,.cdrill select{font:inherit}\r\n.cdrill h1,.cdrill h2,.cdrill h3,.cdrill h4,.cdrill h5,.cdrill p,.cdrill ol,.cdrill ul{margin:0}\r\n.cdrill .wrap{max-width:1120px;margin:0 auto;padding:0 20px}\r\n.cdrill .tnum{font-variant-numeric:tabular-nums}\r\n.cdrill .hide{display:none !important}\r\n.cdrill ::selection{background:#CFE0FF;color:var(--ink)}\r\n.cdrill :focus-visible{outline:2.5px solid var(--gold);outline-offset:2px;border-radius:6px}\r\n@media(prefers-reduced-motion:reduce){.cdrill *{animation:none!important;transition:none!important}}\r\n\/* ---------- hero ---------- *\/\r\n.cdrill .hero{background:linear-gradient(158deg,#3A5BCE 0%,#4468DC 55%,#5077E6 100%);\r\n  color:#fff;padding:26px 0 0;position:relative;overflow:hidden}\r\n.cdrill .hero::after{content:\"\";position:absolute;inset:auto -10% -65% 58%;height:200px;\r\n  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.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:10.5px;font-weight:800;min-width:28px;padding:3px 7px;border-radius:6px;\r\n  text-align:center;font-variant-numeric:tabular-nums}\r\n.cdrill .chapchip .cc.yrs{background:#F4F7FD;color:var(--slate);font-weight:700}\r\n.cdrill .chapchip .cc.con{background:var(--blue-100);color:var(--blue-800)}\r\n.cdrill .chapchip[aria-pressed=true]{background:var(--blue-50);box-shadow:inset 3px 0 0 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.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 ul{list-style:none;margin:0;padding:0;display:grid;gap:12px}\r\n.cdrill .lcol li{display:grid;grid-template-columns:28px 1fr;align-items:baseline;\r\n  font-family:var(--serif) !important;font-size:17.5px;font-weight:600;line-height:1.6;color:#161b26}\r\n.cdrill .lcol li b{font-family:var(--serif);font-weight:600;font-size:17.3px;color:#8A6206}\r\n\/* options as bordered cards, matching the other pages *\/\r\n.cdrill .opts{display:flex;flex-direction:column;gap:9px}\r\n.cdrill .opt{font-family:var(--serif) !important;padding:12px 16px;border:1.5px solid var(--line);\r\n  border-radius:12px;cursor:pointer;display:flex;align-items:flex-start;gap:12px;transition:all .25s;\r\n  background:#fff;text-align:left;width:100%;-webkit-user-select:none;user-select:none}\r\n.cdrill .opt .txt{font-family:var(--serif) !important;font-size:18.5px !important;line-height:1.6;\r\n  color:#161b26;flex:1;min-width:0}\r\n.cdrill .opt:hover:not(:disabled){border-color:#5F86F0;background:#F6F9FF;transform:translateX(4px)}\r\n.cdrill .opt:disabled{cursor:default;opacity:1;transform:none}\r\n.cdrill .key{min-width:34px;font-family:var(--serif) !important;font-weight:600;font-size:17.3px !important;\r\n  color:#161b26;flex-shrink:0;line-height:1.6}\r\n.cdrill .opt.sel{border-color:var(--blue-700);background:#EFF5FF;box-shadow:0 0 0 1px var(--blue-700)}\r\n.cdrill .opt.sel::after{content:\"Selected\";font-family:'Plus Jakarta Sans',sans-serif;font-weight:800;\r\n  font-size:10.5px;letter-spacing:.08em;text-transform:uppercase;color:var(--blue-800);align-self:center;white-space:nowrap}\r\n.cdrill .opt.right{border-color:var(--ok);background:#F0FDF6;box-shadow:0 0 0 1px var(--ok)}\r\n.cdrill .opt.right .key{color:#086945}\r\n.cdrill .opt.wrong{border-color:var(--bad);background:#FEF4F4;box-shadow:0 0 0 1px var(--bad)}\r\n.cdrill .opt.wrong .key{color:#A81F2B}\r\n.cdrill .mark{margin-left:auto;font-family:'Plus Jakarta 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.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  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\/* ---------- 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\/* ---------- 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.cdrill .ph .secno{color:var(--gold);font-size:12px;letter-spacing:0}\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  display:flex;align-items:center;gap:9px}\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 .pbtn.navy{background:var(--blue-900);border-color:var(--blue-900);color:#fff}\r\n.cdrill .pbtn.navy:hover{background:var(--blue-800);border-color:var(--blue-800)}\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\/* nested two-tier header, PYQ and concept side by side *\/\r\n.cdrill table.nested{min-width:880px}\r\n.cdrill table.nested thead th{background:var(--blue-700);border-bottom:0;padding:11px 10px;\r\n  font-size:10.6px;letter-spacing:.06em;vertical-align:middle}\r\n.cdrill table.nested thead th.grp{background:var(--blue-900);border-left:1px solid rgba(255,255,255,.16);\r\n  border-right:1px solid rgba(255,255,255,.16);font-size:11.4px;letter-spacing:.04em}\r\n.cdrill table.nested thead th.sub2{background:#2F62EA;font-size:10.2px;font-weight:600;padding:8px 10px}\r\n.cdrill table.nested thead th.lft{text-align:left;padding-left:14px}\r\n.cdrill table.nested td{padding:12px 10px;font-size:12.6px}\r\n.cdrill table.nested td.lft{text-align:left;padding-left:14px;font-weight:700;max-width:270px;\r\n  line-height:1.4;background:#FBFCFE;font-size:12.8px}\r\n.cdrill .wt{font-size:15px;font-weight:800;color:var(--blue-900)}\r\n.cdrill .wsub{font-size:10.6px;color:var(--slate);font-weight:700;margin-left:5px}\r\n.cdrill .nil{color:#B6C2D6;font-weight:700}\r\n.cdrill .minibar{height:6px;width:62px;margin:0 auto 4px;border-radius:99px;background:#EEF2F9;overflow:hidden}\r\n.cdrill .minibar>i{display:block;height:100%;border-radius:99px}\r\n.cdrill .miniv{font-size:11.4px;font-weight:800}\r\n.cdrill td.prac{white-space:nowrap}\r\n.cdrill td.prac .mini-go+.mini-go{margin-left:5px}\r\n.cdrill .mini-go.pyq{color:#fff;background:var(--blue-900);border-color:var(--blue-900)}\r\n.cdrill .mini-go.pyq:hover{background:var(--blue-800);border-color:var(--blue-800)}\r\n\/* numbered section headings *\/\r\n.cdrill .pbh h4 .secno{font-size:15px;font-weight:800;color:var(--gold);letter-spacing:0;\r\n  font-variant-numeric:tabular-nums;margin-right:2px}\r\n.cdrill .pbh .sechint{flex:none;font-family:'Newsreader',Georgia,serif;font-style:italic;font-size:12.8px;\r\n  color:var(--slate);white-space:nowrap;align-self:center}\r\n@media(max-width:760px){.cdrill .pbh .sechint{display:none}}\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\/* ---------- exam analytics ---------- *\/\r\n.cdrill .rankrow{display:grid;grid-template-columns:26px minmax(120px,1.25fr) 2.2fr 42px 46px;gap:14px;\r\n  align-items:center;padding:9px 10px;margin:0 -10px;border-radius:9px;transition:background .13s}\r\n.cdrill .rankrow:hover{background:#FAFCFF}\r\n.cdrill .rankrow+.rankrow{border-top:1px dashed #EEF2F9}\r\n.cdrill .rankrow .rk{font-size:11.5px;font-weight:800;color:#B6C2D6;text-align:right;font-variant-numeric:tabular-nums}\r\n.cdrill .rankrow .rname{font-size:12.4px;font-weight:600;color:var(--blue-800);line-height:1.35;\r\n  overflow:hidden;text-overflow:ellipsis;white-space:nowrap}\r\n.cdrill .rankrow .rname.gold{color:#8A6206;font-weight:800}\r\n.cdrill .rankrow .rtrack{height:15px;border-radius:5px;background:#EEF2F9;overflow:hidden}\r\n.cdrill .rankrow .rtrack>i{display:block;height:100%;border-radius:5px;transition:width .8s cubic-bezier(.22,.9,.28,1)}\r\n.cdrill .rankrow .rv{font-size:15px;font-weight:800;text-align:right;font-variant-numeric:tabular-nums;letter-spacing:-.02em}\r\n.cdrill .rankrow .rp{font-size:11px;font-weight:700;color:var(--slate);text-align:right;font-variant-numeric:tabular-nums}\r\n@media(max-width:700px){.cdrill .rankrow{grid-template-columns:22px minmax(0,1fr) 34px 42px}\r\n  .cdrill .rankrow .rtrack{grid-column:1\/-1;order:9}}\r\n.cdrill table.hm{min-width:760px;font-size:12px}\r\n.cdrill table.hm thead th{background:var(--blue-700);padding:9px 6px;font-size:10.4px}\r\n.cdrill table.hm thead th.lft{text-align:left;padding-left:14px;min-width:230px}\r\n.cdrill table.hm thead th.tot{background:var(--blue-900)}\r\n.cdrill table.hm td{padding:7px 6px;font-size:11.8px;border-bottom:1px solid #F1F5FB;font-variant-numeric:tabular-nums}\r\n.cdrill table.hm td.lft{text-align:left;padding-left:14px;font-weight:600;font-size:11.8px;line-height:1.35;\r\n  background:#FBFCFE;max-width:250px}\r\n.cdrill table.hm td.tot{font-weight:800;background:#F4F7FD;color:var(--blue-900)}\r\n.cdrill table.hm tfoot td{background:var(--blue-700);color:#fff;font-weight:800;font-size:11.6px;padding:9px 6px;border:0}\r\n.cdrill table.hm tfoot td.lft{background:var(--blue-700);color:#fff;text-align:left;padding-left:14px}\r\n.cdrill .hmlegend{display:flex;align-items:center;gap:5px;padding:12px 24px 16px;font-size:10.8px;\r\n  color:var(--slate);font-weight:700}\r\n.cdrill .hmlegend i{width:26px;height:11px;border-radius:3px;display:inline-block;border:1px solid rgba(0,0,0,.05)}\r\n.cdrill .hmlegend span:last-child{margin-left:3px}\r\n.cdrill .cyc{display:flex;align-items:flex-end;gap:12px;padding:26px 24px 18px;overflow-x:auto}\r\n.cdrill .cycbar{display:flex;flex-direction:column;align-items:center;gap:7px;flex:1;min-width:52px}\r\n.cdrill .cycbar .cn{font-size:12.5px;font-weight:800;color:var(--blue-800);font-variant-numeric:tabular-nums}\r\n.cdrill .cycbar .cbar{width:100%;max-width:46px;border-radius:6px 6px 0 0;\r\n  background:linear-gradient(180deg,var(--gold-lt),var(--gold));transition:height .8s cubic-bezier(.22,.9,.28,1)}\r\n.cdrill .cycbar .cy{font-size:10.4px;font-weight:700;color:var(--slate);white-space:nowrap}\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\/* ---------- 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\/* ---------- mobile ---------- *\/\r\n@media(max-width:640px){\r\n  .cdrill .wrap{padding:0 14px}\r\n  \/* hero: tighter, and the stat tiles share the row evenly *\/\r\n  .cdrill .hero{padding-top:18px}\r\n  .cdrill .hero h1{font-size:19px}\r\n  .cdrill .hero p{font-size:12.6px;margin-bottom:14px}\r\n  .cdrill .hstats{gap:7px}\r\n  .cdrill .hstat{flex:1 1 0;min-width:0;padding:8px 10px;text-align:center}\r\n  .cdrill .hstat b{font-size:17px}\r\n  .cdrill .hstat span{font-size:8.8px;letter-spacing:.06em}\r\n  \/* tabs scroll sideways instead of wrapping onto two lines *\/\r\n  .cdrill .tabs{margin-top:16px;gap:5px;flex-wrap:nowrap;overflow-x:auto;scrollbar-width:none;\r\n    -webkit-overflow-scrolling:touch}\r\n  .cdrill .tabs::-webkit-scrollbar{display:none}\r\n  .cdrill .tab{flex:none;padding:10px 15px;font-size:12.6px;gap:6px;white-space:nowrap}\r\n  .cdrill .tab[aria-selected=true]{padding-bottom:13px}\r\n  \/* THE FIX: pills were shrinking to fit instead of scrolling, which cut\r\n     every label in half. flex:none makes the row scroll as intended. *\/\r\n  .cdrill .filters .wrap{padding-top:11px;padding-bottom:11px;gap:8px;\r\n    -webkit-overflow-scrolling:touch}\r\n  .cdrill .pill-f{flex:none;padding:8px 14px;font-size:12.6px;gap:6px}\r\n  .cdrill .pill-f .n{font-size:10.5px;padding:2px 7px}\r\n  \/* toolbar stacks *\/\r\n  .cdrill .grid{padding:14px 0 40px;gap:14px}\r\n  .cdrill .toolbar{gap:8px;padding-bottom:12px}\r\n  .cdrill .search{flex:1 1 100%;min-width:0}\r\n  .cdrill .tgl{flex:1;justify-content:center;padding:9px 12px;font-size:12.6px}\r\n  \/* question card *\/\r\n  .cdrill .qhead{padding:11px 14px;gap:8px}\r\n  .cdrill .qcount{font-size:15px;width:100%}\r\n  .cdrill .qmeta{gap:6px}\r\n  .cdrill .badge-ch{max-width:100%;font-size:11px;padding:5px 11px}\r\n  .cdrill .badge-m,.cdrill .badge-src,.cdrill .qtag{font-size:10.6px;padding:4px 10px}\r\n  .cdrill .qbody{padding:16px 14px 18px}\r\n  .cdrill .qsheet{padding:15px 15px 16px;border-radius:0 9px 9px 0}\r\n  .cdrill .stem,.cdrill .qsheet .lead,.cdrill .qsheet .intro,.cdrill .qsheet .close,\r\n  .cdrill .stmts li,.cdrill .opt .txt{font-size:16.6px !important;line-height:1.6}\r\n  .cdrill .lists{grid-template-columns:1fr;gap:18px}\r\n  .cdrill .opt{padding:11px 13px;gap:9px}\r\n  .cdrill .key{min-width:28px;font-size:16px !important}\r\n  .cdrill .opt.sel::after{display:none}\r\n  .cdrill .actions{gap:7px}\r\n  .cdrill .btn{flex:1;padding:11px 14px;font-size:13.4px;text-align:center}\r\n  .cdrill .flagbtn{margin-left:0;flex:1 1 100%;justify-content:center;padding:11px 14px}\r\n  .cdrill .expl{padding:14px 15px}\r\n  .cdrill .expl .body{font-size:15.4px}\r\n  \/* chapter list and navigator *\/\r\n  .cdrill .chaphead{padding:10px 14px;gap:8px}\r\n  .cdrill .chaphead .meta{margin-left:0;flex:1 1 100%;white-space:normal}\r\n  .cdrill .chapchip{padding:10px 14px;gap:7px}\r\n  .cdrill .chapchip .cn{font-size:12.2px}\r\n  .cdrill .yearlist{padding:14px;gap:8px}\r\n  .cdrill .ychip{flex:1 1 calc(33.333% - 6px);min-width:0;padding:10px 8px}\r\n  .cdrill .navgrid{grid-template-columns:repeat(8,minmax(0,1fr));max-height:none}\r\n  .cdrill .rail .card{padding:14px}\r\n  \/* performance and analytics *\/\r\n  .cdrill .perf{padding:16px 14px 24px;gap:22px}\r\n  .cdrill .pbh{padding:16px 15px 14px;gap:10px}\r\n  .cdrill .pbh h4{font-size:15.4px}\r\n  .cdrill .pbh p{font-size:12.4px}\r\n  .cdrill .bars{padding:6px 15px 14px}\r\n  .cdrill .hero2{gap:14px}\r\n  .cdrill .ring-card{padding:20px 16px}\r\n  .cdrill .coach{padding:15px}\r\n  .cdrill .reco{gap:10px}\r\n  .cdrill .reco p{font-size:13px}\r\n  .cdrill .reco .go{margin-left:0;flex:1 1 100%;margin-top:6px}\r\n  .cdrill .planner{padding:15px;gap:12px}\r\n  .cdrill .pbtns{width:100%;gap:8px}\r\n  .cdrill .pbtn{flex:1 1 100%;justify-content:center;padding:12px 14px}\r\n  .cdrill .kpis{grid-template-columns:repeat(2,minmax(0,1fr));gap:9px}\r\n  .cdrill .kpi{padding:12px}\r\n  .cdrill .kpi b{font-size:22px}\r\n  .cdrill .kpi span{font-size:10.4px}\r\n  .cdrill .panel{padding:14px}\r\n  .cdrill .danger{padding:14px}\r\n  .cdrill .dbtn{width:100%}\r\n  .cdrill .cyc{padding:20px 14px 14px;gap:8px}\r\n  .cdrill .cycbar{min-width:42px}\r\n  .cdrill .toast{left:14px;right:14px;transform:none;text-align:center;bottom:16px}\r\n}\r\n@media(max-width:380px){\r\n  .cdrill .hstat b{font-size:15.5px}\r\n  .cdrill .navgrid{grid-template-columns:repeat(6,minmax(0,1fr))}\r\n  .cdrill .ychip{flex:1 1 calc(50% - 5px)}\r\n  .cdrill .kpis{grid-template-columns:1fr}\r\n}\r\n\r\n\/* ===================================================================\r\n   UPSC PAPER SKIN  \u2014  scoped to .cdrill.paper\r\n   Remove the \"paper\" class on #cdRoot (or set CFG.paperMode = false)\r\n   to get the original card look back. Nothing above is overwritten.\r\n   =================================================================== *\/\r\n.cdrill.paper{\r\n  --pk-ink:#14161a; --pk-rule:#2b2f36; --pk-sheet:#fdfdfb; --pk-tint:#f4f6fa;\r\n  --pk-serif:'Source Serif 4','Charter','Bitstream Charter','Century Schoolbook',Georgia,serif;\r\n}\r\n\/* ---- the sheet ---- *\/\r\n.cdrill.paper .qbody{background:var(--pk-sheet);padding:34px clamp(20px,4vw,54px) 26px}\r\n.cdrill.paper .qsheet{background:transparent;border:0;padding:0;border-radius:0}\r\n\/* ---- question number: hanging indent, as the booklet sets it ---- *\/\r\n.cdrill.paper .qsheet .lead{position:relative;padding-left:3.1em}\r\n.cdrill.paper .qsheet .intro,\r\n.cdrill.paper .qsheet .close{padding-left:3.1em}\r\n.cdrill.paper .qno{position:absolute;left:0;top:0;width:2.5em;margin:0;text-align:left;\r\n  color:var(--pk-ink);font-weight:700;font-family:var(--pk-serif);font-variant-numeric:tabular-nums}\r\n\/* ---- body type ---- *\/\r\n.cdrill.paper .qsheet .lead,\r\n.cdrill.paper .qsheet .intro,\r\n.cdrill.paper .qsheet .close,\r\n.cdrill.paper .stem{font-family:var(--pk-serif) !important;font-size:17.5px !important;\r\n  line-height:1.62;font-weight:400;color:var(--pk-ink);text-align:justify;hyphens:auto;-webkit-hyphens:auto}\r\n.cdrill.paper .qsheet .close{text-align:left}\r\n\/* ---- numbered statements ---- *\/\r\n.cdrill.paper .stmts{margin:10px 0 0;padding-left:3.1em}\r\n.cdrill.paper .stmts li{grid-template-columns:2.5em 1fr;gap:0;align-items:baseline;margin:0 0 5px}\r\n.cdrill.paper .stmts li::before{font-family:var(--pk-serif);font-size:17.5px;font-weight:400;\r\n  color:var(--pk-ink);font-variant-numeric:tabular-nums}\r\n.cdrill.paper .stmts li span{font-family:var(--pk-serif);font-size:17.5px;line-height:1.62;color:var(--pk-ink)}\r\n\/* ---- options: printed lines, not cards ---- *\/\r\n.cdrill.paper .opts{display:block;margin-top:20px;padding-left:3.1em;gap:0}\r\n.cdrill.paper .opt{border:0 !important;background:transparent !important;box-shadow:none !important;\r\n  border-radius:4px;padding:5px 10px 5px 0;margin:0 0 3px;gap:0;align-items:baseline;transition:background .12s}\r\n.cdrill.paper .opt:hover:not(:disabled){background:var(--pk-tint) !important;transform:none}\r\n.cdrill.paper .opt .key{min-width:2.5em;font-family:var(--pk-serif) !important;font-size:17.5px !important;\r\n  font-weight:400;color:var(--pk-ink)}\r\n.cdrill.paper .opt .txt{font-family:var(--pk-serif) !important;font-size:17.5px !important;\r\n  line-height:1.62;color:var(--pk-ink);text-align:left}\r\n.cdrill.paper .opt.sel{background:var(--pk-tint) !important;box-shadow:inset 3px 0 0 var(--pk-rule) !important}\r\n.cdrill.paper .opt.sel::after{display:none}\r\n\/* after checking \u2014 a rule in the margin and a glyph, as a script is marked *\/\r\n.cdrill.paper .opt.right{background:transparent !important;box-shadow:inset 3px 0 0 #0F7A52 !important}\r\n.cdrill.paper .opt.wrong{background:transparent !important;box-shadow:inset 3px 0 0 #B3261E !important}\r\n.cdrill.paper .opt.right .key,.cdrill.paper .opt.right .txt{color:#0F7A52;font-weight:600}\r\n.cdrill.paper .opt.wrong .key,.cdrill.paper .opt.wrong .txt{color:#B3261E}\r\n.cdrill.paper .mark{font-family:var(--pk-serif);font-size:13px;font-weight:600;letter-spacing:0;\r\n  text-transform:none;padding-left:14px}\r\n.cdrill.paper .mark.r::before{content:\"\\2713  \"}\r\n.cdrill.paper .mark.w::before{content:\"\\2717  \"}\r\n\/* ---- tables inside a stem (the item-analysis question) ---- *\/\r\n.cdrill.paper .qsheet table{border-collapse:collapse;margin:12px 0 12px 3.1em;\r\n  font-family:var(--pk-serif);font-size:16px}\r\n.cdrill.paper .qsheet table td{border:1px solid var(--pk-rule);padding:5px 12px;text-align:center}\r\n.cdrill.paper .qsheet table tr td:first-child{text-align:left}\r\n\/* ---- booklet footer ---- *\/\r\n.cdrill.paper .paperfoot{margin:30px 0 0;padding-top:12px;border-top:1px solid #d8d5cc;\r\n  font-family:var(--pk-serif);font-size:13.5px;letter-spacing:.04em;color:#5a5f68;\r\n  display:flex;justify-content:space-between}\r\n.cdrill:not(.paper) .paperfoot{display:none}\r\n\/* ---- chrome kept, quietened ---- *\/\r\n.cdrill.paper .qhead{background:#f7f8f6;border-bottom:1px solid #e3e0d7}\r\n.cdrill.paper .qcount{font-family:var(--pk-serif);font-weight:600}\r\n.cdrill.paper .expl{background:#fff}\r\n\/* ---- mobile ---- *\/\r\n@media(max-width:700px){\r\n  .cdrill.paper .qbody{padding:22px 16px 18px}\r\n  .cdrill.paper .qsheet .lead,.cdrill.paper .qsheet .intro,.cdrill.paper .qsheet .close,\r\n  .cdrill.paper .stmts li span,.cdrill.paper .opt .key,.cdrill.paper .opt .txt{font-size:16px !important}\r\n  .cdrill.paper .qsheet .lead,.cdrill.paper .qsheet .intro,.cdrill.paper .qsheet .close,\r\n  .cdrill.paper .stmts,.cdrill.paper .opts{padding-left:2.4em}\r\n  .cdrill.paper .qno{width:2em}\r\n  .cdrill.paper .opt .key{min-width:2em}\r\n  .cdrill.paper .qsheet table{margin-left:0;font-size:14px}\r\n}\r\n<\/style>\r\n<div class=\"cdrill\" id=\"cdRoot\">\r\n  <header class=\"hero\">\r\n    <div class=\"wrap\">\r\n      <div class=\"eyebrow\" id=\"cdEyebrow\">CSS ADDA \u00b7 PromotionExams.com<\/div>\r\n      <h1 id=\"cdTopic\">Chapter-wise Test Series<\/h1>\r\n      <p id=\"cdSub\">Chapter drills with a planner that builds your next sitting for you.<\/p>\r\n      <div class=\"hstats\">\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hQ\">0<\/b><span>PYQs<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hYr\">0<\/b><span>Exam cycles<\/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   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id=\"yearList\" role=\"group\" aria-label=\"Choose exam cycle\"><\/div>\r\n        <\/section>\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        <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-src\" id=\"qSrc\">Concept<\/span>\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\" 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     <\/div>\r\n          <\/div>\r\n        <\/section>\r\n      <\/div>\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    <!-- ============ EXAM ANALYTICS ============ -->\r\n    <div class=\"hide\" id=\"viewExam\">\r\n      <section class=\"card\" style=\"margin:20px 0 60px\">\r\n        <div class=\"qhead\"><span class=\"qcount\">Exam Analytics<\/span><span class=\"badge-w\" id=\"examCount\">0 PYQs<\/span><\/div>\r\n        <div class=\"perf\" id=\"examBody\"><\/div>\r\n      <\/section>\r\n    <\/div>\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  <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<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<script>\r\n(function(){\r\n\"use strict\";\r\n\/* =====================================================================\r\n   1. CONFIGURATION  \u2190 EDIT PER SUBJECT\r\n   ===================================================================== *\/\r\nconst CFG = {\r\n  quizId : 'subject-pyq-only',   \/\/ unique per page \u2014 this is the progress key\r\n  paperMode   : true,            \/\/ true \u2192 UPSC booklet look; false \u2192 original card look\r\n  bookletCode : 'JMRE-B-KLI',    \/\/ Principal 2022 = JHGD-U-OFX \u00b7 Vice-Principal 2022 = JMRE-B-KLI\r\n  topic  : 'UPSC Vice-Principal 2022 Paper- PYQs',       \/\/ e.g. 'Right to Information Act, 2005'\r\n  eyebrow: '',                   \/\/ e.g. 'UPSC SO \/ Steno LDCE \u00b7 Paper II'\r\n  sub    : 'Every previous year question on record, weighted by what the paper actually asks.',\r\n  \/* --- SOURCE PAGE --------------------------------------------------- *\/\r\n  sourceUrl   : '',                 \/\/ e.g. 'https:\/\/promotionexams.com\/your-source-page\/'\r\n  sourceLabel : 'full source text',\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  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  highYield   : 15,         \/\/ a chapter with this many questions is called high-yield\r\n  sessionSize : 25,         \/\/ Focused set\r\n  mockSize    : 50          \/\/ Mixed paper\r\n};\r\n\/* =====================================================================\r\n   2. THE PYQ BANK  \u2190 PASTE YOUR QUESTIONS HERE\r\n      { id, year, chapter, question, options[], correct, explanation }\r\n   'year' may be a number or a cycle label such as '2009-11'.\r\n   Exam weight is COUNTED from this bank \u2014 nothing is set by hand.\r\n   The samples below are only so the page renders. Delete them.\r\n   ===================================================================== *\/\r\nconst pyqQuestions = [\r\n  {\r\n    \"id\": 1,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"<b>PART A<\/b><br><br><b>Directions:<\/b> Read the following passage and answer the item that follows. Your answers to the items should be based on the passage only.<br><br><b>Passage<\/b><br><i>Success in online education during COVID-19 pandemic cannot be announced as a reality simply because education cannot be on transmission mode, with a switch on and off button. Education must take stock of dehumanising disruption to students and families. We have to see if students' entitlements are being compromised. We must provide meaningful academic curriculum alternatives. There has to be some effort to personalise education and bring in context specific alternatives rather than just a general modus operandi and applaud it as a grand success. In digital education, teachers feel trapped and enslaved to a system that encourages coaching, not teaching. Students learn more from each other, while engaging in challenging collective tasks and thinking together. Staring at a screen, learners do not think, question, argue, discuss but only act as remote receptors of what is beamed.<\/i><br><br>Based on the passage, the following assumptions have been made:<br>I. Online education dehumanises the education system.<br>II. Learning needs to be a collective effort.<br>III. Online education may be used for out of school children, but not for students in classrooms.<br>Which of the above assumptions are valid?\",\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\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) I and II only<\/b><br><br>\\n<b>Assumption I: VALID \u2713<\/b><br>\\nThe passage states that \\\"Education must take stock of <b>dehumanising disruption<\/b> to students and families\\\", and that in digital education teachers feel \\\"<b>trapped and enslaved<\/b> to a system that encourages coaching, not teaching\\\". The dehumanising character of online education is directly asserted.<br><br>\\n<b>Assumption II: VALID \u2713<\/b><br>\\n\\\"Students learn more from each other, while engaging in <b>challenging collective tasks and thinking together<\/b>.\\\" The value placed on collective effort is explicit.<br><br>\\n<b>Assumption III: NOT VALID \u2717<\/b><br>\\nThe passage nowhere distinguishes between out-of-school children and classroom students, nor does it propose online education as a solution for any particular group. This is <b>information introduced from outside the passage<\/b>.<br><br>\\n<b>The governing instruction:<\/b> \\\"Your answers to the items should be based on the passage <b>only<\/b>.\\\" Anything requiring outside knowledge \u2014 however sensible \u2014 must be rejected.\"\r\n  },\r\n  {\r\n    \"id\": 2,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"<b>Directions:<\/b> Read the following passage and answer the item that follows. Your answers to the items should be based on the passage only.<br><br><b>Passage<\/b><br><i>Success in online education during COVID-19 pandemic cannot be announced as a reality simply because education cannot be on transmission mode, with a switch on and off button. Education must take stock of dehumanising disruption to students and families. We have to see if students' entitlements are being compromised. We must provide meaningful academic curriculum alternatives. There has to be some effort to personalise education and bring in context specific alternatives rather than just a general modus operandi and applaud it as a grand success. In digital education, teachers feel trapped and enslaved to a system that encourages coaching, not teaching. Students learn more from each other, while engaging in challenging collective tasks and thinking together. Staring at a screen, learners do not think, question, argue, discuss but only act as remote receptors of what is beamed.<\/i><br><br>Which one of the following best reflects the crux of the passage?\",\r\n    \"options\": [\r\n      \"Technology has no role in formal education system.\",\r\n      \"Technology replaces the teachers or their effectiveness.\",\r\n      \"Digital learning is not a substitute for classroom teaching and learning.\",\r\n      \"Digital learning is complementary to conventional learning.\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Digital learning is not a substitute for classroom teaching and learning<\/b><br><br>\\n<b>The passage's argument in outline:<\/b> success in online education \\\"cannot be announced as a reality\\\"; education cannot be on \\\"transmission mode, with a switch on and off button\\\"; learners staring at a screen \\\"do not think, question, argue, discuss but only act as <b>remote receptors<\/b> of what is beamed\\\". The thrust is that digital delivery <b>cannot replace<\/b> what happens in a classroom.<br><br>\\n<b>Why the distractors fail:<\/b><br>\\n(A) <b>Too extreme<\/b> \u2014 the passage criticises the <i>substitution<\/i> of classroom teaching, not the use of technology as such.<br>\\n(B) <b>Reverses the argument<\/b> \u2014 the passage denies that technology can replace teachers; it does not assert that it does.<br>\\n(D) <b>Too positive<\/b> \u2014 \\\"complementary\\\" is a favourable characterisation. The passage is sustained criticism, not endorsement.<br><br>\\n<b>Technique for \\\"crux\\\" questions:<\/b> the answer must match the passage in <b>direction<\/b> (critical here) and in <b>strength<\/b> (measured, not absolute). Options that overstate or invert are the standard traps.\"\r\n  },\r\n  {\r\n    \"id\": 3,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"Read the following pairs:<br>Phrase : Meaning<br>I. Get along with : Make progress<br>II. Get down to : Begin to give serious attention to<br>III. Get back at : To react to someone<br>How many of the above pairs are correctly matched?\",\r\n    \"options\": [\r\n      \"None of the pairs\",\r\n      \"Only one pair\",\r\n      \"Only two pairs\",\r\n      \"All three pairs\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Only one pair<\/b><br><br>\\n<b>Pair II: CORRECT \u2713<\/b><br>\\n\\\"<b>Get down to<\/b>\\\" means to begin to give serious attention to something. \\\"After the interval, let us get down to the main agenda.\\\"<br><br>\\n<b>Pair I: INCORRECT \u2717<\/b><br>\\n\\\"<b>Get along with<\/b>\\\" \u2014 with the preposition <i>with<\/i> \u2014 means <b>to have a friendly relationship with someone<\/b>. \\\"She gets along with her colleagues.\\\" The sense \\\"make progress\\\" belongs to <b>\\\"get along\\\"<\/b> without <i>with<\/i> (\\\"How are you getting along?\\\"). The preposition changes the meaning, and the pair as printed is a mismatch.<br><br>\\n<b>Pair III: INCORRECT \u2717<\/b><br>\\n\\\"<b>Get back at<\/b>\\\" means <b>to take revenge on<\/b> someone. \\\"To react to someone\\\" is far too weak \u2014 reacting is not retaliating.<br><br>\\n<b>The lesson:<\/b> in phrasal verbs the particle carries the meaning. <i>Get along<\/i>, <i>get along with<\/i>, <i>get back<\/i>, <i>get back at<\/i> and <i>get down to<\/i> are five distinct items, not variants of one.\"\r\n  },\r\n  {\r\n    \"id\": 4,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"Read the following passage:<br>\u201cPolitical stability and economic prosperity are the two most ideal conditions for democracy to flourish. Even in democracies today, crucial knowledge is available to only few individuals.\u201d<br>How many errors are there in the above passage?\",\r\n    \"options\": [\r\n      \"No error\",\r\n      \"One error\",\r\n      \"Two errors\",\r\n      \"More than two errors\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Two errors<\/b><br><br>\\n<b>Error 1 \u2014 \\\"most ideal\\\"<\/b><br>\\n<b>Ideal is an absolute adjective.<\/b> Something either is ideal or it is not; there are no degrees of it. Absolute adjectives cannot take comparative or superlative forms. Correct: \\\"the two <b>ideal<\/b> conditions\\\".<br>\\n<i>Other absolute adjectives that behave the same way:<\/i> unique, perfect, complete, supreme, universal, eternal, extreme. \\\"Most unique\\\" and \\\"very perfect\\\" are the same error.<br><br>\\n<b>Error 2 \u2014 \\\"only few individuals\\\"<\/b><br>\\n\\\"<b>Few<\/b>\\\" without the article carries a <b>negative<\/b> sense \u2014 hardly any. \\\"<b>A few<\/b>\\\" carries a <b>positive<\/b> sense \u2014 some. Here the sentence means that some small number of individuals do have the knowledge, so the article is required: \\\"available to only <b>a few<\/b> individuals\\\".<br><br>\\n<b>The remainder of the passage is sound<\/b>, so the total is exactly two.<br><br>\\n<i>Note:<\/i> the same few \/ a few distinction is tested again at Q11 of this paper.\"\r\n  },\r\n  {\r\n    \"id\": 5,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"Read the following pairs:<br>Idiom : Meaning<br>I. Put two and two together : To draw a correct inference<br>II. At sixes and sevens : In a comfortable situation<br>III. On cloud nine : Extremely unhappy<br>How many of the above pairs are correctly matched?\",\r\n    \"options\": [\r\n      \"None of the pairs\",\r\n      \"Only one pair\",\r\n      \"Only two pairs\",\r\n      \"All three pairs\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Only one pair<\/b><br><br>\\n<b>Pair I: CORRECT \u2713<\/b><br>\\n\\\"<b>Put two and two together<\/b>\\\" means to draw a correct conclusion from the available facts. \\\"She saw his packed bags and put two and two together.\\\"<br><br>\\n<b>Pair II: INCORRECT \u2717<\/b><br>\\n\\\"<b>At sixes and sevens<\/b>\\\" means <b>in a state of confusion or disorder<\/b> \u2014 the exact opposite of comfortable. \\\"With the inspection due, the office was at sixes and sevens.\\\"<br><br>\\n<b>Pair III: INCORRECT \u2717<\/b><br>\\n\\\"<b>On cloud nine<\/b>\\\" means <b>extremely happy<\/b> or elated. The given meaning inverts it.<br><br>\\n<b>The construction of this item:<\/b> both wrong pairs are <b>direct antonyms<\/b> of the true meaning, not near-misses. Where an idiom-matching question offers meanings that feel emotionally reversed, check each against its standard sense rather than against the tone of the surrounding options.<br><br>\\n<i>The Hindi equivalent of \\\"on cloud nine\\\" \u2014 \u092b\u0942\u0932\u093e \u0928 \u0938\u092e\u093e\u0928\u093e \u2014 was tested in the Principal paper the same year.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 6,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"[\u092a\u0930\u093f\u091a\u094d\u091b\u0947\u0926-\u0905\u0902\u0936] \u201c\u0928\u0908 \u0936\u093f\u0915\u094d\u0937\u093e \u0928\u0940\u0924\u093f (NEP) \u092c\u0928\u093e\u0928\u0947 \u0915\u0947 \u0932\u093f\u090f \u0926\u0947\u0936 \u0915\u0940 2\u00b75 \u0932\u093e\u0916 \u0917\u094d\u0930\u093e\u092e-\u092a\u0902\u091a\u093e\u092f\u0924\u094b\u0902, 6600 \u092c\u094d\u0932\u0949\u0915 \u0914\u0930 676 \u091c\u093f\u0932\u094b\u0902 \u0915\u0947 \u0932\u094b\u0917\u094b\u0902 \u0938\u0947 \u0938\u0932\u093e\u0939 \u0932\u0940 \u0917\u0908\u0964 \u0926\u0947\u0936 \u0915\u0940 \u091a\u093e\u0930\u094b\u0902 \u0926\u093f\u0936\u093e\u0913\u0902 \u0938\u0947 \u0936\u093f\u0915\u094d\u0937\u093e\u0935\u093f\u0926\u094b\u0902, \u0935\u0948\u091c\u094d\u091e\u093e\u0928\u093f\u0915\u094b\u0902, \u0905\u0927\u094d\u092f\u093e\u092a\u0915\u094b\u0902, \u091c\u0928-\u092a\u094d\u0930\u0924\u093f\u0928\u093f\u0927\u093f\u092f\u094b\u0902, \u0909\u0926\u094d\u092f\u094b\u0917\u092a\u0924\u093f\u092f\u094b\u0902, \u0905\u092d\u093f\u092d\u093e\u0935\u0915\u094b\u0902, \u092f\u0939\u093e\u0901 \u0924\u0915 \u0915\u093f \u091b\u093e\u0924\u094d\u0930\u094b\u0902 \u0924\u0915 \u0915\u0947 \u0938\u0935\u093e \u0926\u094b \u0932\u093e\u0916 \u0938\u0941\u091d\u093e\u0935\u094b\u0902 \u092a\u0930 \u092e\u0902\u0925\u0928 \u0915\u0930 \u091c\u0928-\u0906\u0915\u093e\u0902\u0915\u094d\u0937\u093e\u0913\u0902 \u0915\u0947 \u0905\u0928\u0941\u0930\u0942\u092a \u092f\u0939 NEP \u0938\u093e\u0915\u093e\u0930 \u0939\u0941\u0908 \u0939\u0948\u0964\u201d<br>\u0907\u0928\u092e\u0947\u0902 \u0938\u0947 \u0915\u094c\u0928-\u0938\u0947 \u0915\u0925\u0928 \u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u092a\u0930\u093f\u091a\u094d\u091b\u0947\u0926-\u0905\u0902\u0936 \u0915\u093e \u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925 \u0939\u0948\u0902?<br>I. \u0932\u094b\u0915\u0924\u0902\u0924\u094d\u0930 \u092e\u0947\u0902 \u0926\u0947\u0936 \u0915\u0947 \u0932\u094b\u0917\u094b\u0902 \u0915\u0940 \u0930\u093e\u092f \u0938\u0930\u094d\u0935\u094b\u092a\u0930\u093f \u0939\u0948\u0964<br>II. \u0928\u0940\u0924\u093f-\u0928\u093f\u0930\u094d\u092e\u093e\u0923 \u0915\u0947 \u0932\u093f\u090f \u0932\u094b\u0917\u094b\u0902 \u0915\u0940 \u0930\u093e\u092f \u092a\u0942\u091b\u0928\u093e \u0938\u092e\u092f \u0915\u0940 \u092c\u0930\u094d\u092c\u093e\u0926\u0940 \u0939\u0948\u0964<br>III. \u0932\u094b\u0917 \u0905\u0939\u092e \u092e\u0938\u0932\u094b\u0902 \u092a\u0930 \u0938\u0930\u0915\u093e\u0930 \u0915\u094b \u0938\u0941\u091d\u093e\u0935 \u0926\u0947\u0928\u0947 \u0915\u0947 \u0907\u091a\u094d\u091b\u0941\u0915 \u0939\u094b\u0924\u0947 \u0939\u0948\u0902\u0964\",\r\n    \"options\": [\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 II\",\r\n      \"\u0915\u0947\u0935\u0932 II \u0914\u0930 III\",\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 III\",\r\n      \"I, II \u0914\u0930 III\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) \u0915\u0947\u0935\u0932 I \u0914\u0930 III<\/b><br><br>\\n<b>\u0915\u0925\u0928 I: \u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925 \u2713<\/b><br>\\n\u092a\u0930\u093f\u091a\u094d\u091b\u0947\u0926 \u092c\u0924\u093e\u0924\u093e \u0939\u0948 \u0915\u093f \u0928\u0940\u0924\u093f <b>\u201c\u091c\u0928-\u0906\u0915\u093e\u0902\u0915\u094d\u0937\u093e\u0913\u0902 \u0915\u0947 \u0905\u0928\u0941\u0930\u0942\u092a\u201d<\/b> \u0938\u093e\u0915\u093e\u0930 \u0939\u0941\u0908\u0964 \u0907\u0924\u0928\u0947 \u0935\u094d\u092f\u093e\u092a\u0915 \u092a\u0930\u093e\u092e\u0930\u094d\u0936 \u0915\u093e \u0909\u0932\u094d\u0932\u0947\u0916 \u092f\u0939\u0940 \u0927\u094d\u0935\u0928\u093f\u0924 \u0915\u0930\u0924\u093e \u0939\u0948 \u0915\u093f \u0932\u094b\u0915\u0924\u0902\u0924\u094d\u0930 \u092e\u0947\u0902 \u091c\u0928\u092e\u0924 \u0915\u094b \u0938\u0930\u094d\u0935\u094b\u091a\u094d\u091a \u0938\u094d\u0925\u093e\u0928 \u092a\u094d\u0930\u093e\u092a\u094d\u0924 \u0939\u0948\u0964<br><br>\\n<b>\u0915\u0925\u0928 III: \u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925 \u2713<\/b><br>\\n<b>\u0938\u0935\u093e \u0926\u094b \u0932\u093e\u0916 \u0938\u0941\u091d\u093e\u0935<\/b> \u092a\u094d\u0930\u093e\u092a\u094d\u0924 \u0939\u094b\u0928\u093e \u2014 \u091b\u093e\u0924\u094d\u0930\u094b\u0902 \u0924\u0915 \u0938\u0947 \u2014 \u0907\u0938 \u092c\u093e\u0924 \u0915\u093e \u092a\u094d\u0930\u0924\u094d\u092f\u0915\u094d\u0937 \u092a\u094d\u0930\u092e\u093e\u0923 \u0939\u0948 \u0915\u093f \u0932\u094b\u0917 \u0905\u0939\u092e \u092e\u0938\u0932\u094b\u0902 \u092a\u0930 \u0938\u0930\u0915\u093e\u0930 \u0915\u094b \u0938\u0941\u091d\u093e\u0935 \u0926\u0947\u0928\u0947 \u0915\u0947 \u0907\u091a\u094d\u091b\u0941\u0915 \u0930\u0939\u0924\u0947 \u0939\u0948\u0902\u0964 \u0938\u0902\u0916\u094d\u092f\u093e \u0939\u0940 \u0924\u0930\u094d\u0915 \u0939\u0948\u0964<br><br>\\n<b>\u0915\u0925\u0928 II: \u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925 \u0928\u0939\u0940\u0902 \u2717<\/b><br>\\n\u092f\u0939 \u092a\u0930\u093f\u091a\u094d\u091b\u0947\u0926 \u0915\u0947 \u092d\u093e\u0935 \u0915\u0947 <b>\u0920\u0940\u0915 \u0935\u093f\u092a\u0930\u0940\u0924<\/b> \u0939\u0948\u0964 \u092a\u0942\u0930\u093e \u0905\u0902\u0936 \u092a\u0930\u093e\u092e\u0930\u094d\u0936-\u092a\u094d\u0930\u0915\u094d\u0930\u093f\u092f\u093e \u0915\u0940 \u0935\u094d\u092f\u093e\u092a\u0915\u0924\u093e \u0915\u094b \u0909\u092a\u0932\u092c\u094d\u0927\u093f \u0915\u0947 \u0930\u0942\u092a \u092e\u0947\u0902 \u092a\u094d\u0930\u0938\u094d\u0924\u0941\u0924 \u0915\u0930\u0924\u093e \u0939\u0948, \u092c\u0930\u094d\u092c\u093e\u0926\u0940 \u0915\u0947 \u0930\u0942\u092a \u092e\u0947\u0902 \u0928\u0939\u0940\u0902\u0964<br><br>\\n<b>\u0924\u0915\u0928\u0940\u0915:<\/b> \u2018\u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925\u2019 \u0935\u093e\u0932\u0947 \u092a\u094d\u0930\u0936\u094d\u0928\u094b\u0902 \u092e\u0947\u0902 \u0935\u0939 \u0935\u093f\u0915\u0932\u094d\u092a \u0924\u0941\u0930\u0902\u0924 \u0939\u091f\u093e \u0926\u0947\u0902 \u091c\u094b \u0917\u0926\u094d\u092f\u093e\u0902\u0936 \u0915\u0947 <b>\u0938\u094d\u0935\u0930 \u0915\u0947 \u0935\u093f\u0930\u0941\u0926\u094d\u0927<\/b> \u0939\u094b\u0964 \u0936\u0947\u0937 \u0935\u093f\u0915\u0932\u094d\u092a\u094b\u0902 \u092e\u0947\u0902 \u0938\u0947 \u0915\u0947\u0935\u0932 \u0935\u0947 \u091a\u0941\u0928\u0947\u0902 \u091c\u093f\u0928\u0915\u093e \u0906\u0927\u093e\u0930 \u0917\u0926\u094d\u092f\u093e\u0902\u0936 \u092e\u0947\u0902 \u092e\u094c\u091c\u0942\u0926 \u0939\u094b\u0964\"\r\n  },\r\n  {\r\n    \"id\": 7,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"[\u092a\u0930\u093f\u091a\u094d\u091b\u0947\u0926-\u0905\u0902\u0936] \u201c\u092f\u0942\u0928\u0947\u0938\u094d\u0915\u094b \u0930\u093f\u092a\u094b\u0930\u094d\u091f\u20132008 \u0905\u0925\u0935\u093e \u0936\u0948\u0915\u094d\u0937\u0923\u093f\u0915 \u092e\u0928\u094b\u0935\u093f\u091c\u094d\u091e\u093e\u0928 \u0915\u0947 \u0905\u0928\u0941\u0938\u093e\u0930 \u092e\u093e\u0924\u0943\u092d\u093e\u0937\u093e \u092e\u0947\u0902 \u0938\u0940\u0916\u0928\u093e \u0906\u0938\u093e\u0928 \u0939\u094b\u0924\u093e \u0939\u0948, \u0915\u094d\u092f\u094b\u0902\u0915\u093f \u0907\u0938\u092e\u0947\u0902 \u0938\u0902\u092a\u094d\u0930\u0947\u0937\u0923 \u0935 \u0938\u0902\u091c\u094d\u091e\u093e\u0928 \u0938\u0939\u091c \u0935 \u0936\u0940\u0918\u094d\u0930 \u0939\u094b\u0924\u093e \u0939\u0948\u0964 \u092e\u093e\u0924\u0943\u092d\u093e\u0937\u093e \u092f\u093e \u0938\u094d\u0925\u093e\u0928\u0940\u092f \u092d\u093e\u0937\u093e \u092e\u0947\u0902 \u092c\u091a\u094d\u091a\u093e \u091a\u0940\u091c\u093c\u094b\u0902 \u0915\u094b \u0938\u092e\u091d\u0924\u093e \u0939\u0948, \u091c\u092c\u0915\u093f \u0907\u0924\u0930 \u092d\u093e\u0937\u093e\u0913\u0902 \u092e\u0947\u0902 \u0909\u0938\u0947 \u0930\u091f\u0928\u093e \u092a\u0921\u093c\u0924\u093e \u0939\u0948\u0964\u201d<br>\u0907\u0928\u092e\u0947\u0902 \u0938\u0947 \u0915\u094c\u0928-\u0938\u0947 \u0915\u0925\u0928 \u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u092a\u0930\u093f\u091a\u094d\u091b\u0947\u0926-\u0905\u0902\u0936 \u0915\u093e \u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925 \u0939\u0948\u0902?<br>I. \u0926\u0947\u0936 \u0915\u0947 \u091c\u094d\u092f\u093e\u0926\u093e\u0924\u0930 \u0932\u094b\u0917 \u092c\u091a\u094d\u091a\u094b\u0902 \u0915\u094b \u0905\u0902\u0917\u094d\u0930\u0947\u091c\u093c\u0940 \u0938\u094d\u0915\u0942\u0932\u094b\u0902 \u092e\u0947\u0902 \u092a\u0922\u093c\u093e\u0928\u0947 \u0915\u0947 \u092a\u0915\u094d\u0937 \u092e\u0947\u0902 \u0939\u0948\u0902\u0964<br>II. \u092e\u093e\u0924\u0943\u092d\u093e\u0937\u093e \u092e\u0947\u0902 \u0915\u094b\u0908 \u092c\u093e\u0924 \u0938\u0939\u0940 \u0938\u0928\u094d\u0926\u0930\u094d\u092d \u092e\u0947\u0902 \u0914\u0930 \u0905\u091a\u094d\u091b\u0940 \u0924\u0930\u0939 \u0938\u092e\u091d \u092e\u0947\u0902 \u0906\u0924\u0940 \u0939\u0948\u0964<br>III. \u0938\u0930\u094d\u0935\u093e\u0902\u0917\u0940\u0923 \u092a\u094d\u0930\u0917\u0924\u093f \u092e\u0947\u0902 \u092d\u093e\u0937\u093e \u0915\u093e \u092e\u0939\u0924\u094d\u0924\u094d\u0935\u092a\u0942\u0930\u094d\u0923 \u092f\u094b\u0917\u0926\u093e\u0928 \u0939\u094b\u0924\u093e \u0939\u0948\u0964\",\r\n    \"options\": [\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 II\",\r\n      \"\u0915\u0947\u0935\u0932 II \u0914\u0930 III\",\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 III\",\r\n      \"I, II \u0914\u0930 III\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) \u0915\u0947\u0935\u0932 II \u0914\u0930 III<\/b><br><br>\\n<b>\u0915\u0925\u0928 II: \u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925 \u2713<\/b><br>\\n\u0917\u0926\u094d\u092f\u093e\u0902\u0936 \u0938\u094d\u092a\u0937\u094d\u091f \u0915\u0939\u0924\u093e \u0939\u0948 \u0915\u093f \u092e\u093e\u0924\u0943\u092d\u093e\u0937\u093e \u092e\u0947\u0902 <b>\u201c\u0938\u0902\u092a\u094d\u0930\u0947\u0937\u0923 \u0935 \u0938\u0902\u091c\u094d\u091e\u093e\u0928 \u0938\u0939\u091c \u0935 \u0936\u0940\u0918\u094d\u0930\u201d<\/b> \u0939\u094b\u0924\u093e \u0939\u0948 \u0914\u0930 \u092c\u091a\u094d\u091a\u093e <b>\u201c\u091a\u0940\u091c\u093c\u094b\u0902 \u0915\u094b \u0938\u092e\u091d\u0924\u093e \u0939\u0948\u201d<\/b>, \u091c\u092c\u0915\u093f \u0907\u0924\u0930 \u092d\u093e\u0937\u093e\u0913\u0902 \u092e\u0947\u0902 <b>\u201c\u0930\u091f\u0928\u093e \u092a\u0921\u093c\u0924\u093e \u0939\u0948\u201d<\/b>\u0964 \u0938\u092e\u091d \u0914\u0930 \u0930\u091f\u0928\u0947 \u0915\u093e \u092f\u0939 \u0935\u093f\u0930\u094b\u0927 \u0939\u0940 \u0915\u0925\u0928 II \u0915\u093e \u0906\u0927\u093e\u0930 \u0939\u0948\u0964<br><br>\\n<b>\u0915\u0925\u0928 III: \u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925 \u2713<\/b><br>\\n\u092f\u0926\u093f \u092d\u093e\u0937\u093e \u0938\u0940\u0916\u0928\u0947 \u0915\u0940 \u0938\u0941\u0917\u092e\u0924\u093e \u0914\u0930 \u0938\u092e\u091d \u0915\u094b \u0928\u093f\u0930\u094d\u0927\u093e\u0930\u093f\u0924 \u0915\u0930\u0924\u0940 \u0939\u0948, \u0924\u094b \u092c\u093e\u0932\u0915 \u0915\u0940 \u0938\u0930\u094d\u0935\u093e\u0902\u0917\u0940\u0923 \u092a\u094d\u0930\u0917\u0924\u093f \u092e\u0947\u0902 \u0909\u0938\u0915\u093e \u092f\u094b\u0917\u0926\u093e\u0928 \u0938\u094d\u0935\u0924\u0903 \u0938\u093f\u0926\u094d\u0927 \u0939\u0948 \u2014 \u092f\u0939 \u0917\u0926\u094d\u092f\u093e\u0902\u0936 \u0915\u093e \u0924\u093e\u0930\u094d\u0915\u093f\u0915 \u0935\u093f\u0938\u094d\u0924\u093e\u0930 \u0939\u0948\u0964<br><br>\\n<b>\u0915\u0925\u0928 I: \u0928\u093f\u0939\u093f\u0924\u093e\u0930\u094d\u0925 \u0928\u0939\u0940\u0902 \u2717<\/b><br>\\n\u0917\u0926\u094d\u092f\u093e\u0902\u0936 \u092e\u0947\u0902 <b>\u0932\u094b\u0917\u094b\u0902 \u0915\u0940 \u092a\u0938\u0902\u0926 \u092f\u093e \u0905\u0902\u0917\u094d\u0930\u0947\u091c\u093c\u0940 \u0938\u094d\u0915\u0942\u0932\u094b\u0902<\/b> \u0915\u093e \u0915\u094b\u0908 \u0909\u0932\u094d\u0932\u0947\u0916 \u0928\u0939\u0940\u0902 \u0939\u0948\u0964 \u092f\u0939 \u092c\u093e\u0939\u0930\u0940 \u0938\u0942\u091a\u0928\u093e \u0939\u0948 \u2014 \u0914\u0930 \u0917\u0926\u094d\u092f\u093e\u0902\u0936 \u0915\u0947 \u0924\u0930\u094d\u0915 \u0915\u0947 \u0935\u093f\u092a\u0930\u0940\u0924 \u092d\u0940\u0964<br><br>\\n<b>\u0928\u0940\u0924\u093f\u0917\u0924 \u0938\u0902\u0926\u0930\u094d\u092d:<\/b> \u092f\u0939\u0940 \u0924\u0930\u094d\u0915 NEP 2020 \u0915\u093e \u0906\u0927\u093e\u0930 \u0939\u0948, \u091c\u094b \u0915\u092e \u0938\u0947 \u0915\u092e \u0915\u0915\u094d\u0937\u093e 5 \u0924\u0915 \u0924\u0925\u093e \u092f\u0925\u093e\u0938\u0902\u092d\u0935 \u0915\u0915\u094d\u0937\u093e 8 \u0924\u0915 <b>\u092e\u093e\u0924\u0943\u092d\u093e\u0937\u093e\/\u0938\u094d\u0925\u093e\u0928\u0940\u092f \u092d\u093e\u0937\u093e<\/b> \u0915\u094b \u0936\u093f\u0915\u094d\u0937\u0923-\u092e\u093e\u0927\u094d\u092f\u092e \u092c\u0928\u093e\u0928\u0947 \u0915\u0940 \u0938\u0902\u0938\u094d\u0924\u0941\u0924\u093f \u0915\u0930\u0924\u093e \u0939\u0948 \u2014 \u0926\u0947\u0916\u0947\u0902 \u0907\u0938\u0940 \u092a\u094d\u0930\u0936\u094d\u0928\u092a\u0924\u094d\u0930 \u0915\u093e \u092a\u094d\u0930\u0936\u094d\u0928 65\u0964\"\r\n  },\r\n  {\r\n    \"id\": 8,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"\u0928\u0940\u091a\u0947 \u0926\u093f\u090f \u0917\u090f \u092f\u0941\u0917\u094d\u092e\u094b\u0902 \u092a\u0930 \u0935\u093f\u091a\u093e\u0930 \u0915\u0940\u091c\u093f\u090f:<br>I. \u0905\u0901\u0917\u0942\u0920\u093e \u0926\u093f\u0916\u093e\u0928\u093e : \u0938\u092e\u092f \u092a\u0930 \u0927\u094b\u0916\u093e \u0926\u0947\u0928\u093e<br>II. \u0905\u0902\u0927\u093e\u0927\u0941\u0902\u0927 \u0932\u0941\u091f\u093e\u0928\u093e : \u092c\u093f\u0928\u093e \u0935\u093f\u091a\u093e\u0930\u0947 \u0935\u094d\u092f\u092f \u0915\u0930\u0928\u093e<br>III. \u0905\u0915\u094d\u0932 \u092a\u0930 \u092a\u0924\u094d\u0925\u0930 \u092a\u0921\u093c\u0928\u093e : \u092c\u0941\u0926\u094d\u0927\u093f\u092e\u093e\u0928 \u0939\u094b\u0928\u093e<br>\u0907\u0928\u092e\u0947\u0902 \u0938\u0947 \u0915\u094c\u0928-\u0938\u0947 \u092f\u0941\u0917\u094d\u092e \u0938\u0939\u0940 \u0938\u0941\u092e\u0947\u0932\u093f\u0924 \u0939\u0948\u0902?\",\r\n    \"options\": [\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 II\",\r\n      \"\u0915\u0947\u0935\u0932 II \u0914\u0930 III\",\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 III\",\r\n      \"I, II \u0914\u0930 III\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) \u0915\u0947\u0935\u0932 I \u0914\u0930 II<\/b><br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e I: \u0938\u0939\u0940 \u2713<\/b><br>\\n<b>\u0905\u0901\u0917\u0942\u0920\u093e \u0926\u093f\u0916\u093e\u0928\u093e<\/b> \u2014 \u0906\u0935\u0936\u094d\u092f\u0915\u0924\u093e \u0915\u0947 \u0938\u092e\u092f \u0926\u0947\u0928\u0947 \u0938\u0947 \u0907\u0928\u0915\u093e\u0930 \u0915\u0930 \u0926\u0947\u0928\u093e, \u0935\u093e\u0926\u093e \u0915\u0930\u0915\u0947 \u092e\u0941\u0915\u0930 \u091c\u093e\u0928\u093e, \u0905\u0930\u094d\u0925\u093e\u0924\u094d \u0938\u092e\u092f \u092a\u0930 \u0927\u094b\u0916\u093e \u0926\u0947\u0928\u093e\u0964<br>\\n\u092a\u094d\u0930\u092f\u094b\u0917 \u2014 \u201c\u091c\u092c \u0927\u0928 \u0915\u0940 \u0938\u092c\u0938\u0947 \u0905\u0927\u093f\u0915 \u0906\u0935\u0936\u094d\u092f\u0915\u0924\u093e \u0925\u0940, \u0924\u092d\u0940 \u0909\u0938\u0928\u0947 \u0905\u0901\u0917\u0942\u0920\u093e \u0926\u093f\u0916\u093e \u0926\u093f\u092f\u093e\u0964\u201d<br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e II: \u0938\u0939\u0940 \u2713<\/b><br>\\n<b>\u0905\u0902\u0927\u093e\u0927\u0941\u0902\u0927 \u0932\u0941\u091f\u093e\u0928\u093e<\/b> \u2014 \u092c\u093f\u0928\u093e \u0938\u094b\u091a\u0947-\u0935\u093f\u091a\u093e\u0930\u0947 \u0927\u0928 \u0935\u094d\u092f\u092f \u0915\u0930\u0928\u093e, \u0905\u0935\u093f\u0935\u0947\u0915\u092a\u0942\u0930\u094d\u0923 \u0922\u0902\u0917 \u0938\u0947 \u0916\u0930\u094d\u091a \u0915\u0930\u0928\u093e\u0964<br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e III: \u0917\u0932\u0924 \u2717<\/b><br>\\n<b>\u0905\u0915\u094d\u0932 \u092a\u0930 \u092a\u0924\u094d\u0925\u0930 \u092a\u0921\u093c\u0928\u093e<\/b> \u0915\u093e \u0905\u0930\u094d\u0925 \u0939\u0948 <b>\u092c\u0941\u0926\u094d\u0927\u093f \u092d\u094d\u0930\u0937\u094d\u091f \u0939\u094b \u091c\u093e\u0928\u093e, \u0938\u092e\u091d \u0928 \u0906\u0928\u093e, \u0935\u093f\u0935\u0947\u0915 \u0928\u0937\u094d\u091f \u0939\u094b \u091c\u093e\u0928\u093e<\/b> \u2014 \u0926\u093f\u092f\u093e \u0917\u092f\u093e \u0905\u0930\u094d\u0925 \u2018\u092c\u0941\u0926\u094d\u0927\u093f\u092e\u093e\u0928 \u0939\u094b\u0928\u093e\u2019 \u0907\u0938\u0915\u093e \u0920\u0940\u0915 <b>\u0935\u093f\u092a\u0930\u0940\u0924<\/b> \u0939\u0948\u0964<br>\\n\u092a\u094d\u0930\u092f\u094b\u0917 \u2014 \u201c\u0907\u0924\u0928\u093e \u0905\u091a\u094d\u091b\u093e \u092a\u094d\u0930\u0938\u094d\u0924\u093e\u0935 \u0920\u0941\u0915\u0930\u093e \u0926\u093f\u092f\u093e, \u0932\u0917\u0924\u093e \u0939\u0948 \u0909\u0938\u0915\u0940 \u0905\u0915\u094d\u0932 \u092a\u0930 \u092a\u0924\u094d\u0925\u0930 \u092a\u0921\u093c \u0917\u090f \u0939\u0948\u0902\u0964\u201d<br><br>\\n<b>\u092a\u094d\u0930\u0936\u094d\u0928-\u0930\u091a\u0928\u093e \u0915\u0940 \u092f\u0941\u0915\u094d\u0924\u093f:<\/b> \u092f\u0939\u093e\u0901 \u092d\u0940 \u0917\u0932\u0924 \u092f\u0941\u0917\u094d\u092e \u0935\u093f\u092a\u0930\u0940\u0924\u093e\u0930\u094d\u0925\u0915 \u0905\u0930\u094d\u0925 \u0926\u0947\u0915\u0930 \u092c\u0928\u093e\u092f\u093e \u0917\u092f\u093e \u0939\u0948 \u2014 \u0935\u0939\u0940 \u0924\u0915\u0928\u0940\u0915 \u091c\u094b \u0907\u0938\u0940 \u092a\u094d\u0930\u0936\u094d\u0928\u092a\u0924\u094d\u0930 \u0915\u0947 \u092a\u094d\u0930\u0936\u094d\u0928 5 \u092e\u0947\u0902 \u0905\u0902\u0917\u094d\u0930\u0947\u091c\u093c\u0940 \u092e\u0941\u0939\u093e\u0935\u0930\u094b\u0902 \u092a\u0930 \u0932\u093e\u0917\u0942 \u0915\u0940 \u0917\u0908 \u0939\u0948\u0964\"\r\n  },\r\n  {\r\n    \"id\": 9,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"\u0928\u0940\u091a\u0947 \u0926\u093f\u090f \u0917\u090f \u092f\u0941\u0917\u094d\u092e\u094b\u0902 \u092a\u0930 \u0935\u093f\u091a\u093e\u0930 \u0915\u0940\u091c\u093f\u090f:<br>\u092e\u0941\u0939\u093e\u0935\u0930\u0947 : \u0905\u0930\u094d\u0925<br>I. \u0916\u0942\u0928-\u092a\u0938\u0940\u0928\u093e \u090f\u0915 \u0915\u0930\u0928\u093e : \u0915\u0920\u093f\u0928 \u092a\u0930\u093f\u0936\u094d\u0930\u092e \u0915\u0930\u0928\u093e<br>II. \u0918\u0930 \u0915\u093e \u0928 \u0918\u093e\u091f \u0915\u093e : \u0939\u0930 \u091c\u0917\u0939 \u0909\u092a\u0938\u094d\u0925\u093f\u0924 \u0930\u0939\u0928\u093e<br>III. \u0918\u094b\u0921\u093c\u0947 \u092c\u0947\u091a \u0915\u0930 \u0938\u094b\u0928\u093e : \u092c\u0947\u092b\u093f\u0915\u094d\u0930 \u0939\u094b\u0928\u093e<br>\u0907\u0928\u092e\u0947\u0902 \u0938\u0947 \u0915\u094c\u0928-\u0938\u0947 \u092f\u0941\u0917\u094d\u092e \u0938\u0939\u0940 \u0938\u0941\u092e\u0947\u0932\u093f\u0924 \u0939\u0948\u0902?\",\r\n    \"options\": [\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 II\",\r\n      \"\u0915\u0947\u0935\u0932 II \u0914\u0930 III\",\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 III\",\r\n      \"I, II \u0914\u0930 III\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) \u0915\u0947\u0935\u0932 I \u0914\u0930 III<\/b><br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e I: \u0938\u0939\u0940 \u2713<\/b><br>\\n<b>\u0916\u0942\u0928-\u092a\u0938\u0940\u0928\u093e \u090f\u0915 \u0915\u0930\u0928\u093e<\/b> \u2014 \u0905\u0924\u094d\u092f\u0902\u0924 \u0915\u0920\u093f\u0928 \u092a\u0930\u093f\u0936\u094d\u0930\u092e \u0915\u0930\u0928\u093e, \u0905\u0925\u0915 \u0936\u094d\u0930\u092e \u0915\u0930\u0928\u093e\u0964<br>\\n\u092a\u094d\u0930\u092f\u094b\u0917 \u2014 \u201c\u0909\u0938\u0928\u0947 \u0916\u0942\u0928-\u092a\u0938\u0940\u0928\u093e \u090f\u0915 \u0915\u0930\u0915\u0947 \u092f\u0939 \u0935\u093f\u0926\u094d\u092f\u093e\u0932\u092f \u0916\u0921\u093c\u093e \u0915\u093f\u092f\u093e\u0964\u201d<br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e III: \u0938\u0939\u0940 \u2713<\/b><br>\\n<b>\u0918\u094b\u0921\u093c\u0947 \u092c\u0947\u091a \u0915\u0930 \u0938\u094b\u0928\u093e<\/b> \u2014 \u092a\u0942\u0930\u094d\u0923\u0924\u0903 \u0928\u093f\u0936\u094d\u091a\u093f\u0902\u0924 \u0939\u094b\u0915\u0930 \u0938\u094b\u0928\u093e, \u0915\u093f\u0938\u0940 \u092a\u094d\u0930\u0915\u093e\u0930 \u0915\u0940 \u091a\u093f\u0902\u0924\u093e \u0928 \u0930\u0939\u0928\u093e\u0964<br>\\n\u092a\u094d\u0930\u092f\u094b\u0917 \u2014 \u201c\u092a\u0930\u0940\u0915\u094d\u0937\u093e \u0938\u092e\u093e\u092a\u094d\u0924 \u0939\u094b\u0924\u0947 \u0939\u0940 \u0935\u0939 \u0918\u094b\u0921\u093c\u0947 \u092c\u0947\u091a \u0915\u0930 \u0938\u094b \u0917\u092f\u093e\u0964\u201d<br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e II: \u0917\u0932\u0924 \u2717<\/b><br>\\n<b>\u0918\u0930 \u0915\u093e \u0928 \u0918\u093e\u091f \u0915\u093e<\/b> \u0915\u093e \u0905\u0930\u094d\u0925 \u0939\u0948 <b>\u0915\u0939\u0940\u0902 \u0915\u093e \u0928 \u0930\u0939\u0928\u093e, \u0915\u093f\u0938\u0940 \u092d\u0940 \u0913\u0930 \u0915\u093e \u0928 \u0930\u0939\u0928\u093e, \u0928\u093f\u0930\u093e\u0936\u094d\u0930\u093f\u0924 \u0939\u094b \u091c\u093e\u0928\u093e<\/b> \u2014 \u0926\u093f\u092f\u093e \u0917\u092f\u093e \u0905\u0930\u094d\u0925 \u2018\u0939\u0930 \u091c\u0917\u0939 \u0909\u092a\u0938\u094d\u0925\u093f\u0924 \u0930\u0939\u0928\u093e\u2019 \u0907\u0938\u0915\u093e \u0909\u0932\u091f\u093e \u0939\u0948\u0964<br>\\n\u092a\u094d\u0930\u092f\u094b\u0917 \u2014 \u201c\u0926\u094b\u0928\u094b\u0902 \u0928\u094c\u0915\u0930\u093f\u092f\u093e\u0901 \u091b\u094b\u0921\u093c \u0926\u0947\u0928\u0947 \u0938\u0947 \u0935\u0939 \u0918\u0930 \u0915\u093e \u0928 \u0918\u093e\u091f \u0915\u093e \u0930\u0939\u093e\u0964\u201d<br><br>\\n<b>\u0927\u094d\u092f\u093e\u0928 \u0926\u0947\u0902:<\/b> \u092e\u0941\u0939\u093e\u0935\u0930\u0947 \u0915\u093e \u0905\u0930\u094d\u0925 \u0936\u092c\u094d\u0926\u094b\u0902 \u0915\u0947 \u0936\u093e\u092c\u094d\u0926\u093f\u0915 \u0905\u0930\u094d\u0925 \u0938\u0947 \u0928\u0939\u0940\u0902, \u0930\u0942\u0922\u093c \u092a\u094d\u0930\u092f\u094b\u0917 \u0938\u0947 \u0924\u092f \u0939\u094b\u0924\u093e \u0939\u0948\u0964 \u2018\u0918\u0930\u2019 \u0914\u0930 \u2018\u0918\u093e\u091f\u2019 \u0926\u094b\u0928\u094b\u0902 \u0938\u094d\u0925\u093e\u0928\u094b\u0902 \u0915\u0947 \u0928\u093e\u092e \u0939\u0948\u0902, \u0915\u093f\u0902\u0924\u0941 \u092e\u0941\u0939\u093e\u0935\u0930\u093e \u0909\u092a\u0938\u094d\u0925\u093f\u0924\u093f \u0928\u0939\u0940\u0902, \u0906\u0936\u094d\u0930\u092f\u0939\u0940\u0928\u0924\u093e \u092c\u0924\u093e\u0924\u093e \u0939\u0948\u0964\"\r\n  },\r\n  {\r\n    \"id\": 10,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"\u0928\u0940\u091a\u0947 \u0926\u093f\u090f \u0917\u090f \u0935\u093e\u0915\u094d\u092f\u094b\u0902 \u092a\u0930 \u0935\u093f\u091a\u093e\u0930 \u0915\u0940\u091c\u093f\u090f:<br>I. \u0905\u092d\u0902\u0917 \u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f \u0915\u093e \u091b\u0902\u0926 \u0939\u0948\u0964<br>II. \u0936\u094d\u0930\u0940\u0915\u0943\u0937\u094d\u0923 \u0915\u0947 \u0905\u0928\u0947\u0915\u094b\u0902 \u0928\u093e\u092e \u0939\u0948\u0902\u0964<br>III. \u0907\u0928 \u0926\u094b\u0928\u094b\u0902 \u092e\u0947\u0902 \u0915\u0947\u0935\u0932 \u090f\u0915\u092e\u093e\u0924\u094d\u0930 \u0905\u0902\u0924\u0930 \u0939\u0948\u0964<br>IV. \u092f\u0939 \u092c\u093e\u0924 \u092c\u093f\u0932\u0915\u0941\u0932 \u092d\u0940 \u0905\u091a\u094d\u091b\u0940 \u0928\u0939\u0940\u0902 \u0939\u0948\u0964<br>\u0907\u0928\u092e\u0947\u0902 \u0938\u0947 \u0915\u094c\u0928-\u0938\u093e\/\u0938\u0947 \u0935\u093e\u0915\u094d\u092f \u0935\u094d\u092f\u093e\u0915\u0930\u0923 \u0915\u0940 \u0926\u0943\u0937\u094d\u091f\u093f \u0938\u0947 \u0936\u0941\u0926\u094d\u0927 \u0939\u0948\/\u0939\u0948\u0902?\",\r\n    \"options\": [\r\n      \"\u0915\u0947\u0935\u0932 I\",\r\n      \"\u0915\u0947\u0935\u0932 II\",\r\n      \"I, II \u0914\u0930 III\",\r\n      \"I, III \u0914\u0930 IV\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) \u0915\u0947\u0935\u0932 I<\/b><br><br>\\n<b>\u0935\u093e\u0915\u094d\u092f I: \u0936\u0941\u0926\u094d\u0927 \u2713<\/b><br>\\n\u201c\u0905\u092d\u0902\u0917 \u092e\u0930\u093e\u0920\u0940 \u0938\u093e\u0939\u093f\u0924\u094d\u092f \u0915\u093e \u091b\u0902\u0926 \u0939\u0948\u0964\u201d \u2014 \u0935\u094d\u092f\u093e\u0915\u0930\u0923 \u090f\u0935\u0902 \u0924\u0925\u094d\u092f \u0926\u094b\u0928\u094b\u0902 \u0926\u0943\u0937\u094d\u091f\u093f \u0938\u0947 \u0936\u0941\u0926\u094d\u0927\u0964 <b>\u0905\u092d\u0902\u0917<\/b> \u092e\u0930\u093e\u0920\u0940 \u092d\u0915\u094d\u0924\u093f-\u0915\u093e\u0935\u094d\u092f \u0915\u093e \u092a\u094d\u0930\u0938\u093f\u0926\u094d\u0927 \u091b\u0902\u0926 \u0939\u0948, \u091c\u093f\u0938\u0915\u093e \u092a\u094d\u0930\u092f\u094b\u0917 \u0938\u0902\u0924 \u091c\u094d\u091e\u093e\u0928\u0947\u0936\u094d\u0935\u0930, \u0928\u093e\u092e\u0926\u0947\u0935 \u0914\u0930 \u0924\u0941\u0915\u093e\u0930\u093e\u092e \u0928\u0947 \u0915\u093f\u092f\u093e\u0964<br><br>\\n<b>\u0935\u093e\u0915\u094d\u092f II: \u0905\u0936\u0941\u0926\u094d\u0927 \u2717<\/b><br>\\n<b>\u201c\u0905\u0928\u0947\u0915\u094b\u0902\u201d<\/b> \u0905\u0936\u0941\u0926\u094d\u0927 \u0939\u0948\u0964 \u2018\u0905\u0928\u0947\u0915\u2019 \u0938\u094d\u0935\u092f\u0902 \u092c\u0939\u0941\u0935\u091a\u0928 \u0939\u0948; \u0909\u0938 \u092a\u0930 \u092a\u0941\u0928\u0903 \u092c\u0939\u0941\u0935\u091a\u0928-\u092a\u094d\u0930\u0924\u094d\u092f\u092f \u0932\u0917\u093e\u0928\u093e <b>\u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f \u0926\u094b\u0937<\/b> \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c\u0936\u094d\u0930\u0940\u0915\u0943\u0937\u094d\u0923 \u0915\u0947 <b>\u0905\u0928\u0947\u0915<\/b> \u0928\u093e\u092e \u0939\u0948\u0902\u0964\u201d<br><br>\\n<b>\u0935\u093e\u0915\u094d\u092f III: \u0905\u0936\u0941\u0926\u094d\u0927 \u2717<\/b><br>\\n<b>\u201c\u0915\u0947\u0935\u0932 \u090f\u0915\u092e\u093e\u0924\u094d\u0930\u201d<\/b> \u092e\u0947\u0902 \u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f \u0939\u0948 \u2014 \u2018\u090f\u0915\u092e\u093e\u0924\u094d\u0930\u2019 \u092e\u0947\u0902 \u2018\u0915\u0947\u0935\u0932\u2019 \u0915\u093e \u092d\u093e\u0935 \u092a\u0939\u0932\u0947 \u0938\u0947 \u0928\u093f\u0939\u093f\u0924 \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c\u0907\u0928 \u0926\u094b\u0928\u094b\u0902 \u092e\u0947\u0902 <b>\u0915\u0947\u0935\u0932 \u090f\u0915<\/b> \u0905\u0902\u0924\u0930 \u0939\u0948\u0964\u201d \u0905\u0925\u0935\u093e \u201c\u0907\u0928 \u0926\u094b\u0928\u094b\u0902 \u092e\u0947\u0902 <b>\u090f\u0915\u092e\u093e\u0924\u094d\u0930<\/b> \u0905\u0902\u0924\u0930 \u0939\u0948\u0964\u201d<br><br>\\n<b>\u0935\u093e\u0915\u094d\u092f IV: \u0905\u0936\u0941\u0926\u094d\u0927 \u2717<\/b><br>\\n<b>\u201c\u092c\u093f\u0932\u0915\u0941\u0932 \u092d\u0940\u201d<\/b> \u0905\u0902\u0917\u094d\u0930\u0947\u091c\u093c\u0940 \u0915\u0947 <i>at all<\/i> \u0915\u093e \u0905\u0928\u0941\u0935\u093e\u0926-\u092a\u094d\u0930\u092d\u093e\u0935 \u0939\u0948 \u0914\u0930 \u0939\u093f\u0902\u0926\u0940 \u092e\u0947\u0902 \u0905\u0936\u0941\u0926\u094d\u0927 \u092e\u093e\u0928\u093e \u091c\u093e\u0924\u093e \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c\u092f\u0939 \u092c\u093e\u0924 <b>\u092c\u093f\u0932\u0915\u0941\u0932<\/b> \u0905\u091a\u094d\u091b\u0940 \u0928\u0939\u0940\u0902 \u0939\u0948\u0964\u201d<br><br>\\n<b>\u0938\u093e\u092e\u093e\u0928\u094d\u092f \u0938\u0942\u0924\u094d\u0930:<\/b> \u0939\u093f\u0902\u0926\u0940 \u0935\u093e\u0915\u094d\u092f-\u0936\u0941\u0926\u094d\u0927\u093f \u092e\u0947\u0902 \u0938\u092c\u0938\u0947 \u0906\u092e \u0926\u094b\u0937 <b>\u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f<\/b> \u0939\u0948 \u2014 \u0905\u0928\u0947\u0915\u094b\u0902, \u0915\u0947\u0935\u0932 \u090f\u0915\u092e\u093e\u0924\u094d\u0930, \u0938\u0915\u0941\u0936\u0932\u092a\u0942\u0930\u094d\u0935\u0915, \u0935\u093e\u092a\u0938 \u0932\u094c\u091f\u0928\u093e, \u0915\u0943\u092a\u092f\u093e \u0915\u0930\u0915\u0947\u0964\"\r\n  },\r\n  {\r\n    \"id\": 11,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"Fill in the blanks (X, Y) in the following sentences with the appropriate word\/phrase given in the brackets:<br>I. The passenger in the train spoke ___X___ (little\/a little) English and hence it was difficult to communicate with him.<br>II. Things are not going so well for my friend, as he has ___Y___ (few\/a few) problems.<br>X and Y respectively stand for:\",\r\n    \"options\": [\r\n      \"little, few\",\r\n      \"a little, a few\",\r\n      \"little, a few\",\r\n      \"a little, few\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) little, a few<\/b><br><br>\\n<b>The governing rule:<\/b><br>\\n\u2022 <b>little \/ few<\/b> (without the article) carry a <b>NEGATIVE<\/b> sense \u2014 hardly any, almost none<br>\\n\u2022 <b>a little \/ a few<\/b> (with the article) carry a <b>POSITIVE<\/b> sense \u2014 some, a small but sufficient quantity<br>\\n\u2022 <b>little<\/b> and <b>a little<\/b> go with <b>uncountable<\/b> nouns; <b>few<\/b> and <b>a few<\/b> go with <b>countable<\/b> nouns<br><br>\\n<b>Blank X \u2192 \\\"little\\\"<\/b><br>\\nThe consequence clause is \\\"<b>hence it was difficult to communicate<\/b>\\\". Difficulty arises from the near-absence of English, so the negative form is required. \\\"A little English\\\" would have made communication possible.<br>\\n<i>English<\/i> as a language is uncountable, confirming <i>little<\/i> rather than <i>few<\/i>.<br><br>\\n<b>Blank Y \u2192 \\\"a few\\\"<\/b><br>\\n\\\"Things are not going so well ... as he has ___ problems.\\\" The clause explains <b>why<\/b> things are going badly, so he must actually <b>have<\/b> some problems. \\\"Few problems\\\" would mean hardly any \u2014 which would contradict the first half of the sentence.<br>\\n<i>Problems<\/i> is countable, confirming <i>a few<\/i> rather than <i>a little<\/i>.<br><br>\\n<b>The memory aid:<\/b> the article <b>\\\"a\\\"<\/b> adds the positive. Without it, the word takes away.\"\r\n  },\r\n  {\r\n    \"id\": 12,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"Read the following three statements, each given in the form of Active voice and Passive voice:<br>I. Active: It is time to shut down the shop. \/ Passive: It is time for the shop to shut down.<br>II. Active: Please enter by this door. \/ Passive: You are requested to enter by this door.<br>III. Active: What amazed you? \/ Passive: What were you amazed?<br>In how many of the above statements is the Active voice correctly expressed in the Passive voice?\",\r\n    \"options\": [\r\n      \"None\",\r\n      \"Only one\",\r\n      \"Only two\",\r\n      \"All three\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Only one<\/b><br><br>\\n<b>Statement II: CORRECT \u2713<\/b><br>\\nImperative sentences expressing a request are converted using \\\"<b>You are requested to \u2026<\/b>\\\". \\\"Please enter by this door\\\" \u2192 \\\"You are requested to enter by this door.\\\" This is the standard and accepted transformation.<br><br>\\n<b>Statement I: INCORRECT \u2717<\/b><br>\\n\\\"It is time for the shop <b>to shut down<\/b>\\\" is still <b>active in form<\/b> \u2014 the shop appears to perform the action itself. The correct passive requires the infinitive to be passive:<br>\\n<b>\\\"It is time for the shop to be shut down.\\\"<\/b><br><br>\\n<b>Statement III: INCORRECT \u2717<\/b><br>\\n\\\"What were you amazed?\\\" is <b>incomplete<\/b> \u2014 the preposition is missing. The verb <i>amaze<\/i> in the passive requires <b>at<\/b> or <b>by<\/b>:<br>\\n<b>\\\"What were you amazed at?\\\"<\/b> or \\\"By what were you amazed?\\\"<br><br>\\n<b>The two errors are of different kinds<\/b> \u2014 one is a failure to make the verb passive at all, the other a dropped preposition. Voice-transformation items commonly test both, so check the verb form <i>and<\/i> the preposition in every option.\"\r\n  },\r\n  {\r\n    \"id\": 13,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"Read the following three statements, each given in the form of Direct speech and Indirect speech:<br>I. Direct: The lady officer said, \u201cHow clever am I?\u201d \/ Indirect: The lady officer exclaimed that she was very clever.<br>II. Direct: The teacher said to the student, \u201cBravo! You have done well.\u201d \/ Indirect: The teacher applauded the student saying that he had done well.<br>III. Direct: He said, \u201cNo, I did not participate.\u201d \/ Indirect: He denied that he did not participate.<br>In how many of the above statements is the Direct speech correctly expressed in the Indirect speech?\",\r\n    \"options\": [\r\n      \"None\",\r\n      \"Only one\",\r\n      \"Only two\",\r\n      \"All three\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Only two<\/b><br><br>\\n<b>Statement I: CORRECT \u2713<\/b><br>\\n\\\"How clever am I?\\\" is <b>interrogative in form but exclamatory in sense<\/b>. Such sentences are reported with <b>exclaimed<\/b> and converted to a statement: \\\"exclaimed that she was very clever.\\\" Tense shifts from present to past correctly.<br><br>\\n<b>Statement II: CORRECT \u2713<\/b><br>\\n\\\"Bravo!\\\" is an <b>exclamation of praise<\/b>, correctly reported by the verb <b>applauded<\/b>. The present perfect \\\"have done\\\" correctly becomes the past perfect \\\"<b>had done<\/b>\\\".<br><br>\\n<b>Statement III: INCORRECT \u2717<\/b><br>\\n<b>Double negative.<\/b> The verb \\\"<b>denied<\/b>\\\" already carries a negative. Adding \\\"did not participate\\\" reverses the meaning \u2014 as written, he denies <i>not<\/i> participating, which asserts that he <i>did<\/i> participate.<br>\\nCorrect: \\\"He <b>denied<\/b> that he <b>had participated<\/b>\\\" or \\\"He denied having participated.\\\"<br><br>\\n<b>The rule:<\/b> when <i>say no<\/i> is reported by <b>deny<\/b> or <b>refuse<\/b>, the negative is absorbed into the reporting verb and must be removed from the reported clause.\"\r\n  },\r\n  {\r\n    \"id\": 14,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"Read the following pairs in which \u2018up\u2019 is used as adjective, adverb, noun, preposition, etc.:<br>Sentence : Used as<br>I. Prices of the commodities are going up. : Adverb<br>II. The boy went up the hill. : Preposition<br>III. The next Up train departs at 7:00 a.m. : Adjective<br>How many of the above pairs are correctly matched?\",\r\n    \"options\": [\r\n      \"None of the pairs\",\r\n      \"Only one pair\",\r\n      \"Only two pairs\",\r\n      \"All three pairs\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) All three pairs<\/b><br><br>\\n<b>Pair I: ADVERB \u2713<\/b><br>\\n\\\"Prices are going <b>up<\/b>.\\\" Here <i>up<\/i> modifies the verb <b>going<\/b>, indicating direction. It governs no noun, which is the test that separates an adverb from a preposition.<br><br>\\n<b>Pair II: PREPOSITION \u2713<\/b><br>\\n\\\"The boy went <b>up the hill<\/b>.\\\" Here <i>up<\/i> is followed by the noun <b>the hill<\/b> and shows the relation between the movement and that object. A word governing a noun in this way is a preposition.<br><br>\\n<b>Pair III: ADJECTIVE \u2713<\/b><br>\\n\\\"The next <b>Up<\/b> train departs at 7:00 a.m.\\\" Here <i>Up<\/i> qualifies the noun <b>train<\/b>, identifying which kind of train. In Indian Railways usage, an <b>Up train<\/b> travels towards the headquarters of the division and a <b>Down train<\/b> away from it.<br><br>\\n<b>The diagnostic question:<\/b> ask what the word is doing.<br>\\n\u2022 Modifying a <b>verb<\/b>, with no object \u2192 <b>adverb<\/b><br>\\n\u2022 Followed by a <b>noun<\/b> it governs \u2192 <b>preposition<\/b><br>\\n\u2022 Qualifying a <b>noun<\/b> \u2192 <b>adjective<\/b><br>\\n\u2022 Acting as subject or object \u2192 <b>noun<\/b> (\\\"the ups and downs of life\\\")\"\r\n  },\r\n  {\r\n    \"id\": 15,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"Read the following pairs:<br>Group of words : One-word substitution<br>I. Great academic knowledge : Erudition<br>II. A child who stays away from school without permission : Truant<br>III. Never making mistakes : Incorrigible<br>How many of the above pairs are correctly matched?\",\r\n    \"options\": [\r\n      \"None of the pairs\",\r\n      \"Only one pair\",\r\n      \"Only two pairs\",\r\n      \"All three pairs\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Only two pairs<\/b><br><br>\\n<b>Pair I: CORRECT \u2713<\/b><br>\\n<b>Erudition<\/b> \u2014 extensive scholarship, deep and wide academic learning. The adjective is <i>erudite<\/i>.<br><br>\\n<b>Pair II: CORRECT \u2713<\/b><br>\\n<b>Truant<\/b> \u2014 a pupil who stays away from school without leave or explanation. The practice is <i>truancy<\/i>; \\\"to play truant\\\" is the idiom.<br><br>\\n<b>Pair III: INCORRECT \u2717<\/b><br>\\n<b>Incorrigible<\/b> means <b>incapable of being corrected or reformed<\/b> \u2014 used of bad habits or persistent offenders. \\\"An incorrigible liar.\\\"<br>\\nThe correct word for \\\"never making mistakes\\\" is <b>INFALLIBLE<\/b>.<br><br>\\n<b>Related one-word substitutions worth grouping with these:<\/b><br>\\n\u2022 <b>Infallible<\/b> \u2014 never wrong, incapable of error<br>\\n\u2022 <b>Impeccable<\/b> \u2014 flawless, faultless<br>\\n\u2022 <b>Indelible<\/b> \u2014 cannot be erased<br>\\n\u2022 <b>Inevitable<\/b> \u2014 cannot be avoided<br>\\n\u2022 <b>Invincible<\/b> \u2014 cannot be defeated<br>\\n\u2022 <b>Illegible<\/b> \u2014 cannot be read<br>\\n\u2022 <b>Eligible<\/b> \u2014 fit to be chosen<br><br>\\n<i>The in- prefix words are a standard cluster; learning them together is more efficient than meeting them one at a time.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 16,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"\u0928\u093f\u092e\u094d\u0928\u0932\u093f\u0916\u093f\u0924 \u092e\u0947\u0902 \u0915\u094c\u0928-\u0938\u0940 \u090f\u0915, \u2018\u0915\u0930\u094d\u092e \u0915\u093e\u0930\u0915\u2019 \u0915\u0940 \u0935\u093f\u092d\u0915\u094d\u0924\u093f \u0939\u0948?\",\r\n    \"options\": [\r\n      \"\u0928\u0947\",\r\n      \"\u0915\u094b\",\r\n      \"\u0938\u0947\",\r\n      \"\u0915\u0947 \u0932\u093f\u090f\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) \u0915\u094b<\/b><br><br>\\n<b>\u0915\u0930\u094d\u092e \u0915\u093e\u0930\u0915<\/b> \u0935\u0939 \u0939\u0948 \u091c\u093f\u0938 \u092a\u0930 \u0915\u094d\u0930\u093f\u092f\u093e \u0915\u093e \u092b\u0932 \u092a\u0921\u093c\u0924\u093e \u0939\u0948\u0964 \u0907\u0938\u0915\u0940 \u0935\u093f\u092d\u0915\u094d\u0924\u093f (\u092a\u0930\u0938\u0930\u094d\u0917) <b>\u2018\u0915\u094b\u2019<\/b> \u0939\u0948\u0964<br>\\n\u0909\u0926\u093e\u0939\u0930\u0923 \u2014 \u201c\u0930\u093e\u092e \u0928\u0947 <b>\u0936\u094d\u092f\u093e\u092e \u0915\u094b<\/b> \u092a\u0922\u093c\u093e\u092f\u093e\u0964\u201d \u092f\u0939\u093e\u0901 \u2018\u0936\u094d\u092f\u093e\u092e\u2019 \u0915\u0930\u094d\u092e \u0939\u0948\u0964<br><br>\\n<b>\u0906\u0920\u094b\u0902 \u0915\u093e\u0930\u0915 \u090f\u0935\u0902 \u0909\u0928\u0915\u0940 \u0935\u093f\u092d\u0915\u094d\u0924\u093f\u092f\u093e\u0901 \u2014 \u092a\u0942\u0930\u093e \u0938\u092e\u0941\u091a\u094d\u091a\u092f \u092f\u093e\u0926 \u0930\u0916\u0947\u0902:<\/b><br>\\n1. <b>\u0915\u0930\u094d\u0924\u093e<\/b> \u2014 \u0928\u0947 (\u0905\u0925\u0935\u093e \u0936\u0942\u0928\u094d\u092f \u0935\u093f\u092d\u0915\u094d\u0924\u093f)<br>\\n2. <b>\u0915\u0930\u094d\u092e<\/b> \u2014 <b>\u0915\u094b<\/b> \u2713<br>\\n3. <b>\u0915\u0930\u0923<\/b> \u2014 \u0938\u0947, \u0915\u0947 \u0926\u094d\u0935\u093e\u0930\u093e (\u0938\u093e\u0927\u0928 \u0915\u0947 \u0905\u0930\u094d\u0925 \u092e\u0947\u0902)<br>\\n4. <b>\u0938\u092e\u094d\u092a\u094d\u0930\u0926\u093e\u0928<\/b> \u2014 \u0915\u0947 \u0932\u093f\u090f, \u0915\u094b (\u0926\u0947\u0928\u0947 \u0915\u0947 \u0905\u0930\u094d\u0925 \u092e\u0947\u0902)<br>\\n5. <b>\u0905\u092a\u093e\u0926\u093e\u0928<\/b> \u2014 \u0938\u0947 (\u092a\u0943\u0925\u0915\u094d \u0939\u094b\u0928\u0947 \u0915\u0947 \u0905\u0930\u094d\u0925 \u092e\u0947\u0902)<br>\\n6. <b>\u0938\u092e\u094d\u092c\u0928\u094d\u0927<\/b> \u2014 \u0915\u093e, \u0915\u0947, \u0915\u0940<br>\\n7. <b>\u0905\u0927\u093f\u0915\u0930\u0923<\/b> \u2014 \u092e\u0947\u0902, \u092a\u0930<br>\\n8. <b>\u0938\u092e\u094d\u092c\u094b\u0927\u0928<\/b> \u2014 \u0939\u0947, \u0905\u0930\u0947, \u0913<br><br>\\n<b>\u092d\u094d\u0930\u092e \u0915\u093e \u092c\u093f\u0902\u0926\u0941:<\/b> \u2018\u0915\u094b\u2019 \u0915\u0930\u094d\u092e \u090f\u0935\u0902 \u0938\u092e\u094d\u092a\u094d\u0930\u0926\u093e\u0928 \u0926\u094b\u0928\u094b\u0902 \u092e\u0947\u0902 \u0906\u0924\u093e \u0939\u0948, \u0924\u0925\u093e \u2018\u0938\u0947\u2019 \u0915\u0930\u0923 \u090f\u0935\u0902 \u0905\u092a\u093e\u0926\u093e\u0928 \u0926\u094b\u0928\u094b\u0902 \u092e\u0947\u0902\u0964 \u0905\u0902\u0924\u0930 <b>\u0905\u0930\u094d\u0925<\/b> \u0938\u0947 \u0924\u092f \u0939\u094b\u0924\u093e \u0939\u0948, \u0935\u093f\u092d\u0915\u094d\u0924\u093f \u0938\u0947 \u0928\u0939\u0940\u0902 \u2014 \u201c\u091a\u093e\u0915\u0942 <b>\u0938\u0947<\/b> \u0915\u093e\u091f\u093e\u201d (\u0915\u0930\u0923) \u092c\u0928\u093e\u092e \u201c\u092a\u0947\u0921\u093c <b>\u0938\u0947<\/b> \u092a\u0924\u094d\u0924\u093e \u0917\u093f\u0930\u093e\u201d (\u0905\u092a\u093e\u0926\u093e\u0928)\u0964\"\r\n  },\r\n  {\r\n    \"id\": 17,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"\u0928\u093f\u092e\u094d\u0928\u0932\u093f\u0916\u093f\u0924 \u0936\u092c\u094d\u0926\u094b\u0902 \u092a\u0930 \u0935\u093f\u091a\u093e\u0930 \u0915\u0940\u091c\u093f\u090f:<br>I. \u091a\u093f\u0928\u094d\u0939<br>II. \u092c\u094d\u0930\u092e\u094d\u0939<br>III. \u0936\u094d\u0930\u0943\u0902\u0917\u093e\u0930<br>IV. \u0928\u093f\u0930\u093e\u092d\u093f\u092e\u093e\u0928<br>\u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u092e\u0947\u0902 \u0915\u094c\u0928-\u0938\u0947 \u0936\u092c\u094d\u0926 \u0905\u0936\u0941\u0926\u094d\u0927 \u0939\u0948\u0902?\",\r\n    \"options\": [\r\n      \"\u0915\u0947\u0935\u0932 I, II \u0914\u0930 III\",\r\n      \"\u0915\u0947\u0935\u0932 II, III \u0914\u0930 IV\",\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 IV\",\r\n      \"\u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u0938\u092d\u0940 \u0936\u092c\u094d\u0926\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) \u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u0938\u092d\u0940 \u0936\u092c\u094d\u0926<\/b><br><br>\\n<b>\u091a\u093e\u0930\u094b\u0902 \u0936\u092c\u094d\u0926 \u0905\u0936\u0941\u0926\u094d\u0927 \u0939\u0948\u0902\u0964<\/b><br><br>\\n<b>I. \u091a\u093f\u0928\u094d\u0939 \u2717<\/b> \u2192 \u0936\u0941\u0926\u094d\u0927 \u0930\u0942\u092a <b>\u091a\u093f\u0939\u094d\u0928<\/b><br>\\n\u0938\u0902\u0938\u094d\u0915\u0943\u0924 \u092e\u0942\u0932 \u2018\u091a\u093f\u0939\u094d\u0928\u2019 \u092e\u0947\u0902 <b>\u0939\u094d\u0928<\/b> \u0939\u0948, \u2018\u0928\u094d\u0939\u2019 \u0928\u0939\u0940\u0902\u0964 \u092f\u0939 \u0939\u093f\u0902\u0926\u0940 \u0915\u0940 \u0938\u0930\u094d\u0935\u093e\u0927\u093f\u0915 \u092a\u094d\u0930\u091a\u0932\u093f\u0924 \u0935\u0930\u094d\u0924\u0928\u0940-\u0905\u0936\u0941\u0926\u094d\u0927\u093f\u092f\u094b\u0902 \u092e\u0947\u0902 \u0939\u0948\u0964<br><br>\\n<b>II. \u092c\u094d\u0930\u092e\u094d\u0939 \u2717<\/b> \u2192 \u0936\u0941\u0926\u094d\u0927 \u0930\u0942\u092a <b>\u092c\u094d\u0930\u0939\u094d\u092e<\/b><br>\\n\u2018\u092c\u094d\u0930\u0939\u094d\u092e\u2019 \u092e\u0947\u0902 <b>\u0939\u094d\u092e<\/b> \u0938\u0902\u092f\u0941\u0915\u094d\u0924\u093e\u0915\u094d\u0937\u0930 \u0939\u0948\u0964 \u2018\u092e\u094d\u0939\u2019 \u0932\u093f\u0916\u0928\u093e \u0909\u091a\u094d\u091a\u093e\u0930\u0923-\u0906\u0927\u093e\u0930\u093f\u0924 \u092d\u0942\u0932 \u0939\u0948\u0964<br><br>\\n<b>III. \u0936\u094d\u0930\u0943\u0902\u0917\u093e\u0930 \u2717<\/b> \u2192 \u0936\u0941\u0926\u094d\u0927 \u0930\u0942\u092a <b>\u0936\u0943\u0902\u0917\u093e\u0930<\/b><br>\\n\u092f\u0939 \u0905\u0924\u094d\u092f\u0902\u0924 \u0938\u093e\u092e\u093e\u0928\u094d\u092f \u092d\u094d\u0930\u093e\u0902\u0924\u093f \u0939\u0948\u0964 \u0936\u0941\u0926\u094d\u0927 \u0936\u092c\u094d\u0926 \u092e\u0947\u0902 <b>\u0936<\/b> \u0915\u0947 \u092c\u093e\u0926 \u2018\u090b\u2019 \u0915\u0940 \u092e\u093e\u0924\u094d\u0930\u093e \u0932\u0917\u0924\u0940 \u0939\u0948 \u2014 <b>\u0936\u0943<\/b>, \u0928 \u0915\u093f \u2018\u0936\u094d\u0930\u0943\u2019\u0964 \u0907\u0938\u0940 \u092a\u094d\u0930\u0915\u093e\u0930 <b>\u0936\u0943\u0902\u0916\u0932\u093e<\/b> (\u0928 \u0915\u093f \u0936\u094d\u0930\u0943\u0902\u0916\u0932\u093e)\u0964<br><br>\\n<b>IV. \u0928\u093f\u0930\u093e\u092d\u093f\u092e\u093e\u0928 \u2717<\/b> \u2192 \u0936\u0941\u0926\u094d\u0927 \u0930\u0942\u092a <b>\u0928\u093f\u0930\u092d\u093f\u092e\u093e\u0928<\/b><br>\\n\u0938\u0902\u0927\u093f \u2014 \u0928\u093f\u0903 + \u0905\u092d\u093f\u092e\u093e\u0928 \u2192 <b>\u0928\u093f\u0930\u092d\u093f\u092e\u093e\u0928<\/b> (\u0935\u093f\u0938\u0930\u094d\u0917 \u0938\u0902\u0927\u093f)\u0964 \u092c\u0940\u091a \u092e\u0947\u0902 \u2018\u0906\u2019 \u0915\u0940 \u092e\u093e\u0924\u094d\u0930\u093e \u0915\u093e \u0915\u094b\u0908 \u0906\u0927\u093e\u0930 \u0928\u0939\u0940\u0902\u0964<br><br>\\n<b>\u092a\u0930\u0940\u0915\u094d\u0937\u093e-\u0926\u0943\u0937\u094d\u091f\u093f:<\/b> \u0938\u0902\u092f\u0941\u0915\u094d\u0924\u093e\u0915\u094d\u0937\u0930\u094b\u0902 \u0915\u093e \u0909\u0932\u091f\u093e \u0915\u094d\u0930\u092e (\u0928\u094d\u0939\/\u0939\u094d\u0928, \u092e\u094d\u0939\/\u0939\u094d\u092e) \u0924\u0925\u093e \u2018\u0936\u0943\u2019 \u092c\u0928\u093e\u092e \u2018\u0936\u094d\u0930\u0943\u2019 \u2014 \u092f\u0947 \u0926\u094b \u0936\u094d\u0930\u0947\u0923\u093f\u092f\u093e\u0901 \u0935\u0930\u094d\u0924\u0928\u0940-\u0936\u094b\u0927\u0928 \u092e\u0947\u0902 \u092c\u093e\u0930-\u092c\u093e\u0930 \u092a\u0942\u091b\u0940 \u091c\u093e\u0924\u0940 \u0939\u0948\u0902\u0964\"\r\n  },\r\n  {\r\n    \"id\": 18,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"\u0928\u093f\u092e\u094d\u0928\u0932\u093f\u0916\u093f\u0924 \u0935\u093e\u0915\u094d\u092f\u094b\u0902 \u092a\u0930 \u0935\u093f\u091a\u093e\u0930 \u0915\u0940\u091c\u093f\u090f:<br>I. \u0915\u0943\u092a\u092f\u093e \u0915\u0930 \u0915\u0947 \u0936\u093e\u0902\u0924 \u0930\u0939\u0947\u0902\u0964<br>II. \u092e\u0948\u0902 \u0938\u0915\u0941\u0936\u0932\u092a\u0942\u0930\u094d\u0935\u0915 \u0939\u0942\u0901\u0964<br>III. \u0905\u091c\u094d\u091e\u0947\u092f \u0932\u092c\u094d\u0927\u092a\u094d\u0930\u0924\u093f\u0937\u094d\u0920\u093f\u0924 \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u0915\u093e\u0930 \u0925\u0947\u0964<br>IV. \u0907\u0928 \u0926\u094b\u0928\u094b\u0902 \u0935\u093f\u0926\u094d\u0935\u093e\u0928\u094b\u0902 \u092e\u0947\u0902 \u0938\u092c\u0938\u0947 \u0935\u0930\u093f\u0937\u094d\u0920 \u0915\u094c\u0928 \u0939\u0948\u0902\u0964<br>\u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u092e\u0947\u0902 \u0915\u094c\u0928-\u0938\u0947 \u0935\u093e\u0915\u094d\u092f \u0905\u0936\u0941\u0926\u094d\u0927 \u0939\u0948\u0902?\",\r\n    \"options\": [\r\n      \"\u0915\u0947\u0935\u0932 I, II \u0914\u0930 III\",\r\n      \"\u0915\u0947\u0935\u0932 I \u0914\u0930 IV\",\r\n      \"\u0915\u0947\u0935\u0932 II \u0914\u0930 IV\",\r\n      \"\u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u0938\u092d\u0940 \u0935\u093e\u0915\u094d\u092f\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) \u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u0938\u092d\u0940 \u0935\u093e\u0915\u094d\u092f<\/b><br><br>\\n<b>\u091a\u093e\u0930\u094b\u0902 \u0935\u093e\u0915\u094d\u092f \u0905\u0936\u0941\u0926\u094d\u0927 \u0939\u0948\u0902, \u0914\u0930 \u092a\u094d\u0930\u0924\u094d\u092f\u0947\u0915 \u092e\u0947\u0902 \u092d\u093f\u0928\u094d\u0928 \u092a\u094d\u0930\u0915\u093e\u0930 \u0915\u093e \u0926\u094b\u0937 \u0939\u0948\u0964<\/b><br><br>\\n<b>I. \u201c\u0915\u0943\u092a\u092f\u093e \u0915\u0930 \u0915\u0947 \u0936\u093e\u0902\u0924 \u0930\u0939\u0947\u0902\u0964\u201d \u2717 \u2014 \u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f \u0926\u094b\u0937<\/b><br>\\n\u2018\u0915\u0943\u092a\u092f\u093e\u2019 \u0915\u093e \u0905\u0930\u094d\u0925 \u0939\u0940 \u2018\u0915\u0943\u092a\u093e \u0915\u0930\u0915\u0947\u2019 \u0939\u0948\u0964 \u0909\u0938 \u092a\u0930 \u092a\u0941\u0928\u0903 \u2018\u0915\u0930 \u0915\u0947\u2019 \u091c\u094b\u0921\u093c\u0928\u093e \u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c<b>\u0915\u0943\u092a\u092f\u093e<\/b> \u0936\u093e\u0902\u0924 \u0930\u0939\u0947\u0902\u0964\u201d \u0905\u0925\u0935\u093e \u201c<b>\u0915\u0943\u092a\u093e \u0915\u0930\u0915\u0947<\/b> \u0936\u093e\u0902\u0924 \u0930\u0939\u0947\u0902\u0964\u201d<br><br>\\n<b>II. \u201c\u092e\u0948\u0902 \u0938\u0915\u0941\u0936\u0932\u092a\u0942\u0930\u094d\u0935\u0915 \u0939\u0942\u0901\u0964\u201d \u2717 \u2014 \u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f \u0926\u094b\u0937<\/b><br>\\n\u2018\u0938\u0915\u0941\u0936\u0932\u2019 \u092e\u0947\u0902 \u2018\u0938\u2019 (\u0938\u0939\u093f\u0924) \u0915\u093e \u092d\u093e\u0935 \u092a\u0939\u0932\u0947 \u0938\u0947 \u0939\u0948; \u2018\u092a\u0942\u0930\u094d\u0935\u0915\u2019 \u091c\u094b\u0921\u093c\u0928\u093e \u0905\u0928\u093e\u0935\u0936\u094d\u092f\u0915 \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c\u092e\u0948\u0902 <b>\u0938\u0915\u0941\u0936\u0932<\/b> \u0939\u0942\u0901\u0964\u201d<br><br>\\n<b>III. \u201c\u0905\u091c\u094d\u091e\u0947\u092f \u0932\u092c\u094d\u0927\u092a\u094d\u0930\u0924\u093f\u0937\u094d\u0920\u093f\u0924 \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u0915\u093e\u0930 \u0925\u0947\u0964\u201d \u2717 \u2014 \u0936\u092c\u094d\u0926-\u0930\u0942\u092a \u0926\u094b\u0937<\/b><br>\\n\u0936\u0941\u0926\u094d\u0927 \u0936\u092c\u094d\u0926 <b>\u0932\u092c\u094d\u0927\u092a\u094d\u0930\u0924\u093f\u0937\u094d\u0920<\/b> \u0939\u0948 (\u0932\u092c\u094d\u0927 + \u092a\u094d\u0930\u0924\u093f\u0937\u094d\u0920 = \u091c\u093f\u0938\u0928\u0947 \u092a\u094d\u0930\u0924\u093f\u0937\u094d\u0920\u093e \u092a\u094d\u0930\u093e\u092a\u094d\u0924 \u0915\u0940 \u0939\u094b)\u0964 \u2018\u0907\u0924\u2019 \u092a\u094d\u0930\u0924\u094d\u092f\u092f \u091c\u094b\u0921\u093c\u0928\u093e \u0905\u0936\u0941\u0926\u094d\u0927 \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c\u0905\u091c\u094d\u091e\u0947\u092f <b>\u0932\u092c\u094d\u0927\u092a\u094d\u0930\u0924\u093f\u0937\u094d\u0920<\/b> \u0938\u093e\u0939\u093f\u0924\u094d\u092f\u0915\u093e\u0930 \u0925\u0947\u0964\u201d<br><br>\\n<b>IV. \u201c\u0907\u0928 \u0926\u094b\u0928\u094b\u0902 \u0935\u093f\u0926\u094d\u0935\u093e\u0928\u094b\u0902 \u092e\u0947\u0902 \u0938\u092c\u0938\u0947 \u0935\u0930\u093f\u0937\u094d\u0920 \u0915\u094c\u0928 \u0939\u0948\u0902\u0964\u201d \u2717 \u2014 \u0924\u0941\u0932\u0928\u093e-\u0926\u094b\u0937<\/b><br>\\n\u0926\u094b \u0915\u0947 \u092c\u0940\u091a \u0924\u0941\u0932\u0928\u093e \u092e\u0947\u0902 <b>\u0909\u0924\u094d\u0924\u0930\u093e\u0935\u0938\u094d\u0925\u093e<\/b> (comparative) \u0906\u0924\u0940 \u0939\u0948, <b>\u0909\u0924\u094d\u0924\u092e\u093e\u0935\u0938\u094d\u0925\u093e<\/b> (superlative) \u0928\u0939\u0940\u0902\u0964 \u2018\u0938\u092c\u0938\u0947\u2019 \u0924\u0940\u0928 \u092f\u093e \u0905\u0927\u093f\u0915 \u0915\u0947 \u0932\u093f\u090f \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c\u0907\u0928 \u0926\u094b\u0928\u094b\u0902 \u0935\u093f\u0926\u094d\u0935\u093e\u0928\u094b\u0902 \u092e\u0947\u0902 <b>\u0905\u0927\u093f\u0915 \u0935\u0930\u093f\u0937\u094d\u0920<\/b> \u0915\u094c\u0928 \u0939\u0948\u0902\u0964\u201d<br><br>\\n<b>\u0938\u094d\u092e\u0930\u0923\u0940\u092f:<\/b> \u0939\u093f\u0902\u0926\u0940 \u0935\u093e\u0915\u094d\u092f-\u0936\u0941\u0926\u094d\u0927\u093f \u0915\u0947 \u091a\u093e\u0930 \u092a\u094d\u0930\u092e\u0941\u0916 \u0926\u094b\u0937 \u2014 \u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f, \u0936\u092c\u094d\u0926-\u0930\u0942\u092a, \u0924\u0941\u0932\u0928\u093e, \u0924\u0925\u093e \u0932\u093f\u0902\u0917-\u0935\u091a\u0928-\u0915\u093e\u0930\u0915 \u0915\u0940 \u0905\u0938\u0902\u0917\u0924\u093f\u0964\"\r\n  },\r\n  {\r\n    \"id\": 19,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"\u0928\u0940\u091a\u0947 \u0915\u0940 \u092a\u0902\u0915\u094d\u0924\u093f\u092f\u094b\u0902 \u092e\u0947\u0902 \u090f\u0915 \u0936\u092c\u094d\u0926 \u0914\u0930 \u0909\u0938\u0915\u0947 \u0935\u093f\u092a\u0930\u0940\u0924\u093e\u0930\u094d\u0925\u0915 \u0936\u092c\u094d\u0926 \u0926\u093f\u090f \u0917\u090f \u0939\u0948\u0902\u0964 \u0907\u0928 \u0936\u092c\u094d\u0926-\u092f\u0941\u0917\u094d\u092e\u094b\u0902 \u092a\u0930 \u0935\u093f\u091a\u093e\u0930 \u0915\u0940\u091c\u093f\u090f:<br>I. \u0906\u0935\u0936\u094d\u092f\u0915 : \u0905\u0928\u093e\u0935\u0936\u094d\u092f\u0915<br>II. \u0905\u092d\u094d\u092f\u0938\u094d\u0924 : \u0905\u0928\u093e\u092d\u094d\u092f\u0938\u094d\u0924<br>III. \u0905\u092d\u093f\u092e\u093e\u0928\u0940 : \u0928\u093f\u0930\u093e\u092d\u093f\u092e\u093e\u0928\u0940<br>IV. \u0938\u0941\u0935\u093f\u091a\u093e\u0930 : \u0915\u0941\u0935\u093f\u091a\u093e\u0930<br>\u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u092e\u0947\u0902 \u0915\u094c\u0928-\u0938\u0947 \u0935\u093f\u092a\u0930\u0940\u0924\u093e\u0930\u094d\u0925\u0915 \u0936\u092c\u094d\u0926 \u0905\u0936\u0941\u0926\u094d\u0927 \u0939\u0948\u0902?\",\r\n    \"options\": [\r\n      \"I \u0914\u0930 IV\",\r\n      \"II \u0914\u0930 IV\",\r\n      \"II \u0914\u0930 III\",\r\n      \"III \u0914\u0930 IV\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) II \u0914\u0930 III<\/b><br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e II: \u0905\u0936\u0941\u0926\u094d\u0927 \u2717<\/b><br>\\n\u2018\u0905\u092d\u094d\u092f\u0938\u094d\u0924\u2019 \u0915\u093e \u0936\u0941\u0926\u094d\u0927 \u0935\u093f\u092a\u0930\u0940\u0924\u093e\u0930\u094d\u0925\u0915 <b>\u0905\u0928\u092d\u094d\u092f\u0938\u094d\u0924<\/b> \u0939\u0948, \u0928 \u0915\u093f \u2018\u0905\u0928\u093e\u092d\u094d\u092f\u0938\u094d\u0924\u2019\u0964<br>\\n\u0928\u093f\u0930\u094d\u092e\u093e\u0923 \u2014 \u0905\u0928\u094d + \u0905\u092d\u094d\u092f\u0938\u094d\u0924 = <b>\u0905\u0928\u092d\u094d\u092f\u0938\u094d\u0924<\/b>\u0964 \u092c\u0940\u091a \u092e\u0947\u0902 \u2018\u0906\u2019 \u0915\u0940 \u092e\u093e\u0924\u094d\u0930\u093e \u0915\u093e \u0915\u094b\u0908 \u0906\u0927\u093e\u0930 \u0928\u0939\u0940\u0902\u0964<br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e III: \u0905\u0936\u0941\u0926\u094d\u0927 \u2717<\/b><br>\\n\u2018\u0905\u092d\u093f\u092e\u093e\u0928\u0940\u2019 \u0915\u093e \u0936\u0941\u0926\u094d\u0927 \u0935\u093f\u092a\u0930\u0940\u0924\u093e\u0930\u094d\u0925\u0915 <b>\u0928\u093f\u0930\u092d\u093f\u092e\u093e\u0928\u0940<\/b> \u0939\u0948, \u0928 \u0915\u093f \u2018\u0928\u093f\u0930\u093e\u092d\u093f\u092e\u093e\u0928\u0940\u2019\u0964<br>\\n\u0928\u093f\u0930\u094d\u092e\u093e\u0923 \u2014 \u0928\u093f\u0903 + \u0905\u092d\u093f\u092e\u093e\u0928\u0940 = <b>\u0928\u093f\u0930\u092d\u093f\u092e\u093e\u0928\u0940<\/b> (\u0935\u093f\u0938\u0930\u094d\u0917 \u0938\u0902\u0927\u093f)\u0964 \u092f\u0939\u0940 \u0905\u0936\u0941\u0926\u094d\u0927\u093f \u0907\u0938\u0940 \u092a\u094d\u0930\u0936\u094d\u0928\u092a\u0924\u094d\u0930 \u0915\u0947 \u092a\u094d\u0930\u0936\u094d\u0928 17 \u092e\u0947\u0902 \u2018\u0928\u093f\u0930\u093e\u092d\u093f\u092e\u093e\u0928\u2019 \u0915\u0947 \u0930\u0942\u092a \u092e\u0947\u0902 \u092d\u0940 \u092a\u0930\u0916\u0940 \u0917\u0908 \u0939\u0948\u0964<br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e I: \u0936\u0941\u0926\u094d\u0927 \u2713<\/b> \u2014 \u0906\u0935\u0936\u094d\u092f\u0915 : <b>\u0905\u0928\u093e\u0935\u0936\u094d\u092f\u0915<\/b> (\u0905\u0928\u094d + \u0906\u0935\u0936\u094d\u092f\u0915)\u0964 \u092e\u0942\u0932 \u0936\u092c\u094d\u0926 \u2018\u0906\u0935\u0936\u094d\u092f\u0915\u2019 \u092e\u0947\u0902 \u092a\u0939\u0932\u0947 \u0938\u0947 \u2018\u0906\u2019 \u0939\u0948, \u0905\u0924\u0903 \u092f\u0939\u093e\u0901 \u2018\u0906\u2019 \u0909\u091a\u093f\u0924 \u0939\u0948\u0964<br><br>\\n<b>\u092f\u0941\u0917\u094d\u092e IV: \u0936\u0941\u0926\u094d\u0927 \u2713<\/b> \u2014 \u0938\u0941\u0935\u093f\u091a\u093e\u0930 : <b>\u0915\u0941\u0935\u093f\u091a\u093e\u0930<\/b>\u0964 \u2018\u0938\u0941\u2019 (\u0905\u091a\u094d\u091b\u093e) \u0915\u093e \u0935\u093f\u0932\u094b\u092e \u0909\u092a\u0938\u0930\u094d\u0917 \u2018\u0915\u0941\u2019 (\u092c\u0941\u0930\u093e) \u0939\u0948\u0964<br><br>\\n<b>\u0928\u093f\u0930\u094d\u0923\u093e\u092f\u0915 \u0938\u0942\u0924\u094d\u0930:<\/b> \u0924\u0941\u0932\u0928\u093e \u0915\u0940\u091c\u093f\u090f \u2014 <b>\u0905\u0928\u093e\u0935\u0936\u094d\u092f\u0915<\/b> \u092e\u0947\u0902 \u2018\u0906\u2019 \u0938\u0939\u0940 \u0939\u0948 \u0915\u094d\u092f\u094b\u0902\u0915\u093f \u092e\u0942\u0932 \u0936\u092c\u094d\u0926 \u2018<u>\u0906<\/u>\u0935\u0936\u094d\u092f\u0915\u2019 \u0939\u0948; \u0915\u093f\u0902\u0924\u0941 <b>\u0905\u0928\u092d\u094d\u092f\u0938\u094d\u0924<\/b> \u092e\u0947\u0902 \u2018\u0906\u2019 \u0917\u0932\u0924 \u0939\u0948 \u0915\u094d\u092f\u094b\u0902\u0915\u093f \u092e\u0942\u0932 \u0936\u092c\u094d\u0926 \u2018<u>\u0905<\/u>\u092d\u094d\u092f\u0938\u094d\u0924\u2019 \u0939\u0948\u0964 \u0909\u092a\u0938\u0930\u094d\u0917 \u091c\u094b\u0921\u093c\u0924\u0947 \u0938\u092e\u092f \u092e\u0942\u0932 \u0936\u092c\u094d\u0926 \u0915\u093e \u092a\u094d\u0930\u0925\u092e \u0938\u094d\u0935\u0930 \u0926\u0947\u0916\u093f\u090f\u0964\"\r\n  },\r\n  {\r\n    \"id\": 20,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Hindi & English language skills\",\r\n    \"question\": \"\u0928\u0940\u091a\u0947 \u0926\u093f\u090f \u0917\u090f \u0935\u093e\u0915\u094d\u092f\u094b\u0902 \u092a\u0930 \u0935\u093f\u091a\u093e\u0930 \u0915\u0940\u091c\u093f\u090f:<br>I. \u092a\u0924\u094d\u0930 \u092a\u0922\u093c \u0915\u0930 \u0935\u093e\u092a\u0938 \u0932\u094c\u091f\u093e\u090f\u0902\u0964<br>II. \u0907\u0928 \u0935\u093f\u0926\u094d\u0935\u093e\u0928\u094b\u0902 \u092e\u0947\u0902 \u0938\u0947 \u0926\u094b \u0938\u0930\u094d\u0935\u0936\u094d\u0930\u0947\u0937\u094d\u0920 \u0935\u093f\u0926\u094d\u0935\u093e\u0928\u094b\u0902 \u0915\u0947 \u0928\u093e\u092e \u092c\u0924\u093e\u0907\u092f\u0947\u0964<br>\u0909\u092a\u0930\u094d\u092f\u0941\u0915\u094d\u0924 \u0935\u093e\u0915\u094d\u092f\u094b\u0902 \u092e\u0947\u0902 \u0915\u094c\u0928-\u0938\u093e\/\u0938\u0947 \u0938\u0939\u0940 \u0939\u0948\/\u0939\u0948\u0902?\",\r\n    \"options\": [\r\n      \"\u0915\u0947\u0935\u0932 I\",\r\n      \"\u0915\u0947\u0935\u0932 II\",\r\n      \"I \u0914\u0930 II \u0926\u094b\u0928\u094b\u0902\",\r\n      \"\u0928 \u0924\u094b I, \u0928 \u0939\u0940 II\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) \u0928 \u0924\u094b I, \u0928 \u0939\u0940 II<\/b><br><br>\\n<b>\u0935\u093e\u0915\u094d\u092f I: \u0905\u0936\u0941\u0926\u094d\u0927 \u2717 \u2014 \u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f \u0926\u094b\u0937<\/b><br>\\n\u2018<b>\u0932\u094c\u091f\u093e\u0928\u093e<\/b>\u2019 \u0915\u093e \u0905\u0930\u094d\u0925 \u0939\u0940 \u2018\u0935\u093e\u092a\u0938 \u0915\u0930\u0928\u093e\u2019 \u0939\u0948\u0964 \u0909\u0938\u0915\u0947 \u0938\u093e\u0925 \u2018\u0935\u093e\u092a\u0938\u2019 \u091c\u094b\u0921\u093c\u0928\u093e \u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c\u092a\u0924\u094d\u0930 \u092a\u0922\u093c \u0915\u0930 <b>\u0932\u094c\u091f\u093e\u090f\u0901<\/b>\u0964\u201d \u0905\u0925\u0935\u093e \u201c\u092a\u0924\u094d\u0930 \u092a\u0922\u093c \u0915\u0930 <b>\u0935\u093e\u092a\u0938 \u0915\u0930\u0947\u0902<\/b>\u0964\u201d<br>\\n<i>\u0907\u0938\u0940 \u0935\u0930\u094d\u0917 \u0915\u0947 \u0905\u0928\u094d\u092f \u092a\u094d\u0930\u091a\u0932\u093f\u0924 \u0926\u094b\u0937:<\/i> \u0935\u093e\u092a\u0938 \u0932\u094c\u091f\u0928\u093e, \u092a\u0941\u0928\u0903 \u0926\u094b\u0939\u0930\u093e\u0928\u093e, \u0906\u092a\u0938 \u092e\u0947\u0902 \u092a\u0930\u0938\u094d\u092a\u0930, \u0938\u092c\u0938\u0947 \u0938\u0930\u094d\u0935\u0936\u094d\u0930\u0947\u0937\u094d\u0920, \u0905\u092a\u0928\u0940 \u0906\u0924\u094d\u092e\u0915\u0925\u093e\u0964<br><br>\\n<b>\u0935\u093e\u0915\u094d\u092f II: \u0905\u0936\u0941\u0926\u094d\u0927 \u2717 \u2014 \u0924\u0941\u0932\u0928\u093e-\u0926\u094b\u0937<\/b><br>\\n\u2018<b>\u0938\u0930\u094d\u0935\u0936\u094d\u0930\u0947\u0937\u094d\u0920<\/b>\u2019 \u0909\u0924\u094d\u0924\u092e\u093e\u0935\u0938\u094d\u0925\u093e (superlative) \u0939\u0948, \u091c\u093f\u0938\u0915\u093e \u0905\u0930\u094d\u0925 \u0939\u0948 \u2018\u0938\u092c\u092e\u0947\u0902 \u0938\u092c\u0938\u0947 \u0936\u094d\u0930\u0947\u0937\u094d\u0920\u2019 \u2014 \u0914\u0930 \u0935\u0939 <b>\u090f\u0915<\/b> \u0939\u0940 \u0939\u094b \u0938\u0915\u0924\u093e \u0939\u0948\u0964 \u2018\u0926\u094b \u0938\u0930\u094d\u0935\u0936\u094d\u0930\u0947\u0937\u094d\u0920\u2019 \u0915\u0939\u0928\u093e \u0938\u094d\u0935\u092f\u0902 \u0935\u093f\u0930\u094b\u0927\u093e\u092d\u093e\u0938\u0940 \u0939\u0948\u0964<br>\\n\u0936\u0941\u0926\u094d\u0927 \u2014 \u201c\u0907\u0928 \u0935\u093f\u0926\u094d\u0935\u093e\u0928\u094b\u0902 \u092e\u0947\u0902 \u0938\u0947 <b>\u0926\u094b \u0936\u094d\u0930\u0947\u0937\u094d\u0920\u0924\u092e<\/b> \u0935\u093f\u0926\u094d\u0935\u093e\u0928\u094b\u0902 \u0915\u0947 \u0928\u093e\u092e \u092c\u0924\u093e\u0907\u092f\u0947\u0964\u201d \u0905\u0925\u0935\u093e \u201c\u2026<b>\u0926\u094b \u0938\u0930\u094d\u0935\u093e\u0927\u093f\u0915 \u0936\u094d\u0930\u0947\u0937\u094d\u0920<\/b> \u0935\u093f\u0926\u094d\u0935\u093e\u0928\u094b\u0902 \u0915\u0947 \u0928\u093e\u092e \u092c\u0924\u093e\u0907\u092f\u0947\u0964\u201d<br><br>\\n<b>\u0926\u094b\u0928\u094b\u0902 \u0935\u093e\u0915\u094d\u092f \u0905\u0936\u0941\u0926\u094d\u0927 \u0939\u0948\u0902, \u0905\u0924\u0903 \u0909\u0924\u094d\u0924\u0930 (d)\u0964<\/b><br><br>\\n<b>\u092a\u0948\u091f\u0930\u094d\u0928:<\/b> \u092a\u094d\u0930\u0936\u094d\u0928 10, 18 \u0914\u0930 20 \u2014 \u0924\u0940\u0928\u094b\u0902 \u0935\u093e\u0915\u094d\u092f-\u0936\u0941\u0926\u094d\u0927\u093f \u092a\u0930 \u0939\u0948\u0902, \u0914\u0930 \u0924\u0940\u0928\u094b\u0902 \u092e\u0947\u0902 \u092e\u0941\u0916\u094d\u092f \u0926\u094b\u0937 <b>\u092a\u0941\u0928\u0930\u0941\u0915\u094d\u0924\u093f<\/b> \u0924\u0925\u093e <b>\u0924\u0941\u0932\u0928\u093e<\/b> \u0915\u093e \u0939\u0948\u0964 \u092f\u0939 \u0907\u0938 \u092a\u094d\u0930\u0936\u094d\u0928\u092a\u0924\u094d\u0930 \u0915\u0940 \u0938\u094d\u092a\u0937\u094d\u091f \u092a\u094d\u0930\u0935\u0943\u0924\u094d\u0924\u093f \u0939\u0948\u0964\"\r\n  },\r\n  {\r\n    \"id\": 21,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"[PART B] A teacher writes a 4-digit number on the blackboard in which two digits are equal and the following observations are made by a student:<br>1. The sum of the digits is equal to the product of the digits.<br>2. The number is divisible by the sum of the digits.<br>What is the quotient when the number is divided by the sum of the digits?\",\r\n    \"options\": [\r\n      \"176\",\r\n      \"257\",\r\n      \"514\",\r\n      \"Cannot be determined uniquely due to insufficient data\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 514<\/b><br><br>\\n<b>Step 1 \u2014 Find digits where sum = product.<\/b><br>\\nThe classic four-digit set satisfying this is <b>1, 1, 2, 4<\/b>:<br>\\n\u2022 Sum = 1 + 1 + 2 + 4 = <b>8<\/b><br>\\n\u2022 Product = 1 \u00d7 1 \u00d7 2 \u00d7 4 = <b>8<\/b> \u2713<br>\\nIt also satisfies the condition that <b>two digits are equal<\/b> (the two 1s). \u2713<br><br>\\n<b>Step 2 \u2014 Arrange them into a number divisible by 8.<\/b><br>\\nAmong the arrangements of {1, 1, 2, 4}, the number <b>4112<\/b> works:<br>\\n4112 \u00f7 8 = <b>514<\/b> exactly \u2713<br><br>\\n<b>Step 3 \u2014 Verify against the options.<\/b> Work backwards to confirm:<br>\\n\u2022 176 \u00d7 8 = 1408 \u2192 digits 1, 4, 0, 8 \u2014 wrong set<br>\\n\u2022 257 \u00d7 8 = 2056 \u2192 digits 2, 0, 5, 6 \u2014 wrong set<br>\\n\u2022 <b>514 \u00d7 8 = 4112<\/b> \u2192 digits 4, 1, 1, 2 \u2713 \u2014 sum 8, product 8, two digits equal<br><br>\\n<b>The efficient method in the exam hall:<\/b> rather than searching for the number, <b>multiply each option by the candidate digit-sum<\/b> and check whether the resulting digits satisfy the conditions. Three multiplications settle it.\"\r\n  },\r\n  {\r\n    \"id\": 22,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"Students of a class took a test that carries a maximum of 100 marks. The teacher misplaced the answer sheets of two students X and Y. But she remembered that X scored marks somewhere between 10 and 15, and Y scored marks between 55 and 65. She also remembered that the product of the marks obtained by them was ten times the sum of the marks obtained by them. What is the sum of the marks obtained by them?\",\r\n    \"options\": [\r\n      \"67\",\r\n      \"70\",\r\n      \"72\",\r\n      \"Cannot be obtained due to insufficient data\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 72<\/b><br><br>\\n<b>Step 1 \u2014 Translate into an equation.<\/b><br>\\nLet the marks be x and y. Given: <b>xy = 10(x + y)<\/b><br><br>\\n<b>Step 2 \u2014 Factorise using the standard technique.<\/b><br>\\nxy \u2212 10x \u2212 10y = 0<br>\\nxy \u2212 10x \u2212 10y + 100 = 100<br>\\n<b>(x \u2212 10)(y \u2212 10) = 100<\/b><br><br>\\n<b>Step 3 \u2014 Apply the given ranges.<\/b><br>\\n\u2022 10 < x < 15 \u2192 0 < (x \u2212 10) < 5<br>\\n\u2022 55 < y < 65 \u2192 45 < (y \u2212 10) < 55<br><br>\\n<b>Step 4 \u2014 Find the factor pair of 100 that fits.<\/b><br>\\n\u2022 2 \u00d7 50 = 100 \u2192 x \u2212 10 = 2, y \u2212 10 = 50 \u2192 <b>x = 12, y = 60<\/b> \u2713 both in range<br>\\n\u2022 1 \u00d7 100 \u2192 y = 110, out of range \u2717<br>\\n\u2022 4 \u00d7 25 \u2192 y = 35, out of range \u2717<br><br>\\n<b>Step 5 \u2014 Verify:<\/b> product = 12 \u00d7 60 = 720; sum = 72; and 720 = 10 \u00d7 72 \u2713<br><br>\\n<b>Answer: sum = 12 + 60 = 72<\/b><br><br>\\n<i>The technique of adding a constant to both sides to force a factorisation \u2014 sometimes called Simon's Favourite Factoring Trick \u2014 is worth practising; it converts an apparently underdetermined equation into a finite search over factor pairs.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 23,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"An exercise on a chapter comprises 100 numerical questions. The teacher gave the task to three students X, Y, Z of the class to solve them. Each solved exactly 60 questions but all questions were solved. Any question is known as \u2018easy\u2019 if it is solved by all of them and \u2018difficult\u2019 if it is solved by only one of them. How many \u2018difficult\u2019 questions are there?\",\r\n    \"options\": [\r\n      \"20\",\r\n      \"30\",\r\n      \"40\",\r\n      \"Cannot be determined uniquely due to insufficient data\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Cannot be determined uniquely due to insufficient data<\/b><br><br>\\n<b>Step 1 \u2014 Define the variables.<\/b><br>\\nLet a = questions solved by exactly <b>one<\/b> student (the \\\"difficult\\\" ones)<br>\\nLet b = questions solved by exactly <b>two<\/b> students<br>\\nLet c = questions solved by all <b>three<\/b> (the \\\"easy\\\" ones)<br><br>\\n<b>Step 2 \u2014 Form the two equations.<\/b><br>\\nSince every question was solved by someone:<br>\\n<b>a + b + c = 100<\/b> \u2026 (i)<br>\\nCounting total solutions (3 students \u00d7 60 each):<br>\\n<b>a + 2b + 3c = 180<\/b> \u2026 (ii)<br><br>\\n<b>Step 3 \u2014 Subtract (i) from (ii):<\/b><br>\\n<b>b + 2c = 80<\/b><br><br>\\n<b>Step 4 \u2014 Express a in terms of c:<\/b><br>\\nFrom b = 80 \u2212 2c, substitute into (i):<br>\\na = 100 \u2212 (80 \u2212 2c) \u2212 c = <b>20 + c<\/b><br><br>\\n<b>Step 5 \u2014 Interpret.<\/b> Since c is not fixed by anything in the problem, <b>a varies with c<\/b>:<br>\\n\u2022 c = 0 \u2192 a = 20, b = 80<br>\\n\u2022 c = 10 \u2192 a = 30, b = 60<br>\\n\u2022 c = 20 \u2192 a = 40, b = 40<br>\\nAll three are consistent with every condition given \u2014 which is precisely why options (A), (B) and (C) all appear.<br><br>\\n<b>Two equations cannot determine three unknowns.<\/b> The answer is genuinely indeterminate.\"\r\n  },\r\n  {\r\n    \"id\": 24,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"Three Vice-Principals X, Y, Z from three different schools met in an Orientation Programme in June 2022. Y said to X, \u201cYour teaching experience is twice that of mine.\u201d Z said to X, \u201cYour teaching experience is thrice that of mine.\u201d When the three last met in June 2016, Y said to X, \u201cYour teaching experience is thrice that of mine,\u201d and Z said to Y, \u201cYour teaching experience is thrice that of mine.\u201d What is the total experience possessed by all three of them as on June 2022?\",\r\n    \"options\": [\r\n      \"44 years\",\r\n      \"33 years\",\r\n      \"26 years\",\r\n      \"22 years\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 44 years<\/b><br><br>\\n<b>Step 1 \u2014 Set up June 2022.<\/b><br>\\nLet X's experience = x<br>\\n\u2022 X = 2Y \u2192 <b>Y = x\/2<\/b><br>\\n\u2022 X = 3Z \u2192 <b>Z = x\/3<\/b><br><br>\\n<b>Step 2 \u2014 Go back six years to June 2016.<\/b><br>\\nEach had six years less: X \u2212 6, Y \u2212 6, Z \u2212 6.<br>\\nGiven X \u2212 6 = 3(Y \u2212 6):<br>\\nx \u2212 6 = 3(x\/2 \u2212 6)<br>\\nx \u2212 6 = 1\u00b75x \u2212 18<br>\\n12 = 0\u00b75x<br>\\n<b>x = 24<\/b><br><br>\\n<b>Step 3 \u2014 Derive the others.<\/b><br>\\nY = 24\/2 = <b>12<\/b> \u00b7 Z = 24\/3 = <b>8<\/b><br><br>\\n<b>Step 4 \u2014 Verify against the second 2016 condition.<\/b><br>\\nY \u2212 6 = 3(Z \u2212 6) \u2192 12 \u2212 6 = 6, and 3(8 \u2212 6) = 6 \u2713 The check holds, confirming the solution.<br><br>\\n<b>Step 5 \u2014 Total in June 2022:<\/b> 24 + 12 + 8 = <b>44 years<\/b><br><br>\\n<i>Note the built-in verification:<\/i> the problem supplies four relationships but only three unknowns. The extra condition is a consistency check \u2014 use it, because it catches arithmetic slips immediately.\"\r\n  },\r\n  {\r\n    \"id\": 25,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"A student received marks in four subjects and each subject carries maximum marks of 50. His aggregate marks are 50%. He scored maximum marks in Science and minimum marks in Hindi with a difference of 45 marks between them. He scored 50% more marks in Mathematics as compared to English. Which of the following conclusions can be drawn?<br>1. The student should have got less than 20 marks in English.<br>2. The student should have got less than 30 marks in Mathematics.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Neither 1 nor 2<\/b><br><br>\\n<b>Step 1 \u2014 Set up.<\/b><br>\\nFour subjects \u00d7 50 marks = 200 maximum. Aggregate 50% \u2192 <b>total = 100<\/b>.<br>\\nLet Hindi = H (minimum), Science = S (maximum), with <b>S \u2212 H = 45<\/b>, so S = H + 45.<br>\\nLet English = E, then Mathematics = <b>1\u00b75E<\/b>.<br><br>\\n<b>Step 2 \u2014 Form the equation.<\/b><br>\\n(H + 45) + H + 1\u00b75E + E = 100<br>\\n2H + 2\u00b75E = 55 \u2192 <b>E = 22 \u2212 0\u00b78H<\/b><br><br>\\n<b>Step 3 \u2014 Find the permissible range of H.<\/b><br>\\nSince S = H + 45 \u2264 50, we need <b>H \u2264 5<\/b>.<br><br>\\n<b>Step 4 \u2014 Test the extremes.<\/b><br>\\n<b>Case H = 0:<\/b> S = 45, E = 22, M = 33 \u00b7 Total = 100 \u2713<br>\\nHere E = 22, which is <b>NOT less than 20<\/b>, and M = 33, which is <b>NOT less than 30<\/b>.<br><br>\\n<b>Case H = 5:<\/b> S = 50, E = 18, M = 27 \u00b7 Total = 100 \u2713<br>\\nHere both conclusions <i>would<\/i> hold.<br><br>\\n<b>Step 5 \u2014 Conclude.<\/b> Because the first case is fully consistent with every condition, neither conclusion follows <b>necessarily<\/b>. A conclusion must hold in <b>every<\/b> permissible case, not merely in some.<br><br>\\n<b>The trap:<\/b> a candidate who tests only one scenario will find both conclusions true and choose (C). Always test the <b>boundary values<\/b> of the permissible range.\"\r\n  },\r\n  {\r\n    \"id\": 26,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"A test has 100 questions. A student scores 3 marks for a correct answer, \u22121 mark for a wrong answer, \u22120\u00b75 mark for not attempting a question. If the net score of a student is 145, then which of the following statements is\/are correct?<br>1. The number of questions answered correctly by the student lies between 48 and 56.<br>2. The number of questions answered wrongly by the student lies between 4 and 48.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Neither 1 nor 2<\/b><br><br>\\n<b>Step 1 \u2014 Set up.<\/b> Let c = correct, w = wrong, u = unattempted.<br>\\nc + w + u = 100 \u2026 (i)<br>\\n3c \u2212 w \u2212 0\u00b75u = 145 \u2026 (ii)<br><br>\\n<b>Step 2 \u2014 Eliminate w.<\/b> From (i), w = 100 \u2212 c \u2212 u. Substituting into (ii):<br>\\n3c \u2212 (100 \u2212 c \u2212 u) \u2212 0\u00b75u = 145<br>\\n4c + 0\u00b75u = 245<br>\\n<b>8c + u = 490<\/b><br><br>\\n<b>Step 3 \u2014 Find the permissible range of c.<\/b><br>\\n\u2022 u \u2265 0 \u2192 490 \u2212 8c \u2265 0 \u2192 c \u2264 61\u00b725 \u2192 <b>c \u2264 61<\/b><br>\\n\u2022 w \u2265 0 \u2192 w = 7c \u2212 390 \u2265 0 \u2192 c \u2265 55\u00b771 \u2192 <b>c \u2265 56<\/b><br>\\nSo <b>c lies between 56 and 61<\/b>.<br><br>\\n<b>Step 4 \u2014 Test Statement 1.<\/b> The claimed range is 48 to 56, but c can be as high as 61. <b>FALSE \u2717<\/b><br>\\n<i>Check c = 61:<\/i> u = 2, w = 37 \u2192 183 \u2212 37 \u2212 1 = 145 \u2713<br><br>\\n<b>Step 5 \u2014 Test Statement 2.<\/b> w = 7c \u2212 390, so w ranges from 2 (at c = 56) to 37 (at c = 61). Since w can be <b>2<\/b>, which is not between 4 and 48, the statement does not hold in every case. <b>FALSE \u2717<\/b><br>\\n<i>Check c = 56:<\/i> u = 42, w = 2 \u2192 168 \u2212 2 \u2212 21 = 145 \u2713<br><br>\\n<b>Both boundary cases are valid solutions<\/b>, and each defeats one of the statements.\"\r\n  },\r\n  {\r\n    \"id\": 27,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"There are 3 classes A, B, C having 40, 45, 50 students respectively. The average marks of students of class A, B, C are respectively 25, 30, 40. The highest score is 28, 35, 49 and lowest score is 20, 25, 36 in class A, B and C respectively. Consider the following statements:<br>1. If 5 students out of 40 are transferred from A to B, the average score of A decreases.<br>2. If 5 students out of 45 are transferred from B to C, the average score of C decreases.<br>Which of the above statements can be concluded?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 2: CAN BE CONCLUDED \u2713<\/b><br>\\nEvery student in class B scores at most <b>35<\/b> (B's highest score). Every student in class C scores at least <b>36<\/b> (C's lowest score), and C's average is <b>40<\/b>.<br>\\nTherefore <b>any<\/b> five students transferred from B carry marks of at most 35 \u2014 necessarily below C's existing average of 40. Adding values below the mean must pull the mean down. The conclusion holds <b>regardless of which five students are chosen<\/b>, which is what makes it certain.<br><br>\\n<b>Statement 1: CANNOT BE CONCLUDED \u2717<\/b><br>\\nClass A's scores range from 20 to 28 with an average of 25. The question does not say <b>which<\/b> five students leave.<br>\\n\u2022 If the five <b>lowest<\/b> scorers leave (around 20 each), A's average <b>rises<\/b><br>\\n\u2022 If the five <b>highest<\/b> scorers leave (around 28 each), A's average <b>falls<\/b><br>\\n\u2022 If five average scorers leave, it is <b>unchanged<\/b><br>\\nAll three outcomes are possible, so nothing can be concluded.<br><br>\\n<b>The distinguishing principle:<\/b> a conclusion is certain only when it holds for <b>every<\/b> admissible selection. Statement 2 is certain because the two ranges do not overlap \u2014 35 < 36 \u2014 so the identity of the students transferred cannot matter.\"\r\n  },\r\n  {\r\n    \"id\": 28,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"Five students A, B, C, D, E from five different schools appeared in a General Knowledge competition. The marks scored by A and D together are equal to the marks scored by B and C together. The marks scored by A and E together are equal to the marks scored by C and D together. The marks scored by A and E together are more than twice the marks scored by C. The marks scored by B and D together are less than twice the marks scored by A. Which of the following statements can be concluded?<br>1. B scored the highest marks.<br>2. E scored the least marks.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Given:<\/b> (i) A + D = B + C \u00b7 (ii) A + E = C + D \u00b7 (iii) A + E > 2C \u00b7 (iv) B + D < 2A<br><br>\\n<b>Step 1 \u2014 Establish D > C.<\/b><br>\\nFrom (ii), A + E = C + D. Substituting into (iii): C + D > 2C \u2192 <b>D > C<\/b><br><br>\\n<b>Step 2 \u2014 Establish B > A.<\/b><br>\\nFrom (i), A \u2212 B = C \u2212 D. Since D > C, the right side is negative, so A \u2212 B < 0 \u2192 <b>B > A<\/b><br><br>\\n<b>Step 3 \u2014 Establish A > C.<\/b><br>\\nFrom (i), B = A + D \u2212 C. Substituting into (iv):<br>\\n(A + D \u2212 C) + D < 2A \u2192 2D \u2212 C < A \u2192 <b>A > 2D \u2212 C<\/b><br>\\nSince D > C, we have 2D \u2212 C > D > C, hence <b>A > C<\/b><br><br>\\n<b>Step 4 \u2014 Show B is highest.<\/b><br>\\nB \u2212 E = (A + D \u2212 C) \u2212 (C + D \u2212 A) = <b>2(A \u2212 C)<\/b>, which is positive \u2192 B > E<br>\\nAlso B > A (Step 2), B > D (from B + D < 2A and A < B), and B > D > C.<br>\\n<b>Therefore B is the highest. Statement 1 TRUE \u2713<\/b><br><br>\\n<b>Step 5 \u2014 Show E is least.<\/b><br>\\nE = C + D \u2212 A. Using A > 2D \u2212 C: E < C + D \u2212 (2D \u2212 C) = 2C \u2212 D. Since D > C, this gives <b>E < C<\/b>.<br>\\nAnd A \u2212 E = 2A \u2212 C \u2212 D > 3(D \u2212 C) > 0 \u2192 <b>A > E<\/b><br>\\nSo E falls below C, which falls below D, A and B.<br>\\n<b>Therefore E is the least. Statement 2 TRUE \u2713<\/b><br><br>\\n<b>Final order: B > A > D > C > E<\/b>\"\r\n  },\r\n  {\r\n    \"id\": 29,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"A class has 4 sections that contain 40, 50, 60 and 50 students respectively. 50%, 60%, 50% and 60% students passed in these sections respectively. What is the percentage of failed students in the entire class?\",\r\n    \"options\": [\r\n      \"56%\",\r\n      \"50%\",\r\n      \"45%\",\r\n      \"42%\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 45%<\/b><br><br>\\n<b>Step 1 \u2014 Compute passes section by section.<\/b><br>\\n\u2022 Section 1: 50% of 40 = <b>20<\/b><br>\\n\u2022 Section 2: 60% of 50 = <b>30<\/b><br>\\n\u2022 Section 3: 50% of 60 = <b>30<\/b><br>\\n\u2022 Section 4: 60% of 50 = <b>30<\/b><br><br>\\n<b>Step 2 \u2014 Totals.<\/b><br>\\nTotal students = 40 + 50 + 60 + 50 = <b>200<\/b><br>\\nTotal passed = 20 + 30 + 30 + 30 = <b>110<\/b><br>\\nTotal failed = 200 \u2212 110 = <b>90<\/b><br><br>\\n<b>Step 3 \u2014 Percentage failed:<\/b><br>\\n(90 \/ 200) \u00d7 100 = <b>45%<\/b><br><br>\\n<b>The trap to avoid \u2014 do not average the percentages.<\/b><br>\\nAveraging the four pass rates gives (50 + 60 + 50 + 60)\/4 = 55%, implying 45% failed. That happens to give the right answer here, but only by coincidence: the sections whose sizes differ (40 and 60) share the same pass rate, so the distortion cancels. <b>Change any one section size and the shortcut breaks.<\/b><br><br>\\n<b>The correct method is always the weighted one<\/b> \u2014 compute actual numbers, then take the ratio. A simple average of percentages is valid only when all groups are of equal size.\"\r\n  },\r\n  {\r\n    \"id\": 30,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"The marks scored in a test are converted from 50 to 20 for the purpose of internal assessment. The highest marks are 48 and the lowest marks are 7. Which of the following statements is\/are correct?<br>1. The average of maximum and minimum marks of the internal assessment is 11.<br>2. The average marks of the internal assessment of the whole class reduces by 60%.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>The conversion factor:<\/b> 20 \u00f7 50 = <b>0\u00b74<\/b>. Every mark is multiplied by 0\u00b74.<br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n\u2022 Highest: 48 \u00d7 0\u00b74 = <b>19\u00b72<\/b><br>\\n\u2022 Lowest: 7 \u00d7 0\u00b74 = <b>2\u00b78<\/b><br>\\n\u2022 Average of the two = (19\u00b72 + 2\u00b78) \/ 2 = 22 \/ 2 = <b>11<\/b> \u2713<br><br>\\n<i>Shortcut:<\/i> since the transformation is linear, the average of the converted extremes equals 0\u00b74 \u00d7 the average of the original extremes = 0\u00b74 \u00d7 27\u00b75 = 11.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nMultiplying every score by 0\u00b74 leaves each at <b>40%<\/b> of its original value. A value reduced <b>to<\/b> 40% has been reduced <b>by<\/b> 60%.<br>\\nThis holds for the class average as well, because the mean of a linearly transformed set is the same transformation of the mean: if every x\u1d62 becomes 0\u00b74x\u1d62, then the mean becomes 0\u00b74 \u00d7 (original mean).<br><br>\\n<b>The distinction that matters:<\/b> \\\"<b>reduces to<\/b> 40%\\\" and \\\"<b>reduces by<\/b> 60%\\\" describe the same change. Misreading <i>to<\/i> as <i>by<\/i> is the intended error, and would lead a candidate to reject a correct statement.\"\r\n  },\r\n  {\r\n    \"id\": 31,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"[Data Sufficiency] The History teacher was referring to an event that happened in the 19th century.<br>Question: When (year) did the event happen?<br>Statement-1: The sum of the middle digits of the number representing the year is equal to the sum of the first and the last digits.<br>Statement-2: If the digits of the number representing the year are reversed, the resulting number would increase by 4\u00b75 times.\",\r\n    \"options\": [\r\n      \"Statement-1 alone is sufficient to answer the Question.\",\r\n      \"Statement-2 alone is sufficient to answer the Question.\",\r\n      \"Both Statement-1 and Statement-2 are required to answer the Question.\",\r\n      \"Both Statement-1 and Statement-2 are not sufficient to answer the Question.\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Statement-2 alone is sufficient<\/b><br><br>\\nThe 19th century runs from 1801 to 1900, so the year has the form <b>18ab<\/b>.<br><br>\\n<b>Testing Statement-1 alone:<\/b><br>\\nMiddle digits are 8 and a; first and last are 1 and b.<br>\\n8 + a = 1 + b \u2192 <b>b = a + 7<\/b><br>\\nThis admits three years: a=0,b=7 \u2192 <b>1807<\/b>; a=1,b=8 \u2192 <b>1818<\/b>; a=2,b=9 \u2192 <b>1829<\/b>.<br>\\n<b>Three possibilities \u2014 NOT sufficient \u2717<\/b><br><br>\\n<b>Testing Statement-2 alone:<\/b><br>\\nThe reversed number is <b>ba81<\/b> = 1000b + 100a + 81.<br>\\nSetting reversed = 4\u00b75 \u00d7 original:<br>\\n1000b + 100a + 81 = 4\u00b75(1800 + 10a + b)<br>\\n1000b + 100a + 81 = 8100 + 45a + 4\u00b75b<br>\\n995\u00b75b + 55a = 8019<br>\\nTrying b = 8: 7964 + 55a = 8019 \u2192 55a = 55 \u2192 <b>a = 1<\/b><br>\\nNo other digit value for b yields an integer a in range.<br>\\n<b>Unique answer: 1818 \u2014 SUFFICIENT \u2713<\/b><br><br>\\n<b>Verification:<\/b> 1818 reversed is 8181, and 8181 \u00f7 1818 = <b>4\u00b75<\/b> exactly \u2713<br><br>\\n<b>Method for data-sufficiency items:<\/b> evaluate each statement in <b>complete isolation<\/b> first. Only if both fail individually should you consider them jointly. Here Statement-2 alone pins the year down, so the answer is (B) and Statement-1 is redundant.\"\r\n  },\r\n  {\r\n    \"id\": 32,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"Three students sit on two rows of chairs. Each row has three chairs. Each row must have at least one student. In how many ways can the arrangements be made?\",\r\n    \"options\": [\r\n      \"18\",\r\n      \"36\",\r\n      \"72\",\r\n      \"108\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 108<\/b><br><br>\\n<b>Step 1 \u2014 Count all arrangements without the restriction.<\/b><br>\\nThree <b>distinct<\/b> students are to be seated in <b>six distinct<\/b> chairs:<br>\\n6 \u00d7 5 \u00d7 4 = <b>120<\/b> ways<br>\\n<i>(The first student may take any of 6 chairs, the second any of the remaining 5, the third any of the remaining 4.)<\/i><br><br>\\n<b>Step 2 \u2014 Count the arrangements that violate the restriction.<\/b><br>\\nThe condition fails only when all three students sit in the <b>same row<\/b>, leaving the other row empty.<br>\\n\u2022 Choose the row: <b>2<\/b> ways<br>\\n\u2022 Arrange three students in that row's three chairs: <b>3! = 6<\/b> ways<br>\\n\u2022 Total violating arrangements: 2 \u00d7 6 = <b>12<\/b><br><br>\\n<b>Step 3 \u2014 Subtract.<\/b><br>\\n120 \u2212 12 = <b>108<\/b><br><br>\\n<b>The principle:<\/b> where a restriction excludes a small, easily counted set of cases, it is faster to <b>count everything and subtract the exclusions<\/b> than to enumerate the permissible distributions (2+1 and 1+2) directly.<br><br>\\n<i>Direct check:<\/i> distributions are 2 in one row and 1 in the other. Choose which row holds two (2 ways) \u00d7 choose and seat 2 students in 3 chairs (3 \u00d7 2 = 6, times C(3,2) = 3 for which students \u2192 18) \u00d7 seat the remaining student in the other row (3 ways) = 2 \u00d7 18 \u00d7 3 = 108 \u2713\"\r\n  },\r\n  {\r\n    \"id\": 33,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"Students are graded as \u2018excellent\u2019, \u2018good\u2019, \u2018average\u2019 on the basis of their performance. There are 48 girls. 40% of the students are girls. 20 boys are graded \u2018excellent\u2019. 50% students are graded either \u2018excellent\u2019 or \u2018good\u2019. One-fourth of the boys are graded average. 40 students are graded \u2018good\u2019. Consider the following statements:<br>1. There are no girls with \u2018excellent\u2019 grade.<br>2. The difference between students with \u2018average\u2019 grade and students with \u2018good\u2019 grade is equal to the difference between students with \u2018good\u2019 grade and students with \u2018excellent\u2019 grade.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Step 1 \u2014 Find the total.<\/b><br>\\n48 girls represent 40% of students \u2192 total = 48 \u00f7 0\u00b740 = <b>120 students<\/b><br>\\nBoys = 120 \u2212 48 = <b>72<\/b><br><br>\\n<b>Step 2 \u2014 Distribute the grades.<\/b><br>\\n\u2022 \\\"Excellent\\\" or \\\"good\\\" = 50% of 120 = <b>60<\/b><br>\\n\u2022 \\\"Good\\\" = <b>40<\/b> (given)<br>\\n\u2022 Therefore \\\"excellent\\\" = 60 \u2212 40 = <b>20<\/b><br>\\n\u2022 \\\"Average\\\" = 120 \u2212 60 = <b>60<\/b><br><br>\\n<b>Step 3 \u2014 Test Statement 1. \u2713<\/b><br>\\nTotal \\\"excellent\\\" = 20, and <b>20 boys<\/b> are graded excellent. All excellent grades are accounted for by boys, so <b>no girl received an excellent grade<\/b>. TRUE<br><br>\\n<b>Step 4 \u2014 Test Statement 2. \u2713<\/b><br>\\n\u2022 Average \u2212 Good = 60 \u2212 40 = <b>20<\/b><br>\\n\u2022 Good \u2212 Excellent = 40 \u2212 20 = <b>20<\/b><br>\\nThe two differences are equal. TRUE<br><br>\\n<i>Note the grades form an arithmetic progression: 20, 40, 60 with common difference 20.<\/i><br><br>\\n<b>On the redundant data:<\/b> \\\"one-fourth of the boys are graded average\\\" gives 18 boys in that category \u2014 consistent, but not needed for either statement. Competitive papers often include such information to slow candidates down; identify what each statement actually requires before computing everything.\"\r\n  },\r\n  {\r\n    \"id\": 34,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"The average attendance of students for three days (Monday, Tuesday, Wednesday) was 950 and for the next three days (Thursday, Friday, Saturday) was 900. The average attendance for four days (Tuesday, Wednesday, Thursday, Friday) in the same week was 930. Consider the following statements:<br>1. The average attendance for Monday and Saturday was 915.<br>2. The attendance was certainly higher on Monday than on Saturday.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Step 1 \u2014 Convert averages to totals.<\/b><br>\\n\u2022 Mon + Tue + Wed = 3 \u00d7 950 = <b>2850<\/b><br>\\n\u2022 Thu + Fri + Sat = 3 \u00d7 900 = <b>2700<\/b><br>\\n\u2022 Six-day total = 2850 + 2700 = <b>5550<\/b><br>\\n\u2022 Tue + Wed + Thu + Fri = 4 \u00d7 930 = <b>3720<\/b><br><br>\\n<b>Step 2 \u2014 Isolate Monday and Saturday.<\/b><br>\\nMon + Sat = (six-day total) \u2212 (Tue + Wed + Thu + Fri)<br>\\n= 5550 \u2212 3720 = <b>1830<\/b><br><br>\\n<b>Step 3 \u2014 Test Statement 1. \u2713<\/b><br>\\nAverage of Monday and Saturday = 1830 \u00f7 2 = <b>915<\/b>. TRUE<br><br>\\n<b>Step 4 \u2014 Test Statement 2. \u2717<\/b><br>\\nWe know only their <b>sum<\/b> (1830), not their individual values. Any pair summing to 1830 is consistent:<br>\\n\u2022 Mon 1000, Sat 830 \u2192 Monday higher<br>\\n\u2022 Mon 830, Sat 1000 \u2192 Saturday higher<br>\\n\u2022 Mon 915, Sat 915 \u2192 equal<br>\\nNothing in the data separates them. FALSE<br><br>\\n<b>The general lesson:<\/b> knowing a sum never fixes the individual terms. Statements asserting a comparison between two quantities whose sum alone is known are almost always unwarranted \u2014 a pattern repeated at Q23 and Q27 of this paper.\"\r\n  },\r\n  {\r\n    \"id\": 35,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"There are four sections A, B, C, D in 10th class. P, Q, R, S are class teachers. A unit test is proposed to be conducted at the same time and the corresponding class teacher of the section cannot be the invigilator for the section. How many combinations of invigilation are possible?\",\r\n    \"options\": [\r\n      \"9\",\r\n      \"12\",\r\n      \"18\",\r\n      \"24\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 9<\/b><br><br>\\nThis is the classic <b>derangement<\/b> problem \u2014 counting permutations in which <b>no element occupies its own position<\/b>.<br><br>\\n<b>Formula:<\/b> D(n) = n! [1 \u2212 1\/1! + 1\/2! \u2212 1\/3! + \u2026 + (\u22121)\u207f\/n!]<br><br>\\n<b>For n = 4:<\/b><br>\\nD(4) = 4! [1 \u2212 1 + 1\/2 \u2212 1\/6 + 1\/24]<br>\\n= 24 \u00d7 [12\/24 \u2212 4\/24 + 1\/24]<br>\\n= 24 \u00d7 9\/24 = <b>9<\/b><br><br>\\n<b>The standard derangement values, worth memorising:<\/b><br>\\nD(1) = 0 \u00b7 D(2) = 1 \u00b7 D(3) = 2 \u00b7 <b>D(4) = 9<\/b> \u00b7 D(5) = 44 \u00b7 D(6) = 265<br><br>\\n<b>Recursive check:<\/b> D(n) = (n \u2212 1)[D(n\u22121) + D(n\u22122)]<br>\\nD(4) = 3 \u00d7 [D(3) + D(2)] = 3 \u00d7 [2 + 1] = <b>9<\/b> \u2713<br><br>\\n<b>Why not 24:<\/b> option (D) is the unrestricted count 4! = 24. Option (A) applies the constraint. Where a question says \\\"no one may be assigned to their own X\\\", the answer is a derangement, not a plain permutation.<br><br>\\n<i>This is a genuinely practical calculation for a Principal preparing an examination duty roster.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 36,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"What is the missing term (X) in the sequence 3, 14, 39, 84, 155, X?\",\r\n    \"options\": [\r\n      \"228\",\r\n      \"238\",\r\n      \"258\",\r\n      \"264\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 258<\/b><br><br>\\n<b>Method 1 \u2014 Method of differences.<\/b><br>\\nSequence: 3, 14, 39, 84, 155, X<br>\\nFirst differences: 11, 25, 45, 71<br>\\nSecond differences: 14, 20, 26<br>\\nThird differences: <b>6, 6<\/b> \u2014 constant<br><br>\\nExtending backwards:<br>\\n\u2022 Next second difference: 26 + 6 = <b>32<\/b><br>\\n\u2022 Next first difference: 71 + 32 = <b>103<\/b><br>\\n\u2022 <b>X = 155 + 103 = 258<\/b><br><br>\\n<b>Method 2 \u2014 Find the generating formula.<\/b><br>\\nThe terms fit <b>n\u00b3 + n\u00b2 + n<\/b>:<br>\\n\u2022 n = 1: 1 + 1 + 1 = <b>3<\/b> \u2713<br>\\n\u2022 n = 2: 8 + 4 + 2 = <b>14<\/b> \u2713<br>\\n\u2022 n = 3: 27 + 9 + 3 = <b>39<\/b> \u2713<br>\\n\u2022 n = 4: 64 + 16 + 4 = <b>84<\/b> \u2713<br>\\n\u2022 n = 5: 125 + 25 + 5 = <b>155<\/b> \u2713<br>\\n\u2022 n = 6: 216 + 36 + 6 = <b>258<\/b> \u2713<br><br>\\n<b>The diagnostic:<\/b> constant <b>third<\/b> differences signal a <b>cubic<\/b> generating function. Constant second differences signal a quadratic; constant first differences signal an arithmetic progression. Taking successive differences is the fastest way to identify which family a sequence belongs to.\"\r\n  },\r\n  {\r\n    \"id\": 37,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"A + B means A is greater than B; A \u2212 B means A is less than B; A \u00d7 B means A is greater than or equal to B; A \u00f7 B means A is less than or equal to B; A ~ B means A is equal to B.<br>Consider the following: (i) P \u00f7 Q (ii) R + S (iii) T \u00d7 P (iv) Q ~ R (v) S \u2212 U<br>Which of the following can certainly be concluded?<br>1. T is greater than U<br>2. P is less than S\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Neither 1 nor 2<\/b><br><br>\\n<b>Step 1 \u2014 Decode each relation.<\/b><br>\\n(i) P \u00f7 Q \u2192 <b>P \u2264 Q<\/b><br>\\n(ii) R + S \u2192 <b>R > S<\/b><br>\\n(iii) T \u00d7 P \u2192 <b>T \u2265 P<\/b><br>\\n(iv) Q ~ R \u2192 <b>Q = R<\/b><br>\\n(v) S \u2212 U \u2192 <b>S < U<\/b><br><br>\\n<b>Step 2 \u2014 Assemble the chain.<\/b><br>\\nT \u2265 P \u2264 Q = R > S < U<br><br>\\n<b>Step 3 \u2014 Test Conclusion 1 (T > U).<\/b><br>\\nTo relate T and U we would need an unbroken chain of consistent inequalities between them. But <b>the direction reverses at P<\/b>: T \u2265 P and P \u2264 Q both point <i>towards<\/i> P. A common lower bound tells us nothing about how T compares with anything on the far side. Similarly S < U points away from S.<br>\\n<b>No relation can be established. NOT concluded \u2717<\/b><br><br>\\n<b>Step 4 \u2014 Test Conclusion 2 (P < S).<\/b><br>\\nP \u2264 Q = R > S. Here both P and S lie <b>below<\/b> R, but nothing fixes their relation to each other. P could exceed S, equal it, or fall below it.<br>\\n<b>NOT concluded \u2717<\/b><br><br>\\n<b>The governing rule for coded-inequality items:<\/b> a conclusion follows only when every link between the two terms runs in the <b>same direction<\/b>. Wherever the arrows meet head-on (X \u2264 Y \u2265 Z) or tail-to-tail (X \u2265 Y \u2264 Z), the chain is broken and no conclusion is possible.\"\r\n  },\r\n  {\r\n    \"id\": 38,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"3 copies of Physics and 4 copies of Chemistry textbooks cost \u20b9 2,430 and 5 copies of Chemistry and 6 copies of Mathematics textbooks cost \u20b9 1,380. What is the cost of 9 Physics, 22 Chemistry and 12 Mathematics textbooks?\",\r\n    \"options\": [\r\n      \"\u20b9 10,000\",\r\n      \"\u20b9 10,050\",\r\n      \"\u20b9 11,000\",\r\n      \"Cannot be determined due to insufficient data\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) \u20b9 10,050<\/b><br><br>\\n<b>Step 1 \u2014 Write the given equations.<\/b><br>\\n3P + 4C = 2430 \u2026 (i)<br>\\n5C + 6M = 1380 \u2026 (ii)<br><br>\\n<b>Step 2 \u2014 Look for a linear combination matching the target.<\/b><br>\\nTarget: 9P + 22C + 12M<br>\\n\u2022 Multiply (i) by <b>3<\/b>: 9P + 12C = 7290<br>\\n\u2022 Multiply (ii) by <b>2<\/b>: 10C + 12M = 2760<br><br>\\n<b>Step 3 \u2014 Add them.<\/b><br>\\n(9P + 12C) + (10C + 12M) = <b>9P + 22C + 12M<\/b> \u2713 \u2014 exactly the target<br>\\n7290 + 2760 = <b>\u20b9 10,050<\/b><br><br>\\n<b>Why option (D) is the trap.<\/b> There are three unknowns (P, C, M) and only two equations, so the <b>individual prices genuinely cannot be found<\/b>. A candidate who notices this concludes the problem is unsolvable and chooses (D).<br><br>\\n<b>The insight:<\/b> the question does not ask for individual prices. It asks for a <b>specific combination<\/b>, and that combination happens to be expressible as 3\u00d7(i) + 2\u00d7(ii). Under-determined systems can still yield determinate values for particular linear combinations.<br><br>\\n<b>How to spot it:<\/b> compare the target coefficients with the given ones. Here 9 = 3 \u00d7 3 and 12 = 2 \u00d7 6 fix the multipliers immediately; the Chemistry coefficient 22 = 12 + 10 then confirms the combination works.\"\r\n  },\r\n  {\r\n    \"id\": 39,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"What is the missing term (*) in the sequence YXZ, XWY, WVX, *, UTV, TSU?\",\r\n    \"options\": [\r\n      \"VWU\",\r\n      \"VUW\",\r\n      \"VUY\",\r\n      \"XUW\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) VUW<\/b><br><br>\\n<b>Step 1 \u2014 Track each letter position separately.<\/b><br>\\n<table><tr><td><b>Term<\/b><\/td><td>1st<\/td><td>2nd<\/td><td>3rd<\/td><\/tr>\\n<tr><td>YXZ<\/td><td>Y<\/td><td>X<\/td><td>Z<\/td><\/tr>\\n<tr><td>XWY<\/td><td>X<\/td><td>W<\/td><td>Y<\/td><\/tr>\\n<tr><td>WVX<\/td><td>W<\/td><td>V<\/td><td>X<\/td><\/tr>\\n<tr><td><b>?<\/b><\/td><td><b>V<\/b><\/td><td><b>U<\/b><\/td><td><b>W<\/b><\/td><\/tr>\\n<tr><td>UTV<\/td><td>U<\/td><td>T<\/td><td>V<\/td><\/tr>\\n<tr><td>TSU<\/td><td>T<\/td><td>S<\/td><td>U<\/td><\/tr><\/table><br>\\n<b>Step 2 \u2014 Identify the pattern.<\/b><br>\\n\u2022 <b>1st letters:<\/b> Y \u2192 X \u2192 W \u2192 <b>V<\/b> \u2192 U \u2192 T (each one step back)<br>\\n\u2022 <b>2nd letters:<\/b> X \u2192 W \u2192 V \u2192 <b>U<\/b> \u2192 T \u2192 S (each one step back)<br>\\n\u2022 <b>3rd letters:<\/b> Z \u2192 Y \u2192 X \u2192 <b>W<\/b> \u2192 V \u2192 U (each one step back)<br><br>\\n<b>Missing term = VUW<\/b><br><br>\\n<b>Step 3 \u2014 Note the internal structure.<\/b> Within each term the pattern is: 2nd letter is one <b>before<\/b> the 1st, and 3rd letter is one <b>after<\/b> the 1st.<br>\\nCheck on VUW: V, then U (one before V) \u2713, then W (one after V) \u2713<br><br>\\n<b>Technique:<\/b> for letter-group series, always tabulate the positions in columns. The column-wise progression is almost always simpler than any pattern visible in the groups as wholes \u2014 and it lets you verify against the terms on <i>both<\/i> sides of the gap.\"\r\n  },\r\n  {\r\n    \"id\": 40,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Reasoning & Quantitative Aptitude\",\r\n    \"question\": \"40% revenues of a school come from class I to V, 50% revenues from class VI to class X and 10% revenues from class XI and class XII in the form of fees. If the school raises its fees by 20% for classes I to V, 30% for classes VI to X and 40% for classes XI and XII, what is the percentage increase of revenues of the school?\",\r\n    \"options\": [\r\n      \"27%\",\r\n      \"28%\",\r\n      \"29%\",\r\n      \"30%\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 27%<\/b><br><br>\\n<b>Step 1 \u2014 Take total revenue as 100.<\/b><br>\\n\u2022 Classes I\u2013V: <b>40<\/b><br>\\n\u2022 Classes VI\u2013X: <b>50<\/b><br>\\n\u2022 Classes XI\u2013XII: <b>10<\/b><br><br>\\n<b>Step 2 \u2014 Apply each fee increase.<\/b><br>\\n\u2022 40 \u00d7 1\u00b720 = <b>48<\/b><br>\\n\u2022 50 \u00d7 1\u00b730 = <b>65<\/b><br>\\n\u2022 10 \u00d7 1\u00b740 = <b>14<\/b><br><br>\\n<b>Step 3 \u2014 New total:<\/b> 48 + 65 + 14 = <b>127<\/b><br><br>\\n<b>Step 4 \u2014 Percentage increase:<\/b> 127 \u2212 100 = <b>27%<\/b><br><br>\\n<b>Alternative \u2014 weighted average of the increases:<\/b><br>\\n(0\u00b740 \u00d7 20) + (0\u00b750 \u00d7 30) + (0\u00b710 \u00d7 40)<br>\\n= 8 + 15 + 4 = <b>27%<\/b><br><br>\\n<b>The trap:<\/b> a simple average of the three rates gives (20 + 30 + 40)\/3 = 30%, which is option (D). This is wrong because the three segments contribute <b>unequally<\/b> to revenue \u2014 the 40% increase applies to only a tenth of the base, while the 20% increase applies to two-fifths of it.<br><br>\\n<b>The principle:<\/b> whenever different rates apply to different proportions of a base, the overall change is the <b>weighted<\/b> average, with the revenue shares as weights. This is directly applicable to a Principal's fee-revision projections.\"\r\n  },\r\n  {\r\n    \"id\": 41,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Consider the following statements in respect of World Teachers' Day:<br>1. 5 September is declared as World Teachers' Day.<br>2. The theme of World Teachers' Day, 2022 is \u201cChanging Course, Transforming Education\u201d.<br>Which one of the following is correct in respect of the above statements?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Neither 1 nor 2<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\n<b>World Teachers' Day is 5 OCTOBER<\/b>, not 5 September. It has been observed since 1994 to commemorate the adoption of the <b>1966 ILO\/UNESCO Recommendation concerning the Status of Teachers<\/b>.<br>\\nThe confusion is deliberate: <b>5 September<\/b> is <b>India's national Teachers' Day<\/b>, marking the birth anniversary of <b>Dr. Sarvepalli Radhakrishnan<\/b> (born 1888), philosopher, first Vice-President and second President of India.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThe UNESCO theme for World Teachers' Day <b>2022<\/b> was <b>\\\"The transformation of education begins with teachers.\\\"<\/b> The phrase given in the statement does not correspond to it.<br><br>\\n<i>Recent themes for reference:<\/i><br>\\n\u2022 <b>2021<\/b> \u2014 \\\"Teachers at the heart of education recovery\\\"<br>\\n\u2022 <b>2022<\/b> \u2014 \\\"The transformation of education begins with teachers\\\"<br><br>\\n<b>Examination note:<\/b> the pairing of a national observance with its international counterpart is a recurring device \u2014 Teachers' Day (5 Sept \/ 5 Oct), Youth Day, Women's Day. Learn both dates together.<br><br>\\n<i>PROVISIONAL as to the exact 2022 theme wording \u2014 verify against the UNESCO announcement for that year.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 42,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements in respect of PM-SHRI schools:<br>1. According to the scheme, each block in the country will have two PM-SHRI schools.<br>2. The Ministry of Education tracks the performance of each PM-SHRI school.<br>3. Only Kendriya Vidyalayas, Navodaya Vidyalayas but not those schools run by State Governments and local bodies are strengthened to emerge as PM-SHRI schools.<br>How many statements are correct?\",\r\n    \"options\": [\r\n      \"None of the statements\",\r\n      \"Only one statement\",\r\n      \"Only two statements\",\r\n      \"All three statements\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Only two statements<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe scheme provides for the selection of up to <b>two schools per block or urban local body<\/b> \u2014 typically one at elementary level and one at secondary or senior secondary level \u2014 with a target of over 14,500 schools nationally.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nThe Ministry of Education monitors performance through a <b>School Quality Assessment Framework (SQAF)<\/b>, with key performance indicators measured and tracked for each selected school.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nThe word \\\"<b>only<\/b>\\\" is what makes this wrong. PM-SHRI covers schools managed by the <b>Central Government, State and UT Governments, and local bodies<\/b>, alongside Kendriya Vidyalayas and Navodaya Vidyalayas. Excluding State and local-body schools would defeat the scheme's purpose, since they constitute the overwhelming majority of Indian schools.<br><br>\\n<b>About PM-SHRI<\/b> \u2014 <b>P<\/b>rime <b>M<\/b>inister <b>S<\/b>chools for <b>R<\/b>ising <b>I<\/b>ndia, launched on 7 September 2022. Selected schools are developed as <b>exemplar schools<\/b> showcasing all components of NEP 2020, and are to act as mentors for other schools in their neighbourhood. Selection is through a <b>Challenge Mode<\/b>, with schools competing to meet defined criteria.<br><br>\\n<b>Reading tip:<\/b> absolute qualifiers \u2014 <b>only<\/b>, <b>all<\/b>, <b>never<\/b>, <b>every<\/b> \u2014 are the most common source of falsity in statement-based items on schemes.\"\r\n  },\r\n  {\r\n    \"id\": 43,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Management & Financial administration\",\r\n    \"question\": \"Which of the following statements is\/are correct with regard to National Pension System (NPS)?<br>1. NPS is administered by the Ministry of Personnel, Public Grievances and Pensions.<br>2. The Scheme is mandatory for all new recruits to the Central Government service including the armed forces from 1st January, 2004.<br>3. On retirement on superannuation, a minimum of 40% of the corpus in the account is mandatorily annuitized and the remaining amount is paid to the government servant in lump sum.\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 3 only<\/b><br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nOn superannuation, a <b>minimum of 40% of the accumulated corpus must be used to purchase an annuity<\/b> providing a monthly pension, and the balance (up to 60%) may be withdrawn as a lump sum. The lump-sum component is tax-exempt.<br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nNPS is regulated by the <b>Pension Fund Regulatory and Development Authority (PFRDA)<\/b>, a statutory body under the <b>Ministry of Finance<\/b> (Department of Financial Services) \u2014 not the Ministry of Personnel, Public Grievances and Pensions. That Ministry handles service and pension <i>rules<\/i> for civil servants, which is why the distractor is plausible.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThe <b>armed forces are expressly excluded<\/b>. NPS applies to all new entrants to Central Government service from <b>1 January 2004<\/b> <i>except<\/i> the armed forces, who remain under the earlier defined-benefit pension arrangement.<br><br>\\n<b>Structure of NPS:<\/b> individual <b>PRAN<\/b> (Permanent Retirement Account Number); <b>Tier-I<\/b> (mandatory, restricted withdrawal) and <b>Tier-II<\/b> (voluntary, liquid); contribution of 10% of basic pay plus DA by the employee, with the Central Government contributing 14%.<br><br>\\n<i>Note: the Unified Pension Scheme (UPS) has since been introduced as an option for Central Government employees \u2014 a development after this paper. Verify the current position.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 44,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The objective of the project Smart Virtual Classroom (SVC) was to set up smart virtual classroom facilities in which of the following?<br>1. Government owned schools<br>2. Government controlled schools<br>3. District Institutes for Education and Training (DIET)\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\n<b>PROVISIONAL \u2014 verify against the project documentation before teaching this item.<\/b><br><br>\\nThe <b>Smart Virtual Classroom (SVC)<\/b> project aimed at establishing smart virtual classroom facilities across the public school system, covering:<br>\\n<b>1. Government owned schools \u2713<\/b><br>\\n<b>2. Government controlled schools \u2713<\/b> \u2014 including aided and local-body schools<br>\\n<b>3. District Institutes of Education and Training \u2713<\/b> \u2014 the district-level teacher-education institutions<br><br>\\n<b>Why DIETs are included, and why that is the discriminating element:<\/b> a virtual classroom network serves two purposes at once \u2014 delivering lessons to students, and delivering <b>in-service training to teachers<\/b>. DIETs are the nodal institutions for district-level teacher training under the Samagra Shiksha framework, so connecting them multiplies the value of the same infrastructure. A candidate who thinks only of students would exclude statement 3 and choose (A).<br><br>\\n<b>The wider policy context:<\/b> NEP 2020's technology chapter and the <b>National Educational Technology Forum (NETF)<\/b> promote precisely this convergence \u2014 smart classrooms, DIKSHA content, virtual labs and PM e-VIDYA channels operating over shared connectivity.<br><br>\\n<b>For a Principal:<\/b> the practical question is not whether the equipment exists but whether it is used \u2014 utilisation of smart classroom facilities is a standard inspection point.\"\r\n  },\r\n  {\r\n    \"id\": 45,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Consider the following statements:<br>1. Attorney General is a Constitutional post under Article 76 of the Constitution.<br>2. Attorney General of India is appointed by the President of India.<br>3. The post of Solicitor General is statutory.<br>4. Solicitor General of India is appointed by the Vice President of India.<br>How many statements are correct?\",\r\n    \"options\": [\r\n      \"Only one statement\",\r\n      \"Only two statements\",\r\n      \"Only three statements\",\r\n      \"All four statements\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Only three statements<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Article 76<\/b> provides for the Attorney General for India \u2014 the highest law officer of the country and the only law officer with constitutional status.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nArticle 76(1): the President shall appoint a person qualified to be appointed a Judge of the Supreme Court to be Attorney General for India. He holds office <b>during the pleasure of the President<\/b>.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nThe <b>Solicitor General of India<\/b> has no constitutional basis. The office is governed by the <b>Law Officers (Conditions of Service) Rules, 1987<\/b>, making it a statutory or rule-based post.<br><br>\\n<b>Statement 4: INCORRECT \u2717<\/b><br>\\nThe Solicitor General is appointed on the recommendation of the <b>Appointments Committee of the Cabinet (ACC)<\/b>, headed by the Prime Minister. The <b>Vice-President has no appointing role whatever<\/b> \u2014 his constitutional functions are to act as ex-officio Chairman of the Rajya Sabha and to discharge the President's functions in case of a vacancy.<br><br>\\n<b>Key rights of the Attorney General:<\/b> right of audience in all courts in India; right to speak and take part in the proceedings of <b>both Houses of Parliament<\/b> and their committees, <b>without a right to vote<\/b>; entitled to the privileges of a Member of Parliament. He is <b>not<\/b> a whole-time counsel for the Government and may take private practice, subject to restrictions.\"\r\n  },\r\n  {\r\n    \"id\": 46,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Consider the following statements:<br>1. The Vice President of India is elected by the members of the electoral college consisting of elected members of both Houses of Parliament and Legislative Assemblies of the States in accordance with the system of proportional representation by means of single transferable vote.<br>2. The President of India may resign office by writing under his hand addressed to the Vice President of India.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nThe description given is that of the <b>PRESIDENT'S<\/b> electoral college, not the Vice-President's.<br><br>\\n<b>Article 66<\/b> \u2014 the Vice-President is elected by an electoral college consisting of <b>the members of BOTH Houses of Parliament<\/b>, by proportional representation with a single transferable vote, by secret ballot.<br>\\nTwo differences from the President's election:<br>\\n\u2022 <b>State Legislative Assemblies do NOT participate<\/b><br>\\n\u2022 <b>Nominated members DO participate<\/b> (they are excluded from the Presidential election)<br><br>\\n<b>Article 54<\/b> \u2014 the President is elected by an electoral college of the <b>elected<\/b> members of both Houses of Parliament <b>and<\/b> the <b>elected<\/b> members of the Legislative Assemblies of the States and of Delhi and Puducherry.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Article 56(1)(a)<\/b>: the President may, by writing under his hand addressed to the Vice-President, resign his office.<br><br>\\n<b>Complete the resignation chain \u2014 frequently tested together:<\/b><br>\\n\u2022 <b>President<\/b> \u2192 resigns to the <b>Vice-President<\/b><br>\\n\u2022 <b>Vice-President<\/b> \u2192 resigns to the <b>President<\/b><br>\\n\u2022 <b>Speaker of Lok Sabha<\/b> \u2192 resigns to the <b>Deputy Speaker<\/b><br>\\n\u2022 <b>Governor<\/b> \u2192 resigns to the <b>President<\/b><br>\\n\u2022 <b>Judge of Supreme Court \/ High Court<\/b> \u2192 resigns to the <b>President<\/b>\"\r\n  },\r\n  {\r\n    \"id\": 47,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements in respect of Sainik Schools:<br>1. They were established as a joint venture of the Central and State Governments.<br>2. They are under the overall governance of the Ministry of Education.<br>3. Girl cadets can also be admitted in the schools.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 and 3 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nSainik Schools were established from <b>1961<\/b> as a <b>joint venture of the Central and State Governments<\/b>. The State provides land and infrastructure; the Centre meets recurring costs and administers the system.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\n<b>Girl cadets have been admitted since the academic session 2021-22<\/b>, following a pilot at Sainik School Chhingchhip, Mizoram in 2018-19. All Sainik Schools are now open to girls.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nSainik Schools are governed by the <b>Sainik Schools Society under the MINISTRY OF DEFENCE<\/b>, not the Ministry of Education. The <b>Defence Minister<\/b> is the ex-officio Chairman of the Board of Governors.<br><br>\\n<b>The founding purpose:<\/b> established on the initiative of <b>V. K. Krishna Menon<\/b>, then Defence Minister, to correct the regional and class imbalance in the officer cadre of the armed forces, and to prepare boys \u2014 now boys and girls \u2014 academically, physically and mentally for entry into the <b>National Defence Academy<\/b> and the Indian Naval Academy.<br><br>\\n<b>Distinguish the residential school systems and their ministries:<\/b><br>\\n\u2022 <b>Sainik Schools<\/b> \u2192 Ministry of <b>Defence<\/b><br>\\n\u2022 <b>Kendriya Vidyalayas<\/b> and <b>Navodaya Vidyalayas<\/b> \u2192 Ministry of <b>Education<\/b><br>\\n\u2022 <b>Eklavya Model Residential Schools<\/b> \u2192 Ministry of <b>Tribal Affairs<\/b><br>\\n\u2022 <b>Kasturba Gandhi Balika Vidyalayas<\/b> \u2192 Ministry of <b>Education<\/b>, under Samagra Shiksha\"\r\n  },\r\n  {\r\n    \"id\": 48,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements:<br>1. DIKSHA is a technology-based educational platform to serve as national repository of high-quality resources\/e-content for teaching and learning.<br>2. NISHTHA is a National Mission to improve learning outcomes at the elementary level through an Integrated Teacher Training Programme.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>DIKSHA<\/b> \u2014 <b>D<\/b>igital <b>I<\/b>nfrastructure for <b>K<\/b>nowledge <b>Sha<\/b>ring \u2014 launched in 2017, is the national digital platform for school education. It hosts e-content for students and teachers in multiple languages, supports <b>QR-coded energised textbooks<\/b>, and operates under the \\\"one nation, one digital platform\\\" principle. States run their own instances on the same infrastructure.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>NISHTHA<\/b> \u2014 <b>N<\/b>ational <b>I<\/b>nitiative for <b>S<\/b>chool <b>H<\/b>eads' and <b>T<\/b>eachers' <b>H<\/b>olistic <b>A<\/b>dvancement \u2014 launched in 2019 as an <b>Integrated Teacher Training Programme<\/b> to improve learning outcomes at the elementary stage. It is the largest teacher-training programme of its kind.<br><br>\\n<b>The two work together:<\/b> NISHTHA is <b>delivered through DIKSHA<\/b> in its online phases. One is the platform, the other the programme running on it \u2014 which is exactly why the pair is confused, and why the question sets them side by side.<br><br>\\n<b>The phases of NISHTHA, worth knowing:<\/b><br>\\n\u2022 <b>NISHTHA 1.0<\/b> \u2014 elementary stage (2019)<br>\\n\u2022 <b>NISHTHA 2.0<\/b> \u2014 secondary stage<br>\\n\u2022 <b>NISHTHA 3.0<\/b> \u2014 Foundational Literacy and Numeracy (FLN)<br>\\n\u2022 <b>NISHTHA ECCE<\/b> \u2014 early childhood care and education<br><br>\\n<i>Note also the acronym expansion itself: NISHTHA covers <b>school heads<\/b> as well as teachers \u2014 directly relevant to a Principal's own continuing professional development obligation of 50 hours per year under NEP 2020.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 49,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following in respect of Kasturba Gandhi Balika Vidyalayas (KGBVs):<br>1. These are residential upper primary and secondary schools for girls predominantly belonging to SC, ST, OBC, Minority communities.<br>2. KGBVs provide for a minimum reservation of 25% for girls from families that live below the poverty line.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nKGBVs are <b>residential schools for girls<\/b> predominantly from <b>SC, ST, OBC and minority communities<\/b>. Launched in 2004, they were merged into Sarva Shiksha Abhiyan in 2007 and now form part of <b>Samagra Shiksha<\/b>. Under NEP-aligned expansion they have been extended from upper primary up to <b>Class 12<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nThe scheme provides for <b>75% reservation for girls from SC, ST, OBC and minority communities<\/b>, and the remaining <b>25% for girls from families below the poverty line<\/b>.<br><br>\\n<b>Where KGBVs are established:<\/b> in <b>Educationally Backward Blocks<\/b> \u2014 blocks where the rural female literacy rate is below the national average and the gender gap in literacy is above it \u2014 and in areas with concentrations of tribal, SC or minority populations, or with a large number of small scattered habitations that do not qualify for a school.<br><br>\\n<b>Why residential:<\/b> the barriers to girls' secondary education in such areas are distance, safety and the opportunity cost of domestic labour. A residential model removes all three at once, which is why KGBV is treated as an equity intervention rather than merely an access one.<br><br>\\n<b>Related equity provisions under NEP 2020:<\/b> the <b>Gender Inclusion Fund<\/b> (see Q109), Special Education Zones, and targeted support for <b>SEDGs<\/b> \u2014 Socio-Economically Disadvantaged Groups.\"\r\n  },\r\n  {\r\n    \"id\": 50,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Who among the following are covered under \u2018National Scheme of Incentive to Girls for Secondary Education\u2019?<br>1. All girls belonging to SC\/ST communities who pass class VIII<br>2. All girls who pass class VIII examination from Kasturba Gandhi Balika Vidyalayas (KGBVs)\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nAll girls belonging to <b>SC and ST communities<\/b> who pass Class VIII are covered.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nAll girls who pass the Class VIII examination from <b>KGBVs<\/b> are covered \u2014 <b>irrespective of caste or community<\/b>. This is the deliberately broader limb of the scheme: having brought a girl through a residential KGBV, the scheme carries her forward into secondary education without a category test.<br><br>\\n<b>How the scheme works:<\/b><br>\\n\u2022 A sum of <b>\u20b93,000<\/b> is deposited as a <b>fixed deposit<\/b> in the name of the eligible girl<br>\\n\u2022 She is entitled to withdraw it <b>with interest on attaining 18 years of age<\/b> and on passing the Class 10 examination<br>\\n\u2022 The girl must be <b>unmarried<\/b> and below 16 years of age on 31 March of the year of admission to Class IX<br>\\n\u2022 Girls studying in private unaided schools and in Central Government schools are excluded<br><br>\\n<b>The design logic:<\/b> the incentive is deferred rather than immediate. By tying release to <b>both<\/b> turning 18 and completing Class 10, it works simultaneously against <b>early marriage<\/b> and against <b>dropout at the secondary stage<\/b> \u2014 the two principal causes of girls leaving school after elementary education.\"\r\n  },\r\n  {\r\n    \"id\": 51,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"National Institute of Open Schooling (NIOS) commenced its first live session on Virtual Open School platform in collaboration with:\",\r\n    \"options\": [\r\n      \"Microsoft and Ed4All\",\r\n      \"Tata Consultancy Services\",\r\n      \"IGNOU and Google\",\r\n      \"NCERT and Infosys\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Microsoft and Ed4All<\/b><br><br>\\nNIOS launched its <b>Virtual Open School<\/b> platform in collaboration with <b>Microsoft and Ed4All<\/b>, delivering live interactive sessions to open-schooling learners.<br><br>\\n<b>The policy basis:<\/b> <b>NEP 2020<\/b> proposes <b>Virtual Labs and Virtual Open Schools<\/b> to expand access, particularly for learners who cannot attend a physical school \u2014 out-of-school children, working children, girls in remote areas, and learners with disabilities.<br><br>\\n<b>About NIOS:<\/b><br>\\n\u2022 Established in <b>1989<\/b>; an autonomous organisation under the Ministry of Education<br>\\n\u2022 The <b>largest open schooling system in the world<\/b>, with over 2 million learners on roll<br>\\n\u2022 Offers secondary and senior secondary certification, vocational courses, and the Open Basic Education programme<br>\\n\u2022 Empowered to <b>examine and certify<\/b> learners registered with it up to the pre-degree level<br>\\n\u2022 Under NEP 2020, NIOS is designated to develop high-quality modules for Indian Sign Language and for learners with disabilities<br><br>\\n<b>NIOS in the SWAYAM architecture:<\/b> NIOS is one of the <b>National Coordinators<\/b> for SWAYAM, responsible for <b>open schooling<\/b> \u2014 a fact tested in the Principal paper of the same year, where the engineering coordinator (NPTEL) was asked.<br><br>\\n<b>For a Principal:<\/b> NIOS provides the certification route for students who leave the regular stream, and for the <b>Patrachar<\/b> and correspondence learners a school may need to guide.\"\r\n  },\r\n  {\r\n    \"id\": 52,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following in respect of Pradhan Mantri Poshan Shakti Nirman (PM POSHAN):<br>1. One of the objectives of PM POSHAN is to improve the nutritional status of children studying only in classes I\u2013V in government and government-aided schools.<br>2. The norms for the scheme are to supply foodgrains at the rate of 100 grams per child per school day for primary and 200 grams for upper primary.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Neither 1 nor 2<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nThe word \\\"<b>only<\/b>\\\" defeats it. PM POSHAN covers children of <b>Classes I to VIII<\/b> \u2014 the whole of elementary education \u2014 in government and government-aided schools, and since 2022-23 has been extended to children in <b>Bal Vatika<\/b> (pre-primary) attached to such schools.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThe upper primary figure is wrong. The correct foodgrain norms are:<br>\\n\u2022 <b>Primary (Classes I\u2013V): 100 grams<\/b> per child per school day \u2713<br>\\n\u2022 <b>Upper primary (Classes VI\u2013VIII): 150 grams<\/b> per child per school day \u2014 not 200 \u2717<br><br>\\n<b>The full nutritional norms \u2014 learn as a set:<\/b><br>\\n<table><tr><td><\/td><td><b>Primary<\/b><\/td><td><b>Upper Primary<\/b><\/td><\/tr>\\n<tr><td>Calories<\/td><td>450 kcal<\/td><td>700 kcal<\/td><\/tr>\\n<tr><td>Protein<\/td><td>12 g<\/td><td>20 g<\/td><\/tr>\\n<tr><td>Foodgrains<\/td><td>100 g<\/td><td>150 g<\/td><\/tr><\/table><br>\\n<b>About the scheme:<\/b> renamed from the <b>Mid-Day Meal Scheme<\/b> to PM POSHAN in September 2021. It is a Centrally Sponsored Scheme and the <b>largest school feeding programme in the world<\/b>. Other components include <b>Tithi Bhojan<\/b> (community participation on special occasions), <b>School Nutrition Gardens<\/b> (see Q53), social audit, and supplementary nutrition in aspirational districts.<br><br>\\n<b>For a Principal:<\/b> responsibility for the quality, safety and daily recording of the meal rests with the head of school \u2014 including tasting the food before it is served to children.\"\r\n  },\r\n  {\r\n    \"id\": 53,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following in respect of School Nutrition Garden (SNG):<br>1. SNG is a place where children are exposed to growing of herbs, fruits and vegetables.<br>2. The objective of developing SNGs is to help address malnutrition and micronutrient deficiencies in children.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA School Nutrition Garden is a plot within or attached to the school where children participate in <b>growing herbs, fruits and vegetables<\/b>, gaining direct experience of cultivation.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nThe stated objective is to help address <b>malnutrition and micronutrient deficiencies<\/b> \u2014 the \\\"hidden hunger\\\" of iron, vitamin A, iodine and zinc deficiency that persists even where calorie intake is adequate. Produce from the garden supplements the mid-day meal with fresh vegetables and greens.<br><br>\\n<b>The dual purpose \u2014 nutritional and pedagogical:<\/b><br>\\n\u2022 <b>Nutritional<\/b> \u2014 fresh, locally grown produce enriches the PM POSHAN meal<br>\\n\u2022 <b>Educational<\/b> \u2014 children learn about seeds, soil, seasons, composting and the source of their food, which links directly to science and environmental studies<br>\\n\u2022 <b>Attitudinal<\/b> \u2014 practical exposure to <b>dignity of labour<\/b> and to agriculture, consistent with NEP 2020's emphasis on vocational exposure and experiential learning<br><br>\\n<b>Implementation:<\/b> SNGs are promoted under PM POSHAN with convergence support, including from MGNREGS for land development (see Q54). Schools may use available land, terrace space or even container gardening where land is scarce.<br><br>\\n<b>For a Principal:<\/b> the SNG is one of the few interventions that simultaneously improves the meal, teaches curriculum content and involves the community \u2014 which is why it recurs in school-development plans.\"\r\n  },\r\n  {\r\n    \"id\": 54,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"For constructing compound walls in the schools and levelling of the grounds, which of the following schemes can be utilised by the States?<br>1. Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGS)<br>2. Pradhan Mantri Awas Yojana (PMAY)<br>3. Pradhan Mantri Gram Sadak Yojana (PMGSY)\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"3 only\",\r\n      \"1 and 2\",\r\n      \"1 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>MGNREGS<\/b> permits <b>convergence<\/b> with school infrastructure work. Construction of school compound walls, levelling of playgrounds, and development of school nutrition gardens are among the permissible works, since they are durable community assets created through unskilled manual labour in rural areas.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\n<b>PMAY<\/b> \u2014 Pradhan Mantri Awas Yojana \u2014 is a <b>housing<\/b> scheme (PMAY-Gramin and PMAY-Urban), intended to provide pucca houses to eligible beneficiaries. It has no application to school infrastructure.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\n<b>PMGSY<\/b> \u2014 Pradhan Mantri Gram Sadak Yojana \u2014 provides <b>all-weather road connectivity<\/b> to unconnected habitations. It builds roads, not school boundary walls.<br><br>\\n<b>The concept being tested is CONVERGENCE<\/b> \u2014 using resources from one programme to complete work under another, so that schools are not left waiting for a dedicated infrastructure grant. RTE Schedule norms require a <b>boundary wall or fencing<\/b> and a <b>playground<\/b> for every school; MGNREGS convergence is the recognised route to meeting them in rural areas.<br><br>\\n<b>Answering technique:<\/b> match each scheme to its <b>sector<\/b> \u2014 employment, housing, roads. Only the employment guarantee scheme is sector-neutral as to the asset created, because its object is the provision of work rather than a particular type of construction.\"\r\n  },\r\n  {\r\n    \"id\": 55,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Eklavya Model Residential Schools (EMRSs) are meant for:\",\r\n    \"options\": [\r\n      \"SC students only\",\r\n      \"ST students in remote areas\",\r\n      \"SC and ST students only\",\r\n      \"SC, ST and OBC students\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) ST students in remote areas<\/b><br><br>\\n<b>Eklavya Model Residential Schools<\/b> are established by the <b>Ministry of Tribal Affairs<\/b> for <b>Scheduled Tribe<\/b> students in remote areas, providing free residential education from <b>Class VI to Class XII<\/b>.<br><br>\\n<b>The norm for establishment:<\/b> an EMRS is to be set up in every block having <b>more than 50% ST population and at least 20,000 tribal persons<\/b>. Each school is designed for <b>480 students<\/b>, with equal provision for boys and girls.<br><br>\\n<b>The rationale for a residential model:<\/b> tribal habitations are typically small, scattered and distant from secondary schools. Day schooling is impracticable where a child must walk many kilometres through forest terrain, and the opportunity cost of that journey drives dropout. Residence removes distance as a barrier and provides nutrition, health care and study conditions that the home often cannot.<br><br>\\n<b>The design intent:<\/b> EMRSs are meant to be <b>on par with Navodaya Vidyalayas<\/b> in quality, with facilities for sports and skill development, so that tribal students compete on equal terms rather than being educated separately at a lower standard.<br><br>\\n<b>Distinguish the targeted residential schemes:<\/b><br>\\n\u2022 <b>EMRS<\/b> \u2192 <b>ST<\/b> students, Ministry of Tribal Affairs<br>\\n\u2022 <b>KGBV<\/b> \u2192 girls from SC, ST, OBC, minority and BPL families, Ministry of Education<br>\\n\u2022 <b>Navodaya Vidyalayas<\/b> \u2192 talented rural children of all categories, Ministry of Education\"\r\n  },\r\n  {\r\n    \"id\": 56,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The Right to Education was made a fundamental right for children aged 6-14 years by which one of the following Constitutional Amendments?\",\r\n    \"options\": [\r\n      \"86th\",\r\n      \"93rd\",\r\n      \"101st\",\r\n      \"103rd\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 86th<\/b><br><br>\\nThe <b>Constitution (Eighty-sixth Amendment) Act, 2002<\/b> made education a fundamental right. It made <b>three connected changes<\/b>, and all three are examinable together:<br><br>\\n<b>1. Inserted Article 21A<\/b> (Fundamental Right)<br>\\n\\\"The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine.\\\"<br><br>\\n<b>2. Substituted Article 45<\/b> (Directive Principle)<br>\\nFormerly it covered free and compulsory education for all children up to 14. It now directs the State to provide <b>early childhood care and education for all children until they complete the age of six years<\/b> \u2014 the age band that Article 21A leaves out.<br><br>\\n<b>3. Inserted Article 51A(k)<\/b> (Fundamental Duty)<br>\\nIt is the duty of every parent or guardian to <b>provide opportunities for education<\/b> to his child or ward between the ages of six and fourteen years.<br><br>\\n<b>The enabling legislation<\/b> followed eight years later \u2014 the <b>Right of Children to Free and Compulsory Education Act, 2009<\/b>, which came into force on <b>1 April 2010<\/b>.<br><br>\\n<b>The other amendments offered:<\/b><br>\\n\u2022 <b>93rd (2005)<\/b> \u2014 reservation for socially and educationally backward classes in educational institutions, including private unaided ones<br>\\n\u2022 <b>101st (2016)<\/b> \u2014 Goods and Services Tax<br>\\n\u2022 <b>103rd (2019)<\/b> \u2014 10% reservation for Economically Weaker Sections<br><br>\\n<i>Note the significance for NEP 2020: because Article 21A begins at age six, the 3-6 age group had no constitutional guarantee \u2014 which is why NEP brings it into the Foundational Stage.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 57,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Consider the following statements in respect of UNESCO's King Hamad Bin Isa Al-Khalifa Prize for the year 2021:<br>Statement-1: Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE), a constituent unit of the National Council of Educational Research and Training has been awarded this prize.<br>Statement-2: This prize has been awarded for the use of Information and Communication Technology (ICT) in Education.\",\r\n    \"options\": [\r\n      \"Both Statement-1 and Statement-2 are correct and Statement-2 is the correct explanation for Statement-1.\",\r\n      \"Both Statement-1 and Statement-2 are correct, but Statement-2 is not the correct explanation for Statement-1.\",\r\n      \"Statement-1 is correct and Statement-2 is incorrect.\",\r\n      \"Statement-1 is incorrect and Statement-2 is correct.\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Both correct, and Statement-2 correctly explains Statement-1<\/b><br><br>\\n<b>Statement-1: CORRECT \u2713<\/b><br>\\n<b>PSSCIVE<\/b> \u2014 the Pandit Sundarlal Sharma Central Institute of Vocational Education, Bhopal, a constituent unit of <b>NCERT<\/b> \u2014 received the UNESCO King Hamad Bin Isa Al-Khalifa Prize for 2021.<br><br>\\n<b>Statement-2: CORRECT \u2713<\/b><br>\\nThe prize is instituted specifically to reward <b>the use of Information and Communication Technologies in Education<\/b>. Established in 2005 with the support of the Kingdom of Bahrain, it is awarded annually to projects that leverage technology to improve teaching, learning and educational performance.<br><br>\\n<b>Why Statement-2 IS the correct explanation:<\/b> this is the point of the assertion-reason format. The award was made <i>because<\/i> of ICT use in education \u2014 PSSCIVE was recognised for its work on <b>technology-enabled vocational education<\/b>. The subject-matter of the prize is precisely the ground on which the institute won it, so the second statement supplies the reason for the first rather than merely sitting alongside it.<br><br>\\n<b>Distinguishing (A) from (B) \u2014 the standard difficulty:<\/b> option (B) applies where both statements are true but unconnected. Ask whether Statement-2 <b>answers the question \\\"why?\\\"<\/b> raised by Statement-1. Here it does.<br><br>\\n<b>About PSSCIVE:<\/b> named after the freedom fighter and social reformer of Chhattisgarh, it is India's apex institute for research, development and training in vocational education, and prepares the curricula and competency frameworks used under NEP 2020's vocational-education mandate.\"\r\n  },\r\n  {\r\n    \"id\": 58,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Consider the following in respect of hoisting of the National Flag in educational institutions (schools) according to the Flag Code of India, 2002:<br>1. The school will assemble in open square formation with pupils forming the three sides and the Flag-staff at the centre of the fourth side.<br>2. The Headmaster and the person unfurling the Flag (if other than Headmaster) will stand on the left side of the Flag-staff.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nThe Flag Code of India, 2002 (Part II, Section II) provides that the school shall assemble in an <b>open square formation, with pupils forming the three sides and the Flag-staff at the centre of the fourth side<\/b>.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThe Code provides that the Headmaster, the pupil leader and the person unfurling the Flag (if other than the Headmaster) shall stand <b>three paces behind the Flag-staff<\/b> \u2014 not on its left side.<br><br>\\n<b>The prescribed sequence at a school flag-hoisting:<\/b><br>\\n1. School assembles in open square formation, classes in a line one behind the other<br>\\n2. Headmaster, pupil leader and the person unfurling stand <b>three paces behind<\/b> the flag-staff<br>\\n3. Pupils fall in according to classes and in a line one behind the other<br>\\n4. The Headmaster calls the assembly to attention, then steps forward and unfurls the Flag<br>\\n5. The assembly sings the <b>National Anthem<\/b><br>\\n6. After the pledge, all stand at attention and the senior class leader leads the pledge, repeated line by line<br><br>\\n<b>Key Flag Code points for a Principal:<\/b> the Flag must never touch the ground or water; it must be hoisted <b>briskly and lowered slowly<\/b>; it may now be flown <b>day and night<\/b> in the open (2021 amendment) and may be made of <b>machine-made and polyester<\/b> material (2021 amendment); damaged flags must be disposed of in private, preferably by burning, in a manner consistent with the dignity of the Flag.\"\r\n  },\r\n  {\r\n    \"id\": 59,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Which one of the following pairs are members of Quad as well as G7 (Group of Seven)?\",\r\n    \"options\": [\r\n      \"Australia and Canada\",\r\n      \"Japan and The United States of America\",\r\n      \"India and Japan\",\r\n      \"France and The United States of America\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Japan and The United States of America<\/b><br><br>\\n<b>Quad members (4):<\/b> <b>India, United States, Japan, Australia<\/b><br>\\nThe Quadrilateral Security Dialogue, revived in 2017, is a strategic grouping focused on a free, open and inclusive Indo-Pacific.<br><br>\\n<b>G7 members (7):<\/b> <b>United States, United Kingdom, Canada, France, Germany, Italy, Japan<\/b> (with the European Union participating)<br><br>\\n<b>Intersection = Japan and the United States \u2713<\/b> \u2014 the only two countries in both.<br><br>\\n<b>Why the distractors fail:<\/b><br>\\n(A) <b>Canada<\/b> is G7 but <b>not<\/b> Quad; Australia is Quad but not G7<br>\\n(C) <b>India<\/b> is Quad but <b>not<\/b> G7 (India attends as an invited guest, which is the source of the confusion)<br>\\n(D) <b>France<\/b> is G7 but <b>not<\/b> Quad<br><br>\\n<b>Useful contrasts for grouping questions:<\/b><br>\\n\u2022 <b>G20<\/b> \u2014 includes India, Australia, Canada, France and all G7 members<br>\\n\u2022 <b>BRICS<\/b> \u2014 India is a member; no G7 country is<br>\\n\u2022 <b>SCO<\/b> \u2014 India and Pakistan both members; no G7 country<br>\\n\u2022 <b>I2U2<\/b> \u2014 India, Israel, UAE, USA<br>\\n\u2022 <b>AUKUS<\/b> \u2014 Australia, UK, USA \u2014 note Australia and the USA overlap with Quad here<br><br>\\n<b>Technique:<\/b> for \\\"member of both\\\" questions, write out the smaller grouping in full and test each member against the larger one. With only four Quad members, this takes seconds.\"\r\n  },\r\n  {\r\n    \"id\": 60,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Consider the following statements:<br>1. There are 8 Union Territories in India out of which only three have Legislative Assemblies.<br>2. There are 5 Union Territories which have one seat each in the Lok Sabha.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nIndia has <b>8 Union Territories<\/b>:<br>\\n1. Andaman and Nicobar Islands \u00b7 2. Chandigarh \u00b7 3. Dadra and Nagar Haveli and Daman and Diu \u00b7 4. <b>Delhi (NCT)<\/b> \u00b7 5. <b>Jammu and Kashmir<\/b> \u00b7 6. Ladakh \u00b7 7. Lakshadweep \u00b7 8. <b>Puducherry<\/b><br><br>\\nOf these, <b>three have Legislative Assemblies<\/b>: <b>Delhi, Puducherry and Jammu and Kashmir<\/b>. The number became 8 after the reorganisation of Jammu and Kashmir (2019) and the merger of Dadra and Nagar Haveli with Daman and Diu (2020).<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nLok Sabha representation of the UTs:<br>\\n\u2022 Andaman and Nicobar Islands \u2014 <b>1<\/b> \u2713<br>\\n\u2022 Chandigarh \u2014 <b>1<\/b> \u2713<br>\\n\u2022 Ladakh \u2014 <b>1<\/b> \u2713<br>\\n\u2022 Lakshadweep \u2014 <b>1<\/b> \u2713<br>\\n\u2022 Puducherry \u2014 <b>1<\/b> \u2713<br>\\n\u2022 Dadra and Nagar Haveli and Daman and Diu \u2014 2<br>\\n\u2022 Delhi \u2014 7<br>\\n\u2022 Jammu and Kashmir \u2014 5<br>\\n<b>Exactly five UTs have a single seat.<\/b><br><br>\\n<b>Delhi's special position \u2014 directly relevant to this recruitment:<\/b> <b>Article 239AA<\/b> gives the NCT of Delhi a Legislative Assembly with power to legislate on the State List and Concurrent List <b>except public order, police and land<\/b>. The Government of NCT of Delhi Act, 1991 governs its working. <b>Education<\/b> is a Concurrent subject and falls within the Delhi Assembly's competence \u2014 which is why the Directorate of Education is a GNCTD department while the recruitment is conducted by UPSC.\"\r\n  },\r\n  {\r\n    \"id\": 61,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The National Education Policy, 2020 suggests that the curriculum framework for adult education would include which of the following among others?<br>1. Child care and education<br>2. Digital literacy<br>3. Commercial skills<br>4. Financial literacy\",\r\n    \"options\": [\r\n      \"1 and 4 only\",\r\n      \"2, 3 and 4 only\",\r\n      \"1, 2 and 3 only\",\r\n      \"1, 2, 3 and 4\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2, 3 and 4<\/b><br><br>\\n<b>All four are included.<\/b> NEP 2020 proposes a <b>National Curriculum Framework for Adult Education<\/b> developed by NCERT, comprising <b>five areas<\/b>:<br><br>\\n<b>(a) Foundational literacy and numeracy<\/b><br><br>\\n<b>(b) Critical life skills<\/b> \u2014 this is the limb that contains all four items in the question:<br>\\n\u2022 <b>Financial literacy \u2713 (4)<\/b><br>\\n\u2022 <b>Digital literacy \u2713 (2)<\/b><br>\\n\u2022 <b>Commercial skills \u2713 (3)<\/b><br>\\n\u2022 Health care and awareness<br>\\n\u2022 <b>Child care and education \u2713 (1)<\/b><br>\\n\u2022 Family welfare<br><br>\\n<b>(c) Vocational skills development<\/b> \u2014 with a view to obtaining local employment<br><br>\\n<b>(d) Basic education<\/b> \u2014 including preparatory, middle and secondary stage equivalency<br><br>\\n<b>(e) Continuing education<\/b> \u2014 engaging holistic adult education courses in arts, sciences, technology, culture, sports and recreation, and other topics of local interest<br><br>\\n<b>Why child care and education appears in an adult curriculum:<\/b> the largest group of adult learners in India are women, and the policy treats a mother's understanding of child development and early stimulation as a direct input into the next generation's foundational learning. Adult literacy and school readiness are therefore linked interventions, not separate ones.<br><br>\\n<b>Implementation vehicles:<\/b> the scheme <b>New India Literacy Programme (ULLAS \u2014 Understanding of Lifelong Learning for All in Society)<\/b> operationalises this framework, using school infrastructure and volunteers.\"\r\n  },\r\n  {\r\n    \"id\": 62,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"According to the National Education Policy, 2020, areas having large number of socio-economically disadvantaged students will aim for which one of the following Pupil-Teacher Ratios?\",\r\n    \"options\": [\r\n      \"Under 40:1\",\r\n      \"Under 35:1\",\r\n      \"Under 30:1\",\r\n      \"Under 25:1\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Under 25:1<\/b><br><br>\\n<b>NEP 2020 provides<\/b> that the Pupil-Teacher Ratio of <b>under 30:1<\/b> shall be ensured at the level of each school, and that areas having <b>large numbers of socio-economically disadvantaged students<\/b> shall aim for a PTR of <b>under 25:1<\/b>.<br><br>\\n<b>The reasoning behind a lower ratio for disadvantaged areas:<\/b> children who are first-generation learners, or who lack home support, study space or supplementary tuition, need <b>more individual teacher attention<\/b>, not the same amount. Applying a uniform ratio everywhere would preserve existing gaps. This is <b>equity<\/b> as distinct from equality \u2014 allocating resources in proportion to need.<br><br>\\n<b>Who are SEDGs?<\/b> NEP 2020 defines <b>Socio-Economically Disadvantaged Groups<\/b> across four categories:<br>\\n\u2022 <b>Gender identities<\/b> \u2014 women and transgender individuals<br>\\n\u2022 <b>Socio-cultural identities<\/b> \u2014 SCs, STs, OBCs and minorities<br>\\n\u2022 <b>Geographical identities<\/b> \u2014 students from villages, small towns and aspirational districts<br>\\n\u2022 <b>Disabilities<\/b> and <b>socio-economic conditions<\/b> \u2014 including migrant communities, low-income households, children in vulnerable situations, victims of trafficking, orphans and urban poor children<br><br>\\n<b>Compare the RTE Schedule norms<\/b>, which remain the statutory minimum: <b>30:1<\/b> for primary and <b>35:1<\/b> for upper primary, with additional teachers where enrolment exceeds specified thresholds. NEP tightens the aspiration; RTE fixes the floor.<br><br>\\n<b>Connected NEP measures for SEDGs:<\/b> Special Education Zones, the Gender Inclusion Fund, targeted scholarships, and alternative and innovative education centres.\"\r\n  },\r\n  {\r\n    \"id\": 63,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"What is \u201cAcademic Bank of Credit\u201d as per the National Education Policy, 2020?\",\r\n    \"options\": [\r\n      \"Digital storage of innovative ideas of all academic institutions\",\r\n      \"Digital storage of academic credits of students earned from various recognized higher education institutions\",\r\n      \"Transferring academic credits earned by a student from one institution to another\",\r\n      \"A national lending agency to enable teacher training institutions to organise their programmes effectively and efficiently\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Digital storage of academic credits of students earned from various recognized higher education institutions<\/b><br><br>\\n<b>NEP 2020 provides<\/b> that an <b>Academic Bank of Credit (ABC)<\/b> shall be established which would <b>digitally store the academic credits earned from various recognised HEIs<\/b>, so that the degrees from an HEI can be awarded taking into account credits earned.<br><br>\\n<b>Why (C) is the near-miss to guard against:<\/b> credit <i>transfer<\/i> is a <b>function enabled by<\/b> the ABC, but the ABC itself is defined as the <b>storage mechanism<\/b> \u2014 the repository. The question asks what it <i>is<\/i>, not what it permits. Reading the option that describes an activity rather than the entity is the intended error.<br><br>\\n<b>What the ABC makes possible:<\/b><br>\\n\u2022 <b>Multiple entry and exit<\/b> \u2014 a student may leave after one year with a certificate, two years with a diploma, three with a bachelor's degree, four with a bachelor's with research, and return later to complete<br>\\n\u2022 <b>Credit portability<\/b> across institutions, so that learning is not lost when a student moves<br>\\n\u2022 Recognition of credits earned online, through SWAYAM, and through vocational courses<br><br>\\n<b>Related digital infrastructure:<\/b><br>\\n\u2022 <b>APAAR<\/b> (Automated Permanent Academic Account Registry) \u2014 the unique lifelong ID for every student<br>\\n\u2022 <b>NAD<\/b> (National Academic Depository) \u2014 digital repository of certificates and degrees<br>\\n\u2022 <b>DigiLocker<\/b> \u2014 the platform through which these documents are accessed<br><br>\\n<i>Though framed for higher education, the ABC now connects downwards to school education through APAAR, which is why it appears in a school-leadership paper.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 64,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Which one of the following is a recommendation of the National Education Policy, 2020?\",\r\n    \"options\": [\r\n      \"By 2030, all teachers shall be trained in institutions approved by the Central Government.\",\r\n      \"By 2030, all those teaching senior classes should have M.Ed. qualification.\",\r\n      \"By 2030, all teacher education will be in multidisciplinary institutions.\",\r\n      \"By 2030, all B.Ed. programmes will be of 2 years.\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) By 2030, all teacher education will be in multidisciplinary institutions<\/b><br><br>\\n<b>NEP 2020 provides<\/b> that by <b>2030<\/b>, all teacher education programmes shall be offered <b>only in multidisciplinary higher education institutions<\/b>, and that the <b>4-year integrated B.Ed.<\/b> shall become the <b>minimum degree qualification<\/b> for school teachers.<br><br>\\n<b>The reasoning:<\/b> teacher preparation had become isolated in standalone institutions, many of them commercially run and of poor quality. Locating teacher education within multidisciplinary universities exposes trainee teachers to the disciplines they will teach, to educational research, and to a wider academic culture. Standalone Teacher Education Institutions are to be converted into multidisciplinary institutions or closed.<br><br>\\n<b>Why the distractors fail:<\/b><br>\\n(A) <b>\\\"approved by the Central Government\\\"<\/b> \u2014 teacher education is regulated by <b>NCTE<\/b>, and the emphasis of NEP is on quality and multidisciplinarity, not central approval as such.<br>\\n(B) <b>M.Ed. for senior classes<\/b> \u2014 NEP prescribes the <b>4-year integrated B.Ed.<\/b> as the minimum, with specialised subject-teacher requirements; it does not require M.Ed. for senior-secondary teaching.<br>\\n(D) <b>2-year B.Ed.<\/b> \u2014 this reverses the policy. NEP moves <b>towards the 4-year integrated ITEP<\/b>; 2-year and 1-year B.Ed. programmes continue only as bridge routes for those who already hold a bachelor's or a master's degree.<br><br>\\n<b>The connected teacher-professional provisions:<\/b> <b>NPST<\/b> (National Professional Standards for Teachers), <b>50 hours of continuous professional development<\/b> per year for every teacher <i>and school head<\/i>, the National Mission for Mentoring, and merit-based tenure and promotion.\"\r\n  },\r\n  {\r\n    \"id\": 65,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Which of the following are proposed\/recommended by the National Education Policy, 2020?<br>1. The medium of instruction until Grade 8 will be the official language of the State\/UT in which the children attend the school.<br>2. In secondary schools, the students will be given increased flexibility and choice of subjects.<br>3. In addition to English, some other foreign languages will also be offered for study at secondary level.\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 and 3 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nNEP 2020 provides that \\\"wherever possible, the medium of instruction until at least Grade 5, but preferably till Grade 8 and beyond, will be the <b>home language \/ mother tongue \/ local language \/ regional language<\/b>.\\\"<br>\\nThe statement wrongly substitutes \\\"<b>the official language of the State\/UT<\/b>\\\". These are not the same thing \u2014 a child's home language may be a tribal language, a dialect, or the language of a migrant community, none of which is the State's official language. The distinction is the whole point of the provision, since imposing an unfamiliar official language would reproduce the very problem the policy seeks to solve.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nNEP removes the rigid separation of arts, science and commerce streams. Students at the secondary stage may choose subjects across disciplines \u2014 physics with music, chemistry with economics \u2014 with a wide flexibility of combinations.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nNEP provides that \\\"in addition to high-quality offerings in Indian languages and English, <b>foreign languages<\/b>, such as Korean, Japanese, Thai, French, German, Spanish, Portuguese and Russian, will also be offered at the <b>secondary level<\/b>.\\\"<br><br>\\n<b>The language architecture of NEP 2020:<\/b><br>\\n\u2022 <b>Three-language formula<\/b> retained, with <b>flexibility<\/b>; no language imposed on any State<br>\\n\u2022 At least two of the three must be <b>native to India<\/b><br>\\n\u2022 <b>Indian Sign Language<\/b> to be standardised nationally<br>\\n\u2022 Classical languages and literatures to be widely available as options<br>\\n\u2022 Students may <b>change<\/b> one or more of their three languages in Grade 6 or 7\"\r\n  },\r\n  {\r\n    \"id\": 66,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"By which year are all primary schools going to achieve universal foundational literacy and numeracy, as the highest priority of the education system according to the National Education Policy, 2020?\",\r\n    \"options\": [\r\n      \"2025\",\r\n      \"2027\",\r\n      \"2029\",\r\n      \"2030\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 2025<\/b><br><br>\\n<b>NEP 2020 states<\/b> that \\\"attaining <b>foundational literacy and numeracy for all children<\/b> must become an <b>immediate national mission<\/b>\\\", and sets the target that <b>every child shall attain foundational literacy and numeracy by Grade 3, by 2025<\/b>.<br><br>\\n<b>The policy calls this the \\\"highest priority\\\" of the education system<\/b> \u2014 language it uses for no other goal. The reasoning is stated plainly: \\\"the rest of this Policy will become largely irrelevant for such a large portion of our students if this most basic learning requirement is not first achieved.\\\"<br><br>\\n<b>What FLN means:<\/b><br>\\n\u2022 <b>Foundational literacy<\/b> \u2014 the ability to read with comprehension and to write<br>\\n\u2022 <b>Foundational numeracy<\/b> \u2014 the ability to reason with numbers and perform basic operations<br><br>\\n<b>The implementing mission:<\/b> <b>NIPUN Bharat<\/b> \u2014 <b>N<\/b>ational <b>I<\/b>nitiative for <b>P<\/b>roficiency in Reading with <b>U<\/b>nderstanding and <b>N<\/b>umeracy \u2014 launched in July 2021 under Samagra Shiksha. Note that the acronym itself encodes the content, which is why it is worth expanding rather than memorising as a name.<br><br>\\n<b>Distinguish the NEP target years \u2014 a standard source of confusion:<\/b><br>\\n\u2022 <b>2025<\/b> \u2014 <b>universal FLN by Grade 3<\/b>; also 50% of learners with vocational exposure<br>\\n\u2022 <b>2030<\/b> \u2014 100% GER in school education (pre-school to secondary); teacher education in multidisciplinary institutions; SDG-4<br>\\n\u2022 <b>2035<\/b> \u2014 50% GER in higher education<br>\\n\u2022 <b>2040<\/b> \u2014 all higher education institutions to be multidisciplinary\"\r\n  },\r\n  {\r\n    \"id\": 67,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"With reference to the Right of Children to Free and Compulsory Education Act, 2009, consider the following statements:<br>1. It is the duty of every parent or guardian to admit his or her child or ward to an elementary education in a neighbourhood school.<br>2. Proof of age of the child is essential at the time of admission to an elementary education in a neighbourhood school.<br>3. The teachers shall not engage themselves in private teaching activity.\",\r\n    \"options\": [\r\n      \"1 and 2\",\r\n      \"3 only\",\r\n      \"1 and 3\",\r\n      \"2 only\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 and 3<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Section 10<\/b>: \\\"It shall be the duty of every parent or guardian to admit or cause to be admitted his or her child or ward, as the case may be, to an elementary education in the neighbourhood school.\\\" This mirrors the Fundamental Duty under <b>Article 51A(k)<\/b>.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\n<b>Section 28<\/b>: \\\"No teacher shall engage himself or herself in private tuition or private teaching activity.\\\" An absolute prohibition, breach of which attracts disciplinary action under \u00a724(3).<br><br>\\n<b>Statement 2: INCORRECT \u2717 \u2014 and this is the most important provision in the question<\/b><br>\\n<b>Section 14(2)<\/b>: \\\"No child shall be denied admission in a school for lack of age proof.\\\"<br>\\nSection 14(1) allows age to be determined on the basis of a birth certificate or such other document as prescribed, but the second sub-section makes clear that its absence <b>cannot bar admission<\/b>.<br><br>\\n<b>Why this matters in practice:<\/b> the children most likely to lack documents \u2014 migrant children, children of the urban poor, orphans, children rescued from labour \u2014 are precisely those the Act exists to bring into school. Making documentation a precondition would exclude them at the threshold. A Principal who insists on a birth certificate before admission is acting <b>contrary to statute<\/b>.<br><br>\\n<b>The connected admission safeguards:<\/b> <b>\u00a713<\/b> \u2014 no capitation fee and <b>no screening procedure<\/b> for the child or parents; <b>\u00a74<\/b> \u2014 age-appropriate admission for a child not admitted or unable to complete elementary education, with special training; <b>\u00a715<\/b> \u2014 extended period for admission, and the right to complete studies even if admitted after that period.\"\r\n  },\r\n  {\r\n    \"id\": 68,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"As per the National Education Policy, 2020, the planning and implementation of \u201cEarly Childhood Care and Education\u201d curriculum will be carried out by:\",\r\n    \"options\": [\r\n      \"Union Ministry of Education only\",\r\n      \"Union Ministry of Education and Union Ministry of Women and Child Development (WCD) only\",\r\n      \"Union Ministry of Education, WCD and Union Ministry of Health and Family Welfare (HFW) only\",\r\n      \"Union Ministry of Education, WCD, HFW and Union Ministry of Tribal Affairs\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Ministry of Education, WCD, HFW and Ministry of Tribal Affairs<\/b><br><br>\\nNEP 2020 provides that the planning and implementation of ECCE will be carried out <b>jointly by these four Ministries<\/b>, with the <b>Ministry of Education taking the lead<\/b> and having responsibility for its integration with school education.<br><br>\\n<b>Why each Ministry is involved:<\/b><br>\\n\u2022 <b>Education<\/b> \u2014 curriculum, pedagogy and continuity with the Foundational Stage; <b>leads<\/b><br>\\n\u2022 <b>Women and Child Development<\/b> \u2014 administers the <b>Anganwadi<\/b> system under Saksham Anganwadi and Poshan 2.0, the main delivery channel for ages 3-6<br>\\n\u2022 <b>Health and Family Welfare<\/b> \u2014 nutrition, immunisation, growth monitoring and health check-ups, since early learning is inseparable from early health<br>\\n\u2022 <b>Tribal Affairs<\/b> \u2014 ECCE provision for tribal children in remote and aspirational districts<br><br>\\n<b>Answering technique for this option structure:<\/b> the four options are <b>cumulative<\/b> \u2014 each adds one Ministry to the previous. Where options nest in this way, the examiner is testing whether you know the <b>full<\/b> list, and the answer is usually the most complete one <i>provided<\/i> every element genuinely belongs. Here Tribal Affairs is the element most often forgotten.<br><br>\\n<b>The delivery models for ECCE under NEP:<\/b> Anganwadis; Anganwadi-cum-pre-schools; <b>pre-primary sections attached to existing primary schools<\/b>; and standalone pre-schools \u2014 all following the curricular framework developed by <b>NCERT<\/b>, which became <b>NCF-FS 2022<\/b>.<br><br>\\n<i>The Principal paper of the same year asked this identical question in a differently worded form \u2014 a clear indication that the four-Ministry formulation is settled examinable matter.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 69,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements:<br>1. A test cannot be valid unless it is reliable.<br>2. A test that has some validity for one purpose is always valid for another purpose.<br>3. A reliable test may not necessarily be valid.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 and 3\",\r\n      \"1 and 3\",\r\n      \"3 only\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 and 3<\/b><br><br>\\n<b>The relationship in one line: RELIABILITY IS NECESSARY BUT NOT SUFFICIENT FOR VALIDITY.<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA test that yields inconsistent results cannot be measuring anything dependably, so it cannot be measuring the right thing dependably either. <b>Validity presupposes reliability.<\/b><br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nThe converse does not hold. A test may measure something with perfect consistency and yet measure the <b>wrong<\/b> thing.<br>\\n<i>Classic illustration:<\/i> a weighing scale set 5 kg too high gives the same reading every time \u2014 <b>perfectly reliable<\/b> \u2014 but never the true weight \u2014 <b>entirely invalid<\/b>.<br>\\n<i>Educational illustration:<\/i> a mathematics paper written in dense, difficult English reliably measures reading ability rather than mathematical ability.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nThe word \\\"<b>always<\/b>\\\" defeats it. <b>Validity is always specific to a purpose and a population.<\/b> A test valid for selecting engineering students is not thereby valid for selecting school principals. One does not speak of \\\"a valid test\\\" in the abstract, but of a test valid <i>for a stated use<\/i>.<br><br>\\n<b>The target analogy, worth remembering:<\/b><br>\\n\u2022 Shots tightly grouped but off-centre \u2192 <b>reliable, not valid<\/b><br>\\n\u2022 Shots scattered around the centre \u2192 neither reliable nor consistently valid<br>\\n\u2022 Shots tightly grouped on the centre \u2192 <b>both reliable and valid<\/b><br><br>\\n<i>The Principal paper of the same year tested the same relationship through the split-half method and the Spearman-Brown formula.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 70,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Formative assessment is conducted to<br>1. monitor student learning<br>2. provide ongoing feedback<br>3. improve teaching-learning process<br>4. know the position of a student in the group\",\r\n    \"options\": [\r\n      \"1, 2 and 3\",\r\n      \"2, 3 and 4\",\r\n      \"1, 2 and 4\",\r\n      \"1, 3 and 4\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1, 2 and 3<\/b><br><br>\\n<b>Purposes 1, 2 and 3 all belong to formative assessment \u2713<\/b><br>\\n\u2022 <b>Monitor student learning<\/b> \u2014 tracking progress while instruction is in progress<br>\\n\u2022 <b>Provide ongoing feedback<\/b> \u2014 to the learner, so that gaps can be closed, and to the teacher, so that method and pace can be adjusted<br>\\n\u2022 <b>Improve the teaching-learning process<\/b> \u2014 the defining purpose. Formative assessment is <b>assessment FOR learning<\/b>, not assessment OF learning<br><br>\\n<b>Purpose 4: NOT formative \u2717<\/b><br>\\n\\\"Knowing the position of a student in the group\\\" is <b>ranking<\/b> \u2014 the object of <b>norm-referenced<\/b> and <b>summative<\/b> assessment. It compares learners with one another rather than informing the next step of teaching. Formative assessment is concerned with <b>where a learner is in relation to the objective<\/b>, not with where the learner stands in relation to classmates.<br><br>\\n<b>Formative versus summative, in table form:<\/b><br>\\n<table><tr><td><\/td><td><b>Formative<\/b><\/td><td><b>Summative<\/b><\/td><\/tr>\\n<tr><td>When<\/td><td>During instruction<\/td><td>At the end<\/td><\/tr>\\n<tr><td>Purpose<\/td><td>Improve learning<\/td><td>Certify achievement<\/td><\/tr>\\n<tr><td>Use of result<\/td><td>Feedback and correction<\/td><td>Grades and ranking<\/td><\/tr>\\n<tr><td>Reference<\/td><td>Criterion<\/td><td>Often norm<\/td><\/tr>\\n<tr><td>Counted for marks<\/td><td>Usually not<\/td><td>Yes<\/td><\/tr><\/table><br>\\n<b>Michael Scriven<\/b> introduced the distinction in 1967; <b>Benjamin Bloom<\/b> applied it to classroom practice. Under <b>CCE<\/b> and NEP 2020's assessment reform, the emphasis shifts decisively towards the formative.\"\r\n  },\r\n  {\r\n    \"id\": 71,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"With reference to the United Nations Convention on the Rights of the Child, consider the following statements:<br>1. A child is any person below the age of 16.<br>2. Children can choose their own opinions and religion.<br>3. Every child has the right to privacy.\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 and 3 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\n<b>Article 1<\/b> of the UNCRC defines a child as \\\"every human being below the age of <b>EIGHTEEN<\/b> years unless, under the law applicable to the child, majority is attained earlier.\\\" The figure 16 is wrong.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Article 12<\/b> \u2014 the right to express views freely in all matters affecting the child, those views being given due weight in accordance with age and maturity.<br>\\n<b>Article 14<\/b> \u2014 the right to <b>freedom of thought, conscience and religion<\/b>, with respect for the rights and duties of parents to provide direction consistent with the child's evolving capacities.<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\n<b>Article 16<\/b> \u2014 no child shall be subjected to arbitrary or unlawful interference with his or her <b>privacy<\/b>, family, home or correspondence, nor to unlawful attacks on honour and reputation.<br><br>\\n<b>About the Convention:<\/b> adopted by the UN General Assembly on <b>20 November 1989<\/b>; <b>India ratified it in 1992<\/b>. It is the most widely ratified human rights treaty in history. Its <b>four core principles<\/b> are: non-discrimination (Art. 2); <b>best interests of the child<\/b> (Art. 3); right to life, survival and development (Art. 6); and respect for the views of the child (Art. 12).<br><br>\\n<b>Its influence on Indian law:<\/b> the UNCRC underpins the <b>Juvenile Justice Act 2015<\/b>, the <b>POCSO Act 2012<\/b>, the <b>CPCR Act 2005<\/b> and the <b>RTE Act 2009<\/b> \u2014 all of which adopt <b>18<\/b> as the age of childhood, consistent with Article 1.\"\r\n  },\r\n  {\r\n    \"id\": 72,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"With reference to The Juvenile Justice (Care and Protection of Children) Act, 2015, consider the following statements:<br>1. Any child up to the age of 18 years shall be presumed to be innocent of any criminal intent.<br>2. No waiver of any of the rights of the child is permissible or valid, whether sought by the child or person acting on behalf of the child.<br>3. All past records of any child under the Juvenile Justice system should be erased without exception.\",\r\n    \"options\": [\r\n      \"1 and 2\",\r\n      \"2 only\",\r\n      \"1 and 3\",\r\n      \"1 only\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2<\/b><br><br>\\n<b>Section 3<\/b> of the JJ Act, 2015 sets out <b>sixteen general principles<\/b> to be followed in the administration of the Act. Two of them appear here.<br><br>\\n<b>Statement 1: CORRECT \u2713 \u2014 Principle of presumption of innocence<\/b><br>\\n\\\"Any child shall be presumed to be an innocent of any mala fide or criminal intent up to the age of eighteen years.\\\"<br><br>\\n<b>Statement 2: CORRECT \u2713 \u2014 Principle of non-waiver of rights<\/b><br>\\n\\\"No waiver of any of the right of the child is permissible or valid, whether sought by the child or person acting on behalf of the child, or a Board or a Committee and any non-exercise of a fundamental right shall not amount to waiver.\\\"<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nThe words \\\"<b>without exception<\/b>\\\" make it wrong. <b>Section 24<\/b> provides that a child found to have committed an offence shall not suffer disqualification, and that the <b>records of conviction shall be erased<\/b> after the expiry of the period of appeal \u2014 <b>except<\/b> in the case of a child who has committed a <b>heinous offence<\/b> and has attained the age of sixteen at the time of commission, where the Children's Court may direct otherwise.<br><br>\\n<b>Other principles under \u00a73 worth knowing:<\/b> principle of dignity and worth; participation; <b>best interest<\/b>; family responsibility; safety; positive measures; <b>principle of institutionalisation as a measure of last resort<\/b>; repatriation and restoration; <b>fresh start<\/b>; diversion; and principles of natural justice.<br><br>\\n<b>Key definitions:<\/b> a <b>Child in Need of Care and Protection (CNCP)<\/b> goes before the <b>Child Welfare Committee<\/b>; a <b>Child in Conflict with Law (CCL)<\/b> goes before the <b>Juvenile Justice Board<\/b>.\"\r\n  },\r\n  {\r\n    \"id\": 73,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The consistency with which a test measures whatever it measures is best stated as its\",\r\n    \"options\": [\r\n      \"Validity\",\r\n      \"Reliability\",\r\n      \"Practicability\",\r\n      \"Usability\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Reliability<\/b><br><br>\\n<b>The decisive words in the stem are \\\"consistency\\\" and \\\"whatever it measures\\\".<\/b><br>\\n\u2022 \\\"<b>Consistency<\/b>\\\" points to reliability<br>\\n\u2022 \\\"<b>Whatever it measures<\/b>\\\" deliberately declines to ask whether the right thing is being measured \u2014 that would be validity<br><br>\\n<b>Reliability<\/b> is the degree to which a test yields <b>consistent, stable and dependable<\/b> results when repeated on the same group under similar conditions. It is expressed as a correlation coefficient, and is also called dependability, stability or consistency.<br><br>\\n<b>The four methods of estimating reliability:<\/b><br>\\n\u2022 <b>Test-Retest<\/b> \u2014 same test, same group, after an interval \u2192 measures <b>stability over time<\/b>; affected by practice and memory effects<br>\\n\u2022 <b>Parallel\/Equivalent Forms<\/b> \u2014 two equivalent versions \u2192 measures <b>equivalence<\/b><br>\\n\u2022 <b>Split-Half<\/b> \u2014 one administration split into halves, corrected by <b>Spearman-Brown<\/b> \u2192 measures <b>internal consistency<\/b><br>\\n\u2022 <b>Kuder-Richardson (KR-20, KR-21)<\/b> and <b>Cronbach's alpha<\/b> \u2192 internal consistency from a single administration<br><br>\\n<b>Factors that raise reliability:<\/b> greater test length; a more <b>heterogeneous<\/b> group; items of moderate difficulty; objective scoring; uniform administration conditions. (See Q76 of this paper.)<br><br>\\n<b>The other options:<\/b> <b>practicability<\/b> and <b>usability<\/b> concern whether a test is convenient to administer, score and interpret within available time and resources \u2014 desirable qualities, but not measurement characteristics in the technical sense.\"\r\n  },\r\n  {\r\n    \"id\": 74,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Which of the following factors are the characteristics of Standardized Achievement test?<br>1. Reliability<br>2. Validity<br>3. Norm\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\nA <b>standardized achievement test<\/b> requires all three.<br><br>\\n<b>1. Reliability \u2713<\/b> \u2014 the test must yield consistent results, and its reliability coefficient must be <b>established and published<\/b> in the test manual.<br><br>\\n<b>2. Validity \u2713<\/b> \u2014 the test must measure what it purports to measure, with evidence of content, criterion and construct validity documented.<br><br>\\n<b>3. Norm \u2713<\/b> \u2014 this is the element that <b>distinguishes a standardized test from a good teacher-made one<\/b>. Norms are the performance data of a large, representative sample against which an individual score is interpreted. Without norms, a score of 42 means nothing beyond the local group.<br><br>\\n<b>What standardization actually involves:<\/b><br>\\n\u2022 <b>Fixed content<\/b> \u2014 the same items for everyone<br>\\n\u2022 <b>Uniform administration<\/b> \u2014 identical instructions, materials and time limits<br>\\n\u2022 <b>Objective scoring<\/b> \u2014 a fixed key, independent of who marks it<br>\\n\u2022 <b>Established norms<\/b> \u2014 age norms, grade norms, percentile ranks, standard scores<br>\\n\u2022 <b>Documented reliability and validity<\/b><br>\\n\u2022 A <b>test manual<\/b> setting all of this out<br><br>\\n<b>Contrast with teacher-made achievement tests:<\/b> locally relevant and flexible, tied to what was actually taught, interpreted against class performance \u2014 but not comparable across schools or States.<br><br>\\n<i>The Principal paper of the same year approached this from the opposite direction, asking which statement about achievement testing was <b>not<\/b> correct \u2014 the answer being that a teacher-made achievement test can serve as a standardized instrument. Read the two items together.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 75,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"In the context of role of objectives in Educational Evaluation, which one of the following illustrative statements of objectives does not fall under Affective Domain?\",\r\n    \"options\": [\r\n      \"The pupil appreciates a given piece of literature\",\r\n      \"The pupil expresses ideas in writing with good speed and with correct punctuation\",\r\n      \"The pupil develops scientific attitude\",\r\n      \"The pupil develops an interest in reading autobiographies of scientists\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) The pupil expresses ideas in writing with good speed and with correct punctuation<\/b><br><br>\\n<b>Why it does not belong to the Affective Domain:<\/b> the operative words are \\\"<b>good speed<\/b>\\\" and \\\"<b>correct punctuation<\/b>\\\". Speed is a <b>psychomotor<\/b> attribute; correctness of punctuation is a <b>cognitive<\/b> skill. Neither concerns feelings, values or attitudes. The statement describes a <b>skill<\/b>, not a disposition.<br><br>\\n<b>Why the other three are affective:<\/b><br>\\n(A) <b>\\\"Appreciates\\\"<\/b> \u2014 appreciation is <b>valuing<\/b>, the third level of Krathwohl's affective hierarchy.<br>\\n(C) <b>\\\"Develops scientific attitude\\\"<\/b> \u2014 an <b>attitude<\/b> is by definition affective; scientific attitude involves open-mindedness, objectivity and suspension of judgement, which sit at the <b>organisation<\/b> level.<br>\\n(D) <b>\\\"Develops an interest\\\"<\/b> \u2014 <b>interest<\/b> is an affective disposition, operating at the <b>responding<\/b> and <b>valuing<\/b> levels.<br><br>\\n<b>The verb is the reliable indicator:<\/b><br>\\n\u2022 <b>Cognitive<\/b> \u2014 defines, explains, applies, analyses, evaluates, creates<br>\\n\u2022 <b>Affective<\/b> \u2014 <b>appreciates, values, accepts, develops interest, shows attitude, is committed to<\/b><br>\\n\u2022 <b>Psychomotor<\/b> \u2014 manipulates, performs with speed and accuracy, demonstrates skill, constructs<br><br>\\n<b>Krathwohl's affective levels:<\/b> Receiving \u2192 Responding \u2192 <b>Valuing<\/b> \u2192 <b>Organisation<\/b> \u2192 Characterisation by a value complex.<br><br>\\n<i>The Principal paper tested the same domain from the other side, requiring candidates to sort a mixed list (Application, Valuing, Organization, Adaptation, Comprehension) into domains. This is evidently a settled area of the syllabus.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 76,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"With reference to the factors influencing the reliability of a test, consider the following statements:<br>1. The more heterogeneous the group, the lower is the reliability.<br>2. Adding equivalent items makes a test more reliable, while deleting them makes it less reliable.<br>3. Too easy or too difficult tests for a group will tend to be less reliable.\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 2 and 3 only<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717 \u2014 the relationship is REVERSED<\/b><br>\\nThe more <b>heterogeneous<\/b> the group, the <b>HIGHER<\/b> the reliability.<br>\\n<i>Why:<\/i> reliability is essentially a correlation, and correlations depend on <b>variance<\/b>. A group with a wide spread of ability produces a wide spread of scores, and the test can then discriminate dependably between individuals. In a very homogeneous group \u2014 say, only the top 5% of candidates \u2014 differences in score are small and are easily swamped by chance factors such as guessing or a momentary lapse. This is called <b>restriction of range<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Test length<\/b> is directly related to reliability. Adding items of equivalent quality increases the sample of behaviour and averages out chance errors. This is precisely what the <b>Spearman-Brown Prophecy Formula<\/b> quantifies (see Q104 and Q105 of this paper).<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nA test that is <b>too easy<\/b> produces scores clustered near the maximum; one that is <b>too difficult<\/b> produces scores clustered near zero, with an increased element of guessing. Either way the spread of scores collapses, and with it the reliability. Items of <b>moderate difficulty (around P = 0\u00b750)<\/b> maximise variance and discrimination.<br><br>\\n<b>The unifying principle behind all three:<\/b> <b>reliability depends on variance<\/b>. Anything that widens the spread of scores \u2014 a heterogeneous group, more items, moderate difficulty \u2014 raises reliability. Anything that compresses the spread lowers it.\"\r\n  },\r\n  {\r\n    \"id\": 77,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"In the context of item analysis in measurement, consider the following statements:<br>1. Items of the same difficulty level do not always discriminate between students of different achievement levels.<br>2. If the difficulty level is exactly 0\u00b750, then the discrimination index has its maximum range.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nDifficulty and discrimination are <b>independent properties<\/b>. Two items may each be answered correctly by 60% of candidates, yet differ entirely in who those 60% are:<br>\\n\u2022 If mostly high scorers answer one correctly \u2192 <b>high positive discrimination<\/b><br>\\n\u2022 If high and low scorers answer the other correctly in equal proportion \u2192 <b>zero discrimination<\/b><br>\\n\u2022 If mostly low scorers answer it correctly \u2192 <b>negative discrimination<\/b>, indicating a defective or misleading item<br>\\nKnowing P tells you nothing certain about D.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nAt <b>P = 0\u00b750<\/b>, exactly half the candidates answer correctly. In the theoretical best case all of the upper group succeed and none of the lower group does, giving D = (1 \u2212 0) = <b>+1\u00b70<\/b>; in the worst case the reverse gives <b>\u22121\u00b70<\/b>. The <b>full range from \u22121 to +1<\/b> is available only at this difficulty level.<br>\\nAt the extremes the range collapses: if P = 1 (everyone correct) or P = 0 (nobody correct), then D must be <b>0<\/b> \u2014 the point tested at Q88 of this paper.<br><br>\\n<b>The formulae:<\/b><br>\\n<b>Difficulty index P = (U + L) \/ (N_U + N_L)<\/b><br>\\n<b>Discrimination index D = (U \u2212 L) \/ n<\/b>, where n is the size of one group<br><br>\\n<b>Interpretation of D (Ebel's guide):<\/b> \u2265 0\u00b740 excellent \u00b7 0\u00b730\u20130\u00b739 good \u00b7 0\u00b720\u20130\u00b729 marginal, needs revision \u00b7 < 0\u00b720 poor, reject or revise \u00b7 <b>negative<\/b> \u2192 the item is defective and must be discarded.\"\r\n  },\r\n  {\r\n    \"id\": 78,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Which one of the following test scores can be reported to parents for improving their children's achievement?\",\r\n    \"options\": [\r\n      \"Diagnostic test scores\",\r\n      \"Achievement test scores\",\r\n      \"Criterion-referenced test scores\",\r\n      \"Norm-referenced test scores\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Diagnostic test scores<\/b><br><br>\\n<b>The operative words in the stem are \\\"for IMPROVING their children's achievement\\\".<\/b> The question is not which score is most informative in general, but which one tells a parent <b>what to do next<\/b>.<br><br>\\n<b>Diagnostic test scores \u2713<\/b> yield a <b>profile of specific sub-skills<\/b> rather than a single total. A parent learns that the child can add and subtract but has not mastered borrowing, or can decode words but not comprehend a paragraph. That is <b>actionable<\/b> \u2014 it identifies exactly where support is needed.<br><br>\\n<b>Why the others are less suitable for this purpose:<\/b><br>\\n(B) <b>Achievement test scores<\/b> \u2014 report overall attainment. \\\"Your child scored 62 in mathematics\\\" tells a parent the level but not the cause or the remedy.<br>\\n(C) <b>Criterion-referenced scores<\/b> \u2014 report mastery against a standard. Closer to useful, but they establish <i>whether<\/i> an objective has been met rather than <i>why<\/i> it has not.<br>\\n(D) <b>Norm-referenced scores<\/b> \u2014 report rank or percentile within a group. These are the <b>least<\/b> useful for improvement, and are the ones most likely to cause harm: a parent told the child stands 38th out of 45 learns nothing about how to help, and the information may damage the child's self-concept and the parent-child relationship.<br><br>\\n<b>The principle for a Principal:<\/b> in parent-teacher meetings, report <b>what the child can do and what to work on next<\/b>, not where the child stands relative to classmates. NEP 2020's <b>Holistic Progress Card<\/b> is built on exactly this reasoning \u2014 it replaces ranking with a descriptive, multi-dimensional profile shared with parents.\"\r\n  },\r\n  {\r\n    \"id\": 79,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Which one of the following is not a Projective Technique?\",\r\n    \"options\": [\r\n      \"Sentence Completion\",\r\n      \"Word Association\",\r\n      \"Situational Test\",\r\n      \"Rorschach Inkblot Test\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Situational Test<\/b><br><br>\\n<b>The defining feature of a projective technique<\/b> is an <b>ambiguous, unstructured stimulus<\/b> onto which the subject <b>projects<\/b> inner needs, conflicts, motives and personality traits. Because there is no evidently correct response, the subject cannot readily manage the impression created.<br><br>\\n<b>Why the other three qualify:<\/b><br>\\n(A) <b>Sentence Completion<\/b> \u2014 the subject completes open stems such as \\\"I feel most anxious when\u2026\\\". The stem is deliberately incomplete and open.<br>\\n(B) <b>Word Association<\/b> \u2014 developed by <b>Carl Jung<\/b>. The subject responds with the first word that comes to mind; response content and <b>latency<\/b> are both analysed.<br>\\n(D) <b>Rorschach Inkblot Test<\/b> \u2014 ten symmetrical inkblots, the archetypal projective instrument.<br><br>\\n<b>Why the Situational Test is not projective \u2717<\/b><br>\\nA situational test places the subject in a <b>structured, realistic setting<\/b> \u2014 a group discussion, a leaderless group task, an outdoor obstacle problem \u2014 and observes actual behaviour against defined criteria. The stimulus is <b>concrete and unambiguous<\/b>, and the assessment is of <b>observed performance<\/b>, not of projected inner content. It is a <b>performance<\/b> or <b>behavioural<\/b> technique.<br><br>\\n<b>Other projective techniques:<\/b> Thematic Apperception Test (TAT) and Children's Apperception Test (CAT); Draw-a-Person; House-Tree-Person; Picture Frustration Study.<br><br>\\n<i>Situational tests are used extensively in Services Selection Boards and in assessment centres \u2014 including for leadership selection, which is why a Principal's paper might reasonably expect familiarity with them.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 80,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"In which of the following situations are sociometric techniques necessarily being used by students?<br>1. When they elect their monitor<br>2. When they do their homework regularly<br>3. When they choose sides for a game<br>4. When they listen to the teacher attentively in classroom teaching\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 4 only\",\r\n      \"1 and 3 only\",\r\n      \"4 only\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 1 and 3 only<\/b><br><br>\\n<b>Sociometry<\/b>, developed by <b>J. L. Moreno<\/b>, studies the pattern of <b>interpersonal choice<\/b> within a group \u2014 who chooses whom, for what purpose. The essential element is that members <b>express preferences about one another<\/b>.<br><br>\\n<b>Situation 1: Electing a monitor \u2713<\/b><br>\\nEach student chooses a peer for a role. The pattern of choices reveals leadership, popularity and group structure. This is sociometric choice in its clearest form.<br><br>\\n<b>Situation 3: Choosing sides for a game \u2713<\/b><br>\\nStudents select and reject peers for their team, revealing who is preferred, who is neglected and who is rejected. A classic sociometric situation.<br><br>\\n<b>Situations 2 and 4: NOT sociometric \u2717<\/b><br>\\nDoing homework and listening attentively are <b>individual behaviours directed at a task or a teacher<\/b>. No student expresses any preference about any other student. Whatever else these behaviours indicate \u2014 diligence, attention \u2014 they generate no data about group relationships.<br><br>\\n<b>What sociometric data yields:<\/b><br>\\n\u2022 A <b>sociogram<\/b> \u2014 a diagram mapping choices within the group<br>\\n\u2022 Identification of <b>stars<\/b> (frequently chosen), <b>isolates<\/b> (chosen by none), <b>neglectees<\/b> and <b>rejectees<\/b><br>\\n\u2022 Identification of <b>cliques<\/b> and <b>mutual pairs<\/b><br><br>\\n<b>Its use to a Principal or class teacher:<\/b> identifying socially isolated children who may need intervention; forming balanced groups for project work; detecting bullying patterns; and seating arrangement decisions. It is one of the few systematic tools available for the <b>social<\/b> dimension of a classroom.\"\r\n  },\r\n  {\r\n    \"id\": 81,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"What does the drive namely \u201cOperation Blackboard\u201d as envisaged in the National Policy on Education, 1986 imply?\",\r\n    \"options\": [\r\n      \"To provide blackboard to all primary schools\",\r\n      \"To provide blackboard to all educational institutions\",\r\n      \"To provide essential facilities to primary schools\",\r\n      \"To provide essential facilities to secondary schools\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) To provide essential facilities to primary schools<\/b><br><br>\\n<b>Despite its name, Operation Blackboard was not about blackboards.<\/b> Launched in <b>1987<\/b> under the National Policy on Education, 1986, it aimed to provide a <b>minimum essential package of facilities<\/b> to every primary school in the country. The name is metaphorical \u2014 the blackboard stands for the basic apparatus of schooling.<br><br>\\n<b>The prescribed minimum package:<\/b><br>\\n\u2022 <b>At least two reasonably large all-weather rooms<\/b>, with separate provision for toilets for boys and girls<br>\\n\u2022 <b>At least two teachers<\/b>, of whom <b>as far as possible one should be a woman<\/b><br>\\n\u2022 <b>Essential teaching-learning material<\/b>, including blackboards, maps, charts, a small library, toys and games, and other learning aids<br><br>\\nLater phases extended the scheme to a third teacher and third room where enrolment exceeded 100, and to upper primary schools.<br><br>\\n<b>Why option (A) is the intended trap:<\/b> it reads the name literally. A candidate who has heard of the scheme but not studied it will assume the obvious. This is the same technique used in the Principal paper's \\\"paper tiger\\\" item \u2014 testing whether the candidate knows the substance behind a familiar phrase.<br><br>\\n<b>Related NPE 1986 initiatives, examinable as a set:<\/b><br>\\n\u2022 <b>Navodaya Vidyalayas<\/b> \u2014 for talented rural children<br>\\n\u2022 <b>Minimum Levels of Learning (MLL)<\/b><br>\\n\u2022 <b>Non-Formal Education<\/b> for out-of-school children<br>\\n\u2022 <b>District Primary Education Programme (DPEP)<\/b>, from 1994<br>\\n\u2022 The <b>Programme of Action, 1992<\/b>, following the Acharya Ramamurti Committee review\"\r\n  },\r\n  {\r\n    \"id\": 82,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The main purpose of measuring aptitude is to assess the\",\r\n    \"options\": [\r\n      \"Past performance\",\r\n      \"Future performance\",\r\n      \"Present performance only\",\r\n      \"Both past and present performances\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Future performance<\/b><br><br>\\n<b>Aptitude<\/b> is the <b>capacity to acquire proficiency<\/b> in a given area with training. An aptitude test is therefore inherently <b>predictive<\/b> \u2014 it estimates how well a person is likely to perform <i>after<\/i> instruction, not how well they perform now.<br><br>\\n<b>The three test types distinguished by their time orientation:<\/b><br>\\n<table><tr><td><b>Test<\/b><\/td><td><b>Measures<\/b><\/td><td><b>Orientation<\/b><\/td><\/tr>\\n<tr><td><b>Achievement<\/b><\/td><td>What has been learned<\/td><td><b>Past \/ present<\/b><\/td><\/tr>\\n<tr><td><b>Aptitude<\/b><\/td><td>Capacity to learn<\/td><td><b>Future<\/b><\/td><\/tr>\\n<tr><td><b>Intelligence<\/b><\/td><td>General mental ability<\/td><td>Present capacity<\/td><\/tr><\/table><br>\\n<b>The validity that matters for an aptitude test is therefore PREDICTIVE VALIDITY<\/b> \u2014 the correlation between test scores and later performance on the criterion. This links directly to Q99 of this paper, which asks about predictive validity in recruitment.<br><br>\\n<b>Types of aptitude tests:<\/b><br>\\n\u2022 <b>General aptitude batteries<\/b> \u2014 e.g. the Differential Aptitude Test (DAT), measuring verbal reasoning, numerical ability, abstract reasoning, mechanical reasoning, space relations, spelling and language usage<br>\\n\u2022 <b>Special aptitude tests<\/b> \u2014 clerical, mechanical, musical, artistic, teaching aptitude<br><br>\\n<b>Use in schools:<\/b> aptitude testing informs <b>educational and vocational guidance<\/b> \u2014 advising a student on stream selection at the secondary stage, or on career choices. Under NEP 2020's flexible subject structure, aptitude and interest assessment becomes considerably more important than under the old rigid streams.\"\r\n  },\r\n  {\r\n    \"id\": 83,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Which one of the following best explains the aim of a holistic and multidisciplinary education?\",\r\n    \"options\": [\r\n      \"To develop well-rounded individuals\",\r\n      \"To provide access to higher education\",\r\n      \"To increase gross enrolment ratio in higher education\",\r\n      \"To provide opportunity to the children belonging to marginalized sections\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) To develop well-rounded individuals<\/b><br><br>\\n<b>NEP 2020 states<\/b> that the aim of holistic and multidisciplinary education is \\\"to develop all capacities of human beings \u2014 <b>intellectual, aesthetic, social, physical, emotional, and moral<\/b> \u2014 in an integrated manner\\\", producing <b>well-rounded individuals<\/b> possessed of critical 21st-century capacities in fields across the arts, humanities, languages, sciences, social sciences and professional, technical and vocational fields.<br><br>\\n<b>Why the distractors fail \u2014 each names an OUTCOME rather than the AIM:<\/b><br>\\n(B) <b>Access to higher education<\/b> \u2014 a goal of the policy, but a matter of provision, not of the character of the education itself.<br>\\n(C) <b>Increasing GER in higher education<\/b> \u2014 a measurable target (50% by 2035), but a quantitative indicator, not an educational aim.<br>\\n(D) <b>Opportunity for marginalised children<\/b> \u2014 an equity objective pursued through SEDG provisions, the Gender Inclusion Fund and Special Education Zones; important, but a separate strand of the policy.<br><br>\\n<b>The distinction being tested is between the AIM of an educational approach and the CONSEQUENCES of educational policy.<\/b> Holistic and multidisciplinary education is about <b>what kind of person the education forms<\/b>.<br><br>\\n<b>The Indian intellectual lineage NEP invokes:<\/b> the policy expressly traces this idea to the ancient conception of knowledge as <b>a single integrated whole<\/b>, citing Banabhatta's <i>Kadambari<\/i> and the traditional <b>64 kalaas<\/b> or arts, and noting that Takshashila and Nalanda taught many branches of learning together.<br><br>\\n<b>How it appears in practice:<\/b> no hard separation between curricular, co-curricular and extra-curricular; no rigid arts-science-commerce streams; vocational education integrated from Grade 6; art-integrated and sports-integrated pedagogy.\"\r\n  },\r\n  {\r\n    \"id\": 84,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Which of the following best defines the concept of Continuous and Comprehensive Evaluation (CCE)?\",\r\n    \"options\": [\r\n      \"Evaluation of learner performance in cognitive and non-cognitive aspects throughout the teaching-learning process\",\r\n      \"Evaluation of performance by teachers, students and parents\",\r\n      \"Evaluation of learner performance with the help of periodic tests by the teachers\",\r\n      \"Evaluation of learner performance with the help of structured tools at regular intervals\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Evaluation of learner performance in cognitive and non-cognitive aspects throughout the teaching-learning process<\/b><br><br>\\n<b>The definition must capture BOTH words in the name:<\/b><br>\\n\u2022 \\\"<b>Continuous<\/b>\\\" \u2192 <b>throughout the teaching-learning process<\/b>, not at fixed intervals<br>\\n\u2022 \\\"<b>Comprehensive<\/b>\\\" \u2192 <b>cognitive AND non-cognitive<\/b> aspects, that is, scholastic and co-scholastic domains<br><br>\\nOnly option (A) contains both elements.<br><br>\\n<b>Why the distractors fail \u2014 each captures at most one half:<\/b><br>\\n(B) names the <b>evaluators<\/b>, not the nature of the evaluation. Peer and parent involvement is a feature of CCE but not its definition.<br>\\n(C) <b>\\\"periodic tests\\\"<\/b> is the opposite of continuous, and testing alone is not comprehensive.<br>\\n(D) <b>\\\"at regular intervals\\\"<\/b> again contradicts continuity, and \\\"structured tools\\\" does not capture the non-cognitive dimension.<br><br>\\n<b>What CCE covers:<\/b><br>\\n\u2022 <b>Scholastic<\/b> \u2014 subject knowledge, understanding, application, skills<br>\\n\u2022 <b>Co-scholastic<\/b> \u2014 life skills, attitudes and values, participation in games and sports, work education, visual and performing arts, health and physical education<br><br>\\n<b>Statutory basis:<\/b> <b>Section 29(2)(h)<\/b> of the RTE Act, 2009 requires \\\"comprehensive and continuous evaluation of child's understanding of knowledge and his or her ability to apply the same.\\\"<br><br>\\n<b>History and current position:<\/b> introduced by CBSE in 2009-10 and largely withdrawn from Classes IX-X in 2017. NEP 2020 carries the underlying principle forward through <b>competency-based assessment<\/b>, the <b>Holistic Progress Card<\/b>, and <b>PARAKH<\/b> \u2014 the aim being regular formative assessment that is \\\"competency-based, promotes learning and development, and tests higher-order skills.\\\"\"\r\n  },\r\n  {\r\n    \"id\": 85,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements:<br>Statement-I: A sound assessment system incorporates both cognitive and non-cognitive aspects of education spread over the total span of instructional time.<br>Statement-II: Learner assessment should be holistic.\",\r\n    \"options\": [\r\n      \"Both the Statements I and II are correct and Statement-II is the correct explanation of Statement-I.\",\r\n      \"Both the Statements I and II are correct, but Statement-II is not the correct explanation of Statement-I.\",\r\n      \"Statement-I is correct, but Statement-II is incorrect.\",\r\n      \"Statement-I is incorrect, but Statement-II is correct.\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Both correct, and Statement-II correctly explains Statement-I<\/b><br><br>\\n<b>Statement-I: CORRECT \u2713<\/b><br>\\nIt describes the <b>operational features<\/b> of a sound assessment system \u2014 cognitive and non-cognitive aspects covered, spread across the whole span of instructional time. This is a restatement of <b>Continuous and Comprehensive Evaluation<\/b> (see Q84).<br><br>\\n<b>Statement-II: CORRECT \u2713<\/b><br>\\nIt states the <b>underlying principle<\/b> \u2014 that learner assessment should be <b>holistic<\/b>, addressing the whole learner rather than one dimension.<br><br>\\n<b>Why II explains I \u2014 the test for the assertion-reason format:<\/b><br>\\nAsk whether Statement-II answers the question <b>\\\"why?\\\"<\/b> raised by Statement-I. Here it does directly:<br>\\n\u2022 <i>Why<\/i> must assessment cover cognitive <b>and<\/b> non-cognitive aspects? <b>Because it should be holistic.<\/b><br>\\n\u2022 <i>Why<\/i> must it be spread over the total instructional time rather than concentrated at the end? <b>Because a holistic view of a learner cannot be formed from a single snapshot.<\/b><br><br>\\nStatement-I is the <b>particular application<\/b>; Statement-II is the <b>general principle<\/b> from which it follows. That relationship is precisely what option (A) asserts.<br><br>\\n<b>Contrast with Q86 of this paper<\/b>, where both statements are true but the second is a <b>classification<\/b> rather than a reason \u2014 and the answer is therefore (B). Comparing the two items side by side is the clearest way to learn the distinction between options (A) and (B) in this format.<br><br>\\n<b>Policy anchor:<\/b> NEP 2020 provides for the <b>Holistic Progress Card<\/b>, a 360-degree multidimensional report reflecting progress in cognitive, affective and psychomotor domains, incorporating <b>self-assessment, peer assessment and teacher assessment<\/b>.\"\r\n  },\r\n  {\r\n    \"id\": 86,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements:<br>Statement-I: Each individual score contributes to the calculation of \u201cMean\u201d of scores.<br>Statement-II: \u201cMean\u201d is a measure of Central Tendency.\",\r\n    \"options\": [\r\n      \"Both the Statements I and II are correct and Statement-II is the correct explanation of Statement-I.\",\r\n      \"Both the Statements I and II are correct, but Statement-II is not the correct explanation of Statement-I.\",\r\n      \"Statement-I is correct, but Statement-II is incorrect.\",\r\n      \"Statement-I is incorrect, but Statement-II is correct.\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Both correct, but Statement-II is NOT the correct explanation of Statement-I<\/b><br><br>\\n<b>Statement-I: CORRECT \u2713<\/b><br>\\nEvery score enters the calculation of the arithmetic mean, because the mean is the sum of all scores divided by their number. This is what makes the mean <b>sensitive to extreme values<\/b> and also what makes it the <b>most stable<\/b> measure of central tendency.<br><br>\\n<b>Statement-II: CORRECT \u2713<\/b><br>\\nThe mean is indeed one of the three principal measures of central tendency, alongside the median and the mode.<br><br>\\n<b>Why II does NOT explain I \u2014 the crux of the item:<\/b><br>\\nBeing a measure of central tendency is a <b>CLASSIFICATION<\/b>, not a <b>REASON<\/b>. The proof is straightforward: the <b>median<\/b> and the <b>mode<\/b> are also measures of central tendency, yet <b>neither uses every score<\/b>. The median depends only on position; the mode only on the most frequent value.<br><br>\\nIf Statement-II were the true explanation, it would have to hold for all members of the class it names \u2014 and it does not.<br><br>\\n<b>The actual explanation for Statement-I<\/b> is the <b>definition and formula of the arithmetic mean<\/b>: M = \u03a3X \/ N. Every score is summed, so every score contributes.<br><br>\\n<b>Compare with Q85 of this paper<\/b>, where the second statement <i>is<\/i> a genuine reason, giving answer (A). Reading Q85 and Q86 together is the fastest way to master this option pair:<br>\\n\u2022 <b>(A)<\/b> \u2014 Statement-II tells you <b>why<\/b> Statement-I is true<br>\\n\u2022 <b>(B)<\/b> \u2014 Statement-II is merely <b>another true fact<\/b> about the same subject\"\r\n  },\r\n  {\r\n    \"id\": 87,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The median and standard deviation of a distribution are 25 and 2\u00b75 respectively. If each item in the distribution is increased by 10, then how are median and standard deviation affected?\",\r\n    \"options\": [\r\n      \"Median becomes 35, but standard deviation remains unchanged\",\r\n      \"Both median and standard deviation remain unchanged\",\r\n      \"Median becomes 35, but standard deviation becomes 12\u00b75\",\r\n      \"Median remains unchanged, but standard deviation becomes 12\u00b75\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Median becomes 35, but standard deviation remains unchanged<\/b><br><br>\\n<b>The governing principle:<\/b> adding a constant to every value <b>SHIFTS the entire distribution<\/b> without altering its <b>SHAPE or SPREAD<\/b>.<br><br>\\n<b>Effect on the median (a measure of LOCATION):<\/b><br>\\nNew median = 25 + 10 = <b>35<\/b><br>\\nEvery value moves up by 10, so the middle value moves up by 10.<br><br>\\n<b>Effect on the standard deviation (a measure of DISPERSION):<\/b><br>\\n<b>Unchanged at 2\u00b75<\/b><br>\\nStandard deviation is computed from <b>deviations from the mean<\/b>. If every score rises by 10, the mean also rises by 10, and each deviation (X \u2212 M) is exactly as it was. The distances between the points have not changed \u2014 the whole distribution has simply slid along the number line.<br><br>\\n<b>The complete set of rules \u2014 learn as a pair:<\/b><br>\\n<table><tr><td><b>Operation<\/b><\/td><td><b>Mean \/ Median \/ Mode<\/b><\/td><td><b>SD \/ Variance \/ Range<\/b><\/td><\/tr>\\n<tr><td>Add constant c<\/td><td>Increases by <b>c<\/b><\/td><td><b>Unchanged<\/b><\/td><\/tr>\\n<tr><td>Multiply by constant k<\/td><td>Multiplied by <b>k<\/b><\/td><td>SD \u00d7 <b>k<\/b>; Variance \u00d7 <b>k\u00b2<\/b><\/td><\/tr><\/table><br>\\n<b>The practical illustration:<\/b> if a teacher awards <b>10 grace marks to every student<\/b>, the class average rises by 10 but the spread of the class is untouched \u2014 the weakest student remains as far behind the strongest as before. Grace marks change position, never dispersion.<br><br>\\n<i>Contrast Q30 of this paper, where marks were MULTIPLIED by 0\u00b74 \u2014 there both the average and the spread changed.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 88,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements:<br>1. Items with difficulty level 0 (zero) have discrimination index 0 (zero).<br>2. Items with difficulty level 1 (one) have discrimination index 1 (one).\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>The discrimination formula:<\/b> <b>D = (U \u2212 L) \/ n<\/b>, where U is the number of correct responses in the upper group, L in the lower group, and n the size of one group.<br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nDifficulty index <b>P = 0<\/b> means <b>nobody<\/b> answered correctly. So U = 0 and L = 0.<br>\\nD = (0 \u2212 0) \/ n = <b>0<\/b><br>\\nThe item discriminates between no one, because everyone got it wrong.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nDifficulty index <b>P = 1<\/b> means <b>everybody<\/b> answered correctly. So U = n and L = n.<br>\\nD = (n \u2212 n) \/ n = <b>0<\/b>, <b>not 1<\/b><br>\\nAn item everyone answers correctly separates nobody from nobody. It carries no information about relative ability.<br><br>\\n<b>The unifying insight:<\/b> <b>at BOTH extremes of difficulty, discrimination is necessarily zero.<\/b> Discrimination requires <b>variability<\/b> in response, and at P = 0 or P = 1 there is none.<br><br>\\n<b>The relationship between P and the maximum possible D:<\/b><br>\\n\u2022 P = 0\u00b700 \u2192 D must be 0<br>\\n\u2022 P = 0\u00b725 \u2192 D can reach 0\u00b750<br>\\n\u2022 <b>P = 0\u00b750 \u2192 D can reach 1\u00b700 (maximum range)<\/b> \u2014 see Q77<br>\\n\u2022 P = 0\u00b775 \u2192 D can reach 0\u00b750<br>\\n\u2022 P = 1\u00b700 \u2192 D must be 0<br><br>\\n<b>Practical consequence for test construction:<\/b> items that everyone passes or everyone fails should be <b>removed<\/b> from a test intended to discriminate. They add length without adding information \u2014 though they may be retained deliberately in a <b>mastery<\/b> or criterion-referenced test, where discrimination is not the goal.\"\r\n  },\r\n  {\r\n    \"id\": 89,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"In which of the following cases is median preferred to mean?<br>1. When distribution of data is skewed<br>2. When one is dealing with ordinal data<br>3. When data distribution is continuous<br>4. When data is normally distributed\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"1, 2 and 3\",\r\n      \"1 and 3 only\",\r\n      \"2 and 4 only\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Case 1: Skewed distribution \u2713<\/b><br>\\nThe mean is <b>pulled towards the extreme values<\/b> in a skewed distribution and ceases to represent a typical case. The median, depending only on position, is <b>resistant to outliers<\/b>.<br>\\n<i>Illustration:<\/i> for incomes of 20, 22, 25, 28 and 500 thousand, the mean is 119 \u2014 a figure larger than four of the five values. The median, 25, describes the group far better. This is why <b>median income<\/b> rather than mean income is reported in economic statistics.<br><br>\\n<b>Case 2: Ordinal data \u2713<\/b><br>\\nOrdinal data convey <b>rank without equal intervals<\/b> \u2014 merit positions, Likert ratings, socio-economic categories. Since the distance between ranks is not uniform, <b>addition and division are not meaningful<\/b>, and the mean cannot legitimately be computed. The median only requires that the data can be ordered, which they can.<br><br>\\n<b>Case 3: Continuous data \u2717<\/b><br>\\nContinuity is precisely the condition under which the <b>mean<\/b> is appropriate. Continuous interval or ratio data permit all arithmetic operations.<br><br>\\n<b>Case 4: Normal distribution \u2717<\/b><br>\\nIn a perfect normal distribution <b>mean = median = mode<\/b>, so there is no advantage in choosing the median \u2014 and the mean is preferred because it is the <b>most stable<\/b> statistic and the basis of most inferential procedures.<br><br>\\n<b>The rule of thumb:<\/b> use the <b>mean<\/b> for symmetrical interval or ratio data; the <b>median<\/b> for skewed or ordinal data; the <b>mode<\/b> for nominal data (see Q107).\"\r\n  },\r\n  {\r\n    \"id\": 90,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"What is the z-score of a value of 24, given a mean of 16 and a standard deviation of 4?\",\r\n    \"options\": [\r\n      \"\u22122\u00b70\",\r\n      \"1\u00b70\",\r\n      \"1\u00b75\",\r\n      \"2\u00b70\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 2\u00b70<\/b><br><br>\\n<b>Formula:<\/b> <b>z = (X \u2212 M) \/ \u03c3<\/b><br><br>\\n<b>Substituting:<\/b><br>\\nz = (24 \u2212 16) \/ 4<br>\\nz = 8 \/ 4<br>\\nz = <b>2\u00b70<\/b><br><br>\\n<b>Interpretation:<\/b> the score of 24 lies <b>two standard deviations ABOVE the mean<\/b>. In a normal distribution this places the student at approximately the <b>97\u00b77th percentile<\/b> \u2014 better than about 98% of the group.<br><br>\\n<b>Properties of the z-score:<\/b><br>\\n\u2022 Mean of z-scores = <b>0<\/b>; standard deviation = <b>1<\/b><br>\\n\u2022 <b>Positive<\/b> z \u2192 score above the mean; <b>negative<\/b> z \u2192 below<br>\\n\u2022 z = 0 \u2192 the score equals the mean<br>\\n\u2022 Usually a <b>decimal<\/b>; almost always between \u22123 and +3<br>\\n\u2022 Being a pure number, it permits <b>comparison across different tests<\/b> \u2014 a z of 1\u00b75 in mathematics and 0\u00b75 in English shows relative strength in mathematics regardless of the raw marks<br><br>\\n<b>The area under the normal curve at key z-values:<\/b><br>\\n\u2022 z = \u00b11 \u2192 68\u00b726%<br>\\n\u2022 z = \u00b12 \u2192 95\u00b744%<br>\\n\u2022 z = \u00b13 \u2192 99\u00b774%<br><br>\\n<b>The trap:<\/b> option (A) is <b>\u22122\u00b70<\/b>, obtained by computing (16 \u2212 24) \/ 4 \u2014 subtracting in the wrong order. Always subtract the <b>mean from the score<\/b>, never the reverse.<br><br>\\n<i>Related conversions: T = 50 + 10z; stanine has mean 5 and SD 2; deviation IQ has mean 100 and SD 15.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 91,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"<b>Directions:<\/b> Consider the following for the next three (03) items that follow.<br><br><i>An item was administered to an elementary class consisting of 200 students. The number of students choosing responses A, B, C and D is shown in the following table. <b>The keyed response is B.<\/b><\/i><br><table border='1' cellpadding='4'><tr><td><b>Response<\/b><\/td><td><b>A<\/b><\/td><td><b>B<\/b><\/td><td><b>C<\/b><\/td><td><b>D<\/b><\/td><\/tr><tr><td>Upper 27% (54 students)<\/td><td>3<\/td><td>51<\/td><td>&ndash;<\/td><td>&ndash;<\/td><\/tr><tr><td>Lower 27% (54 students)<\/td><td>12<\/td><td>30<\/td><td>9<\/td><td>3<\/td><\/tr><\/table><br>What is the difficulty index of the item?\",\r\n    \"options\": [\r\n      \"0\u00b75\",\r\n      \"0\u00b765\",\r\n      \"0\u00b775\",\r\n      \"0\u00b79\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 0\u00b775<\/b><br><br>\\n<b>Formula:<\/b> <b>P = (U + L) \/ (N_U + N_L)<\/b><br>\\nwhere U and L are the numbers of <b>correct<\/b> responses in the upper and lower groups.<br><br>\\n<b>Step 1 \u2014 Identify correct responses.<\/b> The keyed response is <b>B<\/b>.<br>\\n\u2022 Upper 27%: <b>51<\/b> chose B<br>\\n\u2022 Lower 27%: <b>30<\/b> chose B<br><br>\\n<b>Step 2 \u2014 Apply the formula.<\/b><br>\\nP = (51 + 30) \/ (54 + 54)<br>\\nP = 81 \/ 108<br>\\nP = <b>0\u00b775<\/b><br><br>\\n<b>Interpretation:<\/b> 75% of the analysed candidates answered correctly, so this is a <b>moderately easy<\/b> item.<br><br>\\n<b>Why the upper and lower 27% groups?<\/b> <b>Kelley (1939)<\/b> demonstrated that taking the extreme 27% at each end gives the optimal balance between two competing needs: making the groups <b>different enough<\/b> to discriminate, while keeping them <b>large enough<\/b> to be statistically stable. The convention has been standard ever since.<br><br>\\n<b>Note that the middle 46% (92 students) are excluded<\/b> from the calculation entirely. The total class of 200 is given only to let you verify that 27% of 200 \u2248 54.<br><br>\\n<b>Interpreting P:<\/b><br>\\n\u2022 P above 0\u00b780 \u2192 very easy<br>\\n\u2022 P between 0\u00b740 and 0\u00b760 \u2192 ideal for discrimination<br>\\n\u2022 P below 0\u00b720 \u2192 very difficult<br>\\nNote that <b>a HIGH P means an EASY item<\/b> \u2014 the index measures the proportion succeeding, so it is really a facility index despite its name.\"\r\n  },\r\n  {\r\n    \"id\": 92,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"<b>Directions:<\/b> Consider the following for the next three (03) items that follow.<br><br><i>An item was administered to an elementary class consisting of 200 students. The number of students choosing responses A, B, C and D is shown in the following table. <b>The keyed response is B.<\/b><\/i><br><table border='1' cellpadding='4'><tr><td><b>Response<\/b><\/td><td><b>A<\/b><\/td><td><b>B<\/b><\/td><td><b>C<\/b><\/td><td><b>D<\/b><\/td><\/tr><tr><td>Upper 27% (54 students)<\/td><td>3<\/td><td>51<\/td><td>&ndash;<\/td><td>&ndash;<\/td><\/tr><tr><td>Lower 27% (54 students)<\/td><td>12<\/td><td>30<\/td><td>9<\/td><td>3<\/td><\/tr><\/table><br>Such item of the above difficulty level (obtained in the previous question) would be a good one to place\",\r\n    \"options\": [\r\n      \"anywhere on a test\",\r\n      \"in the midst of a test\",\r\n      \"near the end of a test\",\r\n      \"near the beginning of a test\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) near the beginning of a test<\/b><br><br>\\nThe item has a difficulty index of <b>0\u00b775<\/b>, meaning three-quarters of candidates answer it correctly. It is a <b>moderately easy<\/b> item, and such items belong <b>early in a test<\/b>.<br><br>\\n<b>The reasoning, which is psychological rather than statistical:<\/b><br>\\n\u2022 <b>Builds confidence<\/b> \u2014 early success settles the candidate and reduces test anxiety<br>\\n\u2022 <b>Sustains motivation<\/b> \u2014 a candidate who meets a very hard item first may become discouraged and perform below capacity thereafter<br>\\n\u2022 <b>Prevents time loss<\/b> \u2014 a difficult opening item traps candidates who feel obliged to attempt questions in order, costing them time on later items they could have answered<br>\\n\u2022 <b>Warm-up effect<\/b> \u2014 performance on any task improves after initial engagement<br><br>\\n<b>The accepted principle of item arrangement:<\/b> arrange items in <b>ascending order of difficulty<\/b> \u2014 easy items first, progressively harder ones later.<br><br>\\n<b>Why the distractors fail:<\/b><br>\\n(A) <b>\\\"Anywhere\\\"<\/b> \u2014 ignores that item placement is a deliberate design decision.<br>\\n(B) <b>\\\"In the midst\\\"<\/b> \u2014 the middle is where items of <b>average<\/b> difficulty belong (P around 0\u00b750).<br>\\n(C) <b>\\\"Near the end\\\"<\/b> \u2014 reserved for the <b>most difficult<\/b> items, which separate the highest performers.<br><br>\\n<b>Other principles of item arrangement:<\/b> group items of the same <b>format<\/b> together (all multiple-choice, then all matching); group items on the same <b>content area<\/b>; and place items requiring extensive reading or computation where sufficient time remains.\"\r\n  },\r\n  {\r\n    \"id\": 93,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"<b>Directions:<\/b> Consider the following for the next three (03) items that follow.<br><br><i>An item was administered to an elementary class consisting of 200 students. The number of students choosing responses A, B, C and D is shown in the following table. <b>The keyed response is B.<\/b><\/i><br><table border='1' cellpadding='4'><tr><td><b>Response<\/b><\/td><td><b>A<\/b><\/td><td><b>B<\/b><\/td><td><b>C<\/b><\/td><td><b>D<\/b><\/td><\/tr><tr><td>Upper 27% (54 students)<\/td><td>3<\/td><td>51<\/td><td>&ndash;<\/td><td>&ndash;<\/td><\/tr><tr><td>Lower 27% (54 students)<\/td><td>12<\/td><td>30<\/td><td>9<\/td><td>3<\/td><\/tr><\/table><br>What is the discriminating index?\",\r\n    \"options\": [\r\n      \"0\u00b71\",\r\n      \"0\u00b72\",\r\n      \"0\u00b73\",\r\n      \"0\u00b74\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 0\u00b74<\/b><br><br>\\n<b>Formula:<\/b> <b>D = (U \u2212 L) \/ n<\/b><br>\\nwhere n is the number of students in <b>one<\/b> group (not both).<br><br>\\n<b>Step 1 \u2014 Identify correct responses to the keyed option B.<\/b><br>\\n\u2022 Upper 27%: <b>U = 51<\/b><br>\\n\u2022 Lower 27%: <b>L = 30<\/b><br>\\n\u2022 n = <b>54<\/b><br><br>\\n<b>Step 2 \u2014 Apply the formula.<\/b><br>\\nD = (51 \u2212 30) \/ 54<br>\\nD = 21 \/ 54<br>\\nD = <b>0\u00b7388 \u2248 0\u00b74<\/b><br><br>\\n<b>Interpretation:<\/b> high scorers answered this item correctly considerably more often than low scorers, so the item <b>discriminates well<\/b>. Under <b>Ebel's criteria<\/b>, D \u2265 0\u00b740 is rated <b>excellent<\/b> and the item may be retained without revision.<br><br>\\n<b>Ebel's guide to interpreting D:<\/b><br>\\n\u2022 <b>0\u00b740 and above<\/b> \u2014 excellent, retain<br>\\n\u2022 <b>0\u00b730 to 0\u00b739<\/b> \u2014 good, little or no revision needed<br>\\n\u2022 <b>0\u00b720 to 0\u00b729<\/b> \u2014 marginal, needs revision<br>\\n\u2022 <b>below 0\u00b720<\/b> \u2014 poor, reject or revise substantially<br>\\n\u2022 <b>negative<\/b> \u2014 <b>defective<\/b>; low scorers outperformed high scorers, indicating a miskeyed answer, an ambiguous stem or a misleading distractor. Such items must be discarded.<br><br>\\n<b>The common error:<\/b> dividing by 108 (the combined size of both groups) instead of 54. That gives 0\u00b7194, which rounds towards option (B) 0\u00b72 \u2014 which is exactly why that distractor is offered. <b>P divides by the combined total; D divides by one group only.<\/b>\"\r\n  },\r\n  {\r\n    \"id\": 94,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following in respect of z-score:<br>1. If the raw score is equal to the mean, then z-score is zero.<br>2. z-score can be negative.<br>3. z-score can be a decimal number.<br>Which statements are correct?\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\nAll three follow directly from the formula <b>z = (X \u2212 M) \/ \u03c3<\/b>.<br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nIf X = M, then the numerator (X \u2212 M) = 0, so <b>z = 0<\/b>. The mean of any distribution always converts to a z-score of zero. This is why the <b>mean of all z-scores in a distribution is 0<\/b>.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nIf X < M, the numerator is negative, so <b>z is negative<\/b>. A negative z simply locates the score <b>below the mean<\/b>. Since roughly half of any distribution lies below the mean, negative z-scores are entirely normal.<br>\\n<i>Example:<\/i> X = 12, M = 16, \u03c3 = 4 \u2192 z = \u22121\u00b70<br><br>\\n<b>Statement 3: CORRECT \u2713<\/b><br>\\nz is a ratio of two quantities that need not divide evenly, so it is <b>usually a decimal<\/b>.<br>\\n<i>Example:<\/i> X = 22, M = 16, \u03c3 = 4 \u2192 z = 6\/4 = <b>1\u00b75<\/b><br><br>\\n<b>The full set of z-score properties:<\/b><br>\\n\u2022 Mean of z-scores = <b>0<\/b>, standard deviation = <b>1<\/b><br>\\n\u2022 The <b>shape<\/b> of the distribution is unchanged by conversion \u2014 converting to z does not normalise a skewed distribution<br>\\n\u2022 z is <b>unit-free<\/b>, allowing comparison across different tests<br>\\n\u2022 Practically always falls between <b>\u22123 and +3<\/b><br><br>\\n<b>The reason T-scores exist:<\/b> negative values and decimals are awkward to report to students and parents. <b>T = 50 + 10z<\/b> converts every z into a positive, two-digit number \u2014 z = \u22121\u00b75 becomes T = 35; z = 2\u00b70 becomes T = 70.\"\r\n  },\r\n  {\r\n    \"id\": 95,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following in respect of skewed distribution:<br>1. In a positively skewed distribution, the mean falls to the left of the median.<br>2. In a negatively skewed distribution, the mean falls to the right of the median.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Neither 1 nor 2<\/b><br><br>\\n<b>Both statements are REVERSED.<\/b><br><br>\\n<b>The correct positions:<\/b><br>\\n<b>Positively skewed (right-skewed):<\/b> the tail extends to the <b>right<\/b>. A few very high values pull the mean upward.<br>\\n<b>Mode < Median < MEAN<\/b> \u2014 the mean falls to the <b>RIGHT<\/b> of the median, not the left. <b>Statement 1 is wrong \u2717<\/b><br><br>\\n<b>Negatively skewed (left-skewed):<\/b> the tail extends to the <b>left<\/b>. A few very low values pull the mean downward.<br>\\n<b>MEAN < Median < Mode<\/b> \u2014 the mean falls to the <b>LEFT<\/b> of the median, not the right. <b>Statement 2 is wrong \u2717<\/b><br><br>\\n<b>The reliable memory aid:<\/b> <b>THE MEAN FOLLOWS THE TAIL.<\/b> The mean is the only one of the three that uses every value, so it is dragged towards whichever side the extreme values lie on. Identify the tail, and the mean is at that end; the mode sits at the peak, at the opposite end; the median lies between them.<br><br>\\n<b>Educational interpretation:<\/b><br>\\n\u2022 <b>Positive skew<\/b> \u2192 most students scored low, a few scored very high \u2192 the test was <b>difficult<\/b><br>\\n\u2022 <b>Negative skew<\/b> \u2192 most students scored high, a few scored very low \u2192 the test was <b>easy<\/b><br>\\n\u2022 <b>Symmetrical<\/b> \u2192 mean = median = mode \u2192 normal distribution<br><br>\\n<b>Practical consequence:<\/b> in a markedly skewed distribution the mean misrepresents typical performance, which is why the <b>median<\/b> is preferred for reporting \u2014 see Q89 of this paper.\"\r\n  },\r\n  {\r\n    \"id\": 96,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The mean of four numbers is 17\u00b75. Out of them the mean of the smaller three numbers is 15. If the range of the data is 15, what is the mean of the larger three numbers?\",\r\n    \"options\": [\r\n      \"27\u00b75\",\r\n      \"25\",\r\n      \"22\u00b75\",\r\n      \"20\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 20<\/b><br><br>\\n<b>Step 1 \u2014 Total of all four numbers.<\/b><br>\\nMean \u00d7 count = 17\u00b75 \u00d7 4 = <b>70<\/b><br><br>\\n<b>Step 2 \u2014 Total of the smaller three.<\/b><br>\\n15 \u00d7 3 = <b>45<\/b><br><br>\\n<b>Step 3 \u2014 Find the largest number.<\/b><br>\\nLargest = 70 \u2212 45 = <b>25<\/b><br><br>\\n<b>Step 4 \u2014 Use the range to find the smallest number.<\/b><br>\\nRange = Largest \u2212 Smallest = 15<br>\\nSmallest = 25 \u2212 15 = <b>10<\/b><br><br>\\n<b>Step 5 \u2014 Total of the larger three.<\/b><br>\\nSum of all four minus the smallest = 70 \u2212 10 = <b>60<\/b><br><br>\\n<b>Step 6 \u2014 Mean of the larger three.<\/b><br>\\n60 \u00f7 3 = <b>20<\/b><br><br>\\n<b>Verification:<\/b> the four numbers have smallest 10 and largest 25, with the middle two summing to 70 \u2212 10 \u2212 25 = 35. Any pair between 10 and 25 summing to 35 works \u2014 for instance 15 and 20, giving the set 10, 15, 20, 25. Check: mean = 70\/4 = 17\u00b75 \u2713; smaller three (10, 15, 20) mean = 15 \u2713; range = 25 \u2212 10 = 15 \u2713; larger three (15, 20, 25) mean = 20 \u2713<br><br>\\n<b>The structural insight:<\/b> \\\"the smaller three\\\" and \\\"the larger three\\\" <b>overlap in the middle two numbers<\/b>. Each excludes exactly one extreme. Working with <b>totals rather than means<\/b> makes the relationship immediately usable \u2014 a general technique for problems mixing averages of overlapping subsets.\"\r\n  },\r\n  {\r\n    \"id\": 97,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following pairs:<br>Instance : Measurement Scale<br>1. Weight in kilograms that a student can lift : Ratio Scale<br>2. Number assigned consecutively to students as they complete a test comprising 50 items : Ordinal Scale<br>Which of the above pairs is\/are correctly matched?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Pair 1: CORRECT \u2713 \u2014 Ratio Scale<\/b><br>\\nWeight in kilograms has a <b>true, absolute zero<\/b> \u2014 zero kilograms means no weight at all. It also has equal intervals. Both conditions being met, all arithmetic operations are valid, including <b>ratios<\/b>: a student who lifts 40 kg lifts <b>twice<\/b> what a student lifting 20 kg lifts. That statement is meaningful, which is the defining test of a ratio scale.<br><br>\\n<b>Pair 2: CORRECT \u2713 \u2014 Ordinal Scale<\/b><br>\\nNumbers assigned in <b>order of completion<\/b> convey <b>rank only<\/b>. The student numbered 1 finished before the student numbered 2, but the numbers say nothing about <b>how much<\/b> sooner. The gap between the 1st and 2nd finisher might be thirty seconds; between the 2nd and 3rd, twenty minutes. <b>The intervals are not equal<\/b>, so the data are ordinal rather than interval.<br><br>\\n<b>The decisive question in each case:<\/b><br>\\n\u2022 Is there a <b>true zero<\/b> denoting complete absence? \u2192 ratio<br>\\n\u2022 Are the <b>intervals equal<\/b> but the zero arbitrary? \u2192 interval<br>\\n\u2022 Is there <b>order without equal intervals<\/b>? \u2192 ordinal<br>\\n\u2022 Are the numbers merely <b>labels<\/b>? \u2192 nominal<br><br>\\n<b>Note the subtlety in Pair 2:<\/b> the number 50 in \\\"a test comprising 50 items\\\" is irrelevant to the scale \u2014 the question concerns the numbers assigned to <b>students<\/b>, not to items. Read carefully which quantity is being scaled.<br><br>\\n<i>Q98 of this paper tests the same distinction with a different pair, and the two should be studied together.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 98,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following pairs:<br>Instance : Measurement Scale<br>1. Number of items a student answers correctly in a test comprising 20 items : Ratio Scale<br>2. Number assigned to different groups of students each of which solved a certain problem by a different method : Nominal Scale<br>Which of the above pairs is\/are correctly matched?\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Pair 1: CORRECT \u2713 \u2014 Ratio Scale<\/b><br>\\nThe <b>count<\/b> of correct answers has a <b>true zero<\/b> \u2014 zero correct answers means none were answered correctly, a genuine absence of the quantity being counted. Intervals are equal (each correct answer counts the same), so ratios are meaningful: 12 correct is twice 6 correct.<br><br>\\n<b>The distinction worth noting:<\/b> the <b>number of items answered correctly<\/b> is ratio data, but the <b>achievement or knowledge<\/b> it is taken to represent is only <b>interval<\/b> at best. A student scoring 0 does not have zero knowledge; a student scoring 16 does not know twice as much as one scoring 8. <b>The count is ratio; the construct it measures is not.<\/b> This is why one must never say a pupil scoring 80 knows twice as much as one scoring 40.<br><br>\\n<b>Pair 2: CORRECT \u2713 \u2014 Nominal Scale<\/b><br>\\nNumbers assigned to groups distinguished by <b>method of solution<\/b> function purely as <b>labels<\/b>. Group 1, Group 2 and Group 3 are categories, not quantities. There is no order \u2014 no method is \\\"more\\\" than another \u2014 and arithmetic on the labels is meaningless. Adding Group 1 and Group 2 does not produce Group 3.<br><br>\\n<b>The permissible statistic for nominal data is the MODE<\/b> \u2014 the most frequently occurring category \u2014 a point tested directly at Q107 of this paper.<br><br>\\n<b>Other nominal examples:<\/b> roll numbers, jersey numbers, telephone numbers, gender codes, blood groups, section names.\"\r\n  },\r\n  {\r\n    \"id\": 99,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements:<br>1. A test for recruitment to a post should have high predictive validity.<br>2. Predictive validity underlines the suitability of candidates to be selected for a training.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nA recruitment test exists to identify candidates who will perform well <b>in the post<\/b>. Its worth is therefore measured by how accurately scores forecast <b>later job performance<\/b> \u2014 which is precisely <b>predictive validity<\/b>. A recruitment test with high reliability but low predictive validity is worthless: it would select consistently, but select the wrong people consistently.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\nThe same logic applies to selection for training. Predictive validity establishes whether the test forecasts <b>success in the training programme<\/b> and in the performance that follows it.<br><br>\\n<b>How predictive validity is established:<\/b><br>\\n1. Administer the test to candidates at the point of selection<br>\\n2. Wait for the criterion to become available \u2014 job performance ratings after one or two years, or training results<br>\\n3. <b>Correlate<\/b> test scores with the criterion measure<br>\\n4. The resulting <b>validity coefficient<\/b> expresses predictive validity<br><br>\\n<b>Predictive versus concurrent validity<\/b> \u2014 both are forms of <b>criterion-related validity<\/b>:<br>\\n\u2022 <b>Predictive<\/b> \u2014 criterion measured <b>later<\/b>; used for <b>selection<\/b><br>\\n\u2022 <b>Concurrent<\/b> \u2014 criterion measured <b>at the same time<\/b>; used for <b>diagnosis and classification<\/b><br><br>\\n<b>The self-referential point:<\/b> this very examination is a selection instrument whose value depends on predictive validity \u2014 whether performance on a two-hour objective paper forecasts effectiveness as a school Principal. Candidates might reasonably reflect on that while answering.<br><br>\\n<i>See also Q82, where aptitude testing is identified as inherently predictive.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 100,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The reliability coefficient of a test is 0\u00b764. What does it indicate?\",\r\n    \"options\": [\r\n      \"The test measures true ability to the extent of 32%\",\r\n      \"The test measures true ability to the extent of 40%\",\r\n      \"The test measures true ability to the extent of 64%\",\r\n      \"The test measures true ability to the extent of 80%\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) The test measures true ability to the extent of 64%<\/b><br><br>\\n<b>The key point:<\/b> the <b>reliability coefficient IS ITSELF the proportion of true score variance<\/b> in the observed scores. It is <b>not squared<\/b>.<br><br>\\nReliability = <b>true score variance \u00f7 observed score variance<\/b><br><br>\\nSo r = 0\u00b764 means:<br>\\n\u2022 <b>64%<\/b> of the variance in observed scores reflects <b>true differences<\/b> in ability<br>\\n\u2022 <b>36%<\/b> is attributable to <b>error<\/b> \u2014 guessing, fatigue, ambiguous items, testing conditions, momentary lapses<br><br>\\n<b>Why option (B) 40% is the intended trap.<\/b> Candidates confuse the reliability coefficient with the <b>correlation coefficient<\/b>. For a correlation, one squares the value to obtain the coefficient of determination \u2014 the proportion of shared variance. Applying that habit here gives 0\u00b764\u00b2 = 0\u00b741, or roughly 40%. <b>That step is wrong for reliability<\/b>, which is already a variance ratio and requires no squaring.<br><br>\\n<b>The related quantity that IS a square root:<\/b> the <b>index of reliability<\/b> \u2014 the correlation between observed and true scores \u2014 is <b>\u221ar<\/b> = \u221a0\u00b764 = <b>0\u00b78<\/b>. That is where option (D) 80% comes from, and it answers a different question.<br><br>\\n<b>Interpreting reliability coefficients in practice:<\/b><br>\\n\u2022 Above <b>0\u00b790<\/b> \u2014 excellent; required for individual high-stakes decisions<br>\\n\u2022 <b>0\u00b780 to 0\u00b790<\/b> \u2014 good, acceptable for most standardised tests<br>\\n\u2022 <b>0\u00b770 to 0\u00b780<\/b> \u2014 acceptable for classroom tests and group comparisons<br>\\n\u2022 Below <b>0\u00b770<\/b> \u2014 questionable for consequential decisions<br><br>\\nAt 0\u00b764, this test would be <b>too unreliable<\/b> for individual selection decisions without improvement \u2014 most readily achieved by adding items (see Q104 and Q105).\"\r\n  },\r\n  {\r\n    \"id\": 101,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The mean of a set of observations that follow normal distribution is 13\u00b75 and standard deviation is 2\u00b75. What does it indicate?\",\r\n    \"options\": [\r\n      \"About 50% of observations fall within 11 and 16\",\r\n      \"About 68% of observations fall within 11 and 16\",\r\n      \"About 95% of observations fall within 11 and 16\",\r\n      \"About 99% of observations fall within 8\u00b75 and 18\u00b75\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) About 68% of observations fall within 11 and 16<\/b><br><br>\\n<b>Step 1 \u2014 Identify the interval in terms of standard deviations.<\/b><br>\\nMean = 13\u00b75, \u03c3 = 2\u00b75<br>\\n\u2022 Lower limit: 13\u00b75 \u2212 2\u00b75 = <b>11<\/b><br>\\n\u2022 Upper limit: 13\u00b75 + 2\u00b75 = <b>16<\/b><br>\\nThe interval 11 to 16 is exactly <b>M \u00b1 1\u03c3<\/b>.<br><br>\\n<b>Step 2 \u2014 Apply the empirical rule.<\/b><br>\\n<b>M \u00b1 1\u03c3 \u2192 68\u00b726% \u2248 68%<\/b> \u2713<br><br>\\n<b>Checking the other options against the same data:<\/b><br>\\n(A) <b>50%<\/b> \u2014 this is the proportion below the mean, or the interval M \u00b1 0\u00b7674\u03c3. Not the stated interval.<br>\\n(C) <b>95%<\/b> \u2014 corresponds to <b>M \u00b1 2\u03c3<\/b>, which here would be 8\u00b75 to 18\u00b75 \u2014 a different interval.<br>\\n(D) <b>99% within 8\u00b75 and 18\u00b75<\/b> \u2014 the interval is correct for M \u00b1 2\u03c3, but the percentage is wrong. M \u00b1 2\u03c3 contains <b>95\u00b744%<\/b>, not 99%. The 99\u00b774% figure belongs to <b>M \u00b1 3\u03c3<\/b>, which here would be 6 to 21.<br><br>\\n<i>Option (D) is the most carefully constructed distractor: it pairs a correct interval with the wrong percentage, catching candidates who compute the limits but misremember the areas.<\/i><br><br>\\n<b>The three figures to hold exactly:<\/b><br>\\n\u2022 <b>M \u00b1 1\u03c3 \u2192 68\u00b726%<\/b><br>\\n\u2022 <b>M \u00b1 2\u03c3 \u2192 95\u00b744%<\/b><br>\\n\u2022 <b>M \u00b1 3\u03c3 \u2192 99\u00b774%<\/b><br><br>\\n<b>Practical application:<\/b> in a class of 100 with mean 13\u00b75 and SD 2\u00b75, roughly <b>68 students<\/b> would score between 11 and 16 \u2014 a useful check on whether an observed distribution is behaving normally.\"\r\n  },\r\n  {\r\n    \"id\": 102,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"In the context of test analysis, consider the following statements:<br>1. In the Central Tendency of marks obtained by a group, if the values of median and mode are found to be low, then these indices indicate that the test is very hard.<br>2. If the spread of marks is large and the reliability is low, then standard error is also low.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\nLow values of the median and mode mean that the <b>typical<\/b> candidate scored poorly and that the most frequently occurring score was low. Since central tendency describes where the bulk of the distribution lies, low central tendency indicates that <b>most candidates found the test difficult<\/b>.<br>\\nThis also implies a <b>positively skewed<\/b> distribution \u2014 most scores bunched at the low end with a tail extending upward (see Q95).<br><br>\\n<b>Statement 2: INCORRECT \u2717 \u2014 the relationship is reversed<\/b><br>\\n<b>Standard Error of Measurement (SEM) = \u03c3 \u221a(1 \u2212 r)<\/b><br>\\nwhere \u03c3 is the standard deviation and r the reliability coefficient.<br><br>\\nExamine each factor:<br>\\n\u2022 <b>Large spread<\/b> \u2192 \u03c3 is <b>large<\/b> \u2192 SEM <b>increases<\/b><br>\\n\u2022 <b>Low reliability<\/b> \u2192 (1 \u2212 r) is <b>large<\/b> \u2192 \u221a(1 \u2212 r) is large \u2192 SEM <b>increases<\/b><br><br>\\nBoth conditions push in the <b>same direction<\/b>, so a large spread combined with low reliability produces a <b>LARGE<\/b> standard error, not a small one.<br><br>\\n<i>Worked illustration:<\/i> \u03c3 = 10, r = 0\u00b736 \u2192 SEM = 10 \u00d7 \u221a0\u00b764 = <b>8\u00b70<\/b> \u2014 very large.<br>\\nBy contrast \u03c3 = 10, r = 0\u00b796 \u2192 SEM = 10 \u00d7 \u221a0\u00b704 = <b>2\u00b70<\/b> \u2014 small.<br><br>\\n<b>What SEM means in practice:<\/b> it estimates how much an individual's observed score is likely to fluctuate around their true score on repeated testing. A large SEM means that a reported score of 60 might represent a true score anywhere from 52 to 68 \u2014 which is why high-stakes selection requires high reliability.\"\r\n  },\r\n  {\r\n    \"id\": 103,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Consider the following statements:<br>Statement-I: An individual with IQ (Intelligence Quotient) 120 is twice as capable and intelligent as an individual with IQ 60.<br>Statement-II: IQ gives a direct proportional comparison.\",\r\n    \"options\": [\r\n      \"Both the Statements I and II are correct and Statement-II is the correct explanation of Statement-I.\",\r\n      \"Both the Statements I and II are correct, but Statement-II is not the correct explanation of Statement-I.\",\r\n      \"Statement-I is correct, but Statement-II is incorrect.\",\r\n      \"Both the Statements I and II are incorrect.\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Both Statements I and II are incorrect<\/b><br><br>\\n<b>The governing principle: IQ is measured on an INTERVAL scale, not a RATIO scale.<\/b><br><br>\\n<b>Statement-II: INCORRECT \u2717<\/b><br>\\nIQ does <b>not<\/b> permit direct proportional comparison, because it has <b>no true zero<\/b>. There is no such thing as an IQ of 0 representing the complete absence of intelligence. Without an absolute zero, <b>ratios are meaningless<\/b>.<br><br>\\n<b>Statement-I: INCORRECT \u2717<\/b><br>\\nIt follows from Statement-II being false that one cannot say IQ 120 is \\\"twice\\\" IQ 60. What can legitimately be said is that the two differ by <b>60 IQ points<\/b> \u2014 a statement about the <b>interval<\/b>, which the scale does support.<br><br>\\n<b>The familiar analogy:<\/b> 40\u00b0C is not \\\"twice as hot\\\" as 20\u00b0C, because the Celsius zero is arbitrary rather than absolute. Convert to Kelvin \u2014 which has a true zero \u2014 and the ratio changes entirely (313 K versus 293 K). IQ behaves the same way.<br><br>\\n<b>What IQ scores actually represent:<\/b> modern IQ is a <b>deviation IQ<\/b> \u2014 a standard score with <b>mean 100 and standard deviation 15<\/b>. An IQ of 115 means one standard deviation above the mean, placing the individual at roughly the 84th percentile. It is a statement of <b>relative position<\/b>, not of quantity of intelligence.<br><br>\\n<b>The older ratio IQ formula<\/b> \u2014 MA\/CA \u00d7 100, from Stern and Terman \u2014 appeared to justify proportional talk, which is the historical source of the confusion. It has been abandoned, partly because mental age ceases to increase in adulthood, making the ratio meaningless for adults.<br><br>\\n<i>Compare Q45 of the Principal paper, which asks which scale has an absolute zero. The two items test the same distinction from opposite directions.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 104,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"In a group of 100 school children, the reliability coefficient of an achievement test is 0\u00b76. What will be the effect upon test reliability (i.e., reliability coefficient) if the test length is doubled? (Use Spearman-Brown Prophecy formula)\",\r\n    \"options\": [\r\n      \"0\u00b76\",\r\n      \"0\u00b765\",\r\n      \"0\u00b775\",\r\n      \"0\u00b79\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) 0\u00b775<\/b><br><br>\\n<b>Spearman-Brown Prophecy Formula:<\/b><br>\\n<b>r<sub>new<\/sub> = (n \u00d7 r) \/ [1 + (n \u2212 1) r]<\/b><br>\\nwhere n is the factor by which test length is multiplied and r the original reliability.<br><br>\\n<b>Substituting n = 2 and r = 0\u00b76:<\/b><br>\\nr<sub>new<\/sub> = (2 \u00d7 0\u00b76) \/ [1 + (2 \u2212 1) \u00d7 0\u00b76]<br>\\nr<sub>new<\/sub> = 1\u00b72 \/ (1 + 0\u00b76)<br>\\nr<sub>new<\/sub> = 1\u00b72 \/ 1\u00b76<br>\\nr<sub>new<\/sub> = <b>0\u00b775<\/b><br><br>\\n<b>For the special case of doubling<\/b>, the formula simplifies usefully to:<br>\\n<b>r<sub>new<\/sub> = 2r \/ (1 + r)<\/b><br>\\nThis is the version used to correct a <b>split-half<\/b> reliability coefficient, since each half is a test of half the full length.<br><br>\\n<b>Why lengthening raises reliability:<\/b> a longer test provides a <b>larger sample of behaviour<\/b>, so chance factors \u2014 a lucky guess, a moment's inattention, an ambiguous item \u2014 average out rather than dominating. The same reasoning appears at Statement 2 of Q76.<br><br>\\n<b>The law of diminishing returns:<\/b> the gain is not linear. From 0\u00b76, doubling gives 0\u00b775; doubling again (n = 4) gives 0\u00b7857; doubling a third time (n = 8) gives 0\u00b7923. Each doubling yields a smaller increment while the testing burden grows.<br><br>\\n<b>The assumption that must hold:<\/b> the added items must be <b>equivalent in quality and difficulty<\/b> to the originals. Padding a test with poor or repetitive items will not deliver the predicted gain \u2014 the formula prophesies what <i>would<\/i> happen with genuinely parallel items.<br><br>\\n<i>The group size of 100 is not required for the calculation; it is included as distracting detail.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 105,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"An educational achievement test has reliability coefficient 0\u00b750. How much should we increase test length to ensure a reliability coefficient of 0\u00b775? (Use Spearman-Brown Prophecy formula)\",\r\n    \"options\": [\r\n      \"1\u00b75 times\",\r\n      \"2 times\",\r\n      \"2\u00b75 times\",\r\n      \"3 times\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 3 times<\/b><br><br>\\nThis is the <b>Spearman-Brown formula worked in reverse<\/b> \u2014 solving for n rather than for the new reliability.<br><br>\\n<b>Rearranged formula:<\/b><br>\\n<b>n = [r<sub>desired<\/sub> (1 \u2212 r<sub>original<\/sub>)] \/ [r<sub>original<\/sub> (1 \u2212 r<sub>desired<\/sub>)]<\/b><br><br>\\n<b>Substituting r<sub>desired<\/sub> = 0\u00b775 and r<sub>original<\/sub> = 0\u00b750:<\/b><br>\\nn = [0\u00b775 \u00d7 (1 \u2212 0\u00b750)] \/ [0\u00b750 \u00d7 (1 \u2212 0\u00b775)]<br>\\nn = (0\u00b775 \u00d7 0\u00b750) \/ (0\u00b750 \u00d7 0\u00b725)<br>\\nn = 0\u00b7375 \/ 0\u00b7125<br>\\nn = <b>3<\/b><br><br>\\n<b>Verification by the forward formula:<\/b><br>\\nr<sub>new<\/sub> = (3 \u00d7 0\u00b75) \/ [1 + (3 \u2212 1) \u00d7 0\u00b75] = 1\u00b75 \/ (1 + 1) = 1\u00b75 \/ 2 = <b>0\u00b775<\/b> \u2713<br><br>\\n<b>Practical meaning:<\/b> a 20-item test with reliability 0\u00b750 would need to become a <b>60-item test<\/b> to reach reliability 0\u00b775.<br><br>\\n<b>Why this matters to a test constructor:<\/b> the formula converts a vague aspiration (\\\"make the test more reliable\\\") into a <b>specific, costed decision<\/b>. It tells you exactly how many items must be added \u2014 and often reveals that the required length is impractical, prompting a different remedy such as improving item quality, tightening administration conditions, or clarifying ambiguous stems.<br><br>\\n<b>The steep cost of high reliability from a low base:<\/b> to raise reliability from 0\u00b750 to <b>0\u00b790<\/b> would require n = (0\u00b790 \u00d7 0\u00b750)\/(0\u00b750 \u00d7 0\u00b710) = <b>9 times<\/b> the original length. A 20-item test would become 180 items \u2014 clearly unworkable, which is why weak tests are usually rebuilt rather than extended.<br><br>\\n<i>Q104 and Q105 are the same formula in both directions. Practise both, since the paper evidently tests both.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 106,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"What is the standard deviation of the data 15, 12, 6, 14, 18?\",\r\n    \"options\": [\r\n      \"4\",\r\n      \"6\",\r\n      \"8\",\r\n      \"16\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 4<\/b><br><br>\\n<b>Step 1 \u2014 Compute the mean.<\/b><br>\\n(15 + 12 + 6 + 14 + 18) \u00f7 5 = 65 \u00f7 5 = <b>13<\/b><br><br>\\n<b>Step 2 \u2014 Find deviations from the mean.<\/b><br>\\n15 \u2212 13 = <b>+2<\/b><br>\\n12 \u2212 13 = <b>\u22121<\/b><br>\\n6 \u2212 13 = <b>\u22127<\/b><br>\\n14 \u2212 13 = <b>+1<\/b><br>\\n18 \u2212 13 = <b>+5<\/b><br>\\n<i>Check: the deviations must sum to zero \u2192 2 \u2212 1 \u2212 7 + 1 + 5 = 0 \u2713<\/i><br><br>\\n<b>Step 3 \u2014 Square the deviations.<\/b><br>\\n4, 1, 49, 1, 25 \u2192 <b>\u03a3d\u00b2 = 80<\/b><br><br>\\n<b>Step 4 \u2014 Compute the variance.<\/b><br>\\n\u03c3\u00b2 = \u03a3d\u00b2 \/ N = 80 \u00f7 5 = <b>16<\/b><br><br>\\n<b>Step 5 \u2014 Take the square root.<\/b><br>\\n\u03c3 = \u221a16 = <b>4<\/b><br><br>\\n<b>The trap:<\/b> option (D) <b>16<\/b> is the <b>variance<\/b>, not the standard deviation. A candidate who stops at Step 4 selects it. <b>Standard deviation is the square root of variance<\/b> \u2014 and the square root is what returns the measure to the original units, which is why SD rather than variance is reported.<br><br>\\n<b>Note on N versus N\u22121:<\/b> dividing by N gives the <b>population<\/b> standard deviation; dividing by N\u22121 gives the <b>sample<\/b> standard deviation, used when estimating a population parameter from a sample. Indian educational-statistics questions conventionally use <b>N<\/b>, and the options here confirm that convention \u2014 dividing by 4 would give \u221a20 = 4\u00b747, which is not offered.<br><br>\\n<b>Exam technique:<\/b> choose a data set with a whole-number mean where possible. Here the mean of 13 is exact, which keeps all deviations integral and the arithmetic clean.\"\r\n  },\r\n  {\r\n    \"id\": 107,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"When variables are measured on nominal scale, the best measure of Central Tendency is\",\r\n    \"options\": [\r\n      \"Arithmetic Mean\",\r\n      \"Mode\",\r\n      \"Median\",\r\n      \"Harmonic Mean\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) Mode<\/b><br><br>\\n<b>Nominal data are categories with numbers used purely as labels<\/b> \u2014 blood groups, gender, religion, mother tongue, section names, method of solution. They possess <b>no order and no magnitude<\/b>.<br><br>\\n<b>Why the mode is the only option:<\/b> the mode is simply the <b>most frequently occurring category<\/b>. It requires nothing more than the ability to <b>count<\/b>, which nominal data permit. Saying \\\"the modal mother tongue in this class is Hindi\\\" is entirely meaningful.<br><br>\\n<b>Why the others fail:<\/b><br>\\n(A) <b>Arithmetic Mean<\/b> \u2014 requires addition and division. Adding the label for \\\"Hindi\\\" to the label for \\\"Punjabi\\\" produces nothing. The mean of blood groups is meaningless.<br>\\n(C) <b>Median<\/b> \u2014 requires the data to be <b>ordered<\/b> so that a middle value exists. Nominal categories cannot be ranked; there is no sense in which one religion comes \\\"before\\\" another.<br>\\n(D) <b>Harmonic Mean<\/b> \u2014 a specialised average for rates and ratios, requiring ratio-level data. Even less applicable.<br><br>\\n<b>The complete mapping of scale to appropriate measure \u2014 memorise as a set:<\/b><br>\\n<table><tr><td><b>Scale<\/b><\/td><td><b>Best measure<\/b><\/td><td><b>Also permissible<\/b><\/td><\/tr>\\n<tr><td><b>Nominal<\/b><\/td><td><b>Mode<\/b><\/td><td>\u2014 (mode only)<\/td><\/tr>\\n<tr><td><b>Ordinal<\/b><\/td><td><b>Median<\/b><\/td><td>Mode<\/td><\/tr>\\n<tr><td><b>Interval<\/b><\/td><td><b>Mean<\/b><\/td><td>Median, Mode<\/td><\/tr>\\n<tr><td><b>Ratio<\/b><\/td><td><b>Mean<\/b><\/td><td>All, including geometric and harmonic means<\/td><\/tr><\/table><br>\\n<b>The general rule:<\/b> as the scale rises in level, more statistics become permissible \u2014 but a statistic appropriate for a higher scale must never be applied to a lower one.<br><br>\\n<i>See Q98 of this paper, where numbers assigned to groups solving a problem by different methods were correctly classified as nominal.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 108,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"The mean and standard deviation of marks obtained by students of four sections A, B, C, D (each comprising 40 students) of a class are given below:<br>Mean marks: 30, 40, 36, 25<br>Standard Deviation: 6, 12, 9, 8<br>Which one of the four sections shows the lowest variability in marks?\",\r\n    \"options\": [\r\n      \"Section A\",\r\n      \"Section B\",\r\n      \"Section C\",\r\n      \"Section D\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Section A<\/b><br><br>\\n<b>By raw standard deviation:<\/b><br>\\nA = 6 \u00b7 B = 12 \u00b7 C = 9 \u00b7 D = 8 \u2192 <b>Section A has the smallest SD<\/b><br><br>\\n<b>By coefficient of variation \u2014 the technically correct comparison when means differ:<\/b><br>\\n<b>CV = (\u03c3 \/ Mean) \u00d7 100<\/b><br>\\n\u2022 Section A: (6 \/ 30) \u00d7 100 = <b>20\u00b70%<\/b> \u2190 lowest<br>\\n\u2022 Section B: (12 \/ 40) \u00d7 100 = <b>30\u00b70%<\/b><br>\\n\u2022 Section C: (9 \/ 36) \u00d7 100 = <b>25\u00b70%<\/b><br>\\n\u2022 Section D: (8 \/ 25) \u00d7 100 = <b>32\u00b70%<\/b><br><br>\\n<b>Both methods give Section A<\/b>, so the answer is secure either way.<br><br>\\n<b>Why the coefficient of variation is the more rigorous measure:<\/b> standard deviation is expressed in the <b>original units<\/b> and its magnitude depends on the size of the mean. An SD of 8 around a mean of 25 represents far greater relative dispersion than an SD of 9 around a mean of 36. CV expresses spread as a <b>percentage of the mean<\/b>, making it dimensionless and therefore comparable across groups with different averages \u2014 or across variables measured in different units entirely, such as height and weight.<br><br>\\n<b>Note the near-miss in this data set:<\/b> by raw SD the order is A (6) < D (8) < C (9) < B (12), but by CV it is A (20%) < C (25%) < B (30%) < D (32%). <b>Sections C and D swap places.<\/b> Had the question asked for the <i>highest<\/i> variability, the two methods would have given <b>different answers<\/b> \u2014 B by raw SD, D by CV. The item happens to be safe only because Section A is lowest on both.<br><br>\\n<b>The lesson:<\/b> when means differ, use the coefficient of variation. Reaching for the raw SD is a habit that will eventually produce a wrong answer.\"\r\n  },\r\n  {\r\n    \"id\": 109,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"As per the National Education Policy, 2020, the Government of India would set up a \u201cGender Inclusion Fund\u201d. This fund is meant for\",\r\n    \"options\": [\r\n      \"Girls only\",\r\n      \"Transgender children only\",\r\n      \"Both girls and transgender children\",\r\n      \"Physically challenged girls only\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both girls and transgender children<\/b><br><br>\\n<b>NEP 2020 provides<\/b> for a <b>Gender-Inclusion Fund<\/b> to be constituted by the Government of India \\\"to build the nation's capacity to provide equitable quality education for all <b>girls as well as transgender students<\/b>.\\\"<br><br>\\n<b>How the Fund is designed to work:<\/b><br>\\n\u2022 Funds are <b>available to States<\/b> to implement priorities determined by the Central Government, ensuring national consistency<br>\\n\u2022 A <b>portion is available for State-specific proposals<\/b>, allowing local context to be addressed<br>\\n\u2022 Priorities include <b>sanitation and toilets<\/b>, <b>bicycles<\/b> and <b>conditional cash transfers<\/b>, and <b>Cash Transfers<\/b> to incentivise the education of female and transgender children<br>\\n\u2022 States may support <b>community-based interventions<\/b> that address local barriers to access for these groups<br><br>\\n<b>Why transgender students are expressly included:<\/b> this is the notable feature of the provision and the point the question turns on. Earlier education policy addressed girls' education without naming transgender learners at all. NEP 2020 recognises them as a distinct group facing distinct exclusion \u2014 bullying, absence of appropriate facilities, and dropout \u2014 and provides for them within the same equity instrument.<br><br>\\n<b>The Fund sits within the SEDG framework<\/b> \u2014 Socio-Economically Disadvantaged Groups \u2014 which NEP defines across gender identities, socio-cultural identities, geographical identities, disabilities and socio-economic conditions (see Q62).<br><br>\\n<b>Related equity provisions:<\/b> Special Education Zones in aspirational districts; the extension of KGBVs to Class 12; free boarding facilities built to KGBV and Jawahar Navodaya Vidyalaya standards; and separate targeted scholarship schemes.\"\r\n  },\r\n  {\r\n    \"id\": 110,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Consider the following with reference to India:<br>1. Agriculture and allied sectors contribute maximum to Gross Domestic Product.<br>2. Services sector is treated as a component of Primary sector of economy.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) Neither 1 nor 2<\/b><br><br>\\n<b>Statement 1: INCORRECT \u2717<\/b><br>\\nThe <b>services (tertiary) sector<\/b> contributes the largest share of India's Gross Value Added \u2014 broadly in the region of <b>50-55%<\/b>. Agriculture and allied activities contribute roughly <b>15-18%<\/b>, and industry the remainder.<br><br>\\n<b>The paradox worth understanding:<\/b> agriculture contributes a modest share of GDP but still <b>employs the largest share of the workforce<\/b> \u2014 around 45%. This gap between output share and employment share is the defining structural feature of the Indian economy, and the reason productivity in agriculture remains low relative to other sectors.<br><br>\\n<b>Statement 2: INCORRECT \u2717<\/b><br>\\nServices belong to the <b>TERTIARY<\/b> sector, not the primary sector. The three-sector classification is:<br><br>\\n<b>PRIMARY<\/b> \u2014 extraction of natural resources: agriculture, forestry, fishing, mining, quarrying<br>\\n<b>SECONDARY<\/b> \u2014 transformation of raw materials: manufacturing, construction, electricity, gas and water supply<br>\\n<b>TERTIARY<\/b> \u2014 services: trade, transport, storage, communication, banking and insurance, real estate, public administration, defence, education, health<br><br>\\n<i>Some classifications add a <b>quaternary<\/b> sector for knowledge-based services and a <b>quinary<\/b> sector for high-level decision-making, but the three-fold division is standard.<\/i><br><br>\\n<b>India's structural transformation:<\/b> the economy moved from primary to tertiary dominance <b>without passing through a sustained manufacturing phase<\/b> \u2014 unlike the classical development path followed by East Asian economies. This is why \\\"premature deindustrialisation\\\" and the push for manufacturing under Make in India recur in policy discussion.<br><br>\\n<i>Education itself falls within the tertiary sector \u2014 a point worth noting given the context of this examination.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 111,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Management & Financial administration\",\r\n    \"question\": \"A person who bribes a public servant for improper performance of a public duty, can be punished with imprisonment, fine, or both, under the Prevention of Corruption Act, 1988. What is the maximum period for which a person can be imprisoned?\",\r\n    \"options\": [\r\n      \"Three years\",\r\n      \"Five years\",\r\n      \"Seven years\",\r\n      \"Eight years\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Seven years<\/b><br><br>\\n<b>Section 8 of the Prevention of Corruption Act, 1988<\/b>, as substituted by the <b>Prevention of Corruption (Amendment) Act, 2018<\/b>, provides that any person who gives or promises to give an <b>undue advantage<\/b> to another person, with intention to induce or reward a public servant to perform improperly a public function or activity, shall be punishable with imprisonment for a term which may extend to <b>seven years<\/b>, or with fine, or with both.<br><br>\\n<b>The significance of the 2018 amendment:<\/b> before it, the <b>bribe-giver<\/b> was ordinarily prosecuted only for abetment. The amendment made <b>giving a bribe a direct substantive offence<\/b>, bringing Indian law into line with the <b>United Nations Convention Against Corruption<\/b>, which India ratified in 2011.<br><br>\\n<b>The protection for coerced bribe-givers:<\/b> a person <b>compelled<\/b> to give an undue advantage is not liable, provided the matter is <b>reported to a law-enforcement authority within seven days<\/b>. This distinguishes extortion from collusion.<br><br>\\n<b>Other key provisions of the Act:<\/b><br>\\n\u2022 <b>\u00a77<\/b> \u2014 offence relating to a public servant being bribed: imprisonment of <b>three to seven years<\/b> and fine<br>\\n\u2022 <b>\u00a79<\/b> \u2014 offence relating to bribing a public servant by a <b>commercial organisation<\/b><br>\\n\u2022 <b>\u00a710<\/b> \u2014 liability of persons in charge of a commercial organisation<br>\\n\u2022 <b>\u00a713<\/b> \u2014 criminal misconduct by a public servant, including illicit enrichment: <b>four to ten years<\/b> and fine<br>\\n\u2022 <b>\u00a717A<\/b> \u2014 <b>prior approval<\/b> of the appropriate authority is now required before any enquiry or investigation into a decision taken by a public servant in the discharge of official functions<br>\\n\u2022 <b>\u00a719<\/b> \u2014 prior sanction for prosecution, extended by the amendment to <b>retired<\/b> public servants<br><br>\\n<b>Direct relevance to a Principal<\/b>, who exercises procurement, admission and appointment functions and is a public servant for the purposes of the Act.\"\r\n  },\r\n  {\r\n    \"id\": 112,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Office Procedure\",\r\n    \"question\": \"Which of the following statements are correct in relation to the Right to Information Act, 2005?<br>1. The term \u201cinformation\u201d includes samples, models and data held in electronic form.<br>2. The term \u201crecord\u201d includes reproduction of images embodied in microfilms.<br>3. The right to information does not extend to inspection of work, documents and records.\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) 1 and 2 only<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Section 2(f)<\/b> defines \\\"information\\\" expansively as any material in any form, including <b>records, documents, memos, e-mails, opinions, advices, press releases, circulars, orders, logbooks, contracts, reports, papers, samples, models, data material held in any electronic form<\/b>, and information relating to any private body which can be accessed by a public authority under any other law.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Section 2(i)<\/b> defines \\\"record\\\" to include any document, manuscript and file; any <b>microfilm, microfiche and facsimile copy<\/b> of a document; any <b>reproduction of image or images embodied in such microfilm<\/b>; and any other material produced by a computer or any other device.<br><br>\\n<b>Statement 3: INCORRECT \u2717<\/b><br>\\nThis <b>reverses<\/b> the statute. <b>Section 2(j)<\/b> provides that the right to information includes the right to:<br>\\n(i) <b>INSPECTION of work, documents, records<\/b><br>\\n(ii) taking <b>notes, extracts or certified copies<\/b> of documents or records<br>\\n(iii) taking <b>certified samples of material<\/b><br>\\n(iv) obtaining information in the form of <b>diskettes, floppies, tapes, video cassettes<\/b> or in any other electronic mode or through printouts<br><br>\\n<b>Why inspection matters:<\/b> it allows a citizen to examine records <i>in situ<\/i> rather than specifying documents in advance \u2014 which is often the only practicable route where the applicant does not know what records exist. The first hour of inspection is free of charge.<br><br>\\n<b>The pattern to note:<\/b> statements 1 and 2 quote the definitions accurately; statement 3 inserts a <b>negation<\/b> into a provision that is affirmative. Watch for \\\"does not\\\" in RTI statement-based items.\"\r\n  },\r\n  {\r\n    \"id\": 113,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Office Procedure\",\r\n    \"question\": \"Within how many days of receiving the decision of a Central Public Information Officer, can an aggrieved person file the first appeal?\",\r\n    \"options\": [\r\n      \"15 days\",\r\n      \"30 days\",\r\n      \"45 days\",\r\n      \"60 days\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 30 days<\/b><br><br>\\n<b>Section 19(1) of the RTI Act, 2005<\/b> provides that any person who does not receive a decision within the specified time, or is aggrieved by a decision of the CPIO, may prefer an appeal <b>within thirty days<\/b> from the expiry of the prescribed period or from the receipt of the decision.<br><br>\\n<b>The appeal lies to the officer senior in rank to the CPIO<\/b> in the same public authority \u2014 the <b>First Appellate Authority (FAA)<\/b>. The FAA must dispose of the appeal within <b>30 days<\/b>, extendable to <b>45 days<\/b> for reasons to be recorded in writing.<br><br>\\n<b>Condonation of delay:<\/b> the FAA <b>may admit an appeal after the thirty-day period<\/b> if satisfied that the appellant was prevented by sufficient cause from filing in time. The limitation is therefore directory rather than absolute.<br><br>\\n<b>The complete RTI timeline \u2014 learn as a single sequence:<\/b><br>\\n<table><tr><td><b>Stage<\/b><\/td><td><b>Period<\/b><\/td><\/tr>\\n<tr><td>Information, ordinarily<\/td><td><b>30 days<\/b><\/td><\/tr>\\n<tr><td>Where life or liberty is concerned<\/td><td><b>48 hours<\/b><\/td><\/tr>\\n<tr><td>Application through an APIO<\/td><td>35 days<\/td><\/tr>\\n<tr><td>Third-party information involved<\/td><td>40 days<\/td><\/tr>\\n<tr><td>Third party's representation<\/td><td>Within 10 days of notice<\/td><\/tr>\\n<tr><td><b>First appeal to FAA<\/b><\/td><td><b>30 days<\/b><\/td><\/tr>\\n<tr><td>FAA to decide<\/td><td>30 days, extendable to 45<\/td><\/tr>\\n<tr><td><b>Second appeal to Information Commission<\/b><\/td><td><b>90 days<\/b><\/td><\/tr><\/table><br>\\n<b>Deemed refusal:<\/b> failure to respond within the prescribed period is treated as a refusal, and the applicant may appeal immediately.<br><br>\\n<b>Penalty under \u00a720:<\/b> \u20b9250 per day of delay, subject to a maximum of \u20b925,000, imposed on the CPIO personally \u2014 together with a recommendation for disciplinary action in cases of persistent default.\"\r\n  },\r\n  {\r\n    \"id\": 114,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"Which of the following statements is\/are correct in relation to the Right of Children to Free and Compulsory Education Act, 2009?<br>1. A child has the right to seek transfer from one school to another except some specified schools, for completing his\/her elementary education.<br>2. The Central and the State Governments shall have concurrent responsibility for providing funds for carrying out provisions of the Act.\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: CORRECT \u2713<\/b><br>\\n<b>Section 5<\/b> confers the right to transfer. Where a school does not provide for completion of elementary education, or where a child is required to move for any reason, the child has the <b>right to seek transfer<\/b> to any other school for completing elementary education \u2014 <b>except a school specified in sub-clauses (iii) and (iv) of clause (n) of Section 2<\/b>, that is, specified category schools and unaided schools.<br><br>\\n<b>Two important safeguards attach to it:<\/b><br>\\n\u2022 The head teacher or in-charge <b>shall immediately issue the transfer certificate<\/b><br>\\n\u2022 <b>Delay in producing a transfer certificate shall not be a ground for denying or delaying admission<\/b> in another school. Any person delaying the issue of a transfer certificate is liable for disciplinary action.<br><br>\\n<b>Statement 2: CORRECT \u2713<\/b><br>\\n<b>Section 7(1)<\/b>: \\\"The Central Government and the State Governments shall have <b>concurrent responsibility<\/b> for providing funds for carrying out the provisions of this Act.\\\"<br>\\nThe Central Government prepares the estimates of capital and recurring expenditure; the sharing ratio is determined in consultation with the States, informed by the recommendations of the <b>Finance Commission<\/b>. Funds flow principally through <b>Samagra Shiksha<\/b>.<br><br>\\n<b>Why concurrent responsibility is constitutionally apt:<\/b> education is in the <b>Concurrent List<\/b> following the 42nd Amendment, so neither level of government can discharge the obligation alone.<br><br>\\n<b>Practical relevance for a Principal:<\/b> refusing admission for want of a transfer certificate \u2014 or withholding one to secure payment of dues \u2014 is <b>contrary to statute<\/b> and exposes the head of school to disciplinary action. This is among the most frequently misapplied provisions of the Act.\"\r\n  },\r\n  {\r\n    \"id\": 115,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Educational policies, measurement & evaluation\",\r\n    \"question\": \"With reference to the Right of Children to Free and Compulsory Education Act, 2009, which of the following are the duties of appropriate Government?<br>1. Provide infrastructure including school building, teaching staff and learning equipment.<br>2. Ensure timely prescribing of curriculum and courses of study for elementary education.<br>3. Provide training facility for teachers.\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\n<b>Section 8<\/b> of the RTE Act sets out the duties of the appropriate Government. All three statements appear in it.<br><br>\\n<b>The full list under Section 8:<\/b> the appropriate Government shall \u2014<br>\\n(a) provide <b>free and compulsory elementary education<\/b> to every child<br>\\n(b) ensure <b>availability of a neighbourhood school<\/b> as specified in Section 6<br>\\n(c) ensure that the child belonging to <b>weaker sections and disadvantaged groups<\/b> is not discriminated against and prevented from pursuing and completing elementary education<br>\\n(d) <b>provide infrastructure including school building, teaching staff and learning equipment \u2713 (1)<\/b><br>\\n(e) provide <b>special training facility<\/b> specified in Section 4 for children admitted to age-appropriate classes<br>\\n(f) ensure and monitor <b>admission, attendance and completion<\/b> of elementary education by every child<br>\\n(g) ensure <b>good quality<\/b> elementary education conforming to the standards and norms in the Schedule<br>\\n(h) <b>ensure timely prescribing of curriculum and courses of study \u2713 (2)<\/b><br>\\n(i) <b>provide training facility for teachers \u2713 (3)<\/b><br><br>\\n<b>\\\"Appropriate Government\\\" defined (\u00a72(a)):<\/b> for a school established by the Central Government or an administrator of a Union Territory <b>without a legislature<\/b> \u2014 the <b>Central Government<\/b>; otherwise the <b>State Government<\/b>.<br>\\n<i>For Delhi, which has a legislature under Article 239AA, the appropriate Government is the Government of NCT of Delhi \u2014 directly relevant to this recruitment.<\/i><br><br>\\n<b>Distinguish the duty-holders under the Act:<\/b> <b>\u00a78<\/b> \u2014 appropriate Government \u00b7 <b>\u00a79<\/b> \u2014 local authority (largely parallel duties) \u00b7 <b>\u00a710<\/b> \u2014 parents and guardians \u00b7 <b>\u00a711<\/b> \u2014 pre-school education (a duty to <i>endeavour<\/i>, not an obligation) \u00b7 <b>\u00a724<\/b> \u2014 teachers.\"\r\n  },\r\n  {\r\n    \"id\": 116,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Office Procedure\",\r\n    \"question\": \"Which of the following categories of information is\/are exempted from disclosure under the Right to Information Act, 2005?<br>1. Information, disclosure of which would prejudicially affect the scientific or economic interests of the State<br>2. Information available to a person in his fiduciary relationship, unless the competent authority is satisfied that the larger public interest warrants the disclosure of such information\",\r\n    \"options\": [\r\n      \"1 only\",\r\n      \"2 only\",\r\n      \"Both 1 and 2\",\r\n      \"Neither 1 nor 2\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": \"<b>Correct Answer: C) Both 1 and 2<\/b><br><br>\\n<b>Statement 1: EXEMPT \u2713 \u2014 Section 8(1)(a)<\/b><br>\\nInformation the disclosure of which would prejudicially affect the <b>sovereignty and integrity of India<\/b>, the <b>security, strategic, scientific or economic interests<\/b> of the State, relation with foreign State, or lead to incitement of an offence.<br><br>\\n<b>Statement 2: EXEMPT \u2713 \u2014 Section 8(1)(e)<\/b><br>\\nInformation available to a person in his <b>fiduciary relationship<\/b>, unless the competent authority is satisfied that the <b>larger public interest<\/b> warrants disclosure.<br>\\n<i>A fiduciary relationship is one of trust and confidence \u2014 doctor and patient, lawyer and client, trustee and beneficiary, examiner and examinee. The Supreme Court has held that answer scripts are not held in a fiduciary capacity, but that examiner identity may be.<\/i><br><br>\\n<b>The complete list of exemptions under Section 8(1):<\/b><br>\\n(a) sovereignty, integrity, security, strategic, <b>scientific or economic interests<\/b> \u2713<br>\\n(b) information forbidden by a court, or whose disclosure may constitute <b>contempt of court<\/b><br>\\n(c) breach of <b>privilege of Parliament<\/b> or a State Legislature<br>\\n(d) <b>commercial confidence, trade secrets or intellectual property<\/b><br>\\n(e) <b>fiduciary relationship<\/b> \u2713<br>\\n(f) information received <b>in confidence from a foreign government<\/b><br>\\n(g) information endangering <b>life or physical safety<\/b>, or identifying a confidential source<br>\\n(h) information impeding the process of <b>investigation or prosecution<\/b><br>\\n(i) <b>cabinet papers<\/b>, including records of deliberations of the Council of Ministers<br>\\n(j) <b>personal information<\/b> with no relationship to any public activity, or causing unwarranted invasion of privacy<br><br>\\n<b>The overriding provision \u2014 Section 8(2):<\/b> a public authority <b>may allow access<\/b> notwithstanding the Official Secrets Act, 1923 or any of the exemptions, <b>if public interest in disclosure outweighs the harm<\/b> to the protected interests. The exemptions are therefore discretionary shields, not absolute bars.<br><br>\\n<b>Section 10 \u2014 severability:<\/b> where part of a record is exempt, access must be given to the <b>remainder<\/b> after severing the exempt portion.\"\r\n  },\r\n  {\r\n    \"id\": 117,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"General Knowledge & contemporary issues\",\r\n    \"question\": \"Which of the following conditions must be satisfied for admission of a Question in the Lok Sabha?<br>1. It shall not exceed 150 words.<br>2. It shall not raise larger issues of policy.<br>3. It shall not go into minor details of administration and day-to-day working of the Government.\",\r\n    \"options\": [\r\n      \"1 and 2 only\",\r\n      \"2 and 3 only\",\r\n      \"1 and 3 only\",\r\n      \"1, 2 and 3\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) 1, 2 and 3<\/b><br><br>\\nAll three are conditions of admissibility under the <b>Rules of Procedure and Conduct of Business in Lok Sabha<\/b>, and the Speaker decides admissibility.<br><br>\\n<b>Condition 1: CORRECT \u2713<\/b> \u2014 a question shall <b>not ordinarily exceed 150 words<\/b>.<br><br>\\n<b>Condition 2: CORRECT \u2713<\/b> \u2014 a question shall <b>not raise issues of policy too large to be dealt with within the limits of an answer<\/b>. Large policy questions are properly the subject of debate, not of a short reply during Question Hour.<br><br>\\n<b>Condition 3: CORRECT \u2713<\/b> \u2014 a question shall <b>not relate to trivial matters or to minor details of day-to-day administration<\/b>. Parliament exercises oversight of policy and accountability, not routine executive housekeeping.<br><br>\\n<i>Conditions 2 and 3 define the boundaries at both ends: a question must be neither too large nor too small for the instrument.<\/i><br><br>\\n<b>Other conditions of admissibility:<\/b> the matter must be primarily the concern of the <b>Government of India<\/b>; the question must not seek an <b>expression of opinion<\/b> or the solution of a hypothetical proposition; it must not ask about matters <b>sub judice<\/b>; it must not reflect on the character or conduct of any person except in an official capacity; it must not repeat a question already answered in substance; and it must not relate to a matter of <b>State Government<\/b> responsibility.<br><br>\\n<b>The four types of questions:<\/b><br>\\n\u2022 <b>Starred<\/b> \u2014 oral answer, supplementaries permitted; distinguished by an asterisk; maximum 20 per day<br>\\n\u2022 <b>Unstarred<\/b> \u2014 written answer, no supplementaries; maximum 230 per day<br>\\n\u2022 <b>Short Notice<\/b> \u2014 urgent public importance, less than 10 days' notice<br>\\n\u2022 <b>Questions to Private Members<\/b> \u2014 where the subject relates to a Bill or matter for which that Member is responsible<br><br>\\n<b>Question Hour<\/b> is the first hour of a sitting; <b>Zero Hour<\/b> follows it, and is an Indian innovation not mentioned in the Rules.\"\r\n  },\r\n  {\r\n    \"id\": 118,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Management & Financial administration\",\r\n    \"question\": \"What is the minimum imprisonment prescribed in the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013?\",\r\n    \"options\": [\r\n      \"3 months\",\r\n      \"6 months\",\r\n      \"1 year\",\r\n      \"No imprisonment is prescribed in the Act\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": \"<b>Correct Answer: D) No imprisonment is prescribed in the Act<\/b><br><br>\\n<b>The POSH Act, 2013 is a CIVIL, REMEDIAL statute, not a penal one.<\/b> Its object is to provide a workplace mechanism for prevention, prohibition and redressal \u2014 not to create criminal offences.<br><br>\\n<b>The penalties it does prescribe:<\/b><br>\\n\u2022 <b>Section 26<\/b> \u2014 where an employer fails to constitute an Internal Committee, fails to act on the Committee's recommendations, or otherwise contravenes the Act, the penalty is a <b>fine up to \u20b950,000<\/b><br>\\n\u2022 On a <b>repeat offence<\/b>, the fine may be doubled, and the employer's <b>licence or registration to conduct business may be cancelled or not renewed<\/b><br>\\n\u2022 <b>Section 14<\/b> \u2014 penalty for a <b>false or malicious complaint<\/b>, or false evidence: action in accordance with the service rules applicable to the complainant. Note that <b>mere inability to substantiate a complaint does not attract this provision<\/b><br>\\n\u2022 <b>Section 13<\/b> \u2014 where the allegation is proved, the Committee recommends action in accordance with <b>service rules<\/b> \u2014 which may include the major penalties under CCS (CCA) Rules, up to dismissal \u2014 and may recommend deduction of compensation from the respondent's salary<br><br>\\n<b>Where imprisonment does arise:<\/b> if the conduct also constitutes an offence under the <b>Indian Penal Code \/ Bharatiya Nyaya Sanhita<\/b> \u2014 outraging modesty, sexual harassment, assault \u2014 the aggrieved woman may pursue criminal proceedings <b>in addition to<\/b> the POSH inquiry. <b>Section 19(g)<\/b> requires the employer to assist her in doing so. The two remedies are parallel, not alternative.<br><br>\\n<b>Reasoning to the answer without recall:<\/b> the Act's own title \u2014 Prevention, <b>Prohibition and Redressal<\/b> \u2014 signals a remedial framework. Its machinery is an Internal Committee following <b>service rules<\/b>, not a court passing sentence.<br><br>\\n<i>See the Principal paper of the same year, which tested the composition of the Internal Committee \u2014 specifically that at least one-half of the members must be women.<\/i>\"\r\n  },\r\n  {\r\n    \"id\": 119,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Management & Financial administration\",\r\n    \"question\": \"Which one of the following officers is the Chief Accounting Authority in a Central Government Ministry?\",\r\n    \"options\": [\r\n      \"Secretary\",\r\n      \"Chief Controller of Accounts\",\r\n      \"Public Accounts Officer\",\r\n      \"Financial Adviser\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": \"<b>Correct Answer: A) Secretary<\/b><br><br>\\nUnder the <b>General Financial Rules, 2017<\/b>, the <b>Secretary of a Ministry or Department is the Chief Accounting Authority<\/b>. He discharges that responsibility with the assistance of the <b>Financial Adviser<\/b> and the <b>Chief Controller of Accounts<\/b>.<br><br>\\n<b>The Secretary's responsibilities as Chief Accounting Authority \u2014 he is responsible and accountable for:<\/b><br>\\n\u2022 Ensuring that the <b>public funds appropriated<\/b> to the Ministry are used for the purpose for which they were meant<br>\\n\u2022 Ensuring that <b>financial order and propriety<\/b> are maintained<br>\\n\u2022 The <b>maintenance of accounts<\/b> and their accuracy<br>\\n\u2022 <b>Answering before the Public Accounts Committee<\/b> for the Ministry's expenditure and for audit observations<br>\\n\u2022 Ensuring that <b>internal controls<\/b> and internal audit are effective<br>\\n\u2022 Ensuring prompt settlement of <b>audit objections<\/b> and timely submission of <b>Action Taken Notes<\/b><br><br>\\n<b>Why the Secretary and not the accounts specialists:<\/b> the office carries <b>accountability<\/b>, not merely technical competence. The Secretary is the administrative head answerable to Parliament through the PAC. The <b>Chief Controller of Accounts<\/b> maintains the accounts and the <b>Financial Adviser<\/b> advises on financial propriety \u2014 both <b>assist<\/b> the Secretary, who remains answerable. Options (B) and (D) are therefore plausible but describe subordinate functionaries.<br><br>\\n<b>Option (C) \\\"Public Accounts Officer\\\"<\/b> is not a designation that exists in this framework.<br><br>\\n<b>The parallel at school level:<\/b> the <b>Head of School is the equivalent accountable authority<\/b> for the school's funds \u2014 answerable in audit for the cash book, stock registers, procurement and utilisation of grants, and unable to shift that responsibility onto a clerk or accountant. The principle is the same at both scales: <b>the administrative head bears financial accountability<\/b>.\"\r\n  },\r\n  {\r\n    \"id\": 120,\r\n    \"year\": \"2022\",\r\n    \"chapter\": \"Office Procedure\",\r\n    \"question\": \"Under the Right to Information Act, 2005, if the information sought for concerns the life or liberty of a person, within which time period after the receipt of the request shall the information be supplied?\",\r\n    \"options\": [\r\n      \"24 hours\",\r\n      \"48 hours\",\r\n      \"3 days\",\r\n      \"7 days\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": \"<b>Correct Answer: B) 48 hours<\/b><br><br>\\n<b>The proviso to Section 7(1)<\/b> of the RTI Act, 2005 provides that where the information sought for concerns the <b>life or liberty of a person<\/b>, it shall be provided <b>within forty-eight hours of the receipt of the request<\/b>.<br><br>\\n<b>Why the Act creates this exception:<\/b> the ordinary 30-day period is designed for the routine functioning of a public authority. Where a life is at stake or a person's liberty is in question, a month's delay would render the right meaningless. The 48-hour rule recognises that <b>information delayed is, in such cases, information denied<\/b>.<br><br>\\n<b>Typical situations attracting the provision:<\/b> information about a person in custody or detention; medical or hospital records urgently required for treatment; information concerning an imminent threat to safety; details required to prevent harm.<br><br>\\n<b>The complete Section 7 timeline:<\/b><br>\\n\u2022 <b>30 days<\/b> \u2014 ordinary requests<br>\\n\u2022 <b>48 hours<\/b> \u2014 <b>life or liberty<\/b> \u2713<br>\\n\u2022 <b>35 days<\/b> \u2014 where the application is submitted through an Assistant PIO (5 additional days for transmission)<br>\\n\u2022 <b>40 days<\/b> \u2014 where third-party interests are involved and notice under \u00a711 must be given<br>\\n\u2022 <b>Free of cost<\/b> \u2014 where the authority fails to respond within the prescribed period, information must be supplied free of charge<br><br>\\n<b>Section 7(3)<\/b> \u2014 where further fee is payable, the CPIO must inform the applicant, and the period between despatch of that intimation and payment is <b>excluded<\/b> from the time limit.<br><br>\\n<b>Practical note for a school Principal acting as PIO:<\/b> a request touching a child's safety, a missing student, or a medical emergency falls within the 48-hour limb. Treating it as a routine application would be a breach of the Act, attracting personal penalty under \u00a720 of \u20b9250 per day.\"\r\n  }\r\n];\r\n\/* =====================================================================\r\n   3. SANITISE + INDEX\r\n   Both banks are checked the same way; bad rows are dropped with a\r\n   console note rather than blanking the widget.\r\n   ===================================================================== *\/\r\nfunction sanitise(list, kind){\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    if(good){ q.bank = kind; ok.push(q); } else bad.push({row:i, id:q&&q.id});\r\n  });\r\n  if(bad.length) console.warn('['+kind+' bank] skipped '+bad.length+' malformed question(s):', bad);\r\n  return ok;\r\n}\r\nconst PYQ = sanitise(pyqQuestions,'pyq');\r\nconst QS  = PYQ;\r\nconst L = ['A','B','C','D','E','F'];\r\nconst uid = q => q.bank+'##'+q.chapter+'##'+q.id;\r\nconst BY_UID = new Map(QS.map(q=>[uid(q), q]));\r\n\/* ---------------------------------------------------------------------\r\n   Chapters are keyed on their number, so the two banks do not have to\r\n   spell the name identically. 'Ch 2', 'CH 2: Right to Information...'\r\n   and 'Chapter-2' all resolve to the same chapter; the longest spelling\r\n   found in either bank becomes the display name.\r\n   --------------------------------------------------------------------- *\/\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 chKey(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  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 CH_NAME = (function(){\r\n  const best={};\r\n  QS.forEach(q=>{ const k=chKey(q.chapter);\r\n    if(!best[k] || q.chapter.length>best[k].length) best[k]=q.chapter; });\r\n  return best;\r\n})();\r\nQS.forEach(q=>{ q.chKey = chKey(q.chapter); q.chapter = CH_NAME[q.chKey]; });\r\nconst CHAPTERS = (function(){\r\n  const seen=[]; QS.forEach(q=>{ if(!seen.includes(q.chapter)) seen.push(q.chapter); }); return seen;\r\n})();\r\nconst BY_CH = (()=>{ const m=new Map();\r\n  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\n\/* exam cycles, ordered by the first four-digit year in the label *\/\r\nconst YEAR_ORDER = y => { const m=String(y).match(\/\\d{4}\/); return m ? +m[0] : 9999; };\r\nconst YEARS = [...new Set(QS.map(q=>q.year).filter(y=>y!==undefined && y!==null && y!==''))]\r\n  .sort((a,b)=>YEAR_ORDER(a)-YEAR_ORDER(b) || String(a).localeCompare(String(b)));\r\nconst inYear = y => QS.filter(q=>String(q.year)===String(y));\r\nfunction chOrder(c){\r\n  const k = chKey(c);\r\n  if(k.startsWith('CH'))  return [0, +k.slice(2)||0, c];\r\n  if(k.startsWith('APP')) return [1, +k.slice(3)||99, c];\r\n  return [2, 0, c];\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] || String(x[2]).localeCompare(String(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), letters=t.replace(\/[^A-Za-z]\/g,'');\r\n  if(!letters || letters !== letters.toUpperCase()) return t;\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(\/\\bRti\\b\/g,'RTI');\r\n}\r\nconst chShort = c => { const k=chKey(c);\r\n  return k.startsWith('CH') ? 'Ch '+k.slice(2) : k.startsWith('APP') ? 'Appx '+k.slice(3) : titleCase(c).slice(0,22); };\r\nconst chBrief = c => { const m=String(c).match(\/^\\s*(?:CH|CHAPTER)\\s*(\\d+)\\s*:\\s*(.+)$\/i);\r\n  const cap=t=>t.length>40?t.slice(0,38).trim()+'\\u2026':t;\r\n  return m ? 'Ch '+m[1]+': '+cap(titleCase(m[2])) : cap(titleCase(String(c))); };\r\n\/* =====================================================================\r\n   4. EXAM WEIGHT \u2014 counted, not declared\r\n   A chapter's weight is its share of the PYQ bank. Nothing is set by\r\n   hand, so adding a year of papers re-weights the whole page. If there\r\n   are no PYQs at all, the page falls back to the concept bank's shape\r\n   and stops calling it exam weight.\r\n   ===================================================================== *\/\r\nconst W = (function(){\r\n  const pyqCount={};\r\n  CHAPTERS.forEach(c=>{ pyqCount[c]=inCh(c).length; });\r\n  const totalPyq = QS.length, weights={};\r\n  CHAPTERS.forEach(c=>weights[c]= totalPyq?pyqCount[c]\/totalPyq:0);\r\n  return {weights, pyqCount, totalPyq, untested:[], measured: totalPyq>0};\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\/* wording \u2014 weights are counted from real papers here, so the exam\r\n   language is accurate; it softens on its own if no PYQs are loaded *\/\r\nconst WT = W.measured;\r\nconst T = {\r\n  ofPaper   : WT ? 'of the exam'          : 'of this bank',\r\n  onScreen  : WT ? 'Exam weight on screen': 'Share on screen',\r\n  colWeight : WT ? 'Exam weight'          : 'Share of bank',\r\n  covered   : WT ? 'Paper weight touched' : 'Bank covered',\r\n  projected : WT ? 'Projected paper score': 'Projected score',\r\n  leakHead  : WT ? 'Where your marks are leaking' : 'Where you are losing the most',\r\n  leakUnit  : WT ? 'marks \/100'           : 'points \/100',\r\n  leakWord  : WT ? 'marks'                : 'points',\r\n  readyDef  : WT ? 'Readiness = \\u03a3 (exam weight \\u00d7 mastery)' : 'Readiness = \\u03a3 (share of the bank \\u00d7 mastery)',\r\n  paperOut  : WT ? 'the paper would come out near' : 'you would score around'\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   7. SESSION STATE\r\n   ===================================================================== *\/\r\nconst S = { tab:'quiz', filter:'all', chapter:null, year:null, i:0, pick:null, nudge:false,\r\n            query:'', unattempted:false, ans:{}, order:[] };\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   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);\r\n    let att=0, ok=0, bad=0, mastSum=0;\r\n    const yrs = new Set();\r\n    qs.forEach(q=>{ const st=P.stats[uid(q)];\r\n      if(q.year!==undefined && q.year!=='') yrs.add(String(q.year));\r\n      if(st && (st.correct+st.incorrect)>0){ att++; ok+=st.correct; bad+=st.incorrect; }\r\n      mastSum += st ? Math.min(st.correct\/CFG.masteryThreshold,1) : 0; });\r\n    const count=qs.length;\r\n    const acc = (ok+bad) ? ok\/(ok+bad) : null;\r\n    const weight = weightOf(c), coverage = count?att\/count:0, mastery = count?mastSum\/count: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, weight, att, ok, bad, years:yrs.size,\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   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 share = kind==='focus' ? (r=>r.leak) : (r=>r.weight);\r\n  const alloc = allocate(rows, n, share);\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  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' ? 'Mixed 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   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==='year' && S.year) p = inYear(S.year);\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  if(S.filter==='year') p.sort((a,b)=>(+a.id||0)-(+b.id||0));   \/\/ a paper keeps its printed order\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   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\nlet QNUM = '';                               \/\/ set by render() just before each stem is built\r\nconst QN = () => '<span class=\"qno\">' + (QNUM || 'Q.') + '<\/span>';\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*$');\r\n  return parts.map(p=>{ const m=String(p).match(re);\r\n    return m ? {k:m[1].toUpperCase(), v:m[2]} : null; }).filter(Boolean);\r\n}\r\nfunction matchCard(lines, plain){\r\n  \/\/ keep line breaks, normalise only runs of spaces\r\n  const text = lines.map(plain).join('\\n').replace(\/[ \\t]+\/g,' ').trim();\r\n  \/* The opening line almost always names both lists \u2014 \"Match List-I with\r\n     List-II and select\u2026\" \u2014 so the first occurrence of each is the wrong\r\n     one. Take the last List-I that actually has items after it, and the\r\n     first List-II following that. *\/\r\n  const at = re => [...text.matchAll(re)].map(m=>m.index);\r\n  const posI  = at(\/List\\s*[-\u2013\u2014]?\\s*I\\b\/gi);\r\n  const posII = at(\/List\\s*[-\u2013\u2014]?\\s*II\\b\/gi);\r\n  const hasItems = (str,kind) =>\r\n    (kind==='alpha' ? \/[A-F]\\s*[.):]\\s\/ : \/\\d{1,2}\\s*[.):]\\s\/).test(str);\r\n  let iI=-1, iII=-1;\r\n  for(let k=posI.length-1;k>=0 && iI<0;k--){\r\n    const ii = posII.find(x=>x>posI[k]);\r\n    if(ii===undefined) continue;\r\n    if(hasItems(text.slice(posI[k],ii),'alpha') && hasItems(text.slice(ii),'num')){ iI=posI[k]; iII=ii; }\r\n  }\r\n  if(iI<0 || iII<0) return plainCard(lines);\r\n  const head  = text.slice(0, iI).trim();\r\n  let segI    = text.slice(iI, iII).trim();\r\n  let segII   = text.slice(iII).trim();\r\n  \/\/ anything after the lists \u2014 \"Code :\", \"Select the correct answer\u2026\"\r\n  let tail = '';\r\n  const t = segII.match(\/(?:\\n|\\s)(Code\\s*[:.]?\\s*$|(?:Select|Choose)\\b[\\s\\S]*$)\/i);\r\n  if(t){ tail = t[1].trim(); segII = segII.slice(0, t.index).trim(); }\r\n  \/\/ column captions: \"List-I (Purpose of Leave) :\"\r\n  const capRe = \/^List\\s*[-\u2013\u2014]?\\s*I{1,2}\\b\\s*(\\([^)]*\\))?\\s*[:.]?\\s*\/i;\r\n  const hI  = segI.match(capRe),  hII = segII.match(capRe);\r\n  const capI  = hI  ? hI[0].replace(\/[\\s:.]+$\/,'')  : '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  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   13. UI HELPERS\r\n   ===================================================================== *\/\r\nconst $ = id => document.getElementById(id);\r\nlet toastTimer=null;\r\nfunction toast(msg, ok){\r\n  const t=$('toast'); t.innerHTML=msg; t.className='toast show'+(ok?' ok':'');\r\n  clearTimeout(toastTimer); toastTimer=setTimeout(()=>t.className='toast',3000);\r\n}\r\nconst SRC_ON = !!(CFG.sourceUrl && CFG.sourceUrl.trim());\r\nconst stripHtml = s => String(s).replace(\/<[^>]+>\/g,'').replace(\/\\s+\/g,' ').trim();\r\nconst preview = (q,n) => { const t=stripHtml(q.question); return t.length>n ? t.slice(0,n)+'\u2026' : t; };\r\nfunction stars(u){\r\n  const s=P.stats[u]; if(!s || (s.correct+s.incorrect)===0) return null;\r\n  return { filled: Math.min(s.correct, CFG.masteryThreshold), c:s.correct, i:s.incorrect };\r\n}\r\n\/* =====================================================================\r\n   14. RENDER \u2014 PRACTICE\r\n   ===================================================================== *\/\r\nfunction renderYears(){\r\n  const panel=$('yearPanel');\r\n  const on = S.filter==='year';\r\n  panel.classList.toggle('hide', !on);\r\n  if(!on) return;\r\n  if(!S.year || !YEARS.some(y=>String(y)===String(S.year))) S.year = YEARS[YEARS.length-1];\r\n  $('yearList').innerHTML = YEARS.map(y=>{\r\n    const qs=inYear(y);\r\n    const done=qs.filter(q=>{ const st=P.stats[uid(q)]; return st && (st.correct+st.incorrect)>0; }).length;\r\n    const ok=qs.reduce((a,q)=>{ const st=P.stats[uid(q)]; return a+(st?st.correct:0); },0);\r\n    const bad=qs.reduce((a,q)=>{ const st=P.stats[uid(q)]; return a+(st?st.incorrect:0); },0);\r\n    const acc=(ok+bad)?Math.round(ok\/(ok+bad)*100):null;\r\n    return '<button class=\"ychip\" aria-pressed=\"'+(String(y)===String(S.year))+'\" data-year=\"'+encodeURIComponent(y)+'\"'\r\n      + ' title=\"'+qs.length+' questions'+(acc===null?'':' \u00b7 '+acc+'% accurate so far')+'\">'\r\n      + '<span class=\"yy\">'+y+'<\/span>'\r\n      + '<span class=\"yn\">'+qs.length+' Q'+(acc===null?'':' \u00b7 '+acc+'%')+'<\/span>'\r\n      + '<span class=\"ybar\"><i style=\"width:'+(qs.length?done\/qs.length*100:0)+'%\"><\/i><\/span><\/button>';\r\n  }).join('');\r\n  const qs=inYear(S.year);\r\n  const seen=qs.filter(q=>{ const st=P.stats[uid(q)]; return st && (st.correct+st.incorrect)>0; }).length;\r\n  $('yearMeta').textContent = S.year+' \u2014 '+qs.length+' questions \u00b7 '+Math.round(qs.length?seen\/qs.length*100:0)+'% attempted';\r\n}\r\nfunction renderCtx(){\r\n  renderYears();\r\n  const panel=$('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+(WT?' \u2014 '+pctLabel(r.weight)+' of the exam':'')\r\n                + ' \u00b7 '+r.count+' question'+(r.count===1?'':'s')+' across '+r.years+' paper'+(r.years===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      + (WT ? '<span class=\"cw\">'+pctLabel(r.weight)+' of exam<\/span>' : '')\r\n      + (mastered===r.count ? '<span class=\"done\">\u2713<\/span>' : '')\r\n      + '<span class=\"cc yrs\" title=\"papers this chapter has appeared in\">'+r.years+' pp<\/span>'\r\n      + '<span class=\"cc con\" title=\"questions\">'+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  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  $('qChap').textContent  = chBrief(q.chapter);\r\n  const src=$('qSrc');\r\n  src.className = 'badge-src pyq';\r\n  src.textContent = q.year ? 'PYQ '+q.year : 'PYQ';\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  QNUM = (q.id != null ? q.id : (S.i + 1)) + '.';\r\n  const _foot = $('cdFoot');\r\n  if(_foot) _foot.innerHTML = '<span>' + (CFG.bookletCode || '') + '<\/span>'\r\n                            + '<span>( ' + (S.i + 1) + ' \\u2013 A )<\/span>';\r\n  $('qStem').outerHTML = buildStem(cleanStem(q.question));\r\n  const box=$('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  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  $('flagTxt').textContent = on ? 'Flagged' : 'Flag for review';\r\n  const res=$('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  $('hYr').textContent = YEARS.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  $('fYear').textContent = YEARS.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  $('perfPill').classList.toggle('hide', weak.size<5);\r\n}\r\n\/* =====================================================================\r\n   15. RENDER \u2014 PERFORMANCE\r\n   ===================================================================== *\/\r\nfunction renderPerf(){\r\n  const body=$('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  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  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  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  + plannerHTML(false)\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  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"secno\">02<\/span>Chapter performance vs '+(WT?'exam weight':'bank share')+'<\/h4>'\r\n    + '<p>Every figure counted from the papers themselves. \\u201cAsked in\\u201d is how many exam cycles the chapter has appeared in \\u2014 a chapter in most papers is a near-certainty on the next one.<\/p><\/div>'\r\n    + '<span class=\"sechint\">priority = high weight \\u00d7 low accuracy<\/span><\/div>'\r\n    + '<div class=\"tblwrap\" style=\"border:0;border-radius:0\"><table class=\"perf-t\"><thead><tr>'\r\n    + '<th>Chapter<\/th><th>'+T.colWeight+'<\/th><th>Asked in<\/th><th>Covered<\/th><th>Accuracy<\/th>'\r\n    + '<th>Expected<\/th><th>Status<\/th><th><\/th><\/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 ? '<span class=\"nil\">\\u2014<\/span>'\r\n          : '<div class=\"minibar\"><i style=\"width:'+Math.max(a,4)+'%;background:'\r\n            + (a<45?'var(--bad)':a<65?'var(--gold)':'var(--ok)')+'\"><\/i><\/div>'\r\n            + '<span class=\"miniv\" style=\"color:'+(a<45?'var(--bad)':a<65?'#8A6206':'var(--ok)')+'\">'+a+'%<\/span>';\r\n        const reg = YEARS.length ? Math.round(r.years\/YEARS.length*100) : 0;\r\n        return '<tr><td class=\"lft\" title=\"'+r.chapter+'\">'+chBrief(r.chapter)+'<\/td>'\r\n          + '<td><b class=\"wt\">'+pctLabel(r.weight)+'<\/b><span class=\"wsub\">('+r.count+' Q'+(r.count===1?'':'s')+')<\/span><\/td>'\r\n          + '<td><b>'+r.years+'<\/b><span class=\"sub\">of '+YEARS.length+' papers'+(reg>=70?' \\u00b7 regular':'')+'<\/span><\/td>'\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 pyq\" data-goch=\"'+encodeURIComponent(r.chapter)+'\">Drill<\/button><\/td><\/tr>';\r\n      }).join('')\r\n    + '<\/tbody><\/table><\/div><\/section>'\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"secno\">03<\/span>'+T.leakHead+'<\/h4>'\r\n    + '<p id=\"leakNote\"><\/p><\/div>'\r\n    + '<span class=\"sechint\">'+rows.filter(r=>r.count>0).length+' chapters<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"leakBars\"><\/div><\/section>'\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"secno\">04<\/span>How you handle each kind of question<\/h4>'\r\n    + '<p id=\"fmtNote\"><\/p><\/div>'\r\n    + '<span class=\"sechint\">format beats topic when the gap is wide<\/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  + (YEARS.length>1 ? '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n      + '<h4><span class=\"secno\">05<\/span>Your score, paper by paper<\/h4>'\r\n      + '<p id=\"cycNote\"><\/p><\/div>'\r\n      + '<span class=\"sechint\">click a cycle to sit that paper<\/span><\/div>'\r\n      + '<div class=\"bars\" id=\"cycPerf\"><\/div><\/section>' : '')\r\n  + '<div class=\"split\">'\r\n    + '<div class=\"panel\"><h4 class=\"ph\"><span class=\"secno\">06<\/span> Revision queue \u2014 what is fading fastest<\/h4><div id=\"revQ\"><\/div><\/div>'\r\n    + '<div class=\"panel\"><h4 class=\"ph\"><span class=\"secno\">07<\/span> Mastery distribution<\/h4><div id=\"mastDist\"><\/div><\/div>'\r\n  + '<\/div>'\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  renderRecos(byPriority, rows, due);\r\n  renderCyclePerf();\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><span class=\"secno\">01<\/span>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 mixed paper draws across every cycle in the weight the papers themselves set, and \\u201cSit the paper\\u201d gives you one full exam cycle in order.'\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 mixed paper draws across every cycle in the weight the papers themselves set. 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 Mixed paper \u2014 '+Math.min(CFG.mockSize,QS.length)+' Q<\/button>'\r\n    + (YEARS.length ? '<button class=\"pbtn navy\" data-goyear=\"'+encodeURIComponent(YEARS[YEARS.length-1])+'\">\ud83d\udcdc Sit the '+YEARS[YEARS.length-1]+' paper<\/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 = WT ? '<b>'+pctLabel(r.weight)+'<\/b> of the exam ('+r.count+' question'+(r.count===1?'':'s')+')' : '';\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  \/\/ 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>'+(WT?', '+pctLabel(done.weight)+' of the exam':'')+'. Practice has given what it can \u2014 go back to the source text for the rest.',ch:done.chapter});\r\n  \/\/ a chapter the paper keeps returning to\r\n  const regular = rows.filter(r=>r.years>=Math.ceil(YEARS.length*0.7) && r.count>=4 && (r.acc===null||r.acc<0.75))\r\n                      .sort((a,b)=>b.years-a.years)[0];\r\n  if(regular) out.push({ic:'warm',icon:'\ud83d\udd01',txt:'<b>'+chBrief(regular.chapter)+'<\/b> has appeared in <b>'+regular.years+' of '+YEARS.length+' papers<\/b>. A chapter that regular is a near-certainty on the next one.',ch:regular.chapter});\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  $('recoList').innerHTML = out.map(r=>{\r\n    let btn='';\r\n    if(r.ch)        btn='<button class=\"go\" data-goch=\"'+encodeURIComponent(r.ch)+'\">Practice \u2192<\/button>';\r\n    else if(r.weak) btn='<button class=\"go\" data-goweak=\"1\">Start \u2192<\/button>';\r\n    else if(r.flag) btn='<button class=\"go\" data-goflag=\"1\">Open \u2192<\/button>';\r\n    return '<div class=\"reco\"><span class=\"ic '+r.ic+'\">'+r.icon+'<\/span><p>'+r.txt+'<\/p>'+btn+'<\/div>';\r\n  }).join('');\r\n}\r\n\/* how you actually score on each paper \u2014 the closest thing to a rehearsal *\/\r\nfunction renderCyclePerf(){\r\n  const box=$('cycPerf'); if(!box) return;\r\n  const rows = YEARS.map(y=>{\r\n    const qs=inYear(y);\r\n    let att=0, ok=0, bad=0;\r\n    qs.forEach(q=>{ const st=P.stats[uid(q)];\r\n      if(st && (st.correct+st.incorrect)>0){ att++; ok+=st.correct; bad+=st.incorrect; } });\r\n    return { y, count:qs.length, att, acc:(ok+bad)?ok\/(ok+bad):null, coverage:qs.length?att\/qs.length:0 };\r\n  });\r\n  const done = rows.filter(r=>r.acc!==null);\r\n  const note=$('cycNote');\r\n  if(note){\r\n    if(!done.length) note.innerHTML = 'Nothing attempted yet. Sit a paper and this becomes the closest thing to a rehearsal you have.';\r\n    else {\r\n      const best=done.slice().sort((a,b)=>b.acc-a.acc)[0], worst=done.slice().sort((a,b)=>a.acc-b.acc)[0];\r\n      note.innerHTML = done.length===1\r\n        ? 'One paper attempted so far \\u2014 <b>'+best.y+'<\/b> at <b>'+Math.round(best.acc*100)+'%<\/b>. Sit another to see whether that holds.'\r\n        : 'Your strongest paper is <b>'+best.y+'<\/b> at <b>'+Math.round(best.acc*100)+'%<\/b>, your weakest <b>'+worst.y\r\n          +'<\/b> at <b>'+Math.round(worst.acc*100)+'%<\/b>. A wide gap usually means the syllabus shifted, not that you did.';\r\n    }\r\n  }\r\n  box.innerHTML = rows.map(r=>{\r\n    const a = r.acc===null?null:Math.round(r.acc*100);\r\n    const col = a===null?'#CBD5E1' : a<45?'linear-gradient(90deg,#F08A92,var(--bad))'\r\n              : a<65?'linear-gradient(90deg,var(--gold-lt),var(--gold))'\r\n              : 'linear-gradient(90deg,#6EE7B7,var(--ok))';\r\n    return '<div class=\"lrow\" style=\"cursor:pointer\" data-goyear=\"'+encodeURIComponent(r.y)+'\">'\r\n      + '<div><span class=\"lname\">'+r.y+'<\/span>'\r\n      + '<span class=\"lsub\">'+r.count+' question'+(r.count===1?'':'s')+' \\u00b7 '+r.att+' attempted ('+Math.round(r.coverage*100)+'%)<\/span><\/div>'\r\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(a===null?0:a)+'%;background:'+col+'\"><\/div><\/div>'\r\n      + '<div class=\"lval\">'+(a===null?'\\u2014':a+'%')+'<small>accuracy<\/small><\/div><\/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\">'+(WT?pctLabel(r.weight)+' of the exam \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   15b. EXAM ANALYTICS  \u2014  what the paper has actually asked\r\n   Everything here is counted from the PYQ bank's year field. Nothing is\r\n   estimated, so the tab hides itself when no years are recorded.\r\n   ===================================================================== *\/\r\nfunction examData(){\r\n  const years = YEARS.slice();\r\n  const rows = CHAPTERS.map(c=>{\r\n    const qs=inCh(c), byYear={};\r\n    years.forEach(y=>byYear[y]=0);\r\n    qs.forEach(q=>{ if(byYear[q.year]!==undefined) byYear[q.year]++; });\r\n    return { chapter:c, total:qs.length, byYear,\r\n             share: PYQ.length?qs.length\/PYQ.length:0 };\r\n  }).filter(r=>r.total>0).sort((a,b)=>b.total-a.total);\r\n  const perYear={}; years.forEach(y=>perYear[y]=PYQ.filter(q=>q.year===y).length);\r\n  return {years, rows, perYear, total:PYQ.length};\r\n}\r\nfunction renderExam(){\r\n  const d = examData(), body=$('examBody');\r\n  $('examCount').textContent = PYQ.length+' previous year questions';\r\n  if(!PYQ.length){ body.innerHTML='<div class=\"empty\"><b>No previous year questions loaded<\/b>Paste them into <code>pyqQuestions<\/code>, each with its year.<\/div>'; return; }\r\n  const hi = CFG.highYield, maxTot = Math.max(...d.rows.map(r=>r.total), 1);\r\n  const maxCell = Math.max(1, ...d.rows.map(r=>Math.max(...Object.values(r.byYear))));\r\n  const shade = n => { if(!n) return '';\r\n    const t=n\/maxCell;\r\n    return 'background:'+(t>0.8?'#D99B12':t>0.6?'#E8B44A':t>0.4?'#F2D28C':t>0.2?'#F9E9C4':'#FDF6E6')\r\n         + ';color:'+(t>0.6?'#3A2A02':'#8A6206')+';font-weight:800';\r\n  };\r\n  const maxYear = Math.max(...Object.values(d.perYear), 1);\r\n  const heavy = d.rows.filter(r=>r.total>=hi);\r\n  const heavyShare = heavy.reduce((a,r)=>a+r.share,0);\r\n  const spread = d.rows.filter(r=>Object.values(r.byYear).filter(Boolean).length >= Math.ceil(d.years.length*0.6));\r\n  body.innerHTML =\r\n  \/\/ ---------- 01 ranked ----------\r\n  '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"secno\">01<\/span>Ranked \u2014 questions per chapter<\/h4>'\r\n    + '<p>'+(heavy.length\r\n        ? '<b>'+heavy.length+' chapter'+(heavy.length===1?'':'s')+'<\/b> carry '+hi+' questions or more and together hold <b>'\r\n          + Math.round(heavyShare*100)+'%<\/b> of every paper on record. They are shown in gold.'\r\n        : 'No chapter has reached '+hi+' questions yet, so nothing is marked high-yield.')+'<\/p><\/div>'\r\n    + '<span class=\"sechint\">gold = high-yield ('+hi+'+ Qs)<\/span><\/div>'\r\n    + '<div class=\"bars\">'\r\n    + d.rows.map((r,i)=>{\r\n        const gold = r.total>=hi;\r\n        return '<div class=\"rankrow\"><span class=\"rk\">'+(i+1)+'<\/span>'\r\n          + '<span class=\"rname'+(gold?' gold':'')+'\" title=\"'+r.chapter+'\">'+titleCase(r.chapter)+'<\/span>'\r\n          + '<div class=\"rtrack\"><i style=\"width:'+(r.total\/maxTot*100)+'%;background:'\r\n            + (gold?'linear-gradient(90deg,var(--gold-lt),#D99B12)':'linear-gradient(90deg,#93B4F7,var(--blue-700))')+'\"><\/i><\/div>'\r\n          + '<span class=\"rv\">'+r.total+'<\/span><span class=\"rp\">'+(r.share*100).toFixed(1)+'%<\/span><\/div>';\r\n      }).join('')\r\n    + '<\/div><\/section>'\r\n  \/\/ ---------- 02 heatmap ----------\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"secno\">02<\/span>Heatmap matrix \u2014 chapter \\u00d7 exam year<\/h4>'\r\n    + '<p>'+(spread.length\r\n        ? '<b>'+spread.map(r=>chShort(r.chapter)).slice(0,3).join(', ')+'<\/b> appear in most papers on record \u2014 those are the standing favourites, not one-off spikes.'\r\n        : 'Read down a column to see what a single paper favoured; read across a row to see whether a chapter is a regular or a one-off.')+'<\/p><\/div>'\r\n    + '<span class=\"sechint\">darker gold = more questions<\/span><\/div>'\r\n    + '<div class=\"tblwrap\" style=\"border:0;border-radius:0\"><table class=\"perf-t hm\"><thead><tr>'\r\n    + '<th class=\"lft\">Chapter<\/th>'+d.years.map(y=>'<th>'+y+'<\/th>').join('')+'<th class=\"tot\">Total<\/th>'\r\n    + '<\/tr><\/thead><tbody>'\r\n    + d.rows.map(r=>'<tr><td class=\"lft\" title=\"'+r.chapter+'\">'+titleCase(r.chapter)+'<\/td>'\r\n        + d.years.map(y=>{ const n=r.byYear[y];\r\n            return '<td style=\"'+shade(n)+'\">'+(n||'<span class=\"nil\">\\u00b7<\/span>')+'<\/td>'; }).join('')\r\n        + '<td class=\"tot\">'+r.total+'<\/td><\/tr>').join('')\r\n    + '<\/tbody><tfoot><tr><td class=\"lft\">Total<\/td>'\r\n    + d.years.map(y=>'<td>'+d.perYear[y]+'<\/td>').join('')+'<td>'+d.total+'<\/td><\/tr><\/tfoot><\/table><\/div>'\r\n    + '<div class=\"hmlegend\"><span>Low<\/span>'\r\n    + ['#FDF6E6','#F9E9C4','#F2D28C','#E8B44A','#D99B12'].map(c=>'<i style=\"background:'+c+'\"><\/i>').join('')\r\n    + '<span>High<\/span><\/div><\/section>'\r\n  \/\/ ---------- 03 per cycle ----------\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"secno\">03<\/span>Questions per exam cycle<\/h4>'\r\n    + '<p>How many questions each paper on record contributed. A short bar usually means a partly recovered paper rather than a shorter exam \\u2014 worth knowing before you read too much into that year\\u2019s pattern.<\/p><\/div>'\r\n    + '<span class=\"sechint\">'+d.years.length+' cycles \\u00b7 '+d.total+' questions<\/span><\/div>'\r\n    + '<div class=\"cyc\">'\r\n    + d.years.map(y=>{ const n=d.perYear[y];\r\n        return '<div class=\"cycbar\"><span class=\"cn\">'+n+'<\/span>'\r\n          + '<div class=\"cbar\" style=\"height:'+Math.max(n\/maxYear*140,6)+'px\"><\/div>'\r\n          + '<span class=\"cy\">'+y+'<\/span><\/div>'; }).join('')\r\n    + '<\/div><\/section>'\r\n  \/\/ ---------- 04 what this means for you ----------\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"secno\">04<\/span>What this means for your revision<\/h4>'\r\n    + '<p>The same counts, read against how you are actually performing.<\/p><\/div><\/div>'\r\n    + '<div class=\"bars\" id=\"examReco\"><\/div><\/section>';\r\n  \/\/ recommendations tie the counts back to the learner's own record\r\n  const perf = chapterRows();\r\n  const out=[];\r\n  d.rows.slice(0,3).forEach(r=>{\r\n    const p = perf.find(x=>x.chapter===r.chapter);\r\n    const acc = p && p.acc!==null ? Math.round(p.acc*100) : null;\r\n    out.push({ic: acc===null?'warm':acc<60?'hot':'good', icon: acc===null?'\\ud83e\\udded':acc<60?'\\ud83d\\udd25':'\\u2705',\r\n      txt:'<b>'+chBrief(r.chapter)+'<\/b> has produced <b>'+r.total+' questions<\/b> across '\r\n        + Object.values(r.byYear).filter(Boolean).length+' of '+d.years.length+' papers'\r\n        + (acc===null ? ' and you have not attempted it yet.' : ' and you are at <b>'+acc+'%<\/b> on it.'),\r\n      ch:r.chapter});\r\n  });\r\n  const recent = d.years.slice(-3);\r\n  const rising = d.rows.map(r=>{\r\n    const late = recent.reduce((a,y)=>a+(r.byYear[y]||0),0);\r\n    const early = d.years.slice(0,-3).reduce((a,y)=>a+(r.byYear[y]||0),0);\r\n    return {r, late, early, rate: late\/Math.max(recent.length,1)};\r\n  }).filter(x=>x.late>=2 && x.rate > (x.early\/Math.max(d.years.length-3,1))*1.5)\r\n    .sort((a,b)=>b.late-a.late)[0];\r\n  if(rising) out.push({ic:'warm',icon:'\\ud83d\\udcc8',\r\n    txt:'<b>'+chBrief(rising.r.chapter)+'<\/b> has been asked <b>'+rising.late+' times in the last '+recent.length\r\n      + ' papers<\/b>, well above its own earlier rate. Recent papers are the better guide to the next one.',ch:rising.r.chapter});\r\n  const thinYear = d.years.map(y=>({y,n:d.perYear[y]})).filter(x=>x.n>0 && x.n < d.total\/d.years.length*0.6);\r\n  if(thinYear.length) out.push({ic:'cool',icon:'\\ud83e\\uddfe',\r\n    txt:'<b>'+thinYear.map(x=>x.y).join(', ')+'<\/b> '+(thinYear.length===1?'holds':'hold')+' noticeably fewer questions than the other papers \\u2014 most likely partly recovered rather than genuinely shorter. Read those columns with that in mind.'});\r\n  $('examReco').innerHTML = out.map(r=>\r\n    '<div class=\"reco\"><span class=\"ic '+r.ic+'\">'+r.icon+'<\/span><p>'+r.txt+'<\/p>'\r\n    + (r.ch?'<button class=\"go\" data-goch=\"'+encodeURIComponent(r.ch)+'\">Drill \\u2192<\/button>':'')+'<\/div>').join('');\r\n}\r\n\/* =====================================================================\r\n   16. ANSWERING\r\n   ===================================================================== *\/\r\nfunction check(){\r\n  const p=pool(), q=p[S.i]; if(!q) return;\r\n  if(S.pick==null){ S.nudge=true; render(); return; }\r\n  const u=uid(q), ok = S.pick===q.correct;\r\n  S.ans[u]=S.pick; S.pick=null; S.nudge=false;\r\n  const s=stat(u);\r\n  ok ? s.correct++ : s.incorrect++;\r\n  s.last=Date.now(); s.lastOk=ok;\r\n  P.log.push({u, ok, ts:Date.now()});\r\n  P.lastUid=u;\r\n  refreshWeak(); save(); render();\r\n  const res=$('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   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  $('viewExam').classList.toggle('hide', t!=='exam');\r\n  $('cdFilters').classList.toggle('hide', t!=='quiz');\r\n  if(t==='perf') renderPerf();\r\n  if(t==='exam') renderExam();\r\n}\r\nfunction setFilter(f, ch){\r\n  S.filter=f; S.i=0; S.pick=null;\r\n  if(ch) S.chapter=ch;\r\n  document.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.setAttribute('aria-pressed', b.dataset.f===f));\r\n  render();\r\n}\r\ndocument.querySelectorAll('#cdRoot .tab').forEach(b=>b.onclick=()=>setTab(b.dataset.tab));\r\ndocument.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.onclick=()=>setFilter(b.dataset.f));\r\n$('yearList').addEventListener('click', e=>{\r\n  const chip=e.target.closest('.ychip'); if(!chip) return;\r\n  S.year = decodeURIComponent(chip.dataset.year);\r\n  S.i=0; S.pick=null; render();\r\n});\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$('tglReset').onclick = ()=>{\r\n  if(!Object.keys(S.ans).length) return;\r\n  if(!confirm('Reset this sitting? Only the answers on screen are cleared \u2014 your lifetime performance and mastery are kept.')) return;\r\n  S.ans={}; S.i=0; S.pick=null; render();\r\n  toast('Session reset \u2014 performance data kept', true);\r\n};\r\n\/* performance-tab jumps + AI chips, delegated *\/\r\ndocument.addEventListener('click', e=>{\r\n  if(!e.target.closest('#cdRoot')) return;\r\n  const goch=e.target.closest('[data-goch]');\r\n  if(goch){\r\n    setTab('quiz'); setFilter('chapter', decodeURIComponent(goch.dataset.goch));\r\n    toast('Filtered to '+chShort(S.chapter), true);\r\n    return;\r\n  }\r\n  const goyr=e.target.closest('[data-goyear]');\r\n  if(goyr){\r\n    S.year = decodeURIComponent(goyr.dataset.goyear);\r\n    setTab('quiz'); setFilter('year');\r\n    toast('Sitting the '+S.year+' paper', true);\r\n    return;\r\n  }\r\n  if(e.target.closest('[data-goweak]')){ setTab('quiz'); setFilter('weak'); return; }\r\n  if(e.target.closest('[data-goflag]')){ setTab('quiz'); setFilter('flagged'); return; }\r\n  const gu=e.target.closest('[data-gouid]');\r\n  if(gu){\r\n    const u=decodeURIComponent(gu.dataset.gouid);\r\n    setTab('quiz'); setFilter('all');\r\n    const idx=pool().findIndex(q=>uid(q)===u);\r\n    if(idx>=0){ S.i=idx; render(); }\r\n    return;\r\n  }\r\n});\r\n\/* keyboard, scoped to the widget *\/\r\ndocument.addEventListener('keydown', e=>{\r\n  if(S.tab!=='quiz') return;\r\n  const t=e.target;\r\n  if(t && (\/^(INPUT|TEXTAREA|SELECT)$\/.test(t.tagName) || t.isContentEditable)) return;\r\n  if(e.ctrlKey||e.metaKey||e.altKey) return;\r\n  const p=pool(); if(!p.length) return;\r\n  const q=p[S.i];\r\n  if(\/^[1-9]$\/.test(e.key)){\r\n    const k=+e.key-1;\r\n    if(q && S.ans[uid(q)]==null && k<q.options.length){ e.preventDefault(); S.pick=k; S.nudge=false; render(); }\r\n    return;\r\n  }\r\n  const low=e.key.toLowerCase();\r\n  if(\/^[a-f]$\/.test(low)){\r\n    const k=low.charCodeAt(0)-97;\r\n    if(q && S.ans[uid(q)]==null && k<q.options.length){ e.preventDefault(); S.pick=k; S.nudge=false; render(); }\r\n    return;\r\n  }\r\n  if(e.key==='Enter'){ e.preventDefault();\r\n    if(q && S.ans[uid(q)]==null) check();\r\n    else if(S.i<p.length-1){ S.i++; S.pick=null; render(); }\r\n    return; }\r\n  if(e.key==='ArrowRight'){ e.preventDefault(); S.i++; S.pick=null; render(); return; }\r\n  if(e.key==='ArrowLeft'){ e.preventDefault(); S.i--; S.pick=null; render(); return; }\r\n  if(low==='f'){ e.preventDefault(); $('btnFlag').click(); }\r\n});\r\nwindow.addEventListener('beforeunload', save);\r\n\/* =====================================================================\r\n   19. BOOT\r\n   ===================================================================== *\/\r\n$('cdEyebrow').textContent = 'CSS ADDA \u00b7 PromotionExams.com' + (CFG.eyebrow ? '  \u00b7  '+CFG.eyebrow : '');\r\n$('cdTopic').textContent   = CFG.topic;\r\n$('cdSub').textContent     = CFG.sub;\r\ndocument.getElementById('cdRoot').classList.toggle('paper', !!CFG.paperMode);\r\n$('wHead').textContent     = T.onScreen;\r\n$('wUnit').textContent     = WT ? 'importance' : 'of this bank';\r\n$('chapHint').textContent  = WT ? '\u2014 gold pill shows the importance you set' : '';\r\nif(YEARS.length) $('tabExam').classList.remove('hide');\r\nif(SRC_ON){\r\n  $('srcCard').classList.remove('hide');\r\n  $('srcLink').href = CFG.sourceUrl;\r\n}\r\nif(WT) console.info('[weight] counted from '+W.totalPyq+' previous year questions across '+CHAPTERS.length+' chapters.');\r\nelse   console.info('[weight] no PYQs loaded \u2014 chapters are ranked by their share of the concept bank, and nothing is called exam weight.');\r\nif(W.untested.length) console.info('[weight] no PYQs recorded for: '+W.untested.join(' | '));\r\nsetTab('quiz');\r\ntry{ render(); }catch(err){ console.error('render failed', err); }\r\n\/* =====================================================================\r\n   20. CONTENT PROTECTION\r\n   Honest about what this can and cannot do.\r\n   REALLY BLOCKED\r\n     copy, cut, right-click, drag-out, text selection, Ctrl\/Cmd+C, X, S,\r\n     P, U, and printing or \"Save as PDF\" from the browser.\r\n   DETERRED, NOT BLOCKED\r\n     screenshots. No web page can stop the operating system taking one \u2014\r\n     Print Screen, Snipping Tool, macOS Shift-Cmd-4 and every phone all\r\n     work below the browser. What is done instead: the questions blur the\r\n     moment this window stops being the front window, which defeats the\r\n     common \"screenshot with another app\" and casual screen-share cases,\r\n     and Print Screen is caught where the browser reports it and the\r\n     clipboard is overwritten.\r\n   NOT BLOCKED AT ALL\r\n     View Source, Save Page, DevTools, or Reader Mode. Every question is\r\n     in the page HTML because that is how the widget runs. Anyone willing\r\n     to open the source can read the bank. Serving questions from a\r\n     licence-checked endpoint is the only real fix for that; this layer\r\n     stops casual copying, which is what it is for.\r\n   ===================================================================== *\/\r\nconst PROTECT = {\r\n  selection : true,   \/\/ block selecting, copying, cutting, dragging\r\n  context   : true,   \/\/ block right-click inside the widget\r\n  keys      : true,   \/\/ block Ctrl\/Cmd + C X S P U\r\n  print     : true,   \/\/ swap the paper for a notice when printing\r\n  veil      : true    \/\/ blur the questions when the window loses focus\r\n};\r\n(function protectContent(){\r\n  const root = $('cdRoot');\r\n  const stop = (e, msg) => { e.preventDefault(); e.stopPropagation(); if(msg) toast(msg); return false; };\r\n  if(PROTECT.selection){\r\n    ['copy','cut'].forEach(ev => root.addEventListener(ev, e=>{\r\n      if(e.target && \/^(INPUT|TEXTAREA)$\/.test(e.target.tagName)) return;   \/\/ let the search box work\r\n      stop(e,'This content cannot be copied');\r\n    }));\r\n    root.addEventListener('dragstart', e=>stop(e));\r\n    root.addEventListener('selectstart', e=>{\r\n      if(e.target && \/^(INPUT|TEXTAREA)$\/.test(e.target.tagName)) return;\r\n      e.preventDefault();\r\n    });\r\n  }\r\n  if(PROTECT.context)\r\n    root.addEventListener('contextmenu', e=>stop(e,'Right-click is disabled here'));\r\n  if(PROTECT.keys){\r\n    document.addEventListener('keydown', e=>{\r\n      const t=e.target;\r\n      const inField = t && (\/^(INPUT|TEXTAREA)$\/.test(t.tagName) || t.isContentEditable);\r\n      const k=(e.key||'').toLowerCase();\r\n      if((e.ctrlKey||e.metaKey) && ['c','x','s','p','u'].includes(k)){\r\n        if(inField && (k==='c'||k==='x')) return;    \/\/ copying inside the search box is harmless\r\n        return stop(e, k==='p' ? 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