{"id":16658,"date":"2026-09-07T06:47:04","date_gmt":"2026-09-07T06:47:04","guid":{"rendered":"https:\/\/promotionexams.com\/?page_id=16658"},"modified":"2026-09-07T08:03:58","modified_gmt":"2026-09-07T08:03:58","slug":"mcqs-on-rte-act-rules","status":"publish","type":"page","link":"https:\/\/promotionexams.com\/?page_id=16658","title":{"rendered":"MCQs on RTE Act &amp; Rules"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"16658\" class=\"elementor elementor-16658\">\n\t\t\t\t<div class=\"elementor-element elementor-element-d4859c3 e-con-full e-flex e-con e-parent\" data-id=\"d4859c3\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-fef9869 elementor-widget elementor-widget-html\" data-id=\"fef9869\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"html.default\">\n\t\t\t\t\t<!--\r\n=====================================================================\r\nCSS ADDA \u00b7 PromotionExams.com\r\nCHAPTER-WISE AI TEST SERIES  \u2014  generic template, one subject per page\r\n=====================================================================\r\n\r\nWHAT THIS IS\r\n  A drill page for one chapter-wise MCQ bank, on any subject. Two tabs:\r\n     PRACTICE     filters, search, flagging, per-question AI tutor\r\n     PERFORMANCE  readiness engine, Focused set \/ Mock paper planner\r\n\r\nSETTING UP A NEW SUBJECT \u2014 four edits, all at the top of the script\r\n  1. CFG.quizId   unique per page. Progress is stored under this key, so\r\n                  two subjects on the same site never mix. Change it.\r\n     CFG.topic    the subject name shown in the header.\r\n     CFG.eyebrow  the exam line above it, or blank.\r\n  2. CFG.sourceUrl  the page on your site carrying the full text of the\r\n                  subject. A \"Read the source\" card then appears in the\r\n                  rail. Leave it blank and the card disappears.\r\n  3. chapterImportance   rate each chapter yourself, any relative numbers\r\n                  you like \u2014 they need not total 100. The rating drives\r\n                  the ranking, the study plan and how much of each planned\r\n                  sitting a chapter gets. A chapter you leave out falls\r\n                  back to its share of the bank and is marked \"not rated\r\n                  yet\". Empty the map and importance is never mentioned.\r\nRESUMING A SITTING\r\n  The position, the filter in force and every answer given are written to\r\n  localStorage under the same quizId key as mastery and flags. Closing the\r\n  tab, reloading or coming back days later reopens on the same question,\r\n  with a bar at the top offering \"Start from the beginning\".\r\n  Progress is per quizId, so subjects resume independently of each other.\r\n  Building a focused set or a mock clears the point, since that is a new\r\n  sitting by definition.\r\n\r\n  4. chapterQuestions    your bank, in the usual schema:\r\n                  { id, chapter, question, options[], correct, explanation }\r\n                  Chapter strings must match the importance map exactly.\r\n                  Add an optional  year: '2022'  (or exam: 'CRT 2022') to any\r\n                  item and a navy PYQ tag prints beside the question count.\r\n                  Items without it show a grey \"Concept\" tag \u2014 set\r\n                  CFG.showConceptTag = false to hide that instead.\r\n\r\nLOOK OF THE PAGE \u2014 four switches at the top of CFG\r\n  paperMode     serif type, hanging-indent numbering, (a)(b)(c)(d) options.\r\n  paperTexture  warm off-white book stock with a fine fibre grain.\r\n  bookletCode   printed at the foot of every sheet, e.g. 'JHGD-U-OFX'.\r\n\r\nSTEM LAYOUT \u2014 nothing to mark up\r\n  A plain stem, a numbered statement stem and a List-I \/ List-II stem are\r\n  each laid out automatically, and all three sit in the same sheet, so\r\n  every question on the page reads the same way.\r\n\r\nRESETS\r\n  \"Reset session\"        clears only this sitting's answers.\r\n  \"Reset my performance\" wipes lifetime mastery, weak areas and flags.\r\n\r\n=====================================================================\r\n-->\r\n\r\n<meta charset=\"utf-8\">\r\n<meta name=\"viewport\" content=\"width=device-width,initial-scale=1,viewport-fit=cover\">\r\n<link rel=\"preconnect\" href=\"https:\/\/fonts.googleapis.com\">\r\n<link rel=\"preconnect\" href=\"https:\/\/fonts.gstatic.com\" crossorigin>\r\n<link href=\"https:\/\/fonts.googleapis.com\/css2?family=Plus+Jakarta+Sans:wght@400;500;600;700;800&family=Newsreader:opsz,wght@6..72,400;6..72,500;6..72,600&display=swap\" rel=\"stylesheet\">\r\n\r\n<style>\r\n.cdrill{\r\n  --blue-900:#12246E; --blue-800:#1B3FCB; --blue-700:#2757E8; --blue-100:#EAF0FF; --blue-50:#F5F8FF;\r\n  --gold:#E8A317; --gold-lt:#F5C55B; --gold-bg:#FFF7E4;\r\n  --ink:#0F172A; --slate:#5B6B85; --line:#DFE6F3; --paper:#FFFFFF; --wash:#F4F7FD;\r\n  --ok:#0B8457; --ok-bg:#E7F7F0; --bad:#D3313E; --bad-bg:#FDEDEE; --warn:#C2620E;\r\n  --r:14px; --shadow:0 1px 2px rgba(16,32,74,.06),0 8px 24px -12px rgba(16,32,74,.18);\r\n  \/* \u2193 paste the same value your other pages use for --serif *\/\r\n  --serif:'Newsreader',Georgia,'Times New Roman',serif;\r\n  font-family:'Plus Jakarta Sans',system-ui,sans-serif; font-size:15px; line-height:1.55;\r\n  color:var(--ink); background:var(--wash); -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\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  background:radial-gradient(closest-side,rgba(245,197,91,.16),transparent 72%);pointer-events:none}\r\n.cdrill .eyebrow{font-size:10.5px;letter-spacing:.18em;text-transform:uppercase;color:#FFE0A3;font-weight:800}\r\n.cdrill .hero h1,\r\n.cdrill header.hero h1{margin:6px 0 2px;font-size:clamp(19px,3.2vw,26px);font-weight:800;letter-spacing:-.02em;\r\n  color:#FFFFFF !important;line-height:1.25;font-family:'Plus Jakarta Sans',system-ui,sans-serif}\r\n.cdrill .hero p{margin:0 0 16px;color:#DCE5FF;font-size:13.5px;max-width:64ch}\r\n.cdrill .hstats{display:flex;gap:9px;flex-wrap:wrap;position:relative;z-index:1}\r\n.cdrill .hstat{background:rgba(255,255,255,.13);border:1px solid rgba(255,255,255,.24);border-radius:12px;\r\n  padding:9px 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300px;gap:20px;padding:20px 0 60px}\r\n@media(max-width:960px){.cdrill .grid{grid-template-columns:1fr}}\r\n.cdrill .card{background:var(--paper);border:1px solid var(--line);border-radius:var(--r);box-shadow:var(--shadow)}\r\n\r\n\/* ---------- toolbar \/ context ---------- *\/\r\n.cdrill .toolbar{display:flex;gap:10px;align-items:center;flex-wrap:wrap;padding:0 0 16px}\r\n.cdrill .search{flex:1;min-width:190px;position:relative}\r\n.cdrill .search input{width:100%;padding:11px 15px 11px 38px;border:1.5px solid var(--line);border-radius:11px;background:var(--paper)}\r\n.cdrill .search svg{position:absolute;left:13px;top:50%;transform:translateY(-50%);width:16px;height:16px;color:var(--slate)}\r\n.cdrill .tgl{display:flex;align-items:center;gap:8px;padding:10px 15px;border:1.5px solid var(--line);border-radius:11px;\r\n  background:var(--paper);font-weight:600;font-size:13.5px;color:var(--slate);white-space:nowrap}\r\n.cdrill 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18px;\r\n  background:linear-gradient(90deg,var(--blue-50),#EDF3FF);border-bottom:1px solid var(--line)}\r\n.cdrill .chapcard{border-radius:var(--r)}\r\n.cdrill .chaplist{border-radius:0 0 var(--r) var(--r);overflow:hidden}\r\n.cdrill .chaphead b{font-size:13.5px;font-weight:800;color:var(--blue-800);display:flex;align-items:center;gap:8px}\r\n.cdrill .chaphead i{font-style:normal;font-size:12px;color:var(--slate);font-weight:600}\r\n.cdrill .chaphead .meta{margin-left:auto;font-size:12px;color:var(--slate);font-weight:700;white-space:nowrap}\r\n.cdrill .chaplist{display:grid;grid-template-columns:1fr;gap:1px;padding:0;background:var(--line)}\r\n@media(min-width:900px){.cdrill .chaplist{grid-template-columns:1fr 1fr}}\r\n.cdrill .chapchip{display:grid;grid-template-columns:26px minmax(0,1fr) auto auto;align-items:center;gap:10px;\r\n  padding:10px 16px;border:0;background:var(--paper);text-align:left;transition:background .13s;width:100%}\r\n.cdrill .chapchip:hover{background:var(--blue-50)}\r\n.cdrill .chapchip .no{font-size:11px;font-weight:800;color:var(--slate);font-variant-numeric:tabular-nums}\r\n.cdrill .chapchip .cn{font-size:12.6px;font-weight:600;color:var(--ink);letter-spacing:-.005em;\r\n  overflow:hidden;text-overflow:ellipsis;white-space:nowrap;text-transform:none}\r\n.cdrill .chapchip .cw{flex:none;font-size:10.5px;font-weight:800;background:var(--gold-bg);color:#8A6206;\r\n  border:1px solid #F2DFAE;padding:2px 8px;border-radius:99px;white-space:nowrap}\r\n.cdrill .chapchip .cc{flex:none;font-size:11px;font-weight:800;background:var(--blue-100);color:var(--blue-800);\r\n  min-width:30px;padding:3px 8px;border-radius:6px;text-align:center;font-variant-numeric:tabular-nums}\r\n.cdrill .chapchip[aria-pressed=true]{background:var(--blue-50);box-shadow:inset 3px 0 0 var(--blue-700)}\r\n.cdrill .chapchip[aria-pressed=true] .cn{color:var(--blue-800);font-weight:700}\r\n.cdrill .chapchip[aria-pressed=true] .cc{background:var(--blue-700);color:#fff}\r\n.cdrill .chapchip .done{flex:none;font-size:10.5px;font-weight:800;color:var(--ok)}\r\n\r\n\/* ---------- question ---------- *\/\r\n.cdrill .qhead{display:flex;align-items:center;justify-content:space-between;gap:10px;flex-wrap:wrap;\r\n  background:linear-gradient(135deg,#F1F5FB 0%,#E4ECFB 100%);border-bottom:1px solid var(--line);\r\n  border-radius:var(--r) var(--r) 0 0;padding:13px 20px}\r\n.cdrill .qcount{font-family:var(--serif);font-weight:600;color:var(--blue-900);font-size:16.3px;letter-spacing:0}\r\n.cdrill .qmeta{display:flex;gap:8px;align-items:center;flex-wrap:wrap}\r\n.cdrill .badge-ch{display:flex;align-items:center;gap:7px;background:linear-gradient(180deg,var(--gold-lt),var(--gold));\r\n  color:#3A2A02;font-weight:800;font-size:12px;padding:6px 13px;border-radius:99px;max-width:340px}\r\n.cdrill .badge-ch span{overflow:hidden;text-overflow:ellipsis;white-space:nowrap}\r\n.cdrill 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18px;color:#161b26;text-align:justify;hyphens:auto;-webkit-hyphens:auto}\r\n.cdrill .stem b{font-weight:700}\r\n.cdrill .qno{font-family:var(--serif);font-weight:700;color:#8A6206;margin-right:7px;\r\n  hyphens:none;-webkit-hyphens:none}\r\n.cdrill .qsheet{background:#fffef9;border:1px solid #e9e3d2;border-left:4px solid var(--gold);\r\n  border-radius:12px;padding:20px 22px;margin:0 0 18px}\r\n.cdrill .qsheet .lead,\r\n.cdrill .qsheet .intro,\r\n.cdrill .qsheet .close{font-family:var(--serif) !important;font-size:18.5px !important;line-height:1.7;\r\n  font-weight:600;color:#161b26;text-align:justify;hyphens:auto;-webkit-hyphens:auto}\r\n.cdrill .qsheet .intro{margin:16px 0 0}\r\n.cdrill .qsheet .close{margin:16px 0 0;text-align:left;hyphens:none;-webkit-hyphens:none}\r\n.cdrill .stmts{list-style:none;counter-reset:s;margin:4px 0 0;padding:0;display:block}\r\n.cdrill .stmts li{counter-increment:s;display:grid;grid-template-columns:30px 1fr;gap:4px;align-items:baseline;\r\n  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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\r\n.cdrill .verdict{display:flex;align-items:center;gap:10px;font-weight:800;font-size:14px;margin:20px 0 0}\r\n.cdrill .verdict.r{color:var(--ok)} .cdrill .verdict.w{color:var(--bad)}\r\n.cdrill .expl{margin-top:12px;border:1px solid var(--line);border-left:4px solid var(--gold);border-radius:0 12px 12px 0;\r\n  background:#FCFDFF;padding:16px 18px;font-size:14.2px;line-height:1.68}\r\n.cdrill .expl .body{font-family:'Newsreader',Georgia,serif;font-size:16px;line-height:1.7}\r\n.cdrill .expl b{color:var(--blue-800)}\r\n.cdrill .expl-h{font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800;margin-bottom:8px}\r\n\r\n  font-weight:600;font-size:13px;color:var(--blue-800);transition:.14s}\r\n.cdrill .chip:hover:not(:disabled){background:var(--blue-700);border-color:var(--blue-700);color:#fff}\r\n.cdrill .ai-out{margin-top:12px;background:var(--paper);border:1px solid var(--line);border-radius:10px;padding:14px 16px;\r\n  font-size:14px;line-height:1.65}\r\n.cdrill .ai-out b{color:var(--blue-800)}\r\n.cdrill .offline{margin-top:12px;padding-top:10px;border-top:1px dashed #CBD8F6;font-size:11.5px;color:var(--slate);line-height:1.5}\r\n.cdrill .dots span{display:inline-block;width:6px;height:6px;border-radius:99px;background:var(--blue-700);margin-right:4px;animation:cdb 1.1s infinite}\r\n.cdrill .dots span:nth-child(2){animation-delay:.16s} .cdrill .dots span:nth-child(3){animation-delay:.32s}\r\n@keyframes cdb{0%,80%{opacity:.25;transform:translateY(0)}40%{opacity:1;transform:translateY(-3px)}}\r\n\r\n\/* ---------- rail ---------- *\/\r\n.cdrill .rail{display:grid;gap:16px;align-content:start}\r\n.cdrill .rail .card{padding:16px}\r\n.cdrill .rail h3{margin:0;font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n.cdrill .score{display:flex;align-items:baseline;gap:8px;margin:10px 0 4px}\r\n.cdrill .score b{font-size:32px;font-weight:800;letter-spacing:-.03em}\r\n.cdrill .score i{font-style:normal;color:var(--slate);font-size:13px;font-weight:600}\r\n.cdrill .bar{height:7px;border-radius:99px;background:var(--wash);overflow:hidden;margin-top:10px}\r\n.cdrill .bar>i{display:block;height:100%;background:linear-gradient(90deg,var(--ok),#37B37E);border-radius:99px;transition:width .4s}\r\n.cdrill .mini{display:flex;justify-content:space-between;font-size:12.5px;color:var(--slate);margin-top:8px;font-weight:600}\r\n.cdrill .streak{display:flex;gap:4px;margin-top:12px}\r\n.cdrill .streak i{flex:1;height:26px;border-radius:5px;background:var(--wash);border:1px solid var(--line)}\r\n.cdrill .streak i.r{background:var(--ok-bg);border-color:#A9DEC6}\r\n.cdrill .streak i.w{background:var(--bad-bg);border-color:#F3C2C6}\r\n.cdrill .nav-head{display:flex;align-items:center;justify-content:space-between;gap:10px;padding:13px 16px;\r\n  border-bottom:1px solid var(--line);flex-wrap:nowrap}\r\n.cdrill .nav-head b{font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n.cdrill .navtoggle{flex:none;white-space:nowrap;min-width:56px;text-align:center;\r\n  font-size:12px;font-weight:800;color:var(--blue-800);padding:5px 12px;border-radius:7px;\r\n  border:1px solid var(--line);background:var(--paper);letter-spacing:.02em;transition:.14s}\r\n.cdrill .nav-head b{min-width:0;overflow:hidden;text-overflow:ellipsis;white-space:nowrap}\r\n.cdrill .navtoggle:hover{border-color:var(--blue-700);background:var(--blue-50)}\r\n.cdrill .navgrid{display:grid;grid-template-columns:repeat(6,minmax(0,1fr));gap:6px;\r\n  padding:14px 16px 12px;max-height:238px;overflow-y:auto;overflow-x:hidden}\r\n.cdrill .navgrid::-webkit-scrollbar{width:6px}\r\n.cdrill .navgrid::-webkit-scrollbar-thumb{background:#CBD5E1;border-radius:99px}\r\n.cdrill .navgrid::-webkit-scrollbar-track{background:transparent}\r\n.cdrill .nq{position:relative;box-sizing:border-box;width:100%;min-width:0;height:34px;padding:0;margin:0;\r\n  border-radius:8px;border:1px solid var(--line);background:var(--paper);\r\n  font-family:'Plus Jakarta Sans',system-ui,sans-serif;font-weight:700;font-size:11.5px;line-height:1;\r\n  color:var(--slate);display:flex;align-items:center;justify-content:center;overflow:visible;\r\n  transition:background .12s,border-color .12s,color .12s;font-variant-numeric:tabular-nums;letter-spacing:-.02em}\r\n.cdrill .nq:hover{border-color:var(--blue-700);color:var(--blue-800);background:var(--blue-50)}\r\n@media(max-width:960px){.cdrill .navgrid{grid-template-columns:repeat(10,minmax(0,1fr))}}\r\n@media(max-width:520px){.cdrill .navgrid{grid-template-columns:repeat(7,minmax(0,1fr))}}\r\n.cdrill .nq.r{background:var(--ok-bg);border-color:#8FD3B6;color:#086945}\r\n.cdrill .nq.w{background:var(--bad-bg);border-color:#F0AEB4;color:#A81F2B}\r\n.cdrill .nq.cur{border-color:var(--blue-700);background:var(--blue-700);color:#fff}\r\n.cdrill .nq .fl{position:absolute;top:-5px;right:-4px;font-size:9.5px;line-height:1;\r\n  filter:drop-shadow(0 0 2px #fff)}\r\n.cdrill .nq.mastered::after{content:\"\";position:absolute;bottom:3px;left:50%;transform:translateX(-50%);\r\n  width:4px;height:4px;border-radius:99px;background:var(--ok)}\r\n.cdrill .legend{display:flex;gap:12px;flex-wrap:wrap;font-size:10.5px;color:var(--slate);font-weight:600;\r\n  padding:10px 16px 14px;border-top:1px solid var(--line);margin-top:4px}\r\n.cdrill .legend i{display:inline-block;width:9px;height:9px;border-radius:3px;margin-right:5px;vertical-align:-1px}\r\n\r\n\/* ---------- performance ---------- *\/\r\n.cdrill .perf{padding:24px 24px 32px;display:grid;gap:34px}\r\n.cdrill .ph{margin:0 0 10px;font-size:11px;letter-spacing:.14em;text-transform:uppercase;color:var(--slate);font-weight:800}\r\n\r\n\/* ---------- performance blocks ---------- *\/\r\n.cdrill .pblock{border:1px solid var(--line);border-radius:16px;background:var(--paper);overflow:hidden}\r\n.cdrill .pbh{display:flex;align-items:flex-start;gap:16px;padding:20px 24px 18px;\r\n  background:linear-gradient(180deg,#FBFCFF,#F6F9FF);border-bottom:1px solid var(--line)}\r\n.cdrill .pbh .txt{flex:1;min-width:0}\r\n.cdrill .pbh h4{font-size:17px;font-weight:800;letter-spacing:-.015em;color:var(--ink);margin:0 0 7px;\r\n  display:flex;align-items:center;gap:9px}\r\n.cdrill .pbh h4 .dot{width:7px;height:7px;border-radius:99px;background:var(--gold);flex:none}\r\n.cdrill .pbh p{font-size:13px;color:var(--slate);line-height:1.6;margin:0}\r\n.cdrill .pbh .pbtag{flex:none;font-size:10.5px;font-weight:800;letter-spacing:.07em;text-transform:uppercase;\r\n  color:var(--blue-800);background:var(--blue-100);border-radius:99px;padding:6px 13px;white-space:nowrap}\r\n.cdrill .bars{padding:8px 24px 18px}\r\n.cdrill .subhead{display:flex;align-items:baseline;gap:10px;flex-wrap:wrap;padding:18px 24px 2px;\r\n  border-top:1px solid #EEF2F9;margin-top:6px}\r\n.cdrill .subhead:first-of-type{border-top:0;margin-top:0}\r\n.cdrill .subhead h5{font-size:12.5px;font-weight:800;color:var(--ink);letter-spacing:.01em;margin:0}\r\n.cdrill .subhead span{font-size:11.8px;color:var(--slate);font-weight:600}\r\n.cdrill .hero2{display:grid;grid-template-columns:260px 1fr;gap:18px}\r\n@media(max-width:860px){.cdrill .hero2{grid-template-columns:1fr}}\r\n.cdrill .ring-card{background:linear-gradient(150deg,var(--blue-900),var(--blue-800) 70%,var(--blue-700));border-radius:var(--r);\r\n  padding:24px 20px;color:#fff;text-align:center;display:flex;flex-direction:column;align-items:center;justify-content:center}\r\n.cdrill .ring{position:relative;width:150px;height:150px}\r\n.cdrill .ring svg{transform:rotate(-90deg)}\r\n.cdrill .ring .bg{fill:none;stroke:rgba(255,255,255,.14);stroke-width:11}\r\n.cdrill .ring .fg{fill:none;stroke:var(--gold-lt);stroke-width:11;stroke-linecap:round;transition:stroke-dashoffset 1s ease}\r\n.cdrill .ring-txt{position:absolute;inset:0;display:flex;flex-direction:column;align-items:center;justify-content:center}\r\n.cdrill .ring-txt b{font-size:40px;font-weight:800;color:var(--gold-lt);letter-spacing:-.03em;line-height:1}\r\n.cdrill .ring-txt span{font-size:9.5px;letter-spacing:.12em;text-transform:uppercase;color:#BFDBFE;margin-top:5px;font-weight:700}\r\n.cdrill .verdict2{margin-top:14px;font-size:13.4px;color:#DBEAFE;line-height:1.55}\r\n.cdrill .verdict2 b{color:#fff}\r\n.cdrill .coach{border:1px solid var(--line);border-radius:var(--r);padding:18px 20px;background:var(--paper)}\r\n.cdrill .coach h4{font-size:14.5px;font-weight:800;margin-bottom:12px;display:flex;gap:8px;align-items:center}\r\n.cdrill .reco{display:flex;gap:12px;padding:11px 0;border-bottom:1px dashed var(--line);align-items:flex-start}\r\n.cdrill .reco:last-child{border-bottom:0}\r\n.cdrill .reco .ic{width:30px;height:30px;border-radius:8px;display:grid;place-items:center;font-size:13px;flex:none;margin-top:1px}\r\n.cdrill .reco .ic.hot{background:var(--bad-bg);color:var(--bad)}\r\n.cdrill .reco .ic.warm{background:var(--gold-bg);color:#8A6206}\r\n.cdrill .reco .ic.cool{background:var(--blue-100);color:var(--blue-800)}\r\n.cdrill .reco .ic.good{background:var(--ok-bg);color:var(--ok)}\r\n.cdrill .reco p{font-size:13.8px;line-height:1.55}\r\n.cdrill .reco .go{margin-left:auto;flex:none;background:var(--blue-50);color:var(--blue-800);border:1px solid #D4E2FB;\r\n  border-radius:8px;padding:6px 12px;font-size:11.5px;font-weight:800;white-space:nowrap;transition:.15s}\r\n.cdrill .reco .go:hover{background:var(--blue-700);color:#fff}\r\n.cdrill .planner{background:linear-gradient(135deg,#FFFDF6,#FFF8E8);border:1px solid #EADFC2;border-left:4px solid var(--gold);\r\n  border-radius:0 var(--r) var(--r) 0;padding:18px 20px;display:flex;align-items:center;justify-content:space-between;gap:18px;flex-wrap:wrap}\r\n.cdrill .planner h4{font-size:17px;font-weight:800;margin-bottom:5px;letter-spacing:-.01em}\r\n.cdrill .planner p{font-size:13px;color:var(--slate);line-height:1.55;max-width:62ch}\r\n.cdrill .pbtns{display:flex;gap:10px;flex-wrap:wrap}\r\n.cdrill .pbtn{padding:11px 18px;border:1.5px solid var(--gold);border-radius:11px;background:#fff;color:#8A6206;\r\n  font-weight:800;font-size:13.5px;display:flex;gap:7px;align-items:center;white-space:nowrap;transition:.15s}\r\n.cdrill .pbtn:hover{background:var(--gold-bg)}\r\n.cdrill .pbtn.primary{background:linear-gradient(180deg,var(--gold-lt),var(--gold));color:#3A2A02;border-color:var(--gold)}\r\n.cdrill .kpis{display:grid;grid-template-columns:repeat(auto-fit,minmax(150px,1fr));gap:12px}\r\n.cdrill .kpi{border:1px solid var(--line);border-radius:12px;padding:15px;background:linear-gradient(180deg,#fff,var(--blue-50))}\r\n.cdrill .kpi b{display:block;font-size:26px;font-weight:800;letter-spacing:-.03em}\r\n.cdrill .kpi span{font-size:11.5px;color:var(--slate);font-weight:700;text-transform:uppercase;letter-spacing:.06em}\r\n.cdrill .tblwrap{overflow-x:auto;border:1px solid var(--line);border-radius:12px;background:#fff}\r\n.cdrill table.perf-t{border-collapse:collapse;width:100%;font-size:13px;min-width:760px}\r\n.cdrill table.perf-t th,.cdrill table.perf-t td{padding:10px;border-bottom:1px solid #EEF2F9;text-align:center;vertical-align:middle}\r\n.cdrill table.perf-t thead th{background:var(--blue-900);color:#fff;font-weight:700;font-size:11px;letter-spacing:.05em;text-transform:uppercase}\r\n.cdrill table.perf-t th:first-child,.cdrill table.perf-t td:first-child{text-align:left;padding-left:14px}\r\n.cdrill table.perf-t td:first-child{font-weight:700;max-width:280px;line-height:1.35;background:#FBFCFE}\r\n.cdrill .sub{display:block;font-size:10.6px;color:var(--slate);font-weight:600;margin-top:3px}\r\n.cdrill .tbar{height:6px;border-radius:99px;background:var(--wash);overflow:hidden;min-width:80px}\r\n.cdrill .tbar>i{display:block;height:100%;border-radius:99px}\r\n.cdrill .tag{display:inline-block;font-size:10.4px;font-weight:800;padding:3px 9px;border-radius:99px;text-transform:uppercase;letter-spacing:.04em}\r\n.cdrill .tag.hot{background:var(--bad-bg);color:var(--bad)}\r\n.cdrill .tag.warm{background:var(--gold-bg);color:#8A6206}\r\n.cdrill .tag.ok{background:var(--blue-100);color:var(--blue-800)}\r\n.cdrill .tag.good{background:var(--ok-bg);color:var(--ok)}\r\n.cdrill .tag.na{background:#F1F5F9;color:var(--slate)}\r\n.cdrill .mini-go{border:1px solid var(--line);border-radius:8px;padding:5px 10px;font-size:11.2px;font-weight:800;color:var(--blue-800);transition:.15s}\r\n.cdrill .mini-go:hover{background:var(--blue-700);color:#fff;border-color:var(--blue-700)}\r\n.cdrill .lrow{display:grid;grid-template-columns:minmax(150px,1.2fr) 2.4fr 96px;gap:18px;align-items:center;\r\n  padding:12px 10px;border-radius:9px;transition:background .13s;margin:0 -10px}\r\n.cdrill .lrow:hover{background:#FAFCFF}\r\n.cdrill .lrow+.lrow{border-top:1px solid #F1F5FB}\r\n@media(max-width:620px){.cdrill .lrow{grid-template-columns:1fr auto;row-gap:6px}.cdrill .lrow .ltrack{grid-column:1\/-1}}\r\n.cdrill .lname{font-size:13.4px;font-weight:700;line-height:1.35}\r\n.cdrill .lsub{display:block;font-size:10.8px;font-weight:600;color:var(--slate);margin-top:4px}\r\n.cdrill .ltrack{background:#EEF2F9;border-radius:99px;height:11px;overflow:hidden;\r\n  box-shadow:inset 0 1px 2px rgba(16,32,74,.05)}\r\n.cdrill .lfill{height:100%;border-radius:99px;transition:width .8s cubic-bezier(.22,.9,.28,1)}\r\n.cdrill .lval{text-align:right;font-size:16px;font-weight:800;letter-spacing:-.02em}\r\n.cdrill .lval small{display:block;font-size:10px;font-weight:700;color:var(--slate);text-transform:uppercase;letter-spacing:.05em;margin-top:2px}\r\n.cdrill .split{display:grid;grid-template-columns:1fr 1fr;gap:16px}\r\n@media(max-width:860px){.cdrill .split{grid-template-columns:1fr}}\r\n.cdrill .panel{border:1px solid var(--line);border-radius:12px;padding:16px 18px}\r\n.cdrill .rev{display:flex;align-items:center;gap:10px;width:100%;text-align:left;background:#FAFBFE;border-left:3px solid var(--gold);\r\n  border-radius:8px;padding:10px 12px;margin-bottom:8px;font-size:12.6px;transition:.15s}\r\n.cdrill .rev:hover{background:var(--gold-bg);transform:translateX(3px)}\r\n.cdrill .rev .n{font-weight:800;color:#8A6206;flex:none}\r\n.cdrill .rev .t{flex:1;color:var(--slate);white-space:nowrap;overflow:hidden;text-overflow:ellipsis}\r\n.cdrill .rev .d{background:var(--gold);color:#3A2A02;padding:2px 8px;border-radius:99px;font-size:10.2px;font-weight:800;white-space:nowrap}\r\n.cdrill .danger{border:1px dashed #F3C2C6;border-radius:12px;background:#FFFAFA;padding:16px 18px;\r\n  display:flex;align-items:center;justify-content:space-between;gap:14px;flex-wrap:wrap}\r\n.cdrill .danger p{font-size:13px;color:var(--slate);flex:1;min-width:220px;line-height:1.6}\r\n.cdrill .danger b{color:var(--bad)}\r\n.cdrill .dbtn{padding:11px 20px;background:#fff;border:1.5px solid #F3C2C6;border-radius:11px;color:var(--bad);\r\n  font-size:13px;font-weight:800;white-space:nowrap;transition:.15s}\r\n.cdrill .dbtn:hover{background:var(--bad);border-color:var(--bad);color:#fff}\r\n.cdrill .empty{text-align:center;padding:40px 20px;color:var(--slate)}\r\n.cdrill .empty b{display:block;color:var(--ink);font-size:16px;margin-bottom:6px}\r\n.cdrill .toast{position:fixed;bottom:26px;left:50%;transform:translateX(-50%);background:var(--blue-900);color:#fff;\r\n  padding:12px 22px;border-radius:11px;font-weight:700;font-size:13.5px;z-index:9999;display:none;box-shadow:var(--shadow)}\r\n.cdrill .toast.show{display:block}\r\n.cdrill .toast.ok{background:var(--ok)}\r\n\r\n\/* ---------- content protection ---------- *\/\r\n.cdrill{-webkit-user-select:none;-moz-user-select:none;-ms-user-select:none;user-select:none;\r\n  -webkit-touch-callout:none;-webkit-tap-highlight-color:transparent}\r\n\/* inputs must stay usable, or the search box cannot be edited *\/\r\n.cdrill input,.cdrill textarea,.cdrill select{-webkit-user-select:text;user-select:text}\r\n.cdrill.allow-select{-webkit-user-select:text;user-select:text}\r\n.cdrill img,.cdrill svg{-webkit-user-drag:none;user-drag:none;pointer-events:none}\r\n.cdrill .navtoggle,.cdrill .tab,.cdrill button{-webkit-user-drag:none}\r\n\/* screen obscured while the window is not in front *\/\r\n.cdrill.veiled .qbody,.cdrill.veiled .perf,.cdrill.veiled .chaplist,.cdrill.veiled .yearlist{\r\n  filter:blur(9px);transition:filter .12s}\r\n.cdrill .veilmsg{position:absolute;inset:0;display:none;align-items:center;justify-content:center;\r\n  background:rgba(244,247,253,.72);z-index:40;font-weight:800;font-size:13.5px;color:var(--blue-900);\r\n  text-align:center;padding:20px;border-radius:var(--r)}\r\n.cdrill.veiled .veilmsg{display:flex}\r\n.cdrill{position:relative}\r\n\/* what a print or PDF export gets instead of the paper *\/\r\n.cdrill-printblock{display:none}\r\n@media print{\r\n  .cdrill{display:none!important}\r\n  .cdrill-printblock{display:block!important;padding:60px 40px;text-align:center;\r\n    font-family:'Plus Jakarta Sans',system-ui,sans-serif;color:#12246E}\r\n  .cdrill-printblock h2{font-size:20px;font-weight:800;margin:0 0 10px}\r\n  .cdrill-printblock p{font-size:13.5px;color:#5B6B85;line-height:1.7;max-width:60ch;margin:0 auto}\r\n}\r\n\r\n\/* ---------- mobile ---------- *\/\r\n@media(max-width:640px){\r\n  .cdrill .wrap{padding:0 14px}\r\n\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\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\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\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\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\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\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   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\r\n\/* ===================================================================\r\n   PAGE TURN  \u2014  fires only when the question actually changes.\r\n   Disabled automatically under prefers-reduced-motion by the global\r\n   rule near the top of this stylesheet.\r\n   =================================================================== *\/\r\n.cdrill .card{overflow-x:hidden}\r\n.cdrill .qbody{position:relative;backface-visibility:hidden}\r\n\r\n\/* the shading that sweeps across a leaf as it lies flat *\/\r\n.cdrill .qbody::after{\r\n  content:\"\";position:absolute;inset:0;pointer-events:none;opacity:0;\r\n  background:linear-gradient(90deg,rgba(20,22,26,.16),rgba(20,22,26,0) 42%);\r\n}\r\n.cdrill .qbody.turn-b::after{\r\n  background:linear-gradient(270deg,rgba(20,22,26,.16),rgba(20,22,26,0) 42%);\r\n}\r\n\r\n\/* forward \u2014 the next leaf swings down on the spine at the left *\/\r\n.cdrill .qbody.turn-f{\r\n  transform-origin:left center;\r\n  animation:pgTurnF .34s cubic-bezier(.24,.72,.32,1) both;\r\n}\r\n.cdrill .qbody.turn-f::after{animation:pgShade .34s ease-out both}\r\n\r\n\/* back \u2014 mirrored, pivoting on the right *\/\r\n.cdrill .qbody.turn-b{\r\n  transform-origin:right center;\r\n  animation:pgTurnB .34s cubic-bezier(.24,.72,.32,1) both;\r\n}\r\n.cdrill .qbody.turn-b::after{animation:pgShade .34s ease-out both}\r\n\r\n@keyframes pgTurnF{\r\n  0%  {transform:perspective(1600px) rotateY(-24deg) translateX(14px);opacity:.25}\r\n  60% {opacity:1}\r\n  100%{transform:perspective(1600px) rotateY(0) translateX(0);opacity:1}\r\n}\r\n@keyframes pgTurnB{\r\n  0%  {transform:perspective(1600px) rotateY(24deg) translateX(-14px);opacity:.25}\r\n  60% {opacity:1}\r\n  100%{transform:perspective(1600px) rotateY(0) translateX(0);opacity:1}\r\n}\r\n@keyframes pgShade{\r\n  0%{opacity:1} 100%{opacity:0}\r\n}\r\n\r\n\/* ===================================================================\r\n   BADGE-SRC  \u2014  the PYQ \/ Concept tag beside the question count\r\n   =================================================================== *\/\r\n.cdrill .badge-src{font-weight:800;font-size:11.5px;padding:5px 12px;border-radius:99px;\r\n  white-space:nowrap;letter-spacing:.02em}\r\n.cdrill .badge-src.pyq{background:linear-gradient(135deg,#16305F,#22468A);color:#fff}\r\n.cdrill .badge-src.con{background:#E4ECFB;color:#22468A;border:1px solid #CBD8F6}\r\n\r\n\/* ===================================================================\r\n   PAPER STOCK  \u2014  .cdrill.paper.stock\r\n   Real book paper, not a photocopy: a warm off-white sheet with a very\r\n   fine fibre grain, a soft edge shading where the page curves away, and\r\n   crisp ink. Nothing grey, nothing dirty. All CSS, no images.\r\n   =================================================================== *\/\r\n.cdrill.paper.stock{\r\n  --pk-ink  : #121418;\r\n  --pk-sheet: #fbf9f4;          \/* warm off-white, the colour of book stock *\/\r\n}\r\n.cdrill.paper.stock .qbody{\r\n  background:\r\n    \/* fibre grain \u2014 two offset hairline weaves, barely visible *\/\r\n    repeating-linear-gradient(  0deg, rgba(120,105,80,.020) 0 1px, transparent 1px 3px),\r\n    repeating-linear-gradient( 90deg, rgba(120,105,80,.016) 0 1px, transparent 1px 4px),\r\n    \/* the faint warmth a sheet picks up towards its edges *\/\r\n    radial-gradient(125% 90% at 50% 42%, #fdfcf9 0%, #fbf9f4 58%, #f5f1e8 100%);\r\n  box-shadow:\r\n    inset 0 1px 0 rgba(255,255,255,.9),          \/* the lit top edge   *\/\r\n    inset 0 -14px 22px -18px rgba(120,105,80,.20); \/* the page falling away *\/\r\n}\r\n\/* crisp ink \u2014 no bleed, no smudge *\/\r\n.cdrill.paper.stock .qsheet .lead,\r\n.cdrill.paper.stock .qsheet .intro,\r\n.cdrill.paper.stock .qsheet .close,\r\n.cdrill.paper.stock .stmts li span,\r\n.cdrill.paper.stock .opt .key,\r\n.cdrill.paper.stock .opt .txt,\r\n.cdrill.paper.stock .qno{color:var(--pk-ink);text-shadow:none}\r\n\r\n.cdrill.paper.stock .opt:hover:not(:disabled){background:rgba(255,255,255,.7) !important}\r\n.cdrill.paper.stock .opt.sel{background:rgba(255,255,255,.92) !important}\r\n.cdrill.paper.stock .paperfoot{border-top:1px solid rgba(120,105,80,.22);color:#6b6459}\r\n.cdrill.paper.stock .qhead{background:#f6f3ec;border-bottom:1px solid #e6e0d3}\r\n.cdrill.paper.stock .expl{background:#fffefb}\r\n.cdrill.paper.stock .qsheet table td{border-color:#3a3630}\r\n\r\n\r\n\r\n\/* ---- resume bar ---- *\/\r\n.cdrill .resumebar{\r\n  display:flex;align-items:center;justify-content:space-between;gap:14px;flex-wrap:wrap;\r\n  margin:0;padding:11px 18px;\r\n  background:linear-gradient(180deg,#EEF3FF,#E4ECFB);\r\n  border-bottom:1px solid #CBD8F6;\r\n  font-size:13.5px;color:#22468A;\r\n}\r\n.cdrill .resumebar b{font-weight:800}\r\n.cdrill .rb-btn{\r\n  border:1px solid #B9CBF2;background:#fff;color:#22468A;\r\n  font:inherit;font-weight:700;font-size:12.5px;\r\n  padding:6px 14px;border-radius:99px;cursor:pointer;white-space:nowrap;\r\n}\r\n.cdrill .rb-btn:hover{background:#F5F8FF;border-color:#8FAEE8}\r\n.cdrill.paper .resumebar{\r\n  background:#f2efe6;border-bottom:1px solid #ddd7c7;color:#4a4437;\r\n  font-family:var(--pk-serif);font-size:14px;\r\n}\r\n.cdrill.paper .rb-btn{border-color:#cfc7b3;color:#4a4437;font-family:var(--pk-serif)}\r\n@media(max-width:700px){ .cdrill .resumebar{font-size:12.5px;padding:10px 14px} }\r\n\r\n\/* ---- the QUESTION in bold \u2014 stem, its statements and any table in it.\r\n        The options stay at normal weight, so the eye separates what is\r\n        being asked from what is being chosen between. ---- *\/\r\n.cdrill.boldq .qsheet .lead,\r\n.cdrill.boldq .qsheet .intro,\r\n.cdrill.boldq .qsheet .close,\r\n.cdrill.boldq .qsheet .stem,\r\n.cdrill.boldq .stmts li span,\r\n.cdrill.boldq .stmts li::before,\r\n.cdrill.boldq .qsheet table td{font-weight:700 !important}\r\n.cdrill.boldq .qno{font-weight:800 !important}\r\n\/* options explicitly held at normal weight *\/\r\n.cdrill.boldq .opt .key,\r\n.cdrill.boldq .opt .txt{font-weight:400 !important}\r\n\/* except the one marked correct after checking, which keeps its emphasis *\/\r\n.cdrill.boldq .opt.right .key,\r\n.cdrill.boldq .opt.right .txt{font-weight:600 !important}\r\n\/* the match-the-following grid, where present *\/\r\n.cdrill.boldq .mtab th,\r\n.cdrill.boldq .mtab td{font-weight:700 !important}\r\n\/* the explanation is untouched \u2014 none of the selectors above reach it,\r\n   so its <b> tags keep working normally *\/\r\n<\/style>\r\n\r\n<div class=\"cdrill\" id=\"cdRoot\">\r\n\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>Questions<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hCh\">0<\/b><span>Chapters<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hMastered\">0%<\/b><span>Mastered<\/span><\/div>\r\n        <div class=\"hstat\"><b class=\"tnum\" id=\"hReady\">\u2014<\/b><span>Readiness<\/span><\/div>\r\n      <\/div>\r\n      <div class=\"tabs\" role=\"tablist\">\r\n        <button class=\"tab\" role=\"tab\" aria-selected=\"true\" data-tab=\"quiz\">\u270f\ufe0f Practice<\/button>\r\n        <button class=\"tab\" role=\"tab\" aria-selected=\"false\" data-tab=\"perf\">\ud83d\udcca My Performance <span class=\"pill hide\" id=\"perfPill\">!<\/span><\/button>\r\n      <\/div>\r\n    <\/div>\r\n  <\/header>\r\n  <div class=\"goldrule\"><\/div>\r\n\r\n  <div class=\"filters\" id=\"cdFilters\">\r\n    <div class=\"wrap\" role=\"group\" aria-label=\"Filter questions\">\r\n      <button class=\"pill-f\" data-f=\"all\" aria-pressed=\"true\">\ud83d\udccb All questions<span class=\"n tnum\" id=\"fAll\">0<\/span><\/button>\r\n      <button class=\"pill-f\" data-f=\"chapter\">\ud83d\udcda By chapter<\/button>\r\n      <button class=\"pill-f gold hide\" data-f=\"session\" id=\"pillSession\">\ud83e\udde9 <span id=\"sessLabel\">My session<\/span><span class=\"n tnum\" id=\"fSess\">0<\/span><\/button>\r\n      <button class=\"pill-f warn\" data-f=\"weak\">\u26a0\ufe0f Weak areas<span class=\"n tnum\" id=\"fWeak\">0<\/span><\/button>\r\n      <button class=\"pill-f\" data-f=\"flagged\">\ud83d\udd16 Flagged<span class=\"n tnum\" id=\"fFlag\">0<\/span><\/button>\r\n    <\/div>\r\n  <\/div>\r\n\r\n  <div class=\"wrap\">\r\n    <!-- ============ PRACTICE ============ -->\r\n    <div class=\"grid\" id=\"viewQuiz\">\r\n      <div>\r\n        <div class=\"toolbar\">\r\n          <div class=\"search\">\r\n            <svg viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2.2\"><circle cx=\"11\" cy=\"11\" r=\"7\"\/><path d=\"M20 20l-3.5-3.5\"\/><\/svg>\r\n            <input id=\"cdSearch\" placeholder=\"Search a phrase or a rule number\" aria-label=\"Search questions\">\r\n          <\/div>\r\n          <button class=\"tgl\" id=\"tglUn\" aria-pressed=\"false\">\u25fb Unattempted only<\/button>\r\n          <button class=\"tgl\" id=\"tglReset\">\u21ba Reset session<\/button>\r\n        <\/div>\r\n\r\n        <section class=\"card chapcard hide\" id=\"chapPanel\">\r\n          <div class=\"chaphead\">\r\n            <b>\ud83d\udcda Filter by chapter<\/b><i id=\"chapHint\"><\/i>\r\n            <span class=\"meta\" id=\"ctxMeta\"><\/span>\r\n          <\/div>\r\n          <div class=\"chaplist\" id=\"chapList\" role=\"group\" aria-label=\"Choose chapter\"><\/div>\r\n        <\/section>\r\n\r\n        <section class=\"card hide\" id=\"emptyCard\">\r\n          <div class=\"qhead\"><span class=\"qcount\">Nothing to show<\/span><\/div>\r\n          <div class=\"empty\" id=\"emptyBody\"><\/div>\r\n        <\/section>\r\n\r\n        <section class=\"card\" id=\"qCard\">\r\n          <div class=\"qhead\">\r\n            <span class=\"qcount\" id=\"qCount\">Question 1 of 1<\/span>\r\n            <span class=\"qmeta\">\r\n              <span class=\"badge-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\" id=\"qOpts\"><\/div>\r\n            <div class=\"paperfoot\" id=\"cdFoot\"><\/div>\r\n            <div class=\"actions\">\r\n              <button class=\"btn\" id=\"btnCheck\">Check answer<\/button>\r\n              <button class=\"btn ghost\" id=\"btnPrev\">\u2190 Previous<\/button>\r\n              <button class=\"btn ghost\" id=\"btnNext\">Next \u2192<\/button>\r\n              <button class=\"flagbtn\" id=\"btnFlag\" aria-pressed=\"false\"><span id=\"flagIco\">\ud83c\udff3\ufe0f<\/span><span id=\"flagTxt\">Flag for review<\/span><\/button>\r\n            <\/div>\r\n            <p class=\"hint hide\" id=\"pickHint\">Choose an option above, then check your answer.<\/p>\r\n\r\n            <div id=\"result\" class=\"hide\">\r\n              <div class=\"verdict\" id=\"verdict\"><\/div>\r\n              <div class=\"expl\">\r\n                <div class=\"expl-h\">Source &amp; reasoning<\/div>\r\n                <div id=\"explBody\" class=\"body\"><\/div>\r\n              <\/div>\r\n            <\/div>\r\n          <\/div>\r\n        <\/section>\r\n      <\/div>\r\n\r\n      <aside class=\"rail\">\r\n        <section class=\"card\" id=\"navCard\" style=\"padding:0\">\r\n          <div class=\"nav-head\"><b id=\"navTitle\">Navigator<\/b><button class=\"navtoggle\" id=\"navToggle\">Hide<\/button><\/div>\r\n          <div class=\"navgrid\" id=\"navGrid\"><\/div>\r\n          <div class=\"legend\">\r\n            <span><i style=\"background:var(--ok-bg);border:1.5px solid #8FD3B6\"><\/i>Correct<\/span>\r\n            <span><i style=\"background:var(--bad-bg);border:1.5px solid #F0AEB4\"><\/i>Wrong<\/span>\r\n            <span><i style=\"background:var(--ok)\"><\/i>Mastered<\/span>\r\n          <\/div>\r\n        <\/section>\r\n        <div class=\"card\">\r\n          <h3>This session<\/h3>\r\n          <div class=\"score\"><b id=\"sPct\">\u2014<\/b><i id=\"sFrac\">0 of 0 correct<\/i><\/div>\r\n          <div class=\"bar\"><i id=\"sBar\" style=\"width:0\"><\/i><\/div>\r\n          <div class=\"mini\"><span id=\"sSeen\">0 attempted<\/span><span id=\"sLeft\">0 left here<\/span><\/div>\r\n          <div class=\"streak\" id=\"streak\"><\/div>\r\n        <\/div>\r\n        <div class=\"card\">\r\n          <h3 id=\"wHead\">Share on screen<\/h3>\r\n          <div class=\"score\"><b id=\"wPct\" style=\"color:#8A6206\">\u2014<\/b><i id=\"wUnit\">of this bank<\/i><\/div>\r\n          <p style=\"margin:8px 0 0;font-size:12.8px;color:var(--slate);line-height:1.55\" id=\"wNote\"><\/p>\r\n        <\/div>\r\n        <div class=\"card hide\" id=\"srcCard\">\r\n          <h3>Source text<\/h3>\r\n          <p style=\"margin:9px 0 12px;font-size:12.8px;color:var(--slate);line-height:1.55\">Every explanation here is drawn from the full text of the subject. Open it when a citation needs checking.<\/p>\r\n          <a class=\"btn\" id=\"srcLink\" href=\"#\" target=\"_blank\" rel=\"noopener\" style=\"display:block;text-align:center;text-decoration:none\">\ud83d\udcd6 Read the source<\/a>\r\n        <\/div>\r\n      <\/aside>\r\n    <\/div>\r\n\r\n    <!-- ============ PERFORMANCE ============ -->\r\n    <div class=\"hide\" id=\"viewPerf\">\r\n      <section class=\"card\" style=\"margin:20px 0 60px\">\r\n        <div class=\"qhead\"><span class=\"qcount\">My Performance<\/span><span class=\"badge-w\" id=\"perfCount\">0 attempted<\/span><\/div>\r\n        <div class=\"perf\" id=\"perfBody\"><\/div>\r\n      <\/section>\r\n    <\/div>\r\n  <\/div>\r\n\r\n  <div class=\"veilmsg\" id=\"veilMsg\">Paused \u2014 bring this window back to the front to continue<\/div>\r\n  <div class=\"toast\" id=\"toast\"><\/div>\r\n<\/div>\r\n\r\n<div class=\"cdrill-printblock\">\r\n  <h2>This test series is not available in print<\/h2>\r\n  <p>The questions, explanations and your progress are licensed for use on\r\n     PromotionExams.com and cannot be printed or saved as a PDF. Please\r\n     work through them on screen.<\/p>\r\n<\/div>\r\n\r\n<script>\r\n(function(){\r\n\"use strict\";\r\n\r\n\/* =====================================================================\r\n   1. CONFIGURATION  \u2190 EDIT PER SUBJECT\r\n   ===================================================================== *\/\r\nconst CFG = {\r\n  quizId : 'subject-chapterwise',   \/\/ unique per subject \u2014 this is the progress key,\r\n  paperMode   : true,               \/\/ true \u2192 UPSC booklet look; false \u2192 original card look\r\n  bookletCode : '',                 \/\/ e.g. 'JHGD-U-OFX'. Blank \u2192 only the page number prints\r\n  numberQuestions : false,          \/\/ false \u2192 every stem opens with 'Q.'  \u00b7  true \u2192 1. 2. 3.\r\n  boldQuestion    : true,           \/\/ the question in bold; options stay normal\r\n  pyqLabel        : 'PYQ',          \/\/ text before the year on the tag\r\n  showConceptTag  : true,           \/\/ items with no year show a grey 'Concept' tag\r\n  paperTexture    : true,           \/\/ warm paper stock with a fine grain\r\n                                    \/\/ so change it for every new page you publish\r\n  topic  : 'Right to Education (RTE) Act & Rules',          \/\/ e.g. 'CCS (Conduct) Rules, 1964'\r\n  eyebrow: '',                      \/\/ e.g. 'UPSC SO \/ Steno LDCE \u00b7 Paper II' \u2014 leave blank to hide\r\n  sub    : 'Chapter drills with a planner that builds your next sitting for you.',\r\n\r\n  \/* --- SOURCE PAGE ---------------------------------------------------\r\n     The page on your site that carries the full text of this subject.\r\n     A \"Read the source\" card then appears in the rail. Leave it blank\r\n     and the card disappears.                                            *\/\r\n  sourceUrl   : '',                 \/\/ e.g. 'https:\/\/promotionexams.com\/your-source-page\/'\r\n  sourceLabel : 'full source text', \/\/ shown on the link\r\n\r\n  \/* --- IMPORTANCE ----------------------------------------------------\r\n     You set the importance of each chapter yourself, in chapterImportance\r\n     below. It drives the ranking, the study plan and the planner \u2014 the\r\n     bigger the number, the more of your next sitting that chapter gets.\r\n     It is never described as exam weightage, so it is safe on a subject\r\n     with no previous year papers.\r\n     Leave the whole map empty and the page falls back silently to each\r\n     chapter's share of the bank, and stops mentioning importance at all. *\/\r\n\r\n  masteryThreshold : 3,     \/\/ clean correct answers before a question counts as mastered\r\n  weakThreshold    : 1,     \/\/ wrong attempts before a question is flagged weak\r\n\r\n  priorAccuracy : 0.30,     \/\/ expected-score model: shrink raw accuracy toward this\r\n  priorStrength : 6,\r\n  retention     : { baseDays:3, growth:2.5, riskBelow:0.70 },\r\n\r\n  sessionSize : 25,         \/\/ Focused set\r\n  mockSize    : 50          \/\/ Mock paper\r\n};\r\n\r\n\/* =====================================================================\r\n   2. CHAPTER IMPORTANCE  \u2190 you set this by hand\r\n   Keys do NOT have to match your chapter names exactly. Anything that\r\n   starts with a chapter or appendix number is matched on that number\r\n   alone, so 'Ch 2' finds 'CH 2: GENERAL OUTLINES OF THE SYSTEM OF\r\n   ACCOUNTS', and 'Apndx 5' finds 'APPENDIX 5: PRINCIPLES AND RULES...'.\r\n   Chapter, Chap, CH, Ch-2, 2. \u2014 all read the same. For appendices:\r\n   Appendix, Apndx, Appx, Annex, Annexure, in digits or roman numerals.\r\n   A key with no number falls back to a loose text match.\r\n   Numbers are relative: they need NOT total 100. A chapter you leave\r\n   out is given its share of the bank instead and is marked \"not rated\r\n   yet\" in the performance table.\r\n   Empty this map altogether to switch importance off everywhere.\r\n   ===================================================================== *\/\r\nconst chapterImportance = {\r\n  'Ch 1' : 30,\r\n  'Ch 2' : 45,\r\n  'Ch 3' : 25\r\n  \/\/ 'Apndx 1' : 25,   \u2190 appendices work the same way\r\n};\r\n\r\n\/* =====================================================================\r\n   3. QUESTION BANK  \u2190 PASTE YOUR BANK HERE\r\n   { id, chapter, question, options[], correct, explanation }\r\n     id          unique within its chapter\r\n     chapter     must match a key in chapterImportance exactly\r\n     correct     0-indexed\r\n     explanation may contain HTML; cite the rule or paragraph in <b> tags\r\n   A stem may carry \"\\n1. ...\" statement lines or a \"List-I \/ List-II\"\r\n   block \u2014 both are laid out automatically, and so is a plain stem.\r\n   The three below are only samples so the page renders on first open.\r\n   Delete them.\r\n   ===================================================================== *\/\r\nconst chapterQuestions = [\r\n  {\r\n    \"id\": 1,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"Match List-I with List-II with reference to the RTE Act, 2009 and select the correct answer using the code given below:\\n\\nList-I (Expression defined in the Act)\\nA. Capitation fee\\nB. Screening procedure\\nC. Child belonging to weaker section\\nD. Child belonging to disadvantaged group\\n\\nList-II (Meaning)\\n1. A child of a parent whose annual income is below the limit notified by the appropriate Government\\n2. A method of selection for admission in preference over another, other than a random method\\n3. A child with disability, or a child of a Scheduled Caste, Scheduled Tribe or socially and educationally backward class\\n4. Any donation, contribution or payment other than the fee notified by the school\",\r\n    \"options\": [\r\n      \"A-4, B-2, C-1, D-3\",\r\n      \"A-2, B-4, C-1, D-3\",\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-4, B-1, C-2, D-3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Capitation fee is defined in clause (b), screening procedure in clause (o), child belonging to weaker section in clause (e) and child belonging to disadvantaged group in clause (d).\",\r\n      \"Two of the four turn on notification by the appropriate Government. The income limit defining a weaker section, and the further groups counting as disadvantaged, are both left to be notified, so the content of these two definitions differs from State to State.\",\r\n      \"The words \\\"a child with disability or\\\" were inserted into clause (d) by Act 30 of 2012, which is how disability entered the disadvantaged group definition.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 2,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"The RTE Act, 2009 does not apply to which one of the following?\",\r\n    \"options\": [\r\n      \"Schools established and administered by linguistic minorities\",\r\n      \"Madrasas and Vedic Pathsalas\",\r\n      \"Schools belonging to a specified category\",\r\n      \"Unaided schools receiving no grant\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 1(5), inserted in 2012, provides that nothing in the Act applies to Madrasas, Vedic Pathsalas and educational institutions primarily imparting religious instruction.\",\r\n      \"Minority schools are a different case. They remain within the Act, but section 1(4), inserted by the same amendment, subjects the conferment of rights to Articles 29 and 30, and the 2012 provisos to sections 21 and 22 make their management committees advisory only.\",\r\n      \"Specified category and unaided schools are squarely within the Act. They carry the twenty-five per cent obligation under section 12(1)(c), and section 5 bars a child from seeking transfer into them.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 3,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"Consider the following statements in respect of the definition of \\\"local authority\\\" in the RTE Act, 2009:\\n1. It covers a Municipal Corporation, Municipal Council, Zila Parishad, Nagar Panchayat or Panchayat, by whatever name called.\\n2. It also covers the State Commission for Protection of Child Rights.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 1 is correct and statement 2 is not. Clause (h) names the five bodies and extends to any other authority having administrative control over the school or empowered by law to function as a local authority. The State Commission is separately defined in clause (q) and is not a local authority.\",\r\n      \"The drafting is deliberately open because local government nomenclature differs across the country. A definition tied to named institutions alone would have left gaps in States using other titles.\",\r\n      \"It matters because section 9 places thirteen distinct duties on the local authority, several of which, such as maintaining records of children and deciding the academic calendar, fall on no one else.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 4,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"The expression \\\"child with disability\\\" in the RTE Act, 2009 is defined by reference to:\",\r\n    \"options\": [\r\n      \"the Persons with Disabilities Act, 1995, and that Act alone\",\r\n      \"the Persons with Disabilities Act, 1995 and the National Trust Act\",\r\n      \"the National Trust Act, 1999, and that Act alone\",\r\n      \"the Rights of Persons with Disabilities Act, 2016 alone\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Clause (ee) has three limbs: a child with disability as defined in the Persons with Disabilities Act, 1995; a child being a person with disability under the National Trust Act, 1999; and a child with severe disability as defined in that same Act. Two enactments, three limbs.\",\r\n      \"The distinction between the limbs is not academic. Only the second and third attract the option of home-based education under the proviso to section 3(3); a child within the first limb does not.\",\r\n      \"The 2016 Act is not referred to at all, although it repealed the 1995 Act, and its categories are not identical to those the clause was drafted against.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 5,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"According to the RTE Act, 2009, a \\\"child\\\" means a male or female child of the age of:\",\r\n    \"options\": [\r\n      \"three to fourteen years\",\r\n      \"six to eighteen years\",\r\n      \"six to fourteen years\",\r\n      \"above six years until completion of elementary education\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 2(c) defines a child as a male or female child of the age of six to fourteen years, which is the band Article 21A itself uses.\",\r\n      \"The age of three appears elsewhere in the Act, in section 11, which permits the appropriate Government to make arrangements for pre-school education for children above three until they complete six. That is an enabling power over a different age group, not part of the definition.\",\r\n      \"Note also section 4, under which a child admitted to elementary education remains entitled to free education till completion even after crossing fourteen. The definition fixes who acquires the right; it does not cut off the entitlement once acquired.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 6,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"Consider the following statements in respect of the Constitution (Eighty-sixth Amendment) Act, 2002 under the RTE Act, 2009:\\n1. It inserted Article 21A, making free and compulsory education for children of six to fourteen years a fundamental right.\\n2. It recast Article 45, which now concerns early childhood care and education for children below the age of six.\\n3. It inserted Article 51A(k), placing a fundamental duty on the parent or guardian.\\nHow many of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"None\",\r\n      \"Only one\",\r\n      \"Only two\",\r\n      \"All three\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"All three are correct. A single amendment operated in three different Parts of the Constitution at once: it created a fundamental right in Part III, recast a Directive Principle in Part IV, and added a fundamental duty in Part IVA.\",\r\n      \"Article 45 as originally enacted covered free and compulsory education for all children until fourteen. Once Article 21A took that ground for the six-to-fourteen band, Article 45 was left to cover what the new right did not, namely children below six.\",\r\n      \"The Right of Children to Free and Compulsory Education Act, 2009 is the law Article 21A contemplates when it says \\\"in such manner as the State may, by law, determine\\\". Article 21A and the Act came into force on the same day, 1 April 2010.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 7,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"Match List-I with List-II with reference to the RTE Act, 2009 and select the correct answer using the code given below:\\n\\nList-I (Kind of school under the definition of school)\\nA. A school established, owned or controlled by the appropriate Government\\nB. An aided school\\nC. A specified category school\\nD. An unaided school\\n\\nList-II (Obligation on the school)\\n1. Admission in class I of at least twenty-five per cent of the strength of that class, with a claim to reimbursement\\n2. Free and compulsory elementary education to all children admitted\\n3. Free education in the proportion its recurring aid bears to its recurring expenses, minimum twenty-five per cent\\n4. Admission in class I of at least twenty-five per cent of the strength of that class, with no claim to reimbursement\",\r\n    \"options\": [\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-2, B-3, C-1, D-4\",\r\n      \"A-3, B-2, C-4, D-1\",\r\n      \"A-2, B-1, C-4, D-3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Government schools educate all admitted children free under clause (a); aided schools are proportionate to their aid with a twenty-five per cent floor under clause (b); and specified category and unaided schools both take twenty-five per cent at entry under clause (c).\",\r\n      \"The two twenty-five per cent limbs differ in one respect that the question turns on. Reimbursement under section 12(2) is payable to a school specified in sub-clause (iv), the unaided school, and not to a specified category school under sub-clause (iii).\",\r\n      \"The four sub-clauses of clause (n) do this work throughout the Act: section 5 excludes (iii) and (iv) from the right of transfer, and section 21 excludes (iv) from constituting a School Management Committee.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 8,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"In the RTE Act, 2009, \\\"elementary education\\\" means:\",\r\n    \"options\": [\r\n      \"education from first class to fifth class\",\r\n      \"education from first class to eighth class\",\r\n      \"education from pre-school to eighth class\",\r\n      \"education from first class to tenth class\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 2(f) defines elementary education as the education from first class to eighth class. The Act's entire scheme, including the right in section 3 and the completion certificate, is framed around that span.\",\r\n      \"Pre-school is deliberately outside it. Section 11 permits the appropriate Government to arrange free pre-school education, but as an enabling power rather than as part of elementary education.\",\r\n      \"The eighth class boundary explains why section 16 speaks of examinations in the fifth and eighth classes, the eighth being the exit point of the stage.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 9,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"Under the RTE Act, 2009, in relation to a school established, owned or controlled by the administrator of a Union territory having no legislature, the \\\"appropriate Government\\\" is:\",\r\n    \"options\": [\r\n      \"the administrator of that Union territory\",\r\n      \"the local authority of that Union territory\",\r\n      \"the Central Government\",\r\n      \"the Government of the nearest State\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 2(a)(i) makes the Central Government the appropriate Government both for a school established, owned or controlled by the Central Government and for one established, owned or controlled by the administrator of a Union territory having no legislature.\",\r\n      \"Sub-clause (ii) then covers every other school: within a State it is the State Government, and within a Union territory having a legislature it is the Government of that Union territory.\",\r\n      \"The distinction decides a great deal in practice. The appropriate Government notifies who counts as a disadvantaged group, fixes the income limit for a weaker section, specifies the academic authority under section 29 and decides whether a child may be held back under section 16.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 10,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"The RTE Act, 2009 defines \\\"school\\\" to include four kinds of institution. Which one of the following is NOT among them?\",\r\n    \"options\": [\r\n      \"A school established, owned or controlled by the appropriate Government or a local authority\",\r\n      \"An aided school receiving aid or grants from the appropriate Government or the local authority\",\r\n      \"A school belonging to specified category\",\r\n      \"A coaching centre preparing children for entrance examinations\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Section 2(n) covers government and local authority schools at sub-clause (i), aided schools at (ii), specified category schools at (iii) and unaided schools at (iv). A coaching centre is not a school within the Act.\",\r\n      \"The four sub-clauses do a great deal of work throughout the statute. Section 12 imposes different obligations on each; section 5 excludes sub-clauses (iii) and (iv) from the right of transfer; and section 21 exempts sub-clause (iv) from constituting a School Management Committee.\",\r\n      \"The opening words also matter: a school means any recognised school imparting elementary education. An unrecognised school is not a school for the purposes of the Act, which is why section 18 prohibits establishment or functioning without recognition.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 11,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"In the RTE Act, 2009, the definition of \\\"school\\\" opens with which qualifying words?\",\r\n    \"options\": [\r\n      \"any recognised school imparting elementary education\",\r\n      \"any school imparting elementary education\",\r\n      \"any school aided by the appropriate Government\",\r\n      \"any school registered with the local authority\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Clause (n) opens with \\\"any recognised school imparting elementary education\\\". Recognition is therefore built into the definition itself.\",\r\n      \"The consequence runs through the Act. An unrecognised institution is not a school within the meaning of the statute at all, which is why section 18 prohibits establishment or functioning without a certificate of recognition and penalises it with a fine of up to one lakh rupees.\",\r\n      \"It also explains why section 19(3) requires recognition to be withdrawn where a school fails to meet the norms within the period allowed, and section 19(4) provides that no such school shall continue to function.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 12,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"Under the RTE Act, 2009, an \\\"aided school\\\" is one which:\",\r\n    \"options\": [\r\n      \"is established, owned or controlled by the appropriate Government itself\",\r\n      \"receives aid or grants for the whole or part of its expenses\",\r\n      \"receives no aid at all but is recognised by the appropriate Government\",\r\n      \"is known as a Kendriya Vidyalaya, Navodaya Vidyalaya or Sainik School\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Sub-clause (ii) of clause (n) defines an aided school as one receiving aid or grants to meet the whole or part of its expenses from the appropriate Government or the local authority.\",\r\n      \"The words \\\"whole or part\\\" are what make section 12(1)(b) work. Because aid may be partial, the free-education obligation on such a school is proportionate to the ratio its recurring aid bears to its recurring expenses, subject to a floor of twenty-five per cent.\",\r\n      \"The other three options describe sub-clauses (i), (iv) and (iii) respectively, so the question is really asking whether the four limbs of the definition of school are held apart.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 13,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"The National Commission for Protection of Child Rights referred to in the RTE Act, 2009 is the body constituted under:\",\r\n    \"options\": [\r\n      \"section 13 of the Commissions for Protection of Child Rights Act, 2005\",\r\n      \"section 31 of this Act\",\r\n      \"section 3 of the Commissions for Protection of Child Rights Act, 2005\",\r\n      \"the Juvenile Justice Act, 2015\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Clause (i) defines it by reference to section 3 of the Commissions for Protection of Child Rights Act, 2005, and clause (q) defines the State Commission by reference to the same section of that Act.\",\r\n      \"Section 13 of that Act is a different provision, dealing with the functions of the Commission rather than its constitution, so an option naming it is testing whether constitution and function have been kept apart.\",\r\n      \"Section 31 of this Act is where the Commissions acquire their role under the RTE Act, namely to examine and review the safeguards for the rights provided by it.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 14,\r\n    \"chapter\": \"RTE Act: Ch 1: PRELIMINARY\",\r\n    \"question\": \"Article 21A of the Constitution, to which the RTE Act, 2009 gives effect, was inserted by:\",\r\n    \"options\": [\r\n      \"the Constitution (Forty-second Amendment) Act, 1976\",\r\n      \"the Constitution (Ninety-third Amendment) Act, 2005\",\r\n      \"the Constitution (Forty-fourth Amendment) Act, 1978\",\r\n      \"the Constitution (Eighty-sixth Amendment) Act, 2002\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Article 21A was inserted by the Constitution (Eighty-sixth Amendment) Act, 2002. It requires the State to provide free and compulsory education to all children of six to fourteen years in such manner as the State may, by law, determine, and the RTE Act, 2009 is that law.\",\r\n      \"Each of the other three is a real amendment with a bearing on this field. The Forty-second of 1976 moved education from the State List to the Concurrent List, which is what made a central Act on school education possible at all. The Ninety-third of 2005 inserted Article 15(5) on admissions to educational institutions. The Forty-fourth of 1978 removed the right to property from Part III.\",\r\n      \"The same Eighty-sixth Amendment also recast Article 45, which now concerns early childhood care and education below six, and inserted Article 51A(k), the fundamental duty of the parent or guardian. Article 21A and the Act both came into force on 1 April 2010.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 15,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"A private school charges every child in class III a separate sum for activity materials. Under the RTE Act, 2009, whether the charge is permissible turns on:\",\r\n    \"options\": [\r\n      \"whether it may prevent the child from pursuing and completing elementary education\",\r\n      \"whether the sum is described as a fee or as a contribution\",\r\n      \"whether the school notified the sum before the academic year began\",\r\n      \"whether the school receives aid or grants from the appropriate Government\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 3(2) bars any kind of fee or charges or expenses which may prevent the child from pursuing and completing elementary education. The test is the effect on the child, not the form of the charge.\",\r\n      \"The word \\\"may\\\" lowers the threshold. It need not be shown that the charge did exclude the child; it is enough that it may prevent the child from continuing.\",\r\n      \"The label is immaterial for the same reason it is immaterial under section 2(b), which defines capitation fee as any donation, contribution or payment other than the fee notified by the school.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 16,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"The proviso to the right to free education under the RTE Act, 2009, omitted in 2012, had dealt with:\",\r\n    \"options\": [\r\n      \"children of migrant families\",\r\n      \"the right of a child with disability under the 1995 Act\",\r\n      \"children admitted after the extended period allowed\",\r\n      \"the liability of parents to pay fees\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The omitted proviso gave a child suffering from disability, as defined in the Persons with Disabilities Act, 1995, the right to pursue free and compulsory elementary education in accordance with Chapter V of that Act.\",\r\n      \"Act 30 of 2012 omitted it and put the wider sub-section (3) in its place, which covers not only the 1995 Act categories but also those under the National Trust Act, 1999.\",\r\n      \"So the 2012 amendment did three connected things in this section: it substituted sub-section (1) to name disadvantaged and weaker-section children expressly, omitted this proviso, and inserted sub-section (3).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 17,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Consider the following statements in respect of the RTE Act, 2009:\\n1. Sub-section (1) was substituted in 2012 to bring children of disadvantaged groups and weaker sections expressly within the right.\\n2. Sub-section (3), conferring rights on children with disability, was inserted at the same time.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Both statements are correct. Act 30 of 2012 substituted sub-section (1) so that it now expressly includes a child referred to in clause (d) or clause (e) of section 2, and inserted sub-section (3) dealing with children with disability.\",\r\n      \"As enacted, sub-section (1) read simply that every child of six to fourteen shall have a right to free and compulsory education in a neighbourhood school till completion of elementary education. The substitution put the disadvantaged and weaker-section child on the face of the right rather than leaving it to inference.\",\r\n      \"The same amendment omitted the proviso to sub-section (2), which had dealt with children with disability by reference to the 1995 Act, and replaced it with the wider sub-section (3).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 18,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"The option of home-based education under the RTE Act, 2009 is available to:\",\r\n    \"options\": [\r\n      \"a child with multiple disabilities, or with severe disability\",\r\n      \"a child with disability as defined in the Persons with Disabilities Act, 1995\",\r\n      \"a child belonging to a disadvantaged group within the meaning of section 2(d)\",\r\n      \"a child admitted to a class appropriate to his age under section 4\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The proviso to section 3(3) confines the option to a child with multiple disabilities referred to in clause (h), and a child with severe disability referred to in clause (o), of section 2 of the National Trust Act, 1999.\",\r\n      \"Each of the other three is a real category under the Act, and none of them attracts the option. Clause (ee) of section 2 has three limbs, and the child within the first, defined by reference to the 1995 Act, is precisely the one left out.\",\r\n      \"The word used is \\\"may\\\", so it is an option and not a direction. The rule under section 3(1) remains a place in a neighbourhood school, and the proviso has been criticised on the ground that an option to educate at home can become a reason not to make a school accessible.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 19,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Under the RTE Act, 2009, the right to free and compulsory education is to be enjoyed:\",\r\n    \"options\": [\r\n      \"in any school of the parent's or guardian's choice\",\r\n      \"in a neighbourhood school, till elementary education is complete\",\r\n      \"in a school run by the appropriate Government only\",\r\n      \"in a school within the district of residence\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 3(1) confers the right to free and compulsory education in a neighbourhood school till the completion of his or her elementary education.\",\r\n      \"Two limits are built into the words. The right is to a neighbourhood school, not a school of choice, which is why the proviso to sections 8(a) and 9(a) denies reimbursement to a parent who chooses elsewhere. And it runs till completion of elementary education, which under section 2(f) means the eighth class.\",\r\n      \"As substituted in 2012, the sub-section now expressly includes a child referred to in clause (d) or clause (e) of section 2, so a child of a disadvantaged group or weaker section is named on the face of the right.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 20,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Under the RTE Act, 2009, consider the following statements:\\n1. A child may seek transfer where the school has no provision for completion of elementary education.\\n2. A child required to move within a State or outside, for any reason whatsoever, may seek transfer.\\n3. The right of transfer may be exercised into a specified category school or an unaided school.\\nHow many of the statements given above are correct?\",\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\": [\r\n      \"Statements 1 and 2 are correct, being sub-sections (1) and (2). Statement 3 is not: both sub-sections exclude the schools specified in sub-clauses (iii) and (iv) of clause (n) of section 2.\",\r\n      \"So a child may transfer freely among government, local authority and aided schools, but into neither a Kendriya Vidyalaya, Navodaya Vidyalaya or Sainik School, nor a private unaided school.\",\r\n      \"The breadth of sub-section (2), which asks no reason for the move and works across State borders, is what makes the section useful to children of migrant families.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 21,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Consider the following statements in respect of the right of transfer under the RTE Act, 2009:\\n1. The right may be exercised into any school, including a specified category school and an unaided school.\\n2. Delay in producing the transfer certificate is a valid ground for delaying admission.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Neither statement is correct. Section 5 expressly excludes the schools specified in sub-clauses (iii) and (iv) of clause (n) of section 2, that is specified category and unaided schools, from the right of transfer. And the first proviso to sub-section (3) states that delay in producing the transfer certificate shall not be a ground for either delaying or denying admission.\",\r\n      \"The exclusion is significant. A child may transfer freely among government, local authority and aided schools, but has no right to transfer into a Kendriya Vidyalaya, a Navodaya Vidyalaya, a Sainik School or a private unaided school.\",\r\n      \"The second proviso goes further and makes the Head-teacher or in-charge who delays issuing a transfer certificate liable to disciplinary action, so the obligation falls on the officer rather than on the child.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 22,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"According to the RTE Act, 2009, a child with disability is to be accommodated in elementary education until:\",\r\n    \"options\": [\r\n      \"18 years of age\",\r\n      \"14 years of age\",\r\n      \"16 years of age\",\r\n      \"19 years of age\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 3(3) confers on a child with disability the right to free and compulsory elementary education in accordance with Chapter V of the Persons with Disabilities Act, 1995, under which free education is to be provided to every child with disability up to the age of eighteen years.\",\r\n      \"The eighteen-year limit therefore comes from the disability statute rather than from the RTE Act itself, which is why it differs from the fourteen-year band in the definition of a child in section 2(c).\",\r\n      \"It should be kept apart from the second proviso to section 4, under which any child admitted to an age-appropriate class is entitled to free education till completion of elementary education even after fourteen years, without a stated ceiling.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 23,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"A child aged eleven, never enrolled, is admitted to class VI under the RTE Act, 2009. On turning fourteen the child has not completed elementary education. The child is:\",\r\n    \"options\": [\r\n      \"no longer entitled to free education, the age band in section 2(c) having ended\",\r\n      \"entitled to free education till elementary education is complete\",\r\n      \"entitled to free education for two further years only\",\r\n      \"to be transferred to an open schooling programme\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The second proviso to section 4 entitles a child so admitted to free education till completion of elementary education even after fourteen years. The right, once acquired, outlives the age band.\",\r\n      \"This is the discrimination the section turns on. Section 2(c) defines a child as one of six to fourteen, so the natural reading would cut the entitlement off at fourteen. The proviso is there precisely to prevent that reading.\",\r\n      \"It follows from the first proviso as well. A child admitted late to an age-appropriate class needs special training to come level, and an entitlement expiring at fourteen would defeat the very children the section exists for.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 24,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"A child studying in a government school wishes to transfer to a Kendriya Vidyalaya to complete elementary education. Under the RTE Act, 2009, the child:\",\r\n    \"options\": [\r\n      \"may transfer, since the right of transfer is unqualified\",\r\n      \"may transfer only with the consent of the local authority\",\r\n      \"may not transfer, a specified category school being outside that right\",\r\n      \"may transfer only if the present school cannot take the child to class VIII at all\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 5 excludes the schools in sub-clauses (iii) and (iv) of clause (n) of section 2 from the right of transfer. A Kendriya Vidyalaya is a specified category school under clause (p), so it falls within sub-clause (iii) and is outside the right.\",\r\n      \"The exclusion covers unaided schools as well, so a child may transfer freely among government, local authority and aided schools but into neither of the other two kinds.\",\r\n      \"The fourth option describes section 5(1), which is one of the two situations in which transfer may be sought. But the exclusion applies to both sub-sections, so no reason for moving opens the door to a specified category school.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 25,\r\n    \"chapter\": \"RTE Act: Ch 2: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"A head teacher delays issuing a transfer certificate to a child leaving the school. Under the RTE Act, 2009, the consequence is that:\",\r\n    \"options\": [\r\n      \"the receiving school may refuse admission until the certificate arrives\",\r\n      \"the child must wait until the next academic year\",\r\n      \"the local authority must issue the certificate in his place\",\r\n      \"the head teacher is liable for disciplinary action under the applicable service rules\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"The second proviso to section 5(3) makes the Head-teacher or in-charge who delays issuing the certificate liable for disciplinary action under the service rules applicable to him or her.\",\r\n      \"The first proviso closes the other half of the problem: delay in producing the transfer certificate is not a ground for either delaying or denying admission in the receiving school.\",\r\n      \"Taken together, the child moves and the officer answers. This is the pattern the Act uses repeatedly, placing the consequence of an administrative failure on the administration rather than on the child.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 26,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Consider the following statements in respect of the instruments made under the RTE Act, 2009:\\n1. The framework of national curriculum the Act requires was notified in 2010.\\n2. Guidelines on giving effect to the pupil-teacher ratio were issued as guidelines in 2010.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 1 is correct and statement 2 is not. The guidelines of 22 June 2010 were issued under section 35(1), the power to issue guidelines, not under section 38(1), which is the power to make rules and is exercised by notification.\",\r\n      \"Section 35(1) is the Central Government's power to issue guidelines to the appropriate Government or the local authority, which is the source of much of the Act's operational detail.\",\r\n      \"Eighteen central instruments in all have been made under the Act, running from S.O. 428(E) of 2010 to G.S.R. 777(E) of 2024.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 27,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Consider the following statements in respect of the RTE Act, 2009:\\n1. The Central Government is to develop a framework of national curriculum with the help of the authority that lays down teacher qualifications.\\n2. The Central Government is to develop and enforce standards for training of teachers.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 2 is correct and statement 1 is not. Section 7(6)(a) requires the framework to be developed with the help of the academic authority specified under section 29, which is the NCERT, not the authority under section 23, which is the NCTE and deals with teacher qualifications.\",\r\n      \"The framework of national curriculum was notified on 31 August 2010, developed with the National Council of Educational Research and Training as the academic authority under section 29.\",\r\n      \"Note the division of labour. The Centre develops a framework; the academic authority specified by the appropriate Government under section 29 lays down the curriculum and evaluation procedure that actually binds a school.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 28,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Consider the following statements in respect of the funding mechanism in the RTE Act, 2009:\\n1. The Central Government prepares the estimates of capital and recurring expenditure for implementation of the Act.\\n2. The percentage of that expenditure to be provided to the States as grants-in-aid is fixed by the Finance Commission.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 1 is correct and statement 2 is not. Under section 7(3) the percentage is determined by the Central Government itself, from time to time, in consultation with the State Governments. The Finance Commission enters only under section 7(4), and then only on a reference made by the President at the Centre's request.\",\r\n      \"The words \\\"as it may determine, from time to time\\\" leave the share to executive decision rather than fixing it in the statute, which is why the Centre-State ratio for school education is settled in scheme guidelines and not in the Act.\",\r\n      \"Sub-section (5) closes the arrangement: notwithstanding any reference to the Finance Commission, the State remains responsible for providing funds, taking into account what the Centre has given and its own resources.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 29,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Consider the following statements in respect of the duties of the appropriate Government and of the local authority under the RTE Act, 2009:\\n1. A parent who admits a child to a school other than one established, owned, controlled or substantially financed by the appropriate Government or a local authority may claim reimbursement of the expenditure incurred.\\n2. The proviso appears in identical terms in the duties of both the appropriate Government and the local authority.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 2 is correct and statement 1 is not. The proviso denies such a claim: where a parent chooses a school outside the publicly funded system, neither the child nor the parent is entitled to claim reimbursement of the expenditure incurred there.\",\r\n      \"It appears in the same words in section 8(a) and section 9(a), so the position is the same whichever authority is looked to.\",\r\n      \"The reason is structural. The State discharges its duty by providing a free place; it does not undertake to fund a place the family prefers. Reimbursement under section 12(2) is a different thing altogether, payable to the school for children admitted under the twenty-five per cent obligation.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 30,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"According to the RTE Act, 2009, the responsibility for providing funds to carry out the Act is:\",\r\n    \"options\": [\r\n      \"exclusively that of the Central Government\",\r\n      \"exclusively that of the State Governments\",\r\n      \"a concurrent responsibility of the Central Government and the State Governments\",\r\n      \"a responsibility of the local authority in the first instance\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 7(1) provides that the Central Government and the State Governments shall have concurrent responsibility for providing funds. Neither can discharge the obligation by pointing to the other.\",\r\n      \"The mechanism follows in the succeeding sub-sections. The Centre prepares the estimates of capital and recurring expenditure, provides such percentage as grants-in-aid as it determines in consultation with the States, and the State remains responsible for the balance.\",\r\n      \"Section 7(4) adds an unusual route: the Central Government may request the President to refer to the Finance Commission, under Article 280(3)(d), the need for additional resources so that a State may provide its share.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 31,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"The Central Government may request the President to make a reference to the Finance Commission under which provision under the RTE Act, 2009?\",\r\n    \"options\": [\r\n      \"Article 275\",\r\n      \"Article 282\",\r\n      \"Article 293\",\r\n      \"Article 280(3)(d)\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Section 7(4) refers to sub-clause (d) of clause (3) of Article 280, under which the Finance Commission may be asked to examine any other matter referred to it by the President in the interests of sound finance.\",\r\n      \"The purpose stated is specific: to examine the need for additional resources to be provided to a State Government so that the State may provide its share of funds for carrying out the Act.\",\r\n      \"Sub-section (5) then makes clear that this route does not relieve the State. Notwithstanding sub-section (4), the State remains responsible for providing funds, taking into account what the Centre has given it and its own resources.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 32,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Which one of the following is NOT among the duties of the appropriate Government under the RTE Act, 2009?\",\r\n    \"options\": [\r\n      \"Deciding the academic calendar for schools in its territory\",\r\n      \"Providing infrastructure including school building, teaching staff and learning equipment\",\r\n      \"Ensuring timely prescribing of curriculum and courses of study for elementary education\",\r\n      \"Providing training facility for teachers\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Deciding the academic calendar is a duty of the local authority under section 9(m), and appears nowhere in section 8.\",\r\n      \"The nine duties in section 8 are providing free and compulsory elementary education, ensuring availability of a neighbourhood school, ensuring non-discrimination against children of weaker sections and disadvantaged groups, providing infrastructure, providing the special training facility under section 4, ensuring and monitoring admission, attendance and completion, ensuring quality conforming to the Schedule, ensuring timely prescribing of curriculum, and providing training facility for teachers.\",\r\n      \"Four duties belong to the local authority alone: maintaining records of children up to fourteen, ensuring admission of children of migrant families, monitoring the functioning of schools, and deciding the academic calendar.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 33,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Consider the following statements in respect of the RTE Act, 2009:\\n1. The appropriate Government is required to provide free pre-school education to all children above three years.\\n2. The section covers early childhood care and education for children until they complete the age of six years.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 2 is correct and statement 1 is not. Section 11 says the appropriate Government \\\"may make necessary arrangement\\\" for providing free pre-school education. It is an enabling power, not a duty.\",\r\n      \"The purpose stated is twofold: to prepare children above three for elementary education, and to provide early childhood care and education for all children until they complete six.\",\r\n      \"The contrast with section 3 is the point. Elementary education for six to fourteen is a right; pre-school for three to six is a discretion. That gap is what the National Education Policy 2020 addressed by treating ages three to eight as one foundational stage.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 34,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"The RTE Act, 2009 defines \\\"compulsory education\\\" as the obligation of the appropriate Government to:\",\r\n    \"options\": [\r\n      \"compel every parent to send the child to school, on pain of a penalty\",\r\n      \"provide free education to children of weaker sections alone\",\r\n      \"provide free elementary education and ensure admission, attendance and completion\",\r\n      \"ensure that every child passes the examinations in the fifth and eighth classes\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The Explanation places the compulsion on the State, not on the family. It means the obligation of the appropriate Government to provide free elementary education to every child of six to fourteen and to ensure compulsory admission, attendance and completion by every such child.\",\r\n      \"That is the conceptual heart of the statute. The word compulsory in the title might suggest a duty enforced against parents, and the Act deliberately defines it the other way round.\",\r\n      \"Section 10 does place a duty on the parent or guardian to admit the child to a neighbourhood school, but no penalty is attached to it anywhere in the Act.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 35,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Which of the following are duties of the local authority under the RTE Act, 2009?\\n1. Maintaining records of children up to the age of fourteen years residing within its jurisdiction\\n2. Monitoring the functioning of schools within its jurisdiction\\n3. Deciding the academic calendar\\nSelect the correct answer using the codes given below:\",\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\": [\r\n      \"All three appear in section 9, at clauses (d), (l) and (m) respectively, along with ensuring admission of children of migrant families at clause (k).\",\r\n      \"These four are the duties that section 8 does not place on the appropriate Government, and each requires local knowledge that a State capital does not have.\",\r\n      \"The other nine duties in section 9 mirror those in section 8, so on everything that touches the child's entitlement directly the obligation is joint rather than divided.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 36,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"A parent fails to admit a child to any school. Under the RTE Act, 2009, the parent is:\",\r\n    \"options\": [\r\n      \"in breach of a duty carrying no penalty under the Act\",\r\n      \"liable to a fine which may extend to twenty-five thousand rupees\",\r\n      \"liable to imprisonment which may extend to six months\",\r\n      \"liable to be proceeded against by the local authority\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 10 places a duty on every parent or guardian to admit the child to elementary education in the neighbourhood school, but the Act attaches no penalty anywhere for breach of it.\",\r\n      \"That is deliberate and follows from the Explanation to section 8, which defines compulsory education as an obligation of the appropriate Government to provide education and to ensure admission, attendance and completion. The compulsion runs against the State, not the family.\",\r\n      \"The corresponding constitutional provision, Article 51A(k), is likewise a fundamental duty and unenforceable by penalty. The Act's three penal provisions are sections 13, 18 and 19, and all three bind schools rather than parents.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 37,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Under the RTE Act, 2009, two children living the same distance from their schools, in two different States, find that one is entitled to a school nearer than the other. This is because:\",\r\n    \"options\": [\r\n      \"the Act fixes one distance for rural and another for urban areas\",\r\n      \"the limits of neighbourhood are prescribed by rules, not by the Act\",\r\n      \"the appropriate Government may waive section 6 in sparsely populated areas\",\r\n      \"distance is determined by the local authority for each habitation\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 6 requires a school to be established \\\"within such area or limits of neighbourhood, as may be prescribed\\\", and prescribes nothing itself. Rules are made by the appropriate Government under section 38, so the distance is a State question.\",\r\n      \"The familiar figures of one kilometre for classes I to V and three kilometres for VI to VIII come from the Central Rules and from State rules, not from the statute, and States may and do differ.\",\r\n      \"So the entitlement conferred by section 3(1) to a place in a neighbourhood school has a content that varies with where the child lives, which cannot be answered from the Act alone.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 38,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"According to the RTE Act, 2009, the appropriate Government and the local authority were required to establish a neighbourhood school, where none exists, within what period from the commencement of the Act?\",\r\n    \"options\": [\r\n      \"six months\",\r\n      \"five years\",\r\n      \"three years\",\r\n      \"three months\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 6 fixes three years from the commencement of the Act, within such area or limits of neighbourhood as may be prescribed. The same three-year period appears in section 19(2) for existing schools to meet the Schedule.\",\r\n      \"Each of the other three periods is real, which is what makes them competitive. Six months was the original period in section 25(1) for the pupil-teacher ratio, replaced by three years in 2012. Five years is the maximum relaxation of teacher qualifications under section 23(2). Three months is the period within which the local authority must decide a complaint under section 32(2).\",\r\n      \"Reading the periods as a set is the efficient way to hold them: three years for infrastructure and norms, five years for teacher qualifications, three months for grievance redressal.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 39,\r\n    \"chapter\": \"RTE Act: Ch 3: DUTIES OF APPROPRIATE GOVERNMENT, LOCAL AUTHORITY AND PARENTS\",\r\n    \"question\": \"Which one of the following duties is placed on the local authority by the RTE Act, 2009 but not on the appropriate Government?\",\r\n    \"options\": [\r\n      \"Ensuring availability of a neighbourhood school\",\r\n      \"Providing special training facility specified in section 4\",\r\n      \"Ensuring good quality elementary education conforming to the Schedule\",\r\n      \"Deciding the academic calendar and ensuring admission of children of migrant families\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Deciding the academic calendar, at clause (m), and ensuring admission of children of migrant families, at clause (k), appear in section 9 alone. So does maintaining records of children up to fourteen residing within the jurisdiction, and monitoring the functioning of schools within it.\",\r\n      \"The other three duties appear in both sections, which is deliberate: on the matters that go to the child's entitlement, the Act makes the obligation joint rather than allocating it.\",\r\n      \"The distinctively local duties are those that require local knowledge. Only the local authority can know which children live within its area, when the local season permits schooling, and which families are on the move.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 40,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A private unaided school runs a pre-school section. Under the RTE Act, 2009, the twenty-five per cent obligation:\",\r\n    \"options\": [\r\n      \"applies to admission to that pre-school education as well\",\r\n      \"does not apply, since the Act covers only elementary education\",\r\n      \"applies only if the appropriate Government so notifies\",\r\n      \"applies only from the year the child enters class I\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The proviso extends clauses (a) to (c) to admission to pre-school education where the school imparts it. So a school with a pre-primary section takes the twenty-five per cent at that earlier point of entry rather than at class I.\",\r\n      \"The reasoning is practical. Where a school admits at pre-school and then feeds those children into class I, an obligation attaching only at class I would in effect never bite, because there would be no vacancies at that stage.\",\r\n      \"The proviso is one of the few places where the Act reaches below the age of six, alongside section 11, which permits the appropriate Government to arrange pre-school education.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 41,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, the age of a child for admission is to be determined on the basis of:\",\r\n    \"options\": [\r\n      \"an affidavit sworn by the parent or guardian\",\r\n      \"the birth certificate, or such other document as may be prescribed\",\r\n      \"a medical examination arranged by the school itself\",\r\n      \"the school's own assessment of the child's apparent age\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 14(1) names the birth certificate issued under the Births, Deaths and Marriages Registration Act, 1886, and permits such other document as may be prescribed, so alternative proof is contemplated from the outset.\",\r\n      \"Sub-section (2) then removes the question altogether where no document exists: no child shall be denied admission in a school for lack of age proof.\",\r\n      \"The two sub-sections work in sequence. Age is determined from a document if there is one, and the absence of one cannot keep the child out.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 42,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"According to the RTE Act, 2009, a child is to be admitted to a school:\",\r\n    \"options\": [\r\n      \"only at the very commencement of the academic year\",\r\n      \"at any time in the year, without any prescribed period\",\r\n      \"at the commencement of the academic year, or within the extended period\",\r\n      \"only after the transfer certificate is produced\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The main limb of section 15 provides for admission at the commencement of the academic year or within such extended period as may be prescribed.\",\r\n      \"The two provisos then remove the sting. No child shall be denied admission even where admission is sought after the extended period, and a child admitted after it shall complete his studies in such manner as the appropriate Government may prescribe.\",\r\n      \"So the extended period governs the arrangements the school must make, never the child's right to enter. The consequence of lateness falls on the timetable, not on the admission.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 43,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, an aided school must provide free and compulsory elementary education to a proportion of children:\",\r\n    \"options\": [\r\n      \"in the proportion aid bears to recurring expenses, minimum twenty-five per cent\",\r\n      \"at least twenty-five per cent of the strength of class I\",\r\n      \"as the appropriate Government may notify from one year to the next\",\r\n      \"equal to the proportion of its students belonging to weaker sections\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The obligation on an aided school is proportionate: it is measured by the ratio its annual recurring aid or grants bears to its annual recurring expenses, subject to a floor of twenty-five per cent.\",\r\n      \"So a school receiving aid equal to sixty per cent of its recurring expenses must educate sixty per cent of its children free, while one receiving ten per cent is still held to the twenty-five per cent minimum.\",\r\n      \"The three categories are therefore treated differently. Government and local authority schools educate all children free under clause (a); aided schools are proportionate under clause (b); and specified category and unaided schools take twenty-five per cent at entry under clause (c).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 44,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, a school is denied reimbursement to the extent that:\",\r\n    \"options\": [\r\n      \"its own fees exceed the per-child expenditure of the State\",\r\n      \"it already owes free education for land or facilities received at a concession\",\r\n      \"it has not obtained a valid certificate of recognition from the authority\",\r\n      \"its enrolment has fallen below the strength notified for it\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The second proviso denies reimbursement to the extent of an obligation the school already carries because it received land, a building, equipment or other facilities either free of cost or at a concessional rate.\",\r\n      \"The principle is that the public should not pay twice. A school given land at a concession on terms that it educate a number of children free cannot also claim reimbursement for those same children under the Act.\",\r\n      \"The first proviso applies a different cap: reimbursement shall not exceed the per-child expenditure incurred by a government school, so the State never pays more for a child outside its system than within it.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 45,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Before the substitution of the RTE Act, 2009 in 2019, a child admitted to a school could not be:\",\r\n    \"options\": [\r\n      \"examined at the end of the fifth or the eighth class\",\r\n      \"admitted after the commencement of the academic year\",\r\n      \"held back in any class, or expelled\",\r\n      \"denied a transfer certificate on leaving the school\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The section as enacted read that no child admitted in a school shall be held back in any class or expelled from school till the completion of elementary education. Both prohibitions sat in one sentence.\",\r\n      \"The 2019 substitution split them. Holding back is now permitted, subject to a regular examination in the fifth and eighth classes, additional instruction and a re-examination within two months. The bar on expulsion survives at sub-section (4).\",\r\n      \"The old section never barred examinations. It barred the consequence of failing one, which is a different thing, and that distinction is what the substituted section restores.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 46,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Consider the following statements in respect of the School Management Committee under the RTE Act, 2009:\\n1. At least three-fourths of its members must be parents or guardians.\\n2. Fifty per cent of its members must be women.\\n3. A school specified in an unaided school is not required to constitute one.\\nHow many of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"None\",\r\n      \"Only one\",\r\n      \"Only two\",\r\n      \"All three\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"All three are correct. The Committee consists of elected representatives of the local authority, parents or guardians and teachers, with at least three-fourths parents or guardians, proportionate representation for parents of children of disadvantaged groups and weaker sections, and fifty per cent women.\",\r\n      \"Sub-clause (iv) is the unaided school, which section 21(1) excludes from the requirement altogether. So the Committee is a feature of government, aided and specified category schools.\",\r\n      \"Its four functions are to monitor the working of the school, prepare and recommend the school development plan, monitor the utilisation of grants received, and perform such other functions as may be prescribed.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 47,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, every school is required to:\",\r\n    \"options\": [\r\n      \"provide such information as the appropriate Government requires\",\r\n      \"submit its annual audited accounts to the local authority concerned\",\r\n      \"display its fee structure at the school entrance\",\r\n      \"admit children to the entry class only through a lottery\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 12(3) is a short and general information obligation, binding on every school within the meaning of clause (n) of section 2, whatever its category.\",\r\n      \"It is the provision on which enforcement of the rest of section 12 depends. Without a power to call for information, the authority could not verify whether the twenty-five per cent obligation was being met.\",\r\n      \"It sits alongside section 18, which conditions recognition, and section 19, which allows recognition to be withdrawn, so an unco-operative school ultimately risks its right to function.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 48,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, a person who subjects a child to physical punishment or mental harassment is:\",\r\n    \"options\": [\r\n      \"punishable with imprisonment which may extend to three years\",\r\n      \"liable to disciplinary action under the service rules applicable to such person\",\r\n      \"punishable with a fine which may extend to fifty thousand rupees\",\r\n      \"liable to be prosecuted with the previous sanction of the appropriate Government\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 17(2) provides for disciplinary action under the service rules applicable to the person, and nothing more. The Act creates no offence for corporal punishment.\",\r\n      \"That is a genuine limit of this statute, and it is why prosecutions in such cases proceed under other laws, most often section 75 of the Juvenile Justice Act, 2015, which punishes wilful neglect or assault by a person having actual charge of a child with imprisonment up to three years.\",\r\n      \"The three provisions in the Act that do create offences are sections 13, 18 and 19, and all three are punishable with fine alone.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 49,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, an unaided school and a specified category school must admit children of weaker sections and disadvantaged groups in the neighbourhood to the extent of at least:\",\r\n    \"options\": [\r\n      \"ten per cent of the strength of class I\",\r\n      \"twenty per cent of the strength of class I\",\r\n      \"twenty-five per cent of the strength of class I\",\r\n      \"fifty per cent of the strength of class I\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 12(1)(c) requires admission in class I to the extent of at least twenty-five per cent of the strength of that class, and free and compulsory elementary education to those children till its completion.\",\r\n      \"The obligation is at the entry class only, and it continues for those children until they finish class VIII. It is not a rolling twenty-five per cent of the whole school.\",\r\n      \"The proviso extends the same requirement to pre-school education where the school imparts it, so a school with a pre-primary section takes the twenty-five per cent at that earlier point of entry.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 50,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"In the RTE Act, 2009, reimbursement to an unaided school for children admitted under the twenty-five per cent obligation is:\",\r\n    \"options\": [\r\n      \"the actual amount charged from the child, whatever the State spends\",\r\n      \"the per-child expenditure incurred by a government school\",\r\n      \"an amount agreed between the school and the appropriate Government concerned\",\r\n      \"the State's per-child expenditure or the amount charged, whichever is less\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Reimbursement is the lesser of the two figures, in such manner as may be prescribed. A school charging less than the State's per-child expenditure recovers only what it charged.\",\r\n      \"A proviso caps it further: reimbursement shall not exceed the per-child expenditure incurred by a government school. And a second proviso denies reimbursement to the extent a school is already obliged to educate a specified number of children free because it received land, building, equipment or other facilities free or at a concessional rate.\",\r\n      \"The design ensures the State never pays more for a child in a private school than it spends on a child in its own, which is what keeps the provision from becoming a subsidy to high-fee schools.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 51,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A teacher regularly ridicules a child before the class but never touches the child. Under the RTE Act, 2009, this conduct is:\",\r\n    \"options\": [\r\n      \"within the section, which prohibits mental harassment also\",\r\n      \"outside the section, which reaches only physical punishment of a child\",\r\n      \"within the section only if the child's parents complain\",\r\n      \"within the section only if it causes the child to leave school\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 17(1) is in two limbs: no child shall be subjected to physical punishment or mental harassment. Ridicule before the class falls squarely in the second.\",\r\n      \"The second limb reaches conduct that leaves no mark, such as humiliating labels, punishment by exclusion or sustained belittling. A prohibition confined to physical punishment would have left all of it untouched.\",\r\n      \"The consequence is disciplinary action under the applicable service rules and nothing more, since the Act creates no offence here. That limit is why such cases are pursued under section 75 of the Juvenile Justice Act, 2015.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 52,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Which one of the following survived the substitution of the RTE Act, 2009 in 2019?\",\r\n    \"options\": [\r\n      \"The prohibition on holding back a child in any class whatever\",\r\n      \"The prohibition on expelling a child till elementary education is complete\",\r\n      \"The requirement of a board examination at the end of the eighth class\",\r\n      \"The bar on any examination before the eighth class\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Sub-section (4) of the substituted section retains the bar on expulsion: no child shall be expelled from a school till the completion of elementary education. That is the limb of the old section that survived.\",\r\n      \"What did not survive was the prohibition on holding back, which the old section had coupled with the bar on expulsion in a single sentence. The 2019 amendment separated the two and kept only the second.\",\r\n      \"The third and fourth options describe things the Act has never contained. There is no board examination requirement in the Act, and the examinations under section 16 are held by the school at the end of the fifth and eighth classes.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 53,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A school subjects a child to a screening procedure at the time of admission. Under the RTE Act, 2009, the school is punishable with a fine which may extend to:\",\r\n    \"options\": [\r\n      \"ten thousand rupees for each contravention, without escalation\",\r\n      \"one lakh rupees for the first contravention and nothing further\",\r\n      \"twenty-five thousand rupees first, then fifty thousand for each subsequent contravention\",\r\n      \"ten times the fee charged from the child in that year\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 13(2)(b) prescribes a fine which may extend to twenty-five thousand rupees for the first contravention and fifty thousand rupees for each subsequent contravention.\",\r\n      \"The fine for receiving a capitation fee is calculated differently, under clause (a): it may extend to ten times the capitation fee charged, so the penalty scales with the amount extracted rather than being a fixed sum.\",\r\n      \"Screening is defined in section 2(o) as a method of selection for admission in preference over another, other than a random method. A lottery is therefore permissible where an interview or test is not.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 54,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009 as it now stands, a regular examination is to be held at the end of every academic year in:\",\r\n    \"options\": [\r\n      \"the third class and the fifth class\",\r\n      \"the eighth class only\",\r\n      \"every class from the first to the eighth\",\r\n      \"the fifth class and the eighth class\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Sub-section (1) requires a regular examination in the fifth class and in the eighth class at the end of every academic year.\",\r\n      \"A child who fails is to be given additional instruction and granted an opportunity for re-examination within two months from the date of declaration of the result. Only if the child fails that re-examination does the question of holding back arise.\",\r\n      \"Even then it is not automatic. Sub-section (3) says the appropriate Government \\\"may allow\\\" schools to hold back, and the proviso permits the appropriate Government to decide not to hold back a child in any class till completion of elementary education.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 55,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"With reference to the RTE Act, 2009, arrange the following in correct chronological order:\\n1. Commencement of the Act\\n2. Insertion of the definition of a child with disability\\n3. Substitution of the provision on examination and holding back\\n4. Insertion of the holding-back rule in the Central Rules\\nSelect the correct answer using the codes given below:\",\r\n    \"options\": [\r\n      \"1 - 2 - 3 - 4\",\r\n      \"2 - 1 - 3 - 4\",\r\n      \"1 - 3 - 2 - 4\",\r\n      \"1 - 2 - 4 - 3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The order is 1 April 2010, 1 August 2012, 1 March 2019 and 21 December 2024.\",\r\n      \"The sequence has an internal logic. The Act commenced; the 2012 amendment addressed children with disability and minority institutions; the 2019 amendment retreated from automatic promotion by substituting section 16; and the 2024 rules supplied the conditions that the substituted section left to be prescribed.\",\r\n      \"The last two belong together. Section 16(3) is not self-executing, so the rules of 2024 are what make holding back operable in Central Government schools.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 56,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A school collects a donation of one lakh rupees from a parent at the time of admission, described as a building fund. Under the RTE Act, 2009, the school is liable to a fine which may extend to:\",\r\n    \"options\": [\r\n      \"one lakh rupees\",\r\n      \"ten times the capitation fee charged\",\r\n      \"twice the amount collected\",\r\n      \"fifty thousand rupees\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 13(2)(a) provides for a fine which may extend to ten times the capitation fee charged, so the penalty scales with the amount extracted rather than being a fixed sum.\",\r\n      \"The label the school puts on the payment is immaterial. Section 2(b) defines capitation fee as any kind of donation or contribution or payment other than the fee notified by the school, which captures a building fund as readily as an admission fee.\",\r\n      \"The fine for screening under clause (b) is calculated differently, at twenty-five thousand rupees for the first contravention and fifty thousand for each subsequent one, so the two limbs of section 13 carry two different penalty structures.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 57,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, a school established, owned or controlled by the appropriate Government or a local authority must provide free and compulsory elementary education to:\",\r\n    \"options\": [\r\n      \"twenty-five per cent of the children admitted\",\r\n      \"children of weaker sections and disadvantaged groups only\",\r\n      \"all children admitted therein\",\r\n      \"children residing within the notified neighbourhood only\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Clause (a) requires such a school to provide free and compulsory elementary education to all children admitted therein, without proportion or limit.\",\r\n      \"The three clauses of section 12(1) escalate in complexity as public funding recedes: everything free in a government school, proportionate to aid in an aided school, and twenty-five per cent at entry in a specified category or unaided school.\",\r\n      \"The twenty-five per cent figure is therefore a floor for the least publicly funded schools, and not a description of what the Act requires generally.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 58,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, the power to amend the Schedule by adding to or omitting from it any norms and standards is vested in:\",\r\n    \"options\": [\r\n      \"the appropriate Government\",\r\n      \"the National Advisory Council\",\r\n      \"the academic authority under section 29\",\r\n      \"the Central Government\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Section 20 vests the power in the Central Government alone, exercisable by notification, and it extends both to adding norms and to omitting them.\",\r\n      \"That the power is central matters. The norms in the Schedule are the condition of recognition under sections 18 and 19 everywhere in the country, so allowing each appropriate Government to vary them would have produced a different minimum school in every State.\",\r\n      \"The power has not been exercised. No notification amending the Schedule appears in the Ministry's published set, so the norms that bind every school are those Parliament enacted in 2009.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 59,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, a person who continues to run a school after its recognition has been withdrawn is liable to:\",\r\n    \"options\": [\r\n      \"a fine up to one lakh rupees, and ten thousand rupees for each day\",\r\n      \"disciplinary action under the service rules applicable to him\",\r\n      \"imprisonment for a term which may extend to one year\",\r\n      \"a fine equal to ten times the fees collected\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 19(5) prescribes a fine up to one lakh rupees, with a further ten thousand rupees for each day during which the contravention continues.\",\r\n      \"The penalty is identical to that in section 18(5), which covers running a school without recognition in the first place. The Act treats never having obtained recognition and carrying on after losing it as equally serious.\",\r\n      \"The first option describes the consequence under sections 17 and 24, which create no offence at all. Only sections 13, 18 and 19 carry penalties, and all three are fine-only.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 60,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, a child who fails the examination in the fifth or eighth class is to be given additional instruction and an opportunity for re-examination within:\",\r\n    \"options\": [\r\n      \"one month of the declaration of the result\",\r\n      \"two months of the declaration of the result\",\r\n      \"three months of the declaration of the result\",\r\n      \"the next academic year\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Sub-section (2) fixes two months from the date of declaration of the result, and requires additional instruction as well as the opportunity to sit again.\",\r\n      \"The sequence matters. Holding back under sub-section (3) arises only after the child has failed the re-examination, so a single failure in the annual examination cannot by itself cost the child a year.\",\r\n      \"The additional instruction is not optional either. The section pairs the second chance with teaching, which is what distinguishes it from a bare re-test.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 61,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A State Government decides that no child in its schools shall be held back in any class till the completion of elementary education. Under the RTE Act, 2009 this decision is:\",\r\n    \"options\": [\r\n      \"invalid, since the section requires holding back on failure in re-examination\",\r\n      \"valid only with the prior approval of the Central Government\",\r\n      \"valid, since the proviso to sub-section (3) expressly permits the appropriate Government to so decide\",\r\n      \"valid only for schools established by the State Government itself\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The proviso to sub-section (3) expressly preserves that option: the appropriate Government may decide not to hold back a child in any class till the completion of elementary education.\",\r\n      \"This is why the practical answer to whether a child may be held back turns on the appropriate Government rather than on the Act. States differ, and the position in a Kendriya Vidyalaya may not be the position in a State school in the same town.\",\r\n      \"For schools of the Central Government and of Union territories without a legislature, the conditions are prescribed in rule 16A of the Central Rules, inserted by the Amendment Rules of 2024.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 62,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Consider the following statements in respect of the two academic authorities under the RTE Act, 2009:\\n1. The academic authority under section 23 is the National Council for Teacher Education.\\n2. The academic authority under section 29, for Central Government schools, is the National Council of Educational Research and Training.\\n3. Both were specified by the same notification.\\nHow many of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"None\",\r\n      \"Only one\",\r\n      \"Only two\",\r\n      \"All three\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"All three are correct. S.O. 750(E) of 31 March 2010 specifies the National Council for Teacher Education as the academic authority under section 23 and the National Council of Educational Research and Training as that under section 29.\",\r\n      \"The two do different work. The Teacher Education council lays down who may be appointed as a teacher; the Educational Research and Training council lays down what is taught and how learning is evaluated.\",\r\n      \"There is also a difference in who specifies them. Under section 23 the authority is authorised by the Central Government, whereas under section 29 it is specified by the appropriate Government, so a State may name a different body for curriculum.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 63,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"According to the RTE Act, 2009, a person who establishes or runs a school without a certificate of recognition is liable to a fine which may extend to one lakh rupees and, for continuing contraventions, to:\",\r\n    \"options\": [\r\n      \"ten thousand rupees for each day\",\r\n      \"one thousand rupees for each day\",\r\n      \"five thousand rupees for each day\",\r\n      \"twenty-five thousand rupees for each day\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The continuing penalty is ten thousand rupees for each day during which the contravention continues, over and above the fine of up to one lakh rupees.\",\r\n      \"The identical penalty appears in section 19(5) for a person who continues to run a school after recognition has been withdrawn for failure to meet the norms and standards, so the two provisions are deliberately parallel.\",\r\n      \"Withdrawal of recognition is not left as a bare sanction. The order must direct which neighbourhood school the children of the derecognised school are to be admitted to, and no recognition may be withdrawn without an opportunity of being heard.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 64,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, where recognition of a school is withdrawn, the order of withdrawal must:\",\r\n    \"options\": [\r\n      \"specify the amount of the fine imposed\",\r\n      \"direct which neighbourhood school the children are to be admitted to\",\r\n      \"be published in the Official Gazette of the State\",\r\n      \"be approved by the Central Government\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The first proviso to section 18(3) requires the order to contain such a direction, so the children are placed before the school closes rather than after.\",\r\n      \"The second proviso adds that no recognition may be withdrawn without giving the school an opportunity of being heard, in such manner as may be prescribed.\",\r\n      \"Sub-section (4) then makes the consequence absolute: with effect from the date of withdrawal, no such school shall continue to function. The children are provided for first, and only then does the school stop.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 65,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Besides the three functions named in the RTE Act, 2009, the School Management Committee is to perform:\",\r\n    \"options\": [\r\n      \"any function the head teacher assigns\",\r\n      \"the functions of the local authority in the school's area\",\r\n      \"such other functions as may be prescribed\",\r\n      \"no other function whatever\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Clause (d) of section 21(2) adds \\\"perform such other functions as may be prescribed\\\", so a State may enlarge the Committee's role by rules but cannot reduce the three functions the Act itself names.\",\r\n      \"Those three are monitoring the working of the school, preparing and recommending the school development plan, and monitoring the utilisation of grants received from the appropriate Government, the local authority or any other source.\",\r\n      \"For a minority school or an aided school the proviso inserted in 2012 reduces all four functions to advisory only, so in those schools the Committee may recommend but its monitoring carries no consequence.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 66,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"The proviso inserted in the RTE Act, 2009 in 2012 provides that the School Management Committee of a minority school and of an aided school shall:\",\r\n    \"options\": [\r\n      \"consist entirely of parents\",\r\n      \"be constituted only with the approval of the local authority\",\r\n      \"have no more than nine members\",\r\n      \"perform advisory function only\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"The proviso inserted by Act 30 of 2012 provides that the Committee constituted in respect of a school established and administered by a minority, whether based on religion or language, and of all other aided schools, shall perform advisory function only.\",\r\n      \"The corresponding change was made to section 22 at the same time, so those schools are also outside the obligation to prepare a School Development Plan.\",\r\n      \"Both amendments run with section 1(4), inserted by the same Act, which subjects the conferment of rights under the Act to Articles 29 and 30 of the Constitution.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 67,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"The composition of the School Management Committee under the RTE Act, 2009 consists of elected representatives of the local authority, teachers and:\",\r\n    \"options\": [\r\n      \"parents or guardians of children admitted in the school\",\r\n      \"representatives of the appropriate Government\",\r\n      \"members of the Parent Teachers Association\",\r\n      \"nominees of the head teacher\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The three components are elected representatives of the local authority, parents or guardians of children admitted in such school, and teachers. Parents or guardians must make up at least three-fourths of the whole.\",\r\n      \"Two further requirements follow in the provisos: proportionate representation for parents or guardians of children belonging to disadvantaged groups and weaker sections, and fifty per cent women.\",\r\n      \"The three-fourths rule is what gives the Committee its character. A body in which parents hold a clear majority is a different institution from one in which officials and teachers predominate.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 68,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Consider the following statements in respect of recognition under the RTE Act, 2009:\\n1. A school established, owned or controlled by the appropriate Government or the local authority must also obtain a certificate of recognition.\\n2. No recognition may be granted to a school unless it fulfils the norms and standards specified in the Schedule.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 2 is correct and statement 1 is not. Section 18(1) applies to a school \\\"other than a school established, owned or controlled by the appropriate Government or the local authority\\\", so government and local authority schools are outside the recognition requirement.\",\r\n      \"The proviso to sub-section (2) is the substantive condition: no recognition shall be granted unless the school fulfils the norms and standards specified under section 19.\",\r\n      \"The norms themselves, however, bind every school. That was the effect of the corrigendum of 9 June 2010, which corrected the punctuation of section 19(1) so that it could no longer be read as exempting government schools.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 69,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Consider the following statements in respect of teacher qualifications under the RTE Act, 2009:\\n1. The academic authority authorised to lay down the minimum qualifications is the National Council for Teacher Education.\\n2. The notification admitting B.Ed. holders to teach primary classes was quashed by the Supreme Court.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Both statements are correct. The National Council for Teacher Education was authorised as the academic authority by S.O. 750(E) of 31 March 2010, and the qualifications themselves are in its notification of 23 August 2010 as amended on 29 July 2011.\",\r\n      \"The NCTE notification of 28 June 2018, which admitted B.Ed. holders to primary classes subject to a bridge course, was quashed by the Supreme Court on 11 August 2023.\",\r\n      \"Note that the same S.O. 750(E) also specifies the academic authority under section 29, which is the National Council of Educational Research and Training. One notification, two different councils, for two different functions.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 70,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Which one of the following is NOT among the functions of the School Management Committee listed in the RTE Act, 2009?\",\r\n    \"options\": [\r\n      \"Monitoring the working of the school\",\r\n      \"Preparing and recommending the school development plan\",\r\n      \"Monitoring the utilisation of grants received\",\r\n      \"Granting recognition to the school under section 18\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Recognition is granted by the authority prescribed under section 18, not by the School Management Committee. The Committee's four functions are monitoring the working of the school, preparing and recommending the school development plan, monitoring the utilisation of grants received from any source, and performing such other functions as may be prescribed.\",\r\n      \"The fourth function is open-ended, so a State may add to the list by rules, but it cannot subtract from the three named in the Act.\",\r\n      \"For minority schools and aided schools, the proviso inserted in 2012 reduces all of this to advisory function only, so in those schools the Committee recommends but does not monitor with effect.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 71,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Consider the following statements in respect of the RTE Act, 2009:\\n1. A school established before the commencement of the Act was given three years to fulfil the norms and standards in the Schedule, at its own expense.\\n2. A corrigendum issued in 2010 exempted schools established by the Government from those norms.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 1 is correct and statement 2 is not. The corrigendum of 9 June 2010 did the opposite: it corrected a misplaced comma that had been read as exempting government schools, so that the norms apply to every school.\",\r\n      \"The misplaced comma had been carried over from the Bill and could be read as exempting schools established by the Government. The corrected sub-section leaves no such reading open.\",\r\n      \"It is a useful reminder that a comma can carry a policy. Had the reading survived, the norms would have bound private schools while leaving government schools free of them, which would have inverted the Act's own scheme.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 72,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Which one of the following is NOT among the duties of a teacher under the RTE Act, 2009?\",\r\n    \"options\": [\r\n      \"Maintaining regularity and punctuality in attending school\",\r\n      \"Maintaining records of all children up to the age of fourteen residing in the neighbourhood\",\r\n      \"Assessing the learning ability of each child and supplementing additional instructions as required\",\r\n      \"Holding regular meetings with parents and guardians\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Maintaining records of children up to fourteen residing within the jurisdiction is a duty of the local authority under section 9(d), not of the teacher.\",\r\n      \"Section 24(1) lists six duties: regularity and punctuality, conducting and completing the curriculum in accordance with section 29(2), completing the entire curriculum within the specified time, assessing each child's learning ability and supplementing instruction, holding regular meetings with parents, and such other duties as may be prescribed.\",\r\n      \"A teacher in default is liable to disciplinary action under the applicable service rules, but only after a reasonable opportunity of being heard. The teacher's own grievances are to be redressed in the prescribed manner.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 73,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A teacher is found to have failed to complete the curriculum within the specified time. Under the RTE Act, 2009, before disciplinary action is taken the teacher:\",\r\n    \"options\": [\r\n      \"may be suspended with immediate effect\",\r\n      \"must be transferred to another school\",\r\n      \"must be afforded a reasonable opportunity of being heard\",\r\n      \"must be referred to the academic authority\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The proviso to section 24(2) requires that a reasonable opportunity of being heard be afforded before disciplinary action is taken.\",\r\n      \"Completing the entire curriculum within the specified time is one of the six duties in sub-section (1), alongside regularity and punctuality, conducting the curriculum in accordance with section 29(2), assessing each child's learning ability, holding regular meetings with parents, and such other duties as may be prescribed.\",\r\n      \"Sub-section (3) balances the position by requiring that the teacher's own grievances be redressed in such manner as may be prescribed, so the section runs in both directions.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 74,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, a teacher may be deployed for which of the following non-educational purposes?\\n1. The decennial population census\\n2. Disaster relief duties\\n3. Duties relating to elections to the local authority, State Legislatures or Parliament\\nSelect the correct answer using the codes given below:\",\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\": [\r\n      \"All three are the only permitted exceptions. Section 27 prohibits deployment for any other non-educational purpose.\",\r\n      \"The list is exhaustive and narrow by design. Each exception is either constitutional, as with the census and elections, or an emergency, as with disaster relief. Routine administrative work of the district is not covered.\",\r\n      \"The provision works with section 25(2), which forbids moving a teacher out of a school in a way that defeats the pupil-teacher ratio, and with section 26, which caps teacher vacancies at ten per cent of the sanctioned strength.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 75,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"According to the RTE Act, 2009, the School Development Plan is:\",\r\n    \"options\": [\r\n      \"prepared by the School Management Committee and made the basis for plans and grants\",\r\n      \"a document prepared by the local authority for every school in its area\",\r\n      \"prepared by the head teacher and approved by the appropriate Government concerned\",\r\n      \"required only of schools receiving a grant\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 22(1) requires the School Management Committee to prepare a School Development Plan in the prescribed manner, and sub-section (2) makes it the basis for the plans and grants to be made by the appropriate Government or the local authority.\",\r\n      \"That second sub-section is what gives the plan force. It is not an internal exercise; it is the document from which the school's claim on public funds is built.\",\r\n      \"Minority schools and aided schools were taken out of the obligation by the 2012 amendment, which substituted the opening words of sub-section (1) accordingly.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 76,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, the Central Government may relax the minimum qualifications for appointment as a teacher for a period not exceeding:\",\r\n    \"options\": [\r\n      \"six months\",\r\n      \"five years\",\r\n      \"three years\",\r\n      \"four years\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The relaxation may be for such period, not exceeding five years, as may be specified in the notification. It is available where a State lacks adequate teacher education institutions or where qualified teachers are not available in sufficient numbers.\",\r\n      \"The first proviso gave a teacher in position at the commencement of the Act five years to acquire the minimum qualifications. The proviso inserted by Act 24 of 2017 gave a teacher appointed or in position as on 31 March 2015 four years from the commencement of that amendment, a period which ran to 31 March 2019.\",\r\n      \"Both deadlines have now run, so the transitional protection in section 23(2) is spent and the minimum qualifications apply without relaxation.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 77,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"According to the RTE Act, 2009, a teacher is required to conduct and complete the curriculum in accordance with:\",\r\n    \"options\": [\r\n      \"the directions of the School Management Committee\",\r\n      \"the norms and standards in the Schedule\",\r\n      \"the provisions of sub-section (2) of section 29\",\r\n      \"the school development plan under section 22\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Clause (b) of section 24(1) ties the teacher's duty directly to section 29(2), which lists the eight matters the academic authority must take into account in laying down the curriculum and evaluation procedure.\",\r\n      \"The link is what carries those eight considerations into the classroom. A curriculum framed to make the child free of fear and to use the mother tongue as far as practicable binds the teacher through this clause.\",\r\n      \"Clause (c) adds a separate requirement of completing the entire curriculum within the specified time, so the duty is both as to manner and as to pace.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 78,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A district office posts a teacher on the rolls of one school to work in another school in the same block. Under the RTE Act, 2009, this is:\",\r\n    \"options\": [\r\n      \"permissible, since both schools lie within the same block\",\r\n      \"permissible with the approval of the School Management Committee concerned\",\r\n      \"permissible where the pupil-teacher ratio is met in both schools\",\r\n      \"impermissible, a posted teacher not being made to serve elsewhere\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Section 25(2) forbids a teacher posted in a school from being made to serve in any other school or office, or being deployed for any non-educational purpose other than those in section 27.\",\r\n      \"The sub-section exists because the pupil-teacher ratio in the Schedule can otherwise be met on paper while the classroom stands empty. A teacher counted against a school's strength must actually be in it.\",\r\n      \"The only permitted deployments are the decennial population census, disaster relief duties, and duties relating to elections to the local authority, the State Legislatures or Parliament.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 79,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, the vacancy of teachers in a school established, owned, controlled or substantially financed by the appropriate Government or a local authority shall not exceed:\",\r\n    \"options\": [\r\n      \"ten per cent of the total sanctioned strength\",\r\n      \"five per cent of the total sanctioned strength\",\r\n      \"fifteen per cent of the total sanctioned strength\",\r\n      \"twenty-five per cent of the total sanctioned strength\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 26 caps vacancies at ten per cent of the total sanctioned strength, and places the obligation on the appointing authority.\",\r\n      \"The cap only reaches schools that are government, local authority or substantially financed by them. A private unaided school is outside it, as it is outside section 25 on the pupil-teacher ratio.\",\r\n      \"Read with sections 25 and 27, the three sections form a single scheme for keeping teachers in classrooms: enough of them, actually posted, and not taken away for other work.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 80,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Act, 2009, the prohibition on private tuition by a teacher is:\",\r\n    \"options\": [\r\n      \"confined to tuition of children of the teacher's own school\",\r\n      \"absolute, extending to private tuition and private teaching activity\",\r\n      \"confined to tuition given for a fee\",\r\n      \"permitted outside school working hours\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 28 is one sentence and admits no exception: no teacher shall engage himself or herself in private tuition or private teaching activity.\",\r\n      \"The words \\\"or private teaching activity\\\" widen it beyond paid tuition, so an arrangement dressed up as unpaid coaching is still caught.\",\r\n      \"No penalty attaches. As with sections 17 and 24, the consequence is disciplinary action under the service rules applicable to the teacher.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 81,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Which one of the following contraventions of the RTE Act, 2009 attracts a fine?\",\r\n    \"options\": [\r\n      \"Subjecting a child to mental harassment\",\r\n      \"A teacher engaging in private tuition\",\r\n      \"Running a school after recognition has been withdrawn\",\r\n      \"A teacher failing to complete the curriculum in time\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Only sections 13, 18 and 19 create offences, and all three are fine-only. Running a school after withdrawal of recognition attracts a fine up to one lakh rupees under section 19(5), with ten thousand rupees for each day the contravention continues.\",\r\n      \"The other three are real prohibitions with no penal consequence. Mental harassment under section 17, private tuition under section 28, and failure in a teacher's duties under section 24 all attract disciplinary action under the applicable service rules and nothing more.\",\r\n      \"That gap is why prosecutions for corporal punishment proceed under section 75 of the Juvenile Justice Act, 2015 rather than under this Act.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 82,\r\n    \"chapter\": \"RTE Act: Ch 4: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Consider the following statements in respect of admission under the RTE Act, 2009:\\n1. A child may be denied admission for want of proof of age.\\n2. A child may be denied admission if admission is sought after the extended period prescribed.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Neither statement is correct. Section 14(2) provides that no child shall be denied admission in a school for lack of age proof, and the first proviso to section 15 provides that no child shall be denied admission even where it is sought after the extended period.\",\r\n      \"Age is to be determined from the birth certificate issued under the Births, Deaths and Marriages Registration Act, 1886, or from such other document as may be prescribed, so alternative proof is contemplated. But absence of any proof cannot bar the child.\",\r\n      \"A child admitted after the extended period completes his studies in such manner as the appropriate Government may prescribe, so the consequence of late admission falls on the arrangements made, never on the child's entry.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 83,\r\n    \"chapter\": \"RTE Act: Ch 5: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"According to the RTE Act, 2009, the curriculum and evaluation procedure for elementary education is to be laid down by:\",\r\n    \"options\": [\r\n      \"an academic authority specified by the appropriate Government\",\r\n      \"the Central Government, by notification in the Gazette\",\r\n      \"the School Management Committee of each school\",\r\n      \"the National Council for Teacher Education\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 29(1) leaves it to an academic authority to be specified by the appropriate Government by notification. For Central Government schools and Union territories without a legislature, that authority is the National Council of Educational Research and Training, by S.O. 750(E) of 31 March 2010.\",\r\n      \"The National Council for Teacher Education is the academic authority under section 23, for teacher qualifications, not under section 29. The two councils are named in the same notification, which is where the confusion arises.\",\r\n      \"Because the authority is specified by the appropriate Government, the curriculum that binds a school in one State is laid down by a different body from that in another.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 84,\r\n    \"chapter\": \"RTE Act: Ch 5: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Consider the following matters which the academic authority must take into consideration under the RTE Act, 2009:\\n1. Learning through activities, discovery and exploration in a child friendly and child-centred manner\\n2. Making the child free of fear, trauma and anxiety and helping the child to express views freely\\n3. Conformity with the norms and standards specified in the Schedule\\nHow many of the statements given above are correct?\",\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\": [\r\n      \"Statements 1 and 2 are among the eight considerations, at clauses (e) and (g). Statement 3 is not: the Schedule contains the norms and standards for a school under section 19, which govern recognition, not curriculum.\",\r\n      \"The confusion is worth guarding against. Section 29 is about what is taught and how learning is judged; the Schedule is about buildings, teachers and facilities.\",\r\n      \"The eight considerations also include conformity with constitutional values, all-round development, building knowledge, potentiality and talent, development of physical and mental abilities to the fullest extent, mother tongue as medium as far as practicable, and comprehensive and continuous evaluation.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 85,\r\n    \"chapter\": \"RTE Act: Ch 5: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"At what stage does the RTE Act, 2009 require a child to pass a Board examination?\",\r\n    \"options\": [\r\n      \"at no point till the completion of elementary education\",\r\n      \"at the end of class V\",\r\n      \"at the end of class VIII\",\r\n      \"only if the school is affiliated to a Board\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 30(1) provides that no child shall be required to pass any Board examination till completion of elementary education, that is till the end of class VIII.\",\r\n      \"The provision works with section 16. Even after the 2019 substitution permitted holding back in the fifth and eighth classes, the examination contemplated is one conducted by the school, not by a Board.\",\r\n      \"The National Curriculum Framework 2005, on which the Act draws, goes further and states that under no circumstances should board or State level examinations be conducted at other stages of school such as class V, VIII or XI.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 86,\r\n    \"chapter\": \"RTE Act: Ch 5: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Under the RTE Act, 2009, a child completing elementary education is entitled to:\",\r\n    \"options\": [\r\n      \"a transfer certificate issued by the Head-teacher\",\r\n      \"a certificate, in such form and manner as may be prescribed\",\r\n      \"automatic admission to the secondary stage\",\r\n      \"a statement of marks issued by the academic authority\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 30(2) requires that every child completing his elementary education be awarded a certificate, in such form and in such manner as may be prescribed. Section 38(2)(o) supplies the rule-making power.\",\r\n      \"It should be distinguished from the transfer certificate under section 5(3), which is issued when a child moves between schools before completing elementary education. One marks completion; the other enables movement.\",\r\n      \"The certificate is an entitlement rather than a reward for performance, since no Board examination may be required and, under section 16(4), no child may be expelled before completion.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 87,\r\n    \"chapter\": \"RTE Act: Ch 5: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Consider the following matters which the academic authority must take into consideration under the RTE Act, 2009:\\n1. Conformity with the values enshrined in the Constitution\\n2. Medium of instruction shall, as far as practicable, be in the child's mother tongue\\n3. Prescription of the curriculum by the Central Government\\nHow many of the statements given above are correct?\",\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\": [\r\n      \"Statements 1 and 2 are among the eight matters in section 29(2). Statement 3 is not: the curriculum is laid down by an academic authority specified by the appropriate Government under section 29(1), not by the Centre.\",\r\n      \"The mother tongue clause is qualified: as far as practicable. It is a direction of preference rather than an absolute requirement, which is what allows a multilingual classroom to function.\",\r\n      \"Since 2017 the Central Rules have additionally required class-wise and subject-wise learning outcomes to be prepared, and continuous and comprehensive evaluation to be framed so as to achieve them.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 88,\r\n    \"chapter\": \"RTE Act: Ch 5: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Under the RTE Act, 2009, the medium of instruction is to be, as far as practicable, in:\",\r\n    \"options\": [\r\n      \"the official language of the State\",\r\n      \"English\",\r\n      \"Hindi or English\",\r\n      \"the child's mother tongue\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Clause (f) of section 29(2) requires the academic authority to take into consideration that the medium of instruction shall, as far as practicable, be in the child's mother tongue.\",\r\n      \"The qualification \\\"as far as practicable\\\" is doing real work. In a classroom drawing children from several language communities, an unqualified requirement could not be met, and the clause is framed as a direction of preference rather than an absolute rule.\",\r\n      \"It sits among eight considerations, which include making the child free of fear, trauma and anxiety, and helping the child to express views freely.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 89,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Act, 2009, which one of the following is NOT a function of the National or State Commission for Protection of Child Rights?\",\r\n    \"options\": [\r\n      \"Granting and withdrawing certificates of recognition to schools\",\r\n      \"Examining and reviewing the safeguards for rights provided by or under the Act\",\r\n      \"Inquiring into complaints relating to the child's right to free and compulsory education\",\r\n      \"Recommending measures for the effective implementation of those safeguards\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Recognition is granted, and withdrawn, by the authority prescribed under section 18. The Commissions have no role in it.\",\r\n      \"Their three functions under section 31(1) are to examine and review the safeguards, to recommend measures for their effective implementation, and to inquire into complaints, taking such steps as are provided under sections 15 and 24 of the Commissions for Protection of Child Rights Act, 2005.\",\r\n      \"These are conferred in addition to the functions those Commissions already have under the 2005 Act, so section 31 adds to their remit rather than creating a new body.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 90,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"According to the RTE Act, 2009, while inquiring into any matter relating to a child's right to education, the Commissions have the same powers as are assigned to them under:\",\r\n    \"options\": [\r\n      \"sections 3 and 17 of the Commissions for Protection of Child Rights Act, 2005\",\r\n      \"sections 14 and 24 of the Commissions for Protection of Child Rights Act, 2005\",\r\n      \"sections 15 and 24 of the Commissions for Protection of Child Rights Act, 2005\",\r\n      \"the Code of Civil Procedure, 1908\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 31(2) confers on them, while inquiring, the same powers as are assigned under sections 14 and 24 of the 2005 Act.\",\r\n      \"Sections 15 and 24 appear elsewhere in the same provision: section 31(1)(c) requires them to take such steps as are provided under those sections. So one pair governs the powers of inquiry, the other the steps that follow.\",\r\n      \"Sections 3 and 17 of the 2005 Act are the constituting provisions for the National and State Commissions respectively, which is how those Commissions are identified in section 2(i) and section 2(q).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 91,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Act, 2009, where a State Commission for Protection of Child Rights has not been constituted in a State:\",\r\n    \"options\": [\r\n      \"the appropriate Government may constitute such authority as may be prescribed\",\r\n      \"the National Commission exercises the functions in that State\",\r\n      \"the local authority exercises the functions until the Commission is constituted\",\r\n      \"the functions remain in abeyance until the Commission is constituted\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 31(3) permits the appropriate Government to constitute such authority, in such manner and subject to such terms and conditions, as may be prescribed. Section 38(2)(p) supplies the rule-making power.\",\r\n      \"The provision matters for the appeal route. Under section 32(3) an appeal from the local authority lies to the State Commission or to the authority prescribed under section 31(3), as the case may be.\",\r\n      \"Without it a child in a State with no Commission would have a right of appeal to a forum that did not exist, so the sub-section fills a gap rather than creating an alternative of choice.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 92,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"A person having a grievance relating to a child's right under the RTE Act, 2009 must first make a written complaint to:\",\r\n    \"options\": [\r\n      \"the State Commission for Protection of Child Rights\",\r\n      \"the local authority having jurisdiction\",\r\n      \"the School Management Committee\",\r\n      \"the appropriate Government\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 32(1) directs the complaint to the local authority having jurisdiction. Approaching the Commission first bypasses the stage at which the Act intends the grievance to be resolved.\",\r\n      \"The local authority is the natural first forum because section 9 already places on it the duties of monitoring the functioning of schools within its jurisdiction and of ensuring admission, attendance and completion.\",\r\n      \"The complaint must be in writing, which fixes the date from which the three-month period in sub-section (2) runs.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 93,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Act, 2009, the local authority must decide a complaint within:\",\r\n    \"options\": [\r\n      \"thirty days\",\r\n      \"two months\",\r\n      \"three months\",\r\n      \"six months\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 32(2) requires the local authority to decide the matter within three months, after affording a reasonable opportunity of being heard to the parties concerned.\",\r\n      \"Both limbs matter. A decision within three months without a hearing would be as much a breach as a hearing that produced no decision for a year.\",\r\n      \"Only a person aggrieved by that decision may appeal, so the three-month period is also what makes the appellate right operative rather than theoretical.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 94,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Act, 2009, an appeal against the decision of the local authority lies to:\",\r\n    \"options\": [\r\n      \"the National Commission for Protection of Child Rights alone\",\r\n      \"the appropriate Government\",\r\n      \"the National Advisory Council\",\r\n      \"the State Commission, or the authority prescribed under section 31(3)\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"The appeal lies to the State Commission for Protection of Child Rights or to the authority prescribed under section 31(3), the alternative arising where no State Commission has been constituted.\",\r\n      \"The National Commission is not an appellate forum under this section. Its role, and that of the State Commission under section 31, is one of examination, review and inquiry.\",\r\n      \"The National Advisory Council under section 33 is purely advisory to the Central Government and decides nothing.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 95,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"According to the RTE Act, 2009, the National Advisory Council and the State Advisory Council shall each consist of members not exceeding:\",\r\n    \"options\": [\r\n      \"fifteen\",\r\n      \"ten\",\r\n      \"twelve\",\r\n      \"twenty\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Both Councils are capped at fifteen members. The ceiling is identical, which is why the two sections are read together.\",\r\n      \"Members are appointed from amongst persons having knowledge and practical experience in the field of elementary education and child development, so the qualification is expertise rather than office.\",\r\n      \"The allowances and other terms and conditions of appointment are such as may be prescribed, under sections 33(3) and 34(3).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 96,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Act, 2009, the function of the National and State Advisory Councils is to:\",\r\n    \"options\": [\r\n      \"approve the annual plans and budgets of the Government concerned\",\r\n      \"advise the Government concerned on effective implementation of the Act\",\r\n      \"decide appeals against decisions of the local authority\",\r\n      \"grant recognition to schools that meet the norms and standards\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The function of each Council is purely advisory: to advise the Central Government, or the State Government as the case may be, on implementation of the provisions of the Act in an effective manner.\",\r\n      \"They have no executive or adjudicatory power. Appeals lie to the State Commission under section 32(3), and recognition is granted by the prescribed authority under section 18.\",\r\n      \"The National Council is constituted by the Central Government under section 33(1) and the State Council by the State Government under section 34(1), each by notification.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 97,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Act, 2009, the State Advisory Council is constituted by:\",\r\n    \"options\": [\r\n      \"the Central Government, by notification\",\r\n      \"the State Commission for Protection of Child Rights\",\r\n      \"the State Government, by notification\",\r\n      \"the local authority, by resolution\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 34(1) empowers the State Government to constitute the State Advisory Council by notification, just as section 33(1) empowers the Central Government to constitute the National Advisory Council.\",\r\n      \"Each Council is capped at fifteen members, appointed from persons having knowledge and practical experience in elementary education and child development, and each advises the Government that constituted it.\",\r\n      \"The parallel structure is deliberate. Because the appropriate Government under section 2(a) may be the Centre or a State depending on the school, the Act provides an advisory body at each level.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 98,\r\n    \"chapter\": \"RTE Act: Ch 6: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Act, 2009, a parent has a grievance about the denial of a child's right, and a teacher has a grievance about her conditions of service. Under the Act, these are dealt with respectively by:\",\r\n    \"options\": [\r\n      \"the School Management Committee in both cases\",\r\n      \"the State Commission for Protection of Child Rights in both cases\",\r\n      \"the appropriate Government in both cases\",\r\n      \"a written complaint to the local authority, and as may be prescribed\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"A grievance about a child's right goes by written complaint to the local authority under section 32, which must decide it within three months, with an appeal to the State Commission for Protection of Child Rights. A teacher's grievance is left to be redressed in such manner as may be prescribed, under section 24(3).\",\r\n      \"The contrast is instructive. The child's route is specified in the Act, with a named forum, a time limit and an appeal. The teacher's is left entirely to rules.\",\r\n      \"The State Commission enters only on appeal, or under section 31 in its monitoring role, so approaching it first bypasses the stage at which the Act intends the grievance to be resolved.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 99,\r\n    \"chapter\": \"RTE Act: Ch 7: MISCELLANEOUS\",\r\n    \"question\": \"Under the RTE Act, 2009, the local authority may issue guidelines and directions regarding implementation of the Act to:\",\r\n    \"options\": [\r\n      \"the School Management Committee\",\r\n      \"the appropriate Government\",\r\n      \"the prescribed authority granting recognition\",\r\n      \"the State Commission for Protection of Child Rights\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Section 35(3) permits the local authority to issue guidelines and give such directions as it deems fit to the School Management Committee.\",\r\n      \"The section builds a chain of three links. The Central Government issues guidelines to the appropriate Government or the local authority under sub-section (1); the appropriate Government to the local authority or the School Management Committee under sub-section (2); and the local authority to the Committee under sub-section (3).\",\r\n      \"The chain runs downward only. A local authority cannot direct the appropriate Government, and no tier may direct a Commission, which is why several central instruments under the Act, including the guidelines on the pupil-teacher ratio, were issued under sub-section (1).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 100,\r\n    \"chapter\": \"RTE Act: Ch 7: MISCELLANEOUS\",\r\n    \"question\": \"According to the RTE Act, 2009, previous sanction of an officer authorised by the appropriate Government is required for prosecution of offences under:\",\r\n    \"options\": [\r\n      \"sections 16, 17 and 28\",\r\n      \"sections 13(2), 18(5) and 19(5)\",\r\n      \"sections 13(2), 17(2) and 26\",\r\n      \"sections 18(5), 19(5) and 24(2)\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 36 names three provisions: section 13(2) on capitation fee and screening, section 18(5) on running a school without recognition, and section 19(5) on continuing to run a school after recognition is withdrawn.\",\r\n      \"Those are precisely the three provisions in the Act that create offences, and all three are punishable with fine alone.\",\r\n      \"Sections 17(2) and 24(2) provide for disciplinary action under service rules rather than prosecution, so no question of sanction arises under them.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 101,\r\n    \"chapter\": \"RTE Act: Ch 7: MISCELLANEOUS\",\r\n    \"question\": \"A parent wishes to prosecute a school for collecting a capitation fee. Under the RTE Act, 2009, the parent must first:\",\r\n    \"options\": [\r\n      \"obtain the leave of the State Commission for Protection of Child Rights\",\r\n      \"exhaust the complaint procedure before the local authority\",\r\n      \"obtain the previous sanction of an officer authorised by the appropriate Government\",\r\n      \"obtain the concurrence of the School Management Committee\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 36 bars the institution of any prosecution for an offence under section 13(2) except with the previous sanction of an officer authorised in this behalf by the appropriate Government, by notification.\",\r\n      \"The requirement is a filter rather than a bar. It exists so that schools are not exposed to prosecution on every disputed admission, but it also means the authorised officer's inaction can stall a genuine complaint.\",\r\n      \"The grievance route under section 32 is separate and independent. A written complaint to the local authority requires no sanction, and the two remedies may run in parallel.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 102,\r\n    \"chapter\": \"RTE Act: Ch 7: MISCELLANEOUS\",\r\n    \"question\": \"The protection against suit or legal proceeding for anything done in good faith under the RTE Act, 2009 extends to:\",\r\n    \"options\": [\r\n      \"the Central Government and the State Governments alone\",\r\n      \"statutory authorities, but not to individuals acting under them\",\r\n      \"the School Management Committee and its own members alone\",\r\n      \"the Governments, the Commissions, the local authority, the Committee or any person\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Section 37 bars any suit or other legal proceeding against the Central Government, the State Government, the National Commission, the State Commission, the local authority, the School Management Committee or any person, for anything in good faith done or intended to be done in pursuance of the Act or any rules or order made under it.\",\r\n      \"The words \\\"or any person\\\" make the protection wide in personal scope, so a head teacher or a member of a Committee acting in good faith is covered as much as the institution.\",\r\n      \"Good faith is the whole of the condition. The section protects honest error in implementing the Act; it does not protect a deliberate breach of it.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 103,\r\n    \"chapter\": \"RTE Act: Ch 7: MISCELLANEOUS\",\r\n    \"question\": \"According to the RTE Act, 2009, rules made by the Central Government, and notifications on the Schedule and on teacher qualifications, must be laid before each House of Parliament for a total period of:\",\r\n    \"options\": [\r\n      \"thirty days\",\r\n      \"fourteen days\",\r\n      \"twenty-one days\",\r\n      \"sixty days\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The period is thirty days, which may be comprised in one session or in two or more successive sessions.\",\r\n      \"The laying requirement covers not only rules but also the two categories of notification with the widest effect: those amending the Schedule under section 20, and those relating to teacher qualifications under section 23. Both bind schools throughout the country.\",\r\n      \"Section 38(4) applies the corresponding requirement to rules and notifications made by a State Government, which are laid before the State Legislature.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 104,\r\n    \"chapter\": \"RTE Act: Ch 7: MISCELLANEOUS\",\r\n    \"question\": \"Under the RTE Act, 2009, the expression \\\"prescribed\\\" means prescribed by rules made under the Act. Those rules are made by:\",\r\n    \"options\": [\r\n      \"the Central Government, for schools of every description\",\r\n      \"the appropriate Government\",\r\n      \"the local authority\",\r\n      \"the academic authority specified under section 29\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Section 2(l) defines \\\"prescribed\\\" as prescribed by rules made under the Act, and section 38(1) empowers the appropriate Government to make those rules by notification.\",\r\n      \"So the content of every provision that leaves something to be prescribed varies with the appropriate Government. That is why the neighbourhood limits under section 6, the conditions for holding back under section 16(3) and the form of the completion certificate under section 30(2) differ from State to State.\",\r\n      \"For Central Government schools and for Union territories without a legislature, the appropriate Government is the Centre under section 2(a)(i), which is why the Central Rules of 2010 govern those schools.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 105,\r\n    \"chapter\": \"RTE Act: Ch 7: MISCELLANEOUS\",\r\n    \"question\": \"Section 39 of the RTE Act, 2009, empowering the Central Government to remove difficulties, was:\",\r\n    \"options\": [\r\n      \"part of the Act as originally enacted\",\r\n      \"inserted by the Amendment Act of 2017\",\r\n      \"inserted by the Amendment Act of 2012\",\r\n      \"inserted by the Amendment Act of 2019\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 39 was inserted by Act 30 of 2012 with effect from 1 August 2012. It is the only section added to the Act since enactment; the other nine changes were amendments to existing sections.\",\r\n      \"A removal-of-difficulties power appearing three years after commencement is itself informative. It suggests difficulties had emerged in implementation for which the Act as passed provided no means of resolution.\",\r\n      \"An order under the section may not make any provision inconsistent with the Act, and every order made must be laid before each House of Parliament.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 106,\r\n    \"chapter\": \"RTE Act: Ch 7: MISCELLANEOUS\",\r\n    \"question\": \"Under the RTE Act, 2009, no order removing difficulties may be made after the expiry of:\",\r\n    \"options\": [\r\n      \"two years from the commencement of the Act\",\r\n      \"five years from the commencement of the Act\",\r\n      \"three years from the commencement of the Amendment Act of 2019\",\r\n      \"three years from the commencement of the Amendment Act of 2012\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"The proviso bars any order after three years from the commencement of the Right of Children to Free and Compulsory Education (Amendment) Act, 2012, so the power expired on 1 August 2015.\",\r\n      \"Time limits of this kind are standard in removal-of-difficulties clauses. The power is an extraordinary one, permitting the executive to make provision in an area Parliament has legislated on, so it is given only for a transitional period.\",\r\n      \"The period runs from the commencement of the amending Act that inserted the section, not from the commencement of the principal Act, which is the distinction the question turns on.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 107,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the RTE Act, 2009, the period within which the appropriate Government and the local authority must ensure the pupil-teacher ratio in the Schedule was extended in 2012 from six months to:\",\r\n    \"options\": [\r\n      \"\\\"within three years\\\"\",\r\n      \"\\\"within one year\\\"\",\r\n      \"\\\"within two years\\\"\",\r\n      \"\\\"forthwith\\\"\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Act 30 of 2012 substituted \\\"Within three years\\\" for \\\"Within six months\\\", so the period within which the appropriate Government and the local authority must ensure the pupil-teacher ratio in the Schedule is maintained in each school was extended.\",\r\n      \"It is one of the few amendments to the Act that relaxes an obligation rather than widening a right, and it is a candid acknowledgement that six months had proved impossible.\",\r\n      \"Sub-section (2) protects the ratio from being defeated administratively: no teacher posted in a school may be made to serve in another school or office, or deployed for any non-educational purpose other than those in section 27.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 108,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Section 20 of the RTE Act, 2009 empowers the Central Government to amend the Schedule by notification. As at the date of this compilation, that power has been:\",\r\n    \"options\": [\r\n      \"exercised three times\",\r\n      \"not exercised\",\r\n      \"exercised once, in 2012\",\r\n      \"exercised once, in 2019\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"No notification amending the Schedule appears in the Ministry's published set, so the Schedule stands as enacted.\",\r\n      \"That is worth noticing because the Schedule carries the norms and standards on which recognition under sections 18 and 19 depends, including the pupil-teacher ratio that section 25 requires to be maintained.\",\r\n      \"An unexercised power is not a dormant one. It means the norms that bind every school in the country, and that a school had three years to meet, are those Parliament enacted in 2009 rather than any later administrative revision.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 109,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Match List-I with List-II with reference to the Schedule to the RTE Act, 2009 and select the correct answer using the code given below:\\n\\nList-I (Norm)\\nA. Minimum working days a year, classes VI to VIII\\nB. Minimum instructional hours a year, classes I to V\\nC. Pupil-teacher ratio ceiling, excluding the head-teacher, above two hundred children\\nD. Minimum working hours a week for a teacher\\n\\nList-II (Figure)\\n1. Forty\\n2. Forty-five\\n3. Eight hundred\\n4. Two hundred and twenty\",\r\n    \"options\": [\r\n      \"A-4, B-3, C-1, D-2\",\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-4, B-3, C-2, D-1\",\r\n      \"A-4, B-1, C-3, D-2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The four figures are two hundred and twenty working days, eight hundred instructional hours, a ratio of forty and forty-five weekly hours.\",\r\n      \"Two of them carry a qualifier that changes their meaning: the ratio of forty excludes the head-teacher, and the forty-five weekly hours include preparation time.\",\r\n      \"The corresponding figures for the other stage are two hundred working days for classes I to V and one thousand instructional hours for classes VI to VIII.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 110,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the Schedule to the RTE Act, 2009, for classes VI to VIII there must be at least one teacher each for:\",\r\n    \"options\": [\r\n      \"Science; Mathematics; Social Studies; Languages\",\r\n      \"Languages; Mathematics; Environmental Studies\",\r\n      \"Science and Mathematics; Social Studies; Languages\",\r\n      \"Science and Mathematics; Social Studies; Languages; Work Education\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The Schedule groups Science and Mathematics together as a single subject head, giving three heads in all: Science and Mathematics, Social Studies, and Languages.\",\r\n      \"Treating Science and Mathematics as one head is what allows a small upper primary school to function with three subject teachers rather than four.\",\r\n      \"Work Education is not a subject head here. It appears instead among the part time instructor posts required where admission exceeds one hundred children.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 111,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the Schedule to the RTE Act, 2009, the minimum instructional hours per academic year for classes I to V and for classes VI to VIII respectively is:\",\r\n    \"options\": [\r\n      \"seven hundred and nine hundred\",\r\n      \"one thousand and twelve hundred\",\r\n      \"eight hundred and eight hundred\",\r\n      \"eight hundred and one thousand\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Eight hundred instructional hours are prescribed for classes I to V and one thousand for classes VI to VIII.\",\r\n      \"Dividing the hours by the days gives about four hours a day at the primary stage and about four and a half at the upper primary stage, which is what the norm amounts to in practice.\",\r\n      \"Instructional hours are distinct from the teacher's working hours in item 4, which are counted per week and include preparation time.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 112,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the Schedule to the RTE Act, 2009, a primary school with between ninety-one and one hundred and twenty children must have:\",\r\n    \"options\": [\r\n      \"four teachers\",\r\n      \"three teachers\",\r\n      \"five teachers\",\r\n      \"five teachers plus one head-teacher\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Four teachers are prescribed for that band, five being required only from one hundred and twenty-one children upward.\",\r\n      \"The bands are unequal in width, narrowing as enrolment rises: up to sixty, then sixty-one to ninety, then ninety-one to one hundred and twenty, then one hundred and twenty-one to two hundred.\",\r\n      \"Five plus one head-teacher applies above one hundred and fifty children, so a school of one hundred and sixty falls under that entry rather than under the one hundred and twenty-one to two hundred band.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 113,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the Schedule to the RTE Act, 2009, where a primary school has above two hundred children, the norm applied is:\",\r\n    \"options\": [\r\n      \"five teachers plus one head-teacher\",\r\n      \"a pupil-teacher ratio, excluding the head-teacher, not exceeding forty\",\r\n      \"one teacher for every thirty-five children\",\r\n      \"a pupil-teacher ratio, including the head-teacher, not exceeding thirty\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Above two hundred children the fixed ladder gives way to a ratio: the pupil-teacher ratio, excluding the head-teacher, shall not exceed forty.\",\r\n      \"The exclusion of the head-teacher is the detail most often missed. A school of four hundred and forty children needs eleven teachers plus a head-teacher, not eleven in total.\",\r\n      \"The ratio of one teacher for every thirty-five children belongs to classes VI to VIII under item 1(b), so the two ratios must be kept apart by stage.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 114,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"The Schedule to the RTE Act, 2009 performs which two functions under the Act?\",\r\n    \"options\": [\r\n      \"It prescribes the norms for recognition, and the qualifications required of teachers\",\r\n      \"It prescribes the pupil-teacher ratio, and the curriculum to be followed\",\r\n      \"It prescribes the norms and standards a school must fulfil, and the pupil-teacher ratio to be maintained\",\r\n      \"It prescribes the norms for schools, and the duties of the local authority\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Section 19(1) makes fulfilment of the Schedule a condition of establishment and recognition, and section 25(1) requires the pupil-teacher ratio specified in the Schedule to be maintained in each school.\",\r\n      \"Teacher qualifications come from a different source altogether: they are laid down under section 23 by an academic authority authorised by the Central Government, which is the National Council for Teacher Education.\",\r\n      \"Because the Schedule carries both functions, a school failing it is exposed twice over, to withdrawal of recognition under section 19(3) and to breach of the ratio obligation under section 25.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 115,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Which one of the following is NOT among the components of the school building prescribed by the Schedule to the RTE Act, 2009?\",\r\n    \"options\": [\r\n      \"Barrier-free access, and separate toilets for boys and girls\",\r\n      \"A kitchen where the mid-day meal is cooked in the school\",\r\n      \"A playground, and a boundary wall or fencing\",\r\n      \"A separate computer laboratory\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"No computer laboratory is prescribed. The Schedule requires an all-weather building with at least one classroom for every teacher and an office-cum-store-cum-Head teacher's room, barrier-free access, separate toilets for boys and girls, safe and adequate drinking water for all children, a kitchen where the mid-day meal is cooked in the school, a playground, and arrangements for securing the building by boundary wall or fencing.\",\r\n      \"The words \\\"all-weather\\\" do real work. A structure usable only in the dry season does not satisfy the Schedule however many rooms it has.\",\r\n      \"One classroom for every teacher is a ratio rather than a number, so the classroom requirement rises with the teacher requirement in item 1.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 116,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the Schedule to the RTE Act, 2009, the minimum number of working days in an academic year for classes I to V and for classes VI to VIII respectively is:\",\r\n    \"options\": [\r\n      \"two hundred and two hundred and twenty\",\r\n      \"one hundred and eighty and two hundred\",\r\n      \"two hundred and twenty and two hundred and forty\",\r\n      \"two hundred and two hundred\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Two hundred working days are prescribed for classes I to V and two hundred and twenty for classes VI to VIII.\",\r\n      \"Both the days and the hours rise with the stage, so the two figures move together: two hundred days with eight hundred instructional hours at the primary stage, two hundred and twenty days with one thousand hours at the upper primary stage.\",\r\n      \"The standard error is to interchange working days with instructional hours, or one stage's figures with the other's.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 117,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the Schedule to the RTE Act, 2009, for classes VI to VIII the teacher requirement is at least one teacher for every:\",\r\n    \"options\": [\r\n      \"thirty children\",\r\n      \"thirty-five children\",\r\n      \"forty children\",\r\n      \"forty-five children\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Item 1(b)(2) requires at least one teacher for every thirty-five children at the upper primary stage.\",\r\n      \"It operates alongside item 1(b)(1), so a school must satisfy both: one teacher for each of the three subject heads, and one teacher for every thirty-five children.\",\r\n      \"The figure of forty belongs to the primary stage, as the ratio applied above two hundred children, and there it expressly excludes the head-teacher.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 118,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the Schedule to the RTE Act, 2009, the requirement in respect of a library is:\",\r\n    \"options\": [\r\n      \"a library at the cluster level accessible to every school in it\",\r\n      \"a library only in those schools having above one hundred children\",\r\n      \"a library in every school, with newspaper, magazines and story-books\",\r\n      \"a reading corner in each classroom of the school\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The Schedule requires a library in each school, and specifies its contents: newspaper, magazines and books on all subjects, including story-books.\",\r\n      \"The express mention of story-books matters, because a library stocked only with textbooks would satisfy the letter of a bare library requirement while defeating its purpose at the elementary stage.\",\r\n      \"The library attaches to the school as a whole, whereas teaching learning equipment and play material, games and sports equipment are each to be provided to every class as required.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 119,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"An upper primary school under the RTE Act, 2009 has one hundred and twenty children in classes VI to VIII. Which of the following must it have?\\n1. At least one teacher each for Science and Mathematics, Social Studies, and Languages\\n2. At least four teachers, being one for every thirty-five children\\n3. A full time head-teacher and part time instructors for Art Education, Health and Physical Education, and Work Education\\nSelect the correct answer using the codes given below:\",\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\": [\r\n      \"All three apply. The three subject heads are required by item 1(b)(1); one hundred and twenty children at one teacher for every thirty-five requires four teachers under item 1(b)(2); and admission above one hundred brings in the head-teacher and the three part time instructors under item 1(b)(3).\",\r\n      \"The requirements are cumulative rather than alternative, so satisfying the subject-head rule does not discharge the ratio rule.\",\r\n      \"Had the school had ninety-five children, the third requirement would fall away entirely, since the threshold is admission above one hundred.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 120,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Match List-I with List-II with reference to the Schedule to the RTE Act, 2009 and select the correct answer using the code given below:\\n\\nList-I (Admitted children, classes I to V)\\nA. Up to sixty\\nB. Sixty-one to ninety\\nC. Ninety-one to one hundred and twenty\\nD. One hundred and twenty-one to two hundred\\n\\nList-II (Teachers)\\n1. Five\\n2. Two\\n3. Four\\n4. Three\",\r\n    \"options\": [\r\n      \"A-2, B-4, C-3, D-1\",\r\n      \"A-2, B-3, C-4, D-1\",\r\n      \"A-4, B-2, C-3, D-1\",\r\n      \"A-2, B-4, C-1, D-3\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The ladder rises by one teacher a band: two, three, four and five.\",\r\n      \"Beyond the table, two further entries apply. Above one hundred and fifty children the requirement is five teachers plus one head-teacher, and above two hundred children the fixed numbers give way to a ratio not exceeding forty, excluding the head-teacher.\",\r\n      \"The overlap between the one hundred and twenty-one to two hundred band and the above one hundred and fifty entry is resolved by reading the latter as adding the head-teacher post rather than as replacing the teacher count.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 121,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Under the Schedule to the RTE Act, 2009, the minimum number of working hours per week for a teacher is:\",\r\n    \"options\": [\r\n      \"forty\",\r\n      \"forty-five, teaching including preparation hours\",\r\n      \"fifty, including preparation hours\",\r\n      \"thirty-five teaching hours, excluding preparation\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The Schedule fixes forty-five hours a week, and states expressly that this is teaching including preparation hours.\",\r\n      \"The words \\\"including preparation hours\\\" are what the item turns on. Without them the figure would read as forty-five hours of classroom teaching, which no timetable could deliver alongside the instructional hours prescribed in item 3.\",\r\n      \"It is a minimum, not a ceiling, and it is counted per week rather than per year, unlike the instructional hours in item 3.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 122,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"Consider the following provisions of the Schedule to the RTE Act, 2009:\\n1. Teaching learning equipment shall be provided to each class as required.\\n2. Play material, games and sports equipment shall be provided to each class as required.\\n3. A library shall be provided in each classroom.\\nHow many of the statements given above are correct?\",\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\": [\r\n      \"Statements 1 and 2 are correct. Statement 3 misplaces the library, which the Schedule requires in each school, not each classroom. Equipment and play material follow the class; the library serves the institution.\",\r\n      \"Two of the three are framed per class and one per school, which is the distinction the question tests. Equipment follows the class; the library serves the institution.\",\r\n      \"The words \\\"as required\\\" leave the quantity to be judged against need rather than fixed, unlike the numerical norms in items 1, 3 and 4.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 123,\r\n    \"chapter\": \"RTE Act: THE SCHEDULE\",\r\n    \"question\": \"A primary school under the RTE Act, 2009 has four hundred and forty children in classes I to V. The number of teachers it must have is:\",\r\n    \"options\": [\r\n      \"eleven, including the head-teacher\",\r\n      \"twelve, including the head-teacher\",\r\n      \"thirteen, besides the head-teacher\",\r\n      \"eleven, besides the head-teacher\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Above two hundred children the norm is a pupil-teacher ratio, excluding the head-teacher, not exceeding forty. Four hundred and forty divided by forty gives eleven teachers, and the head-teacher stands outside that count.\",\r\n      \"A school that appointed eleven including the head-teacher would breach the Schedule, because only ten would then be available against a requirement of eleven.\",\r\n      \"The fixed ladder in the earlier bands does not apply once enrolment passes two hundred; from there the requirement is computed rather than read off a table.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 124,\r\n    \"chapter\": \"RTE Act: AMENDMENTS AND INSTRUMENTS\",\r\n    \"question\": \"Match List-I with List-II with reference to the RTE Act, 2009 and select the correct answer using the code given below:\\n\\nList-I (Instrument)\\nA. The Amendment Act of 2012\\nB. The Amendment Act of 2017\\nC. The Amendment Act of 2019\\nD. The Amendment Rules of 2024\\n\\nList-II (Principal effect)\\n1. Substituted the provision on holding back, permitting it in the fifth and eighth classes\\n2. Inserted the holding-back rule in the Central Rules\\n3. Inserted the definition of a child with disability and made minority school committees advisory\\n4. Extended the time for serving teachers to acquire the minimum qualifications\",\r\n    \"options\": [\r\n      \"A-3, B-4, C-1, D-2\",\r\n      \"A-1, B-4, C-3, D-2\",\r\n      \"A-3, B-1, C-4, D-2\",\r\n      \"A-4, B-3, C-1, D-2\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Act 30 of 2012 inserted clause (ee) defining a child with disability and made the committees of minority and aided schools advisory. Act 24 of 2017 inserted the further proviso to section 23(2) for teachers in position as on 31 March 2015. Act 1 of 2019 substituted section 16. The Amendment Rules of 2024 inserted rule 16A in the Central Rules.\",\r\n      \"The dates from which they took effect differ from their year of enactment in two cases. Act 24 of 2017 operates from 1 April 2015 and Act 1 of 2019 from 1 March 2019.\",\r\n      \"Rule 16A matters because section 16(3) leaves the conditions for holding back to be prescribed. For schools of the Central Government and Union territories without a legislature, those conditions are in that rule.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 125,\r\n    \"chapter\": \"RTE Act: AMENDMENTS AND INSTRUMENTS\",\r\n    \"question\": \"The RTE Act, 2009 received the assent of the President on 26 August 2009. It came into force on:\",\r\n    \"options\": [\r\n      \"26 August 2009\",\r\n      \"1 April 2010\",\r\n      \"1 August 2012\",\r\n      \"16 February 2010\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The Act came into force on 1 April 2010, appointed by notification S.O. 428(E) dated 16 February 2010 under section 1(3).\",\r\n      \"The two 2010 dates are easily confused. 16 February 2010 is the date of the notification; 1 April 2010 is the date it appointed. A commencement notification and the commencement it effects are different events.\",\r\n      \"1 August 2012 is the date from which the amendments made by Act 30 of 2012 took effect.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 126,\r\n    \"chapter\": \"RTE Act: AMENDMENTS AND INSTRUMENTS\",\r\n    \"question\": \"Consider the following statements in respect of teachers under the RTE Act, 2009:\\n1. The minimum qualifications for appointment are laid down by an academic authority authorised by the Central Government.\\n2. The salary, allowances and terms and conditions of service are prescribed by the appropriate Government.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Both statements are correct. Section 23(1) makes qualifications a national standard, set by an authority the Centre authorises, while section 23(3) leaves pay and service conditions to be prescribed, and rules are made by the appropriate Government under section 38.\",\r\n      \"The split is the point. Who may be appointed is uniform across the country; what that person is paid is not. A teacher with identical qualifications may be employed on very different terms in two neighbouring States.\",\r\n      \"The academic authority under section 23 is the National Council for Teacher Education, authorised by S.O. 750(E) of 31 March 2010, which by the same notification names a different council, the NCERT, as the authority under section 29.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 127,\r\n    \"chapter\": \"RTE Act: AMENDMENTS AND INSTRUMENTS\",\r\n    \"question\": \"The Amendment Rules of 2024 made under the RTE Act, 2009 inserted a new rule into the Central Rules prescribing:\",\r\n    \"options\": [\r\n      \"the manner of constituting a School Management Committee\",\r\n      \"the minimum qualifications for appointing a teacher\",\r\n      \"the form of the certificate of recognition\",\r\n      \"the conditions on which a child may be held back\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 16A prescribes the conditions for holding back, which section 16(3) leaves to be prescribed. It applies to schools of the Central Government and of Union territories without a legislature.\",\r\n      \"The rule is what makes the substituted section 16 operable in those schools. Without it, sub-section (3) would permit holding back \\\"in such manner and subject to such conditions as may be prescribed\\\" with nothing prescribed.\",\r\n      \"For a State school the equivalent conditions are in that State's own rules, which is why the answer to whether a child may be held back differs from one State to another.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 128,\r\n    \"chapter\": \"RTE Rules: Part 1: PRELIMINARY\",\r\n    \"question\": \"The RTE Rules, 2010 came into force:\",\r\n    \"options\": [\r\n      \"on the date of their publication in the Official Gazette\",\r\n      \"on 1 April 2010, the date the Act came into force\",\r\n      \"on 8 April 2010, the date borne by the notification\",\r\n      \"on such date as the Central Government might appoint\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 1(2) provides that the Rules come into force on the date of their publication in the Official Gazette, which was 9 April 2010.\",\r\n      \"Three dates sit close together. G.S.R. 301(E) is dated 8 April 2010, publication was on 9 April 2010, and the appointed date under rule 2(1)(c), being the date the Act came into force, is 1 April 2010.\",\r\n      \"The distinction matters because several rules run from the appointed date and not from the commencement of the Rules: the School Management Committee within six months of it, the Central Government's estimates within one month, and the sanctioned strength of teachers within three months.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 129,\r\n    \"chapter\": \"RTE Rules: Part 1: PRELIMINARY\",\r\n    \"question\": \"In the RTE Rules, 2010, \\\"school mapping\\\" means:\",\r\n    \"options\": [\r\n      \"the survey of children conducted by the local authority through a household survey\",\r\n      \"planning school location to overcome social barriers and distance\",\r\n      \"the identification of neighbourhood schools for each habitation\",\r\n      \"the record of children maintained from birth till the age of fourteen years\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Clause (g) of rule 2(1) defines school mapping as planning school location for the purpose of section 6 of the Act, so as to overcome social barriers and geographical distance.\",\r\n      \"Both limbs of the definition matter. Mapping is not merely a distance exercise; it is directed at social barriers as well, which is why rule 6(8) separately requires that access not be hindered on account of social and cultural factors.\",\r\n      \"The household survey belongs to rule 10 and the identification of neighbourhood schools for each habitation to rule 6(6), so the three exercises are distinct though they work together.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 130,\r\n    \"chapter\": \"RTE Rules: Part 1: PRELIMINARY\",\r\n    \"question\": \"According to the RTE Rules, 2010, \\\"pupil cumulative record\\\" means:\",\r\n    \"options\": [\r\n      \"the attendance register maintained by the class teacher\",\r\n      \"the record of children maintained by the local authority\",\r\n      \"the record of the child's progress based on continuous evaluation\",\r\n      \"the annual account of receipts and expenditure of the school\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Clause (f) of rule 2(1) defines it as the record of the progress of the child based on comprehensive and continuous evaluation.\",\r\n      \"It is not a formality. Under rule 21(1) the teacher must maintain a file containing the pupil cumulative record for every child, and that file is the basis for awarding the certificate of completion of elementary education.\",\r\n      \"Rule 24(2) closes the circle by requiring that the certificate itself contain the pupil cumulative record, so continuous evaluation feeds directly into the document a child leaves school with.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 131,\r\n    \"chapter\": \"RTE Rules: Part 1: PRELIMINARY\",\r\n    \"question\": \"Under the RTE Rules, 2010, \\\"anganwadi\\\" means an Anganwadi Centre established under:\",\r\n    \"options\": [\r\n      \"the Integrated Child Development Services Scheme\",\r\n      \"the National Food Security Act, 2013\",\r\n      \"the Samagra Shiksha scheme of the Ministry of Education\",\r\n      \"the Pre-school component of the Act\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Clause (b) of rule 2(1) ties the expression to the Integrated Child Development Services Scheme of the Ministry of Women and Child Development.\",\r\n      \"The anganwadi enters the Rules at two points: rule 10(4)(c) requires the record of a child to note the pre-primary school or anganwadi centre attended up to age six, and rule 13(b) makes the anganwadi record proof of age.\",\r\n      \"It is the only place where these Rules reach a body outside the education system, which follows from section 11 of the Act leaving pre-school education to the appropriate Government.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 132,\r\n    \"chapter\": \"RTE Rules: Part 1: PRELIMINARY\",\r\n    \"question\": \"The RTE Rules, 2010 were made in exercise of which power under the RTE Act, 2009?\",\r\n    \"options\": [\r\n      \"the power of the Central Government to amend the Schedule\",\r\n      \"the appropriate Government's power to make rules\",\r\n      \"the power to issue guidelines and directions\",\r\n      \"the Central Government's power to remove difficulties\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The Rules were made under the appropriate Government's power to make rules, which is what supplies the content of everything the Act leaves to be \\\"prescribed\\\".\",\r\n      \"The power to issue guidelines is exercised by guideline rather than by rule, and produced the pupil-teacher ratio guidelines and the admission guidelines of 2010. The power to amend the Schedule has never been exercised.\",\r\n      \"The removal-of-difficulties power was inserted only in 2012 and expired three years later, so it could not have been the source of Rules made in 2010.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 133,\r\n    \"chapter\": \"RTE Rules: Part 1: PRELIMINARY\",\r\n    \"question\": \"The RTE Rules, 2010 bind:\",\r\n    \"options\": [\r\n      \"every school in India\",\r\n      \"all schools receiving aid from the Central Government\",\r\n      \"Central Government schools and Union territories with no legislature\",\r\n      \"all schools affiliated to a central examination board\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Under clause (a) of section 2 of the Act the Central Government is the appropriate Government only for schools it establishes, owns or controls and for Union territories having no legislature. These Rules reach those schools alone.\",\r\n      \"Every State, and every Union territory with a legislature, makes its own rules under section 38. Those State rules govern nearly every school in the country.\",\r\n      \"This is why questions about neighbourhood distance, holding back or recognition can have different answers in different places, and why a candidate must know which set of rules is being asked about.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 134,\r\n    \"chapter\": \"RTE Rules: Part 1: PRELIMINARY\",\r\n    \"question\": \"Under the RTE Rules, 2010, the \\\"District Education Officer\\\" means:\",\r\n    \"options\": [\r\n      \"the head of the district administration\",\r\n      \"an officer appointed by the National Commission for Protection of Child Rights\",\r\n      \"the officer authorised to sanction prosecution under section 36 of the Act\",\r\n      \"an officer of the appropriate Government in charge of elementary education\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Clause (e) of rule 2(1) defines the District Education Officer as an officer of the appropriate Government in charge of elementary education in a district.\",\r\n      \"The definition matters because these Rules give that officer the whole of the recognition machinery. Self declarations are made to him under rule 15, inspections are caused by him, recognition is granted by him in Form No. 2, and withdrawal proceeds on his order under rule 16.\",\r\n      \"He is not the district collector, and his powers here come from the Rules rather than from any general administrative authority.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 135,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"Under the RTE Rules, 2010, a School Management Committee is to be constituted within what period of the appointed date, and reconstituted at what interval?\",\r\n    \"options\": [\r\n      \"within six months, reconstituted every two years\",\r\n      \"within three months, reconstituted every year\",\r\n      \"within one year, reconstituted every three years\",\r\n      \"within six months, reconstituted every five years\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 3(1) requires constitution in every school other than an unaided school within six months of the appointed date, and reconstitution every two years.\",\r\n      \"The appointed date is defined in rule 2(1)(c) as the date on which the Act comes into force, that is 1 April 2010, so the first Committees were due by 1 October 2010.\",\r\n      \"The exclusion of unaided schools follows section 21(1) of the Act itself, which exempts schools falling within sub-clause (iv) of clause (n) of section 2.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 136,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"Under the RTE Rules, 2010, what proportion of the strength of the School Management Committee must be from amongst parents or guardians of children?\",\r\n    \"options\": [\r\n      \"fifty per cent\",\r\n      \"seventy five per cent\",\r\n      \"two-thirds\",\r\n      \"the whole\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 3(2) fixes seventy five per cent, which gives effect to the proviso to section 21(1) of the Act requiring at least three-fourths of members to be parents or guardians.\",\r\n      \"The Rules go further than the Act by specifying how the remaining quarter is composed, which the Act leaves open.\",\r\n      \"Rule 3(4) adds that the chairperson and vice-chairperson are elected from among the parent members, so the parental majority carries into the offices as well as the membership.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 137,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"How often must the School Management Committee meet under the RTE Rules, 2010?\",\r\n    \"options\": [\r\n      \"at least once a quarter\",\r\n      \"at least twice a year\",\r\n      \"at least once a month\",\r\n      \"at least once a year\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 3(5) requires the Committee to meet at least once a month, and the minutes and decisions of the meetings to be properly recorded and made available to the public.\",\r\n      \"Monthly meeting is a demanding standard for a body three-quarters of whose members are parents, but it follows from the range of functions rule 3(6) adds to those in section 21(2) of the Act.\",\r\n      \"Publication of the minutes is part of the same design. The Committee's accounts must likewise be made available to the local authority within one month of preparation under rule 3(8).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 138,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"In the RTE Rules, 2010, money received by the School Management Committee for the discharge of its functions is to be:\",\r\n    \"options\": [\r\n      \"credited to the school's general fund\",\r\n      \"remitted to the local authority within one month\",\r\n      \"held by the head teacher in his official capacity\",\r\n      \"kept in a separate account, to be audited annually\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 3(7) requires such money to be kept in a separate account, audited annually.\",\r\n      \"Rule 3(8) completes the arrangement: the annual account under clause (j) of sub-rule (6) and the audited account under sub-rule (7) must both be signed by the chairperson or vice-chairperson and the convenor, and made available to the local authority within one month of preparation.\",\r\n      \"Two signatures are required, one from the parental side and one from the school, which is the same balance the Rules strike in the composition of the Committee.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 139,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"According to the RTE Rules, 2010, who is the ex-officio member-convener of the School Management Committee?\",\r\n    \"options\": [\r\n      \"the head teacher, or where there is none, the senior most teacher\",\r\n      \"the chairperson elected from among the parent members\",\r\n      \"an elected member of the local authority\",\r\n      \"the District Education Officer of the district\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 3(4) makes the head teacher the ex-officio member-convener, and where the school has no head teacher, the senior most teacher of the school.\",\r\n      \"The chairperson and vice-chairperson are separately elected from among the parent members, so the school's own head convenes but does not chair. That separation is deliberate.\",\r\n      \"It also means the head teacher sits on the Committee by office rather than as one of the teacher members chosen by the teachers under rule 3(3)(b).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 140,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"Under the RTE Rules, 2010, the remaining twenty five per cent of the strength of the School Management Committee is composed of:\",\r\n    \"options\": [\r\n      \"one half elected members of the local authority and one half teachers from the school\",\r\n      \"one third each of local authority members, teachers, and local educationists or children\",\r\n      \"one third teachers, one third officials of the appropriate Government and one third local educationists\",\r\n      \"members nominated by the District Education Officer\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 3(3) divides the remaining quarter into three equal parts: elected members of the local authority, decided by the local authority; teachers from the school, decided by the teachers; and local educationists or children in the school, decided by the parents in the Committee.\",\r\n      \"Each third is chosen by a different body, which is the detail most often missed. The parents in the Committee choose the last third, so parental influence extends beyond their own seventy five per cent.\",\r\n      \"The inclusion of children in the school as possible members is unusual and follows from the Act's general approach of treating the child as a participant rather than only a beneficiary.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 141,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"Under the RTE Rules, 2010, the School Development Plan is to be prepared:\",\r\n    \"options\": [\r\n      \"within one month of the constitution of the School Management Committee\",\r\n      \"before the beginning of every academic year\",\r\n      \"at least three months before the end of that financial year\",\r\n      \"once every three years, when the Committee is reconstituted\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 4(1) requires preparation at least three months before the end of the financial year in which the Committee is first constituted under the Act.\",\r\n      \"The timing is dictated by its purpose. Section 22(2) of the Act makes the Plan the basis for the plans and grants of the appropriate Government or local authority, so it must be ready before the budget cycle closes.\",\r\n      \"Rule 4(4) requires it to be signed by the chairperson or vice-chairperson and the convenor and submitted to the local authority before the end of the financial year in which it is prepared.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 142,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"Under the RTE Rules, 2010, which of the following are among the functions of the School Management Committee in addition to those the Act itself specifies?\\n1. Monitoring that teachers are not burdened with non-academic duties other than those the Act permits\\n2. Monitoring the implementation of the mid-day meal in the school\\n3. Preparing an annual account of receipts and expenditure of the school\\nSelect the correct answer using the codes given below:\",\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\": [\r\n      \"All three appear in rule 3(6), at clauses (c), (i) and (j).\",\r\n      \"The full list runs to ten clauses and also covers communicating the rights of the child in simple and creative ways, ensuring implementation of clauses (a) and (e) of section 24 and of section 28, ensuring enrolment and continued attendance, monitoring the norms in the Schedule, bringing deviations to the notice of the local authority, planning for section 4 children, and monitoring the education of children with disability.\",\r\n      \"Clause (f) is the reporting channel: mental and physical harassment, denial of admission and the timely provision of free entitlements under section 3(2) are all to be brought to the local authority's notice.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 143,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"The School Development Plan under the RTE Rules, 2010 must estimate the requirement of additional teachers with reference to:\",\r\n    \"options\": [\r\n      \"the norms specified in the Schedule to the Act\",\r\n      \"the enrolment of the previous academic year\",\r\n      \"the sanctioned strength notified under the corresponding rule\",\r\n      \"the pupil-teacher ratio notified by the local authority\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 4(3)(b) requires the requirement of additional teachers, including Head Teachers, subject teachers and part time instructors, to be calculated with reference to the norms specified in the Schedule, and separately for classes I to V and for classes VI to VIII.\",\r\n      \"Rule 4(3)(c) applies the same reference point to the physical requirement of additional infrastructure and equipment.\",\r\n      \"So the Schedule is not merely a condition of recognition under section 19. It is also the arithmetic on which a school's claim for teachers and buildings is built.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 144,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"According to the RTE Rules, 2010, the School Development Plan is:\",\r\n    \"options\": [\r\n      \"an annual plan revised every year\",\r\n      \"a three year plan comprising three annual sub plans\",\r\n      \"a five year plan reviewed every three years\",\r\n      \"a plan coterminous with the term of the School Management Committee\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 4(2) makes it a three year plan comprising three annual sub plans.\",\r\n      \"The three-year span sits oddly with the two-year reconstitution of the Committee under rule 3(1), so a Plan will typically outlive the Committee that made it.\",\r\n      \"The five-year cycle reviewed every three years belongs to rule 7(1), which governs the Central Government's estimates of capital and recurring expenditure, not the school's plan.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 145,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"Which of the following must the School Development Plan contain under the RTE Rules, 2010?\\n1. Estimates of class-wise enrolment for each year\\n2. The physical requirement of additional infrastructure and equipment\\n3. The names of teachers proposed to be recruited\\nHow many of the statements given above are correct?\",\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\": [\r\n      \"Statements 1 and 2 are required by clauses (a) and (c) of rule 4(3). Statement 3 is not: the Plan estimates the number of additional teachers needed, not the persons who will fill the posts.\",\r\n      \"The four contents are estimates of class-wise enrolment for each year, the requirement of additional teachers separately for classes I to V and VI to VIII, the physical requirement of additional infrastructure and equipment, and the financial requirement in respect of the last two.\",\r\n      \"Both the teacher and the infrastructure estimates are to be calculated with reference to the norms specified in the Schedule, which is what makes the Plan a costed claim rather than a wish list.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 146,\r\n    \"chapter\": \"RTE Rules: Part 2: SCHOOL MANAGEMENT COMMITTEE\",\r\n    \"question\": \"Under the RTE Rules, 2010, the financial requirement stated in the School Development Plan is to include provision for:\",\r\n    \"options\": [\r\n      \"the salaries of all existing teachers\",\r\n      \"the reimbursement due to the school under section 12(2)\",\r\n      \"the audit of the School Management Committee's accounts\",\r\n      \"special training under section 4, and free text books and uniforms\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 4(3)(d) requires the financial requirement in respect of teachers and infrastructure, including provision for the special training facility specified in section 4, entitlements of children such as free text books and uniforms, and any other additional requirement for fulfilling the school's responsibilities under the Act.\",\r\n      \"So the Plan covers both the capital side and the child's entitlements, which is what makes it a usable basis for grants under section 22(2).\",\r\n      \"Reimbursement under section 12(2) is a matter between the appropriate Government and an unaided school, and does not enter the Plan of a school that prepares one.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 147,\r\n    \"chapter\": \"RTE Rules: Part 3: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Under the RTE Rules, 2010, the duty to identify children requiring special training and to organise it rests on:\",\r\n    \"options\": [\r\n      \"the School Management Committee of the school\",\r\n      \"the head teacher of the school concerned\",\r\n      \"the local authority of the area\",\r\n      \"the District Education Officer of the district\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 5(1) places the duty on the School Management Committee of a school owned and managed by the appropriate Government or the local authority.\",\r\n      \"That placement matches the Act. Section 4 obliges only schools established by the State Government and the local authority; private aided and unaided institutions carry no obligation under that section.\",\r\n      \"The head teacher does appear in this area, but at a different point: under rule 14(2) he determines the special training for a child admitted after the extended period.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 148,\r\n    \"chapter\": \"RTE Rules: Part 3: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"Under the RTE Rules, 2010, the duration of special training is:\",\r\n    \"options\": [\r\n      \"a minimum of six months, extendable to a maximum of one year\",\r\n      \"a minimum of three months, extendable to a maximum not exceeding two years\",\r\n      \"a fixed period of one year\",\r\n      \"such period as the head teacher may determine\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 5(1)(d) fixes a minimum of three months, which may be extended based on periodical assessment of learning progress, for a maximum period not exceeding two years.\",\r\n      \"Extension is tied to assessment rather than to the calendar, so a child who comes level in three months is not held in special training for longer.\",\r\n      \"The two-year ceiling works with the second proviso to section 4 of the Act, under which a child admitted to an age-appropriate class remains entitled to free education till completion of elementary education even after fourteen years.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 149,\r\n    \"chapter\": \"RTE Rules: Part 3: RIGHT TO FREE AND COMPULSORY EDUCATION\",\r\n    \"question\": \"According to the RTE Rules, 2010, special training may be provided by:\",\r\n    \"options\": [\r\n      \"teachers specially appointed for the purpose alone\",\r\n      \"volunteers identified by the School Management Committee\",\r\n      \"teachers of the school, or teachers specially appointed\",\r\n      \"the academic authority specified under section 29\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 5(1)(c) permits either: teachers working in the school, or teachers specially appointed for the purpose.\",\r\n      \"Rule 5(1)(a) requires the training to be based on specially designed, age appropriate learning material approved by the academic authority specified in section 29(1), and rule 5(1)(b) permits it to be held on the school premises or in safe residential facilities.\",\r\n      \"Rule 5(2) adds what happens afterwards: on induction into the age appropriate class the child continues to receive special attention from the teacher, to integrate academically and emotionally.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 150,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"What neighbourhood distance do the RTE Rules, 2010 fix for children in classes I to V and for classes VI to VIII respectively?\",\r\n    \"options\": [\r\n      \"one kilometre and three kilometres\",\r\n      \"one kilometre and two kilometres\",\r\n      \"two kilometres and five kilometres\",\r\n      \"three kilometres and five kilometres\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 6(1) fixes a walking distance of one kilometre for classes I to V and three kilometres for classes VI to VIII.\",\r\n      \"The Act itself fixes no distance. Section 6 requires a school within such area or limits of neighbourhood as may be prescribed, so these figures come from the Rules and bind only the schools the Central Rules reach.\",\r\n      \"The measure is walking distance, not straight-line distance, which is why rule 6(3) allows the limits to be reduced where the approach from home to school is dangerous.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 151,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"In the RTE Rules, 2010, for children from small hamlets where no school exists within the prescribed limits, the appropriate Government or local authority shall:\",\r\n    \"options\": [\r\n      \"reduce the area or limits of neighbourhood\",\r\n      \"establish more than one neighbourhood school\",\r\n      \"make arrangements such as free transport and residential facilities\",\r\n      \"admit the children to a school in an adjoining district\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 6(4) requires adequate arrangements, such as free transportation and residential facilities, in relaxation of the area or limits specified in sub-rule (1).\",\r\n      \"Note the direction of the relaxation. Rule 6(3) reduces the limits where the approach is dangerous; rule 6(4) relaxes them where no school can practicably be established at all.\",\r\n      \"Rule 6(5) covers the opposite case: in places of high population density, more than one neighbourhood school may be considered, having regard to the number of children aged six to fourteen.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 152,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, in places with difficult terrain, risk of landslides or floods, the appropriate Government or local authority shall:\",\r\n    \"options\": [\r\n      \"provide free transportation to the nearest school\",\r\n      \"locate the school to avoid such dangers, by reducing the limits\",\r\n      \"establish a residential school in the block\",\r\n      \"seek relaxation from the Central Government\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 6(3) requires the school to be located so as to avoid such dangers, by reducing the area or limits specified in sub-rule (1). The response is to bring the school nearer, not to move the child further.\",\r\n      \"Free transportation and residential facilities belong to rule 6(4), which deals with a different problem: children from small hamlets where no school exists within the prescribed limits at all.\",\r\n      \"Rule 6(7) provides separately for children with disability whose disability prevents them from accessing the school, requiring appropriate and safe transportation arrangements.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 153,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Where no Finance Commission is in existence when a reference falls due, the RTE Rules, 2010 permit the Central Government to:\",\r\n    \"options\": [\r\n      \"the reference is deferred until a Commission is constituted\",\r\n      \"the President may make the reference to the Comptroller and Auditor General\",\r\n      \"the Central Government may set up an alternative mechanism\",\r\n      \"the estimates are revised without a reference\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The proviso to rule 7(4) permits the Central Government to set up an alternative mechanism for the purpose of providing resources to the State Governments.\",\r\n      \"The main limb requires a reference within one month of the appointed date, and a similar reference every time the estimates are revised, so references recur rather than happening once.\",\r\n      \"This is the rule-level machinery for section 7(4) of the Act, under which the Central Government may request the President to make a reference to the Finance Commission under Article 280(3)(d).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 154,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, the scheme for pre-service and in-service training of teachers prepared by the Central Government covers schools falling within:\",\r\n    \"options\": [\r\n      \"sub-clause (i) of clause (n) of section 2 alone\",\r\n      \"sub-clauses (i) to (iv) of clause (n) of section 2\",\r\n      \"sub-clause (iv) of clause (n) of section 2 alone\",\r\n      \"sub-clauses (i) to (iii) of clause (n) of section 2\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 8(2) covers schools specified in sub-clauses (i) to (iii) of clause (n) of section 2, that is government and local authority schools, aided schools and specified category schools. Unaided schools under sub-clause (iv) are outside it.\",\r\n      \"The scheme is prepared in consultation with the State Governments and such other academic authorities as the Centre considers necessary, and must include a monitoring mechanism in accordance with the standards of training.\",\r\n      \"Rule 8(1) deals with the other half of section 7(6): the Central Government notifies an academic authority within one month of the appointed date for development of the framework of national curriculum, which was notified on 31 August 2010.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 155,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, which duty is placed on the local authority alone?\",\r\n    \"options\": [\r\n      \"identifying the neighbourhood schools and publishing that for each habitation\",\r\n      \"upgrading existing schools of classes I to V to include classes VI to VIII\",\r\n      \"making safe transportation arrangements for children with disability\",\r\n      \"ensuring that access is not hindered on account of social and cultural factors\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 6(6) places this duty on the local authority: it shall identify the neighbourhood school or schools where children can be admitted and make such information public for each habitation.\",\r\n      \"The other three duties in the rule are placed on the appropriate Government or the local authority in the alternative, so either may discharge them.\",\r\n      \"Publication by habitation is what turns school mapping under rule 2(1)(g) into something a parent can use, since it tells a family which school its own habitation is linked to.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 156,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"According to the RTE Rules, 2010, the Central Government is to prepare estimates of capital and recurring expenditure:\",\r\n    \"options\": [\r\n      \"annually, for the following financial year\",\r\n      \"for five years, within one month of the appointed date, reviewed every three years\",\r\n      \"for a period of three years, within six months of the appointed date\",\r\n      \"whenever a reference is made to the Finance Commission\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 7(1) requires annual estimates for a period of five years, prepared within one month of the appointed date, which may be reviewed every three years.\",\r\n      \"The one-month deadline recurs through this Part. The academic authority for the curriculum framework under rule 8(1) and the academic authority for teacher qualifications under rule 17(1) are both to be notified within one month of the appointed date, as is the first reference to the Finance Commission under rule 7(4).\",\r\n      \"Six months is the period in rule 7(2) and 7(3), for bringing central programmes into conformity with the Act and for determining the grants-in-aid percentage in consultation with the States.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 157,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Which of the following must the record of a child include?\\n1. The pre-primary school or anganwadi centre the child attends up to age six\\n2. Where education is discontinued in the jurisdiction, the cause of such discontinuance\\n3. The occupation and the income of the parent or guardian\\nHow many of the statements given above are correct under the RTE Rules, 2010?\",\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\": [\r\n      \"Statements 1 and 2 are among the nine particulars in rule 10(4). Statement 3 is only half right: the rule requires the name, address and occupation of the parent or guardian, but not the income. Income enters the Act only through the definition of a weaker section in section 2(e), and the record notes merely whether the child belongs to one.\",\r\n      \"Recording the cause of discontinuance is what makes the register a tool rather than a tally. It tells the authority why a child left, which is the information needed to bring the child back.\",\r\n      \"Rule 10(5) adds a public check: the local authority shall ensure that the names of children enrolled are publicly displayed in each school.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 158,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"According to the RTE Rules, 2010, the appropriate Government and local authority must ensure that a child of a weaker section or disadvantaged group is not segregated or discriminated against in which respects?\\n1. In the classroom and during mid day meals\\n2. In the play grounds and in the use of common drinking water and toilet facilities\\n3. In the cleaning of toilets or classrooms\\nSelect the correct answer using the codes given below:\",\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\": [\r\n      \"All three are named in rule 9(4), which gives effect to clause (c) of section 8 and clause (c) of section 9 of the Act.\",\r\n      \"The express mention of the cleaning of toilets or classrooms is the most pointed item on the list, because it names a practice by which caste distinctions have historically been reproduced inside schools.\",\r\n      \"Rule 9(3) states the wider principle: the appropriate Government or local authority shall ensure that no child is subjected to caste, class, religious or gender abuse in the school.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 159,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, the free entitlements to which a child is entitled include:\",\r\n    \"options\": [\r\n      \"free text books, writing materials and uniforms\",\r\n      \"free text books and uniforms only\",\r\n      \"free text books, mid-day meal and transport\",\r\n      \"free uniforms and stationery only\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 9(1) names free text books, writing materials and uniforms as the particular entitlements flowing from section 3(2) of the Act.\",\r\n      \"The proviso adds that a child with disability shall be entitled also to free special learning and support material.\",\r\n      \"The Explanation fixes who bears the cost: for a child admitted under section 12(1)(b) the responsibility is that of the aided school, and for a child admitted under section 12(1)(c) that of the specified category or unaided school. The school provides, and recovers under section 12(2) where it can.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 160,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, school mapping and the identification of all children is to be completed:\",\r\n    \"options\": [\r\n      \"within six months from the appointed date, and thereafter every three years\",\r\n      \"within one year from the appointed date, and every year thereafter\",\r\n      \"within two years from the appointed date, and thereafter as required\",\r\n      \"before the commencement of every academic year\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 9(2) requires it within one year from the appointed date, and every year thereafter, so it is a recurring exercise rather than a single survey.\",\r\n      \"The children to be identified are expressly listed: children in remote areas, children with disability, children of disadvantaged groups and weaker sections, and children referred to in section 4, that is those never admitted or who could not complete elementary education.\",\r\n      \"It runs alongside rule 10, under which the local authority maintains a record of all children in its jurisdiction through a household survey, updated annually.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 161,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, the local authority maintains a record of all children in its jurisdiction:\",\r\n    \"options\": [\r\n      \"from the age of six until they attain fourteen years\",\r\n      \"from the age of three until they complete elementary education\",\r\n      \"from birth till they attain the age of fourteen years\",\r\n      \"only of children enrolled in schools in its jurisdiction\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 10(1) requires a record of all children in the jurisdiction, through a household survey, from their birth till they attain the age of fourteen years.\",\r\n      \"Beginning at birth rather than at six is deliberate. A record that started at the age of entitlement could not tell the authority which children were due to enter school, or which had never been enrolled.\",\r\n      \"Rule 10(2) requires annual updating, and rule 10(3) requires the record to be maintained transparently, in the public domain, and used for the purposes of clause (e) of section 9.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 162,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Where an existing school runs classes I to V only, the RTE Rules, 2010 require the appropriate Government or local authority to:\",\r\n    \"options\": [\r\n      \"establish a separate upper primary school within three km\",\r\n      \"arrange free transport to the nearest upper primary school\",\r\n      \"merge it with the nearest composite school\",\r\n      \"upgrade it to include classes VI to VIII, wherever required\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 6(2) requires upgradation of existing schools with classes I to V to include classes VI to VIII wherever required, and conversely requires an endeavour to add classes I to V to schools starting from class VI.\",\r\n      \"Upgradation is preferred to establishing a second school because it keeps the child in the same institution across the whole of elementary education, which is what section 5 of the Act treats as the norm.\",\r\n      \"Free transport is a different remedy, available under rule 6(4) for children from small hamlets where no school exists within the prescribed limits at all.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 163,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"In places with high population density, the RTE Rules, 2010 permit the appropriate Government or the local authority to:\",\r\n    \"options\": [\r\n      \"consider establishing more than one neighbourhood school\",\r\n      \"reduce the neighbourhood limits below one kilometre\",\r\n      \"admit children beyond the sanctioned strength\",\r\n      \"operate the school in two shifts\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 6(5) permits consideration of more than one neighbourhood school, having regard to the number of children in the age group of six to fourteen years in such places.\",\r\n      \"It is the mirror image of rule 6(4), which relaxes the limits where children are too few and too scattered for a school to be viable. One rule answers sparseness, the other density.\",\r\n      \"Reduction of the limits belongs to rule 6(3), and is a response to danger in the approach from home to school rather than to the number of children.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 164,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, a child with disability admitted to a school is entitled, in addition to free text books, writing materials and uniforms, to:\",\r\n    \"options\": [\r\n      \"free transport to and from the school\",\r\n      \"free special learning and support material\",\r\n      \"free residential facilities\",\r\n      \"a stipend fixed by the appropriate Government\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The proviso to rule 9(1) entitles a child with disability also to free special learning and support material.\",\r\n      \"Transport is provided under rule 6(7), but only where the disability prevents the child from accessing the school, so it is conditional rather than automatic.\",\r\n      \"The entitlement to learning and support material follows from section 3(2) of the Act, under which no charge that may prevent a child from completing elementary education may be levied. For a child with disability, material the school does not supply is exactly such a charge.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 165,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, where a child is admitted to an unaided school under the twenty-five per cent obligation, the free entitlements are to be provided by:\",\r\n    \"options\": [\r\n      \"the appropriate Government directly to the child\",\r\n      \"the local authority of the area\",\r\n      \"that school itself\",\r\n      \"the School Management Committee of the school\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"The Explanation to rule 9(1) places the responsibility on the school itself: for a child admitted under section 12(1)(b) it is the aided school that provides, and for a child admitted under section 12(1)(c) it is the specified category or unaided school.\",\r\n      \"The school provides first and recovers afterwards, through the reimbursement machinery in section 12(2) of the Act and rule 12.\",\r\n      \"That sequence matters in practice, because a child cannot be told to wait for text books until the State has released the reimbursement.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 166,\r\n    \"chapter\": \"RTE Rules: Part 4: DUTIES OF CENTRAL GOVERNMENT, APPROPRIATE GOVERNMENT AND LOCAL AUTHORITY\",\r\n    \"question\": \"Under the RTE Rules, 2010, the names of children enrolled in a school are to be:\",\r\n    \"options\": [\r\n      \"furnished to the District Education Officer every quarter\",\r\n      \"entered in the pupil cumulative record\",\r\n      \"published in the local newspaper at the start of the session\",\r\n      \"publicly displayed in each school\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 10(5) requires the local authority to ensure that the names of children enrolled in the schools are publicly displayed in each school.\",\r\n      \"It works with rule 10(3), under which the record of children maintained through the household survey is itself to be kept transparently, in the public domain.\",\r\n      \"Publication in both places is what allows a parent or a neighbour to see whether a child known to live in the habitation has in fact been enrolled.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 167,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, a school admitting children under the twenty-five per cent obligation must ensure that they are not:\",\r\n    \"options\": [\r\n      \"segregated, or taught at different places or timings\",\r\n      \"charged any fee for their text books or uniforms\",\r\n      \"admitted to any class other than class I\",\r\n      \"required to produce a certificate of family income\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 11(1) forbids segregation in the classrooms and the holding of their classes at places and timings different from the classes held for the other children.\",\r\n      \"Rule 11(2) extends the same principle to entitlements and facilities, naming text books, uniforms, library and Information, Communication and Technology facilities, extra-curricular activities and sports.\",\r\n      \"Between them the two sub-rules close off the two ways the twenty-five per cent obligation could be complied with in form while defeated in substance: a separate shift, and a lesser share of what the school offers.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 168,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, may a school extend the neighbourhood limits when filling the seats reserved under the twenty-five per cent obligation?\",\r\n    \"options\": [\r\n      \"No, the neighbourhood limits apply to such admissions too\",\r\n      \"Yes, with the prior approval of the appropriate Government\",\r\n      \"Yes, if the School Management Committee so resolves\",\r\n      \"Yes, on the approval of the District Education Officer\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The proviso to rule 11(3) permits the school to extend the area or limits for the purpose of filling the requisite percentage of seats, but only with the prior approval of the appropriate Government.\",\r\n      \"The main limb of rule 11(3) applies the neighbourhood limits in rule 6(1) to such admissions, so the default is one kilometre for classes I to V and three kilometres for classes VI to VIII.\",\r\n      \"The proviso answers a real difficulty: a school in a wealthy locality may not find twenty-five per cent of eligible children within a kilometre of its gate.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 169,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A school receiving reimbursement under the reimbursement provision of the Act is required by the RTE Rules, 2010 to:\",\r\n    \"options\": [\r\n      \"submit annual audited accounts to the District Education Officer\",\r\n      \"display the amount received on its notice board\",\r\n      \"maintain a separate bank account in respect of the amount received\",\r\n      \"credit the amount to the School Management Committee's fund\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 12(2) requires every school falling within sub-clauses (iii) and (iv) of clause (n) of section 2 to maintain a separate bank account in respect of the reimbursement received.\",\r\n      \"Ring-fencing the money is what makes it traceable. Reimbursement is calculated per child, so it must be possible to check that what was received matches the children admitted.\",\r\n      \"The separate account here should be distinguished from the separate account under rule 3(7), which is for money received by the School Management Committee and is audited annually.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 170,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, the extended period for admission is:\",\r\n    \"options\": [\r\n      \"six months from the date of commencement of the academic year\",\r\n      \"three months from the date of commencement of the academic year\",\r\n      \"the whole of the academic year\",\r\n      \"such period as the head teacher may allow\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 14(1) fixes six months from the date of commencement of the academic year of a school.\",\r\n      \"Rule 14(2) deals with a child admitted after that period: he is eligible to complete studies with the help of special training, as determined by the head teacher of the school.\",\r\n      \"Neither sub-rule permits refusal. The first proviso to section 15 of the Act provides that no child shall be denied admission even where it is sought after the extended period, so the rule governs the arrangements, never the entry.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 171,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"According to the RTE Rules, 2010, the per-child-expenditure incurred by the appropriate Government is arrived at by dividing its total annual recurring expenditure on elementary education by:\",\r\n    \"options\": [\r\n      \"the number of children enrolled in all schools in the State\",\r\n      \"the children enrolled in all schools under sub-clause (i) of clause (n)\",\r\n      \"the number of children admitted under section 12(1)(c)\",\r\n      \"the sanctioned strength of all government schools\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 12(1) takes the total annual recurring expenditure on elementary education in respect of all schools referred to in sub-clause (i) of clause (n) of section 2, that is government and local authority schools, and divides it by the total number of children enrolled in all such schools.\",\r\n      \"The Explanation excludes aided schools under sub-clause (ii) from both sides of the fraction, both the expenditure and the children, so the figure reflects what the State spends on a child in its own school.\",\r\n      \"The expenditure counted includes the appropriate Government's own funds and funds provided by the Central Government and by any other authority, so the figure is the full public cost, not merely the State's share.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 172,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"According to the RTE Rules, 2010, which of the following is among the conditions a school must fulfil for recognition?\\n1. It is run by a society registered under the Societies Registration Act, 1860 or by a public trust\\n2. It is not run for profit to any individual, group or association of individuals\\n3. It has been in existence for at least three years before it applies\\nHow many of the statements given above are correct?\",\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\": [\r\n      \"Statements 1 and 2 are among the six conditions in rule 15(1). Statement 3 is no condition at all: rule 15(7) applies the same conditions to schools established after the commencement of the Act, so no minimum period of existence is required.\",\r\n      \"The condition on use of buildings and grounds is easily overlooked and has practical bite, since it bars letting the premises for unrelated commercial use.\",\r\n      \"These conditions are additional to the norms and standards in the Schedule, so a school must satisfy both the physical norms and the character conditions to be recognised.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 173,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, a school existing at the commencement of the Act was required to make a self declaration in Form No. 1 to the District Education Officer within:\",\r\n    \"options\": [\r\n      \"one month of the commencement of the Act\",\r\n      \"six months of the commencement of the Act\",\r\n      \"one year of the commencement of the Act\",\r\n      \"three months of the commencement of the Act\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 15(1) requires the self declaration within three months of the commencement of the Act, regarding compliance with the norms and standards in the Schedule and fulfilment of six stated conditions.\",\r\n      \"The obligation falls on every school other than one established, owned or controlled by the Central Government, the appropriate Government or the local authority, which reflects section 18(1) of the Act.\",\r\n      \"Rule 15(2) then requires the District Education Officer to place every self declaration in the public domain within fifteen days of its receipt.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 174,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A school found not to conform to the norms, standards and conditions is dealt with under the RTE Rules, 2010 in what manner?\",\r\n    \"options\": [\r\n      \"is listed by public order and may seek inspection within two and a half years\",\r\n      \"ceases to function immediately\",\r\n      \"is granted provisional recognition for one year\",\r\n      \"may appeal to the appropriate Government within thirty days\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 15(5) requires such schools to be listed by the District Education Officer through a public order, and permits them to request an on-site inspection for grant of recognition at any time within the next two and a half years, so that the period does not exceed three years from the commencement of the Act.\",\r\n      \"Rule 15(6) supplies the consequence of failing to use that time: schools which do not conform within three years from the commencement of the Act shall cease to function.\",\r\n      \"The three-year outer limit is the same as that in section 19(2) of the Act, under which an existing school had three years to fulfil the norms and standards at its own expense.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 175,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, the District Education Officer must cause an on-site inspection within what period, and grant recognition within what further period?\",\r\n    \"options\": [\r\n      \"one month of receipt, and one month of inspection\",\r\n      \"three months of receipt, and fifteen days from the inspection\",\r\n      \"six months of receipt, and one month of inspection\",\r\n      \"fifteen days of receipt, and three months of inspection\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 15(3) requires the inspection within three months of receipt of the self declaration, and rule 15(4) requires recognition in Form No. 2 within fifteen days from the date of inspection.\",\r\n      \"Rule 15(4) also requires the inspection report itself to be placed in the public domain, so both the school's claim and the officer's verification are public documents.\",\r\n      \"Fifteen days appears twice in this rule: for publishing the self declaration under sub-rule (2) and for granting recognition after inspection under sub-rule (4).\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 176,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, an inspection preceding withdrawal of recognition is to be conducted by a Committee of:\",\r\n    \"options\": [\r\n      \"three members drawn from the education department\",\r\n      \"five members nominated by the appropriate Government\",\r\n      \"three to five members from education, civil society, media and government\",\r\n      \"the District Education Officer and two assessors\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 16(1)(b) prescribes a Committee of three to five members comprising educationists, civil society representatives, media, and government representatives, which makes due inquiry and submits a report with recommendations.\",\r\n      \"The composition is unusually mixed for an inspection body, and the inclusion of media representatives is distinctive.\",\r\n      \"The Committee is reached only at the second stage. Rule 16(1)(a) first requires a notice specifying the violations and an explanation sought within one month; the inspection follows only if the explanation is unsatisfactory or none is received.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 177,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, where a birth certificate is not available, which of the following is deemed proof of age?\\n1. Hospital or Auxiliary Nurse and Midwife register record\\n2. Anganwadi record\\n3. Declaration of the age of the child by the parent or guardian\\nHow many of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"None\",\r\n      \"Only one\",\r\n      \"Only two\",\r\n      \"All three\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"All three are listed in rule 13, and the list is closed by the words \\\"any one of the following\\\", so a single document from the three suffices.\",\r\n      \"The third is the significant one. A declaration by the parent or guardian is not a document issued by any authority, so a family with no papers at all can still establish the child's age.\",\r\n      \"This gives effect to section 14(2) of the Act, under which no child shall be denied admission for lack of age proof. The rule supplies the alternatives; the section supplies the guarantee if even these are absent.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 178,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, children admitted under the twenty-five per cent obligation may not be discriminated against in respect of:\",\r\n    \"options\": [\r\n      \"text books, uniforms, library and ICT, activities and sports\",\r\n      \"their own text books and uniforms alone\",\r\n      \"the seating arrangement inside the classroom alone\",\r\n      \"the mid-day meal served to them in the school alone\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 11(2) names text books, uniforms, library and Information, Communication and Technology facilities, extra-curricular activities and sports.\",\r\n      \"The inclusion of library, ICT, extra-curricular activities and sports is what gives the rule reach. Equal treatment in the classroom would mean little if the child were excluded from everything the school offers around it.\",\r\n      \"Rule 11(1) covers the other half of the problem, forbidding segregation in classrooms and the holding of classes at different places or timings.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 179,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"A child is admitted to a school eight months after the academic year began. Under the RTE Rules, 2010, the child:\",\r\n    \"options\": [\r\n      \"may be refused admission for the rest of that year\",\r\n      \"may complete studies with special training, as the head teacher determines\",\r\n      \"must be admitted to the class below the age-appropriate one\",\r\n      \"may be admitted only with the approval of the District Education Officer\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 14(2) provides that a child admitted after the extended period is eligible to complete studies with the help of special training, as determined by the head teacher of the school. The extended period is six months under rule 14(1).\",\r\n      \"Refusal is not available. The first proviso to section 15 of the Act provides that no child shall be denied admission even where it is sought after the extended period.\",\r\n      \"The determination is the head teacher's, which distinguishes this from the special training under rule 5, organised by the School Management Committee for children identified under section 4.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 180,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, a school which has not conformed to the norms, standards and conditions within three years from the commencement of the Act:\",\r\n    \"options\": [\r\n      \"is granted provisional recognition\",\r\n      \"is placed under the management of the local authority\",\r\n      \"shall cease to function\",\r\n      \"may continue pending an appeal\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 15(6) is categorical: such schools shall cease to function. The three-year period corresponds to section 19(2) of the Act, which gave an existing school three years to fulfil the norms at its own expense.\",\r\n      \"Rule 15(5) is what precedes it. A school listed as non-conforming could request an on-site inspection at any time within the next two and a half years, so the outer limit of three years was never extended by the process.\",\r\n      \"Rule 15(7) deals with schools established after the commencement of the Act: they must conform to the same norms, standards and conditions in order to qualify for recognition at all.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 181,\r\n    \"chapter\": \"RTE Rules: Part 5: RESPONSIBILITIES OF SCHOOLS AND TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, an order withdrawing recognition may not be passed without:\",\r\n    \"options\": [\r\n      \"the concurrence of the School Management Committee\",\r\n      \"the approval of the State Commission for Protection of Child Rights\",\r\n      \"a report from the National Commission for Protection of Child Rights\",\r\n      \"a hearing to the school, and prior approval of the appropriate Government\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Two provisos to rule 16(1)(c) apply: no order without giving the school adequate opportunity of being heard, and no order without prior approval of the appropriate Government.\",\r\n      \"The second is a check on the District Education Officer himself, since it is he who grants recognition under rule 15 and he who would withdraw it under rule 16.\",\r\n      \"Rule 16(2) governs the effect: the order is operative from the immediately succeeding academic year and must specify the neighbourhood schools to which the children of that school shall be admitted, so no child is left without a place mid-year.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 182,\r\n    \"chapter\": \"RTE Rules: Part 5A: EXAMINATION AND HOLDING BACK IN CERTAIN CASES\",\r\n    \"question\": \"Section 16 of the RTE Act, 2009 speaks of a child who \\\"fails in the examination\\\". In the corresponding provision the RTE Rules, 2010 instead speak of a child who:\",\r\n    \"options\": [\r\n      \"fails to fulfil the promotion criteria, as notified from time to time\",\r\n      \"fails to secure the pass marks fixed by the school\",\r\n      \"fails to attain the learning outcomes prepared by the academic authority\",\r\n      \"fails to complete the curriculum within the specified time\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 16A(2) frames it as a failure to fulfil the promotion criteria, as notified from time to time, rather than as failing an examination.\",\r\n      \"The shift matters. Criteria notified from time to time can be revised without amending anything, and they can be expressed as competencies rather than as marks, which is what rule 16A(6) requires when it insists the examination be competency-based and not based on memorisation and procedural skills.\",\r\n      \"The consequences that follow are the same as under the Act: additional instruction and a re-examination within two months of the declaration of results, and holding back only if the child fails again.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 183,\r\n    \"chapter\": \"RTE Rules: Part 5A: EXAMINATION AND HOLDING BACK IN CERTAIN CASES\",\r\n    \"question\": \"Under the RTE Rules, 2010, where a child is held back, what obligation falls on the Head of the school?\",\r\n    \"options\": [\r\n      \"to report every such case to the District Education Officer\",\r\n      \"to keep a list of those held back and monitor progress\",\r\n      \"to obtain the written consent of the child's parents\",\r\n      \"to arrange for the child's transfer to another school\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 16A(5) requires the Head of the school to maintain a list of children who are held back and to personally monitor the provisions made for specialised inputs to such children and their progress against the identified learning gaps.\",\r\n      \"Rule 16A(4) places the parallel duty on the class teacher: to guide the child and, if necessary, the parents, and to provide specialised inputs after identifying the learning gaps at various stages of assessment.\",\r\n      \"Between them the two sub-rules mean holding back is not simply repetition of a year. The child must be given something different from what failed the first time.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 184,\r\n    \"chapter\": \"RTE Rules: Part 5A: EXAMINATION AND HOLDING BACK IN CERTAIN CASES\",\r\n    \"question\": \"The examination and re-examination held before a child is held back must, under the RTE Rules, 2010, be:\",\r\n    \"options\": [\r\n      \"competency-based, and not based on memorisation and procedural skills\",\r\n      \"conducted by the academic authority notified under the corresponding rule\",\r\n      \"common to all schools in the district\",\r\n      \"moderated by the District Education Officer\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 16A(6) requires the examination and re-examination to be competency-based examinations to achieve the holistic development of the child, and not based on memorisation and procedural skills.\",\r\n      \"This is the clearest link between the 2024 Rules and the National Education Policy 2020, which pressed for competency-based assessment throughout.\",\r\n      \"It also limits what holding back can mean in practice. A child may not be held back on the strength of a test of recall, which is the kind of examination the no-detention policy was introduced to displace.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 185,\r\n    \"chapter\": \"RTE Rules: Part 5A: EXAMINATION AND HOLDING BACK IN CERTAIN CASES\",\r\n    \"question\": \"Under the RTE Rules, 2010, the position on expulsion is that:\",\r\n    \"options\": [\r\n      \"a child may be expelled after being held back twice\",\r\n      \"expulsion requires the prior approval of the District Education Officer\",\r\n      \"no child shall be expelled from any school till he completes elementary education\",\r\n      \"expulsion is permitted only in the eighth class\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 16A(7) repeats the bar in absolute terms: no child shall be expelled from any school till he completes elementary education.\",\r\n      \"It mirrors section 16(4) of the Act, which survived the 2019 substitution unchanged. Holding back was permitted; expulsion was not.\",\r\n      \"Rule 16A binds Central Government schools and Union territories without a legislature. Whether a child may be held back anywhere else turns on the rules of the State concerned, section 16 leaving that decision to the appropriate Government.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 186,\r\n    \"chapter\": \"RTE Rules: Part 5A: EXAMINATION AND HOLDING BACK IN CERTAIN CASES\",\r\n    \"question\": \"The rule on holding back in the RTE Rules, 2010 was inserted in order to give effect to:\",\r\n    \"options\": [\r\n      \"the provision on curriculum and the evaluation procedure\",\r\n      \"the provision on the completion certificate\",\r\n      \"the provision requiring rules to be laid before Parliament\",\r\n      \"the provision on holding back, as substituted in 2019\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 16A was made under clause (fa) of sub-section (2) of section 38, a clause inserted by Act 1 of 2019, the same amending Act that substituted section 16 to permit holding back.\",\r\n      \"So the chain runs in three steps: the 2019 Act permitted holding back and created the rule-making power; the 2024 Rules supplied the conditions; and between 2019 and 2024 section 16(3) had nothing prescribed under it.\",\r\n      \"The rule binds Central Government schools and Union territories without a legislature. Whether a child may be held back elsewhere turns on the rules of the State concerned, section 16 leaving that to the appropriate Government.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 187,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"According to the RTE Rules, 2010, the academic authority for laying down minimum teacher qualifications is to be notified within what period, and must lay down the qualifications within what further period?\",\r\n    \"options\": [\r\n      \"one month of the appointed date, and three months of such notification\",\r\n      \"three months of the appointed date, and one month of such notification\",\r\n      \"six months of the appointed date, and six months of such notification\",\r\n      \"one month of the appointed date, and one year of such notification\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 17(1) requires notification within one month of the appointed date, and rule 17(2) requires the authority to lay down the minimum qualifications within three months of that notification.\",\r\n      \"The authority notified is the National Council for Teacher Education, by S.O. 750(E) of 31 March 2010, and the qualifications are in its notification of 23 August 2010 as amended on 29 July 2011.\",\r\n      \"Rule 17(3) fixes the reach: the qualifications apply to every school referred to in clause (n) of section 2, so government, aided, specified category and unaided schools alike.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 188,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"A request for relaxation of the minimum teacher qualifications is made, under the RTE Rules, 2010:\",\r\n    \"options\": [\r\n      \"by the school itself to the appropriate Government concerned\",\r\n      \"by the State or Union territory, within a year of commencement\",\r\n      \"by the appropriate Government to the notified academic authority\",\r\n      \"by the District Education Officer to the State Government concerned\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 18(2) requires the State Government or the Union territory to request the Central Government within one year of the commencement of the Act, and rule 18(3) permits the Centre to relax the qualifications by notification.\",\r\n      \"The request may be made only on the grounds in section 23(2) of the Act: inadequate institutions offering teacher education, or persons possessing the minimum qualifications not available in sufficient numbers against the requirement estimated under rule 18(1).\",\r\n      \"Relaxations were in fact notified for Assam and Chhattisgarh on 26 August 2011 and for Madhya Pradesh on 21 November 2011.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 189,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"According to the RTE Rules, 2010, the terms and conditions of service of teachers must take into account:\",\r\n    \"options\": [\r\n      \"accountability to the School Management Committee, and a long term stake\",\r\n      \"the pupil-teacher ratio and the sanctioned strength\",\r\n      \"the qualifications laid down by the academic authority\",\r\n      \"the recommendations of the National Advisory Council\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 20(2) names exactly two matters: accountability of teachers to the School Management Committee, and provisions enabling long term stake of teachers in the teaching profession.\",\r\n      \"The stated purpose in rule 20(1) is to create a professional and permanent cadre of teachers, which is why the second matter points away from short-term and contractual appointment.\",\r\n      \"Rule 20(3) adds a parity requirement: scales of pay, allowances, medical facilities, pension, gratuity, provident fund and other benefits shall be at par for similar qualification, work and experience.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 190,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, an official who moves a posted teacher to another school or office is:\",\r\n    \"options\": [\r\n      \"required to obtain the approval of the School Management Committee\",\r\n      \"personally liable to disciplinary action\",\r\n      \"required to record the reasons in writing\",\r\n      \"acting within his ordinary discretion\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 22(2) makes any person of the Central Government, appropriate Government or local authority who violates the Act's bar on moving a posted teacher personally liable to disciplinary action.\",\r\n      \"The Act itself attaches no consequence to that bar, so the Rules supply one, and they place it on the official who signs the order rather than on the teacher who is moved.\",\r\n      \"The only permitted deployments are the decennial census, disaster relief and elections to the local authority, the State Legislature or Parliament.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 191,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Consider the following in respect of teacher appointments under the RTE Rules, 2010:\\n1. The State or Union territory was to estimate the teacher requirement as per the Schedule within six months from the commencement of the Act.\\n2. After six months from the commencement of the Act, no teacher could be appointed without the minimum qualifications, unless a relaxation had been notified.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Both are correct. Rule 18(1) requires the estimate within six months, and rule 18(5) closes the door on appointments below the standard after the same six months unless a relaxation has been notified under rule 18(3).\",\r\n      \"The two work in sequence. The estimate is what establishes whether qualified teachers are available in sufficient numbers, which is the ground on which a relaxation may be requested under rule 18(2).\",\r\n      \"Rule 18(6) sets the floor for the six-month window itself: a person appointed in that period had to hold at least a higher secondary school certificate or its equivalent.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 192,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, a person appointed as a teacher within six months of the commencement of the Act must possess at least:\",\r\n    \"options\": [\r\n      \"a diploma in elementary education\",\r\n      \"a bachelor's degree\",\r\n      \"the minimum qualifications laid down by the academic authority\",\r\n      \"a higher secondary school certificate or its equivalent\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 18(6) sets a floor for that transitional window: at least the academic qualifications not lower than a higher secondary school certificate or equivalent.\",\r\n      \"Rule 18(5) closes the window: after six months from the commencement of the Act, no appointment may be made of a person not possessing the minimum qualifications, unless a relaxation has been notified.\",\r\n      \"So the Rules allowed a brief period in which schools could appoint below the standard, but never below higher secondary, and only for six months.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 193,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, a notification relaxing the minimum qualifications must specify a period:\",\r\n    \"options\": [\r\n      \"not exceeding three years, and not beyond five years from commencement\",\r\n      \"not exceeding five years from the date of the notification\",\r\n      \"not exceeding two years, extendable once\",\r\n      \"coterminous with the shortage of qualified teachers\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 18(4) fixes a double limit: the period specified may not exceed three years, and in any event may not run beyond five years from the commencement of the Act.\",\r\n      \"The five-year outer limit corresponds to section 23(2) of the Act, under which relaxation may be for such period, not exceeding five years, as the notification specifies.\",\r\n      \"So a relaxation notified late could be shorter than three years, because the outer limit bites regardless of when the notification was issued.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 194,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, which duties may a teacher perform in addition to those the Act itself lists?\",\r\n    \"options\": [\r\n      \"supervision of the mid-day meal and of school accounts\",\r\n      \"participation in training, and in curriculum and text book development\",\r\n      \"conduct of the household survey in the neighbourhood\",\r\n      \"inspection of other schools at the request of the District Education Officer\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 21(2) names two: participation in training programmes, and participation in curriculum formulation and the development of syllabi, training modules and text book development.\",\r\n      \"The rule is made for clause (f) of section 24(1), which permits such other duties as may be prescribed, so these are the prescribed additions to the six statutory duties.\",\r\n      \"Both are academic rather than administrative, which is consistent with section 27 of the Act barring deployment for non-educational purposes and with rule 3(6)(c) requiring the School Management Committee to monitor that teachers are not burdened with non-academic duties.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 195,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, the sanctioned strength of teachers in a school is to be notified within:\",\r\n    \"options\": [\r\n      \"one month of the appointed date\",\r\n      \"six months of the appointed date\",\r\n      \"three months of the appointed date\",\r\n      \"one year of the appointed date\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 22(1) requires notification within three months of the appointed date by the Central Government, the appropriate Government or the local authority, as the case may be.\",\r\n      \"The proviso requires redeployment, within three months of that notification, of teachers in schools whose strength exceeded the sanctioned strength before it was notified. So excess is corrected by moving teachers where they are needed.\",\r\n      \"Rule 22(2) supplies the sanction: any person of the Central Government, appropriate Government or local authority who violates section 25(2) of the Act shall be personally liable for disciplinary action.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 196,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"What purpose does the file containing the pupil cumulative record serve under the RTE Rules, 2010?\",\r\n    \"options\": [\r\n      \"it is submitted annually to the District Education Officer\",\r\n      \"it is used to determine the child's promotion to the next class\",\r\n      \"it forms part of the School Development Plan\",\r\n      \"it is the basis for the certificate of completion\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 21(1) makes the file the basis for awarding the certificate for completion of elementary education, and rule 24(2) requires the certificate itself to contain the pupil cumulative record.\",\r\n      \"Since rule 2(1)(f) defines the record as being based on comprehensive and continuous evaluation, the certificate a child receives rests on continuous assessment rather than on a terminal examination.\",\r\n      \"That fits section 30(1) of the Act, under which no child may be required to pass any Board examination till completion of elementary education.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 197,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, where a school is found to hold teachers in excess of the sanctioned strength once it is notified, the authority must:\",\r\n    \"options\": [\r\n      \"redeploy the excess teachers within three months\",\r\n      \"reduce the sanctioned strength to match\",\r\n      \"refer the matter to the School Management Committee\",\r\n      \"seek the approval of the appropriate Government\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The proviso to rule 22(1) requires the Central Government, appropriate Government or local authority to redeploy, within three months of the notification, teachers of schools whose strength exceeded the sanctioned strength before it was notified.\",\r\n      \"Redeployment rather than retrenchment is the remedy, which fits section 26 of the Act capping vacancies at ten per cent of sanctioned strength: teachers are moved to where posts are unfilled.\",\r\n      \"It must be done consistently with section 25(2) of the Act, and rule 22(2) makes any person who violates that sub-section personally liable to disciplinary action.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 198,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010, the minimum qualifications laid down by the academic authority apply to:\",\r\n    \"options\": [\r\n      \"government and local authority schools only\",\r\n      \"every school referred to in clause (n) of section 2\",\r\n      \"government, aided and specified category schools alone\",\r\n      \"schools recognised after the commencement of the Act alone\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 17(3) applies them to every school referred to in clause (n) of section 2, which takes in government and local authority schools, aided schools, specified category schools and unaided schools alike.\",\r\n      \"This is one of the few places where the Rules reach unaided schools directly. Rule 8(2), on the training scheme, expressly stops at sub-clause (iii) and leaves unaided schools out.\",\r\n      \"The qualifications themselves are in the notification of the National Council for Teacher Education of 23 August 2010 as amended on 29 July 2011.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 199,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Consider the following in respect of the service conditions of teachers under the RTE Rules, 2010:\\n1. The stated object of notifying terms and conditions is to create a professional and permanent cadre of teachers.\\n2. Scales of pay, pension, gratuity and other benefits are to be at par for similar qualification, work and experience.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Both are correct. Rule 20(1) states the object, and rule 20(3) requires parity of pay, allowances, medical facilities, pension, gratuity, provident fund and other prescribed benefits.\",\r\n      \"The word \\\"permanent\\\" in sub-rule (1) points away from contractual and para-teacher appointment, and rule 20(2)(b) reinforces it by requiring provisions enabling a long term stake of teachers in the teaching profession.\",\r\n      \"Parity is measured by qualification, work and experience rather than by the category of school, so two teachers with the same qualifications doing the same work are to be paid alike.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 200,\r\n    \"chapter\": \"RTE Rules: Part 6: TEACHERS\",\r\n    \"question\": \"Under the RTE Rules, 2010 as they stand, the period within which a serving teacher lacking the minimum qualifications had to acquire them is:\",\r\n    \"options\": [\r\n      \"five years for all schools alike\",\r\n      \"nine years for all schools alike\",\r\n      \"nine years for government schools, five years for aided and unaided\",\r\n      \"five years for government schools, nine years for aided and unaided\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 19(1) carries five years for schools under sub-clause (i), and for schools under sub-clause (iii) owned and managed by the Government. Rule 19(2), as amended in 2017, carries nine years for aided and unaided schools and for specified category schools not so owned and managed.\",\r\n      \"The nine years was substituted for five by G.S.R. 1302(E) of 17 October 2017, retrospectively from 8 April 2010, carrying into the Rules the further four years given by Act 24 of 2017.\",\r\n      \"The source note records that only sub-rule (2) was traced as amended, and whether the same notification also touched sub-rule (1) could not be confirmed, so the asymmetry printed here should be checked before it is relied on.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 201,\r\n    \"chapter\": \"RTE Rules: Part 7: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"As amended in 2017, the RTE Rules, 2010 require the academic authority to prepare:\",\r\n    \"options\": [\r\n      \"class-wise and subject-wise learning outcomes\",\r\n      \"a common syllabus for all States\",\r\n      \"a scheme of pre-service teacher training\",\r\n      \"the norms and standards for schools\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Clause (c) of rule 23(2), substituted by G.S.R. 155(E) of 20 February 2017, requires class-wise, subject-wise learning outcomes for all elementary classes.\",\r\n      \"The same notification added clause (d), requiring guidelines for putting continuous and comprehensive evaluation into practice so as to achieve the defined learning outcomes. Before the amendment, clause (c) was the last clause and simply required guidelines for continuous and comprehensive evaluation, with no reference to outcomes.\",\r\n      \"So the amendment did two things at once: it put learning outcomes into the Rules, and it tied evaluation to achieving them rather than leaving it free-standing.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 202,\r\n    \"chapter\": \"RTE Rules: Part 7: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Under the RTE Rules, 2010, the certificate of completion of elementary education is to be issued:\",\r\n    \"options\": [\r\n      \"by the academic authority, within three months of completion\",\r\n      \"at the school level, within one month of the completion of elementary education\",\r\n      \"by the District Education Officer, within one month of completion\",\r\n      \"by the local authority, at the end of the academic year\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 24(1) requires the certificate to be issued at the school level within one month of the completion of elementary education.\",\r\n      \"Rule 24(2) requires it to contain the pupil cumulative record of the child, which the teacher maintains under rule 21(1).\",\r\n      \"Issuing at school level matters because no external body examines the child. Section 30(1) of the Act bars any Board examination till completion of elementary education, so the school is the only authority in a position to certify.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 203,\r\n    \"chapter\": \"RTE Rules: Part 7: CURRICULUM AND COMPLETION OF ELEMENTARY EDUCATION\",\r\n    \"question\": \"Which of the following is the academic authority required to do?\\n1. Formulate relevant and age appropriate syllabus, text books and other learning material\\n2. Develop in-service teacher training design\\n3. Design and implement a process of holistic school quality assessment on a regular basis\\nHow many of the statements given above are correct under the RTE Rules, 2010?\",\r\n    \"options\": [\r\n      \"None\",\r\n      \"Only one\",\r\n      \"Only two\",\r\n      \"All three\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"All three are required. The first two are clauses (a) and (b) of rule 23(2); the third is rule 23(3), a free-standing obligation rather than part of laying down the curriculum.\",\r\n      \"The authority notified under rule 23(1) is the National Council of Educational Research and Training, by S.O. 750(E) of 31 March 2010, and it must be notified within one month of the appointed date.\",\r\n      \"The same notification names the National Council for Teacher Education as the authority under section 23 for teacher qualifications, so one instrument names two different councils for two different functions.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 204,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Rules, 2010, the mechanism the Commissions may set up to register complaints of violation of child rights is:\",\r\n    \"options\": [\r\n      \"a child helpline, monitored through a transparent on-line mechanism\",\r\n      \"a written complaint register maintained in each district\",\r\n      \"a grievance cell in the office of the District Education Officer\",\r\n      \"an annual public hearing in each district\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 26 permits the National Commission, and rule 28 the State Commission or the REPA, to set up a child helpline to register complaints regarding violation of the rights of the child under the Act, monitored through a transparent on-line mechanism.\",\r\n      \"The two rules are in identical terms, one for each tier, and both are permissive: the Commission \\\"may\\\" set up such a helpline.\",\r\n      \"Rules 25 and 27(7) supply the means. The Central Government provides resource support to the National Commission, and the appropriate Government to the State Commission or the REPA.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 205,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"According to the RTE Rules, 2010, where an appropriate Government has no State Commission for Protection of Child Rights, it is to constitute an interim authority known as:\",\r\n    \"options\": [\r\n      \"the State Education Tribunal\",\r\n      \"the Right to Education Protection Authority\",\r\n      \"the State Child Rights Council\",\r\n      \"the Elementary Education Grievance Authority\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 27(2) requires the constitution of an interim authority known as the Right to Education Protection Authority, or REPA, to perform the functions specified in section 31(1) of the Act.\",\r\n      \"It is to be constituted within six months of the commencement of the Act or the constitution of the State Commission, whichever is earlier, so it is a stopgap rather than a permanent body.\",\r\n      \"Rule 27(5) provides that immediately after the State Commission is constituted, all records and assets of the REPA are transferred to it.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 206,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"In the RTE Rules, 2010, resource support to the Commissions for performing their functions under the Act is provided by:\",\r\n    \"options\": [\r\n      \"the Central Government to both the National and the State Commission\",\r\n      \"the appropriate Government to both Commissions, out of its own funds\",\r\n      \"the Central Government to the National Commission, and the appropriate Government to the State\",\r\n      \"the local authority within whose jurisdiction the complaint has arisen\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 25 requires the Central Government to provide resource support to the National Commission, and rule 27(7) requires the appropriate Government to do so for the State Commission or the Right to Education Protection Authority.\",\r\n      \"Each tier is funded by the Government it answers to, which follows the division running through the Act between the Centre and the appropriate Government.\",\r\n      \"The support matters because rules 26 and 28 permit each Commission to set up a child helpline monitored through a transparent on-line mechanism, and a helpline cannot be run without resources.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 207,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"According to the RTE Rules, 2010, the National Advisory Council is to review:\",\r\n    \"options\": [\r\n      \"the Schedule norms, teacher qualifications and trainings, and section 29\",\r\n      \"the annual accounts of the Central Government's expenditure on elementary education\",\r\n      \"the recognition granted to schools by District Education Officers\",\r\n      \"the performance of the State Advisory Councils\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"Rule 30(2)(a) lists exactly those three matters for review.\",\r\n      \"Its other functions are to commission studies and research for effective implementation, to coordinate with the State Advisory Councils, and to act as an interface between the public, the media and the Central Government in creating awareness and mobilisation.\",\r\n      \"Rule 30(1) states its character plainly: the Council functions in an advisory capacity. Rule 30(3) requires it to prepare reports on its reviews, studies and research and furnish them to the Central Government.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 208,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"The Right to Education Protection Authority constituted under the RTE Rules, 2010 consists of:\",\r\n    \"options\": [\r\n      \"a chairperson and four members\",\r\n      \"a chairperson and two members, one of them a woman\",\r\n      \"a chairperson and fourteen members\",\r\n      \"three to five members drawn from specified fields\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Rule 27(3) prescribes a chairperson and two members, of whom at least one shall be a woman.\",\r\n      \"The chairperson must be a person of high academic repute, or have been a High Court Judge, or have done outstanding work for promoting the rights of children. The two members are drawn from persons of eminence, ability, integrity, standing and experience in six named areas.\",\r\n      \"Those areas are education; child health care and child development; juvenile justice or care of neglected or marginalised children or children with disabilities; elimination of child labour or working with children in distress; child psychology or sociology; and the legal profession.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 209,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Rules, 2010, the terms and conditions of the chairperson and members of the Right to Education Protection Authority are governed by:\",\r\n    \"options\": [\r\n      \"the rules made by the appropriate Government for its own tribunals\",\r\n      \"the Commissions for Protection of Child Rights Act, 2005 directly\",\r\n      \"the NCPCR Rules, 2006, applied mutatis mutandis\",\r\n      \"the terms settled by the State Advisory Council\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 27(4) applies the National Commission for Protection of Child Rights Rules, 2006 mutatis mutandis to the chairperson and other members of the REPA.\",\r\n      \"Borrowing the terms of the national body avoids each State inventing its own, and keeps the interim authority on a footing comparable to the Commission it stands in for.\",\r\n      \"Rule 27(6) adds that the State Commission or the REPA may also act upon matters referred to it by the State Advisory Council, and rule 27(7) requires the appropriate Government to provide resource support.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 210,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Rules, 2010, the National Advisory Council consists of:\",\r\n    \"options\": [\r\n      \"fifteen members including the chairperson\",\r\n      \"a chairperson and fifteen members\",\r\n      \"not more than twenty members\",\r\n      \"a chairperson and fourteen members\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"Rule 29(1) prescribes a chairperson and fourteen Members, which together make the fifteen permitted by section 33(1) of the Act.\",\r\n      \"The Minister of Human Resource Development, now the Minister of Education, is the ex-officio chairperson under rule 29(2), so the chair is held by office rather than by appointment.\",\r\n      \"Rule 31(1) prescribes the identical composition for the State Advisory Council, with the Minister in charge of School Education in the appropriate Government as ex-officio chairperson.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 211,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Consider the following in respect of the Advisory Councils under the RTE Rules, 2010:\\n1. The Rules prescribe the constitution of both the National and the State Advisory Council.\\n2. The Rules prescribe the functions of both Councils.\\nWhich of the statements given above is\/are correct?\",\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\": [\r\n      \"Statement 1 is correct and statement 2 is not. Rule 29 constitutes the National Advisory Council and rule 31 the State Advisory Council, but only rule 30 prescribes functions, and it does so for the National Council alone.\",\r\n      \"The State Advisory Council is given no functions rule. Its functions are those stated in sub-section (2) of section 34 of the Act, namely to advise the State Government on implementation of the provisions of the Act in an effective manner.\",\r\n      \"The Rules end at rule 31, so the asymmetry is not an omission later corrected; it is how the Central Rules stand.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 212,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Which of the following is NOT an ex-officio member of the National Advisory Council under the RTE Rules, 2010?\",\r\n    \"options\": [\r\n      \"the Director, National Council of Educational Research and Training\",\r\n      \"the Chairperson of the University Grants Commission\",\r\n      \"the Chairperson, National Council for Teacher Education\",\r\n      \"the Chairperson, National Commission for Protection of Child Rights\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"The University Grants Commission has no place on the Council. The five ex-officio members under rule 29(3)(e) are the Secretary, School Education and Literacy; the Director, NCERT; the Vice Chancellor, NUEPA; the Chairperson, NCTE; and the Chairperson, NCPCR.\",\r\n      \"The Minister of Human Resource Development, now the Minister of Education, is the ex-officio chairperson under rule 29(2), and the Joint Secretary in charge of implementation is ex-officio Member Secretary under rule 29(3)(g).\",\r\n      \"The membership is confined to school education because the Act itself reaches only elementary education, which is why no higher education body appears.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 213,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Rules, 2010, who is the ex-officio Member Secretary of the State Advisory Council?\",\r\n    \"options\": [\r\n      \"the Secretary in charge of Elementary Education\",\r\n      \"the Director of the State Council of Educational Research and Training\",\r\n      \"the State Project Director, Sarva Shiksha Abhiyan\",\r\n      \"the Chairperson of the State Commission for Protection of Child Rights\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Rule 31(3)(g) makes the State Project Director of Sarva Shiksha Abhiyan the ex-officio Member Secretary.\",\r\n      \"The other three are ex-officio members of the Council under rule 31(3)(e), along with the Commissioner or Director of Elementary Education, but none of them convenes it.\",\r\n      \"The choice reflects who actually runs elementary education programmes in a State. At the national level the corresponding office is the Joint Secretary in charge of implementation of the Act.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 214,\r\n    \"chapter\": \"RTE Rules: Part 8: PROTECTION OF RIGHT OF CHILDREN\",\r\n    \"question\": \"Under the RTE Rules, 2010, which of the following requirements applies to the membership of the National Advisory Council?\\n1. At least three members from amongst persons belonging to the Scheduled Caste, the Scheduled Tribe and minorities\\n2. At least one member with specialised knowledge and practical experience of education of children with special needs\\n3. One third of all members shall be women\\nHow many of the statements given above are correct?\",\r\n    \"options\": [\r\n      \"None\",\r\n      \"Only one\",\r\n      \"Only two\",\r\n      \"All three\"\r\n    ],\r\n    \"correct\": 3,\r\n    \"explanation\": [\r\n      \"All three are required by rule 29(3). The rule also requires one member with specialised knowledge in pre-primary education and at least one in the field of teacher education.\",\r\n      \"The ex-officio members are the Secretary, School Education and Literacy; the Director, NCERT; the Vice Chancellor, NUEPA; the Chairperson, NCTE; and the Chairperson, NCPCR. The Joint Secretary in charge of implementation is ex-officio Member Secretary.\",\r\n      \"Rule 31(3) imposes the same requirements on the State Advisory Council, with State-level ex-officio members and the State Project Director of Sarva Shiksha Abhiyan as Member Secretary.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 215,\r\n    \"chapter\": \"RTE Rules: AMENDMENTS AND FORMS\",\r\n    \"question\": \"Which one of the following was NOT among the changes made to the RTE Rules, 2010 since they were made?\",\r\n    \"options\": [\r\n      \"The neighbourhood distance for classes I to V was raised to two kilometres\",\r\n      \"Learning outcomes were added to the duties of the academic authority\",\r\n      \"The period for serving teachers of aided schools to qualify became nine years\",\r\n      \"A new Part was inserted on examination and holding back in certain cases\"\r\n    ],\r\n    \"correct\": 0,\r\n    \"explanation\": [\r\n      \"The neighbourhood distances have never been altered. They stand as originally made: a walking distance of one kilometre for classes I to V and three kilometres for classes VI to VIII.\",\r\n      \"The other three are the whole of the amending history. Learning outcomes were added to the academic authority's duties in February 2017, the nine-year period was substituted in October 2017, and Part VA with rule 16A was inserted in December 2024.\",\r\n      \"Both 2017 amendments took effect retrospectively from 8 April 2010, the date of the principal Rules, while the 2024 amendment came into force on publication, since it created a new power to hold children back.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 216,\r\n    \"chapter\": \"RTE Rules: AMENDMENTS AND FORMS\",\r\n    \"question\": \"Both amendments made to the RTE Rules, 2010 in 2017 took effect from:\",\r\n    \"options\": [\r\n      \"the date of their respective publication\",\r\n      \"8 April 2010, retrospectively\",\r\n      \"1 April 2010, the appointed date\",\r\n      \"1 April 2017\"\r\n    ],\r\n    \"correct\": 1,\r\n    \"explanation\": [\r\n      \"Both G.S.R. 155(E) and G.S.R. 1302(E) were given effect from 8 April 2010, the date of the principal Rules, so both operate retrospectively.\",\r\n      \"Retrospective effect makes sense for each. Learning outcomes were treated as having always been part of what the academic authority must prepare, and the extended nine-year period had to reach teachers who were already serving in 2010.\",\r\n      \"The 2024 amendment is different: G.S.R. 777(E) came into force on the date of its publication, 21 December 2024, since it created a new power to hold children back and could not sensibly be backdated.\"\r\n    ]\r\n  },\r\n  {\r\n    \"id\": 217,\r\n    \"chapter\": \"RTE Rules: AMENDMENTS AND FORMS\",\r\n    \"question\": \"Under the RTE Rules, 2010, references to \\\"forms\\\" are references to the forms set out in Appendix I. Form No. 1 and Form No. 2 are respectively:\",\r\n    \"options\": [\r\n      \"the certificate of recognition, and the self declaration\",\r\n      \"the School Development Plan, and the certificate of completion of elementary education\",\r\n      \"the self declaration, and the certificate of recognition\",\r\n      \"the application for relaxation of qualifications, and the notification of relaxation\"\r\n    ],\r\n    \"correct\": 2,\r\n    \"explanation\": [\r\n      \"Form No. 1 is the self declaration and application for recognition made to the District Education Officer under rule 15(1); Form No. 2 is the certificate of recognition granted under rule 15(4) for the purposes of section 18 of the Act.\",\r\n      \"Rule 2(2) is what ties them in, providing that all references to forms in the Rules are references to the forms set out in Appendix I.\",\r\n      \"The certifications in Form No. 1 run to a lettered clause (L), which certifies that the records of the school shall be open to inspection by any officer authorised by the District Education Officer, and it is signed by the Chairman or Manager of the Managing Committee.\"\r\n    ]\r\n  }\r\n];\r\n\r\n\/* =====================================================================\r\n   4. SANITISE + INDEX\r\n   One malformed row used to blank the whole widget. Bad rows are now\r\n   dropped with a console note; everything else still works.\r\n   ===================================================================== *\/\r\nfunction sanitise(list){\r\n  if(!Array.isArray(list)) return [];\r\n  const ok=[], bad=[];\r\n  list.forEach((q,i)=>{\r\n    const good = q && q.id!==undefined && typeof q.question==='string'\r\n      && Array.isArray(q.options) && q.options.length>=2\r\n      && Number.isInteger(q.correct) && q.correct>=0 && q.correct<q.options.length\r\n      && typeof q.chapter==='string' && q.chapter.length;\r\n    good ? ok.push(q) : bad.push({row:i, id:q&&q.id});\r\n  });\r\n  if(bad.length) console.warn('[chapter bank] skipped '+bad.length+' malformed question(s):', bad);\r\n  return ok;\r\n}\r\nconst QS = sanitise(chapterQuestions);\r\nconst CHAPTERS = [...new Set(QS.map(q=>q.chapter))];\r\nconst uid = q => q.chapter+'##'+q.id;\r\nconst BY_UID = new Map(QS.map(q=>[uid(q), q]));\r\nconst BY_CH  = (()=>{ const m=new Map(); QS.forEach(q=>{ if(!m.has(q.chapter)) m.set(q.chapter,[]); m.get(q.chapter).push(q); }); return m; })();\r\nconst inCh = c => BY_CH.get(c) || [];\r\nconst L = ['A','B','C','D','E','F'];\r\n\r\n\/* ---- chapter label helpers ---- *\/\r\nconst chShort = c => { const m=c.match(\/^CH\\s*(\\d+)\\s*:\/i); return m ? 'Ch '+m[1] : (c.length>26 ? c.slice(0,24).trim()+'\u2026' : c); };\r\n\/* chapters list in their own order \u2014 Ch 1..n, then Appendix 1..n, then anything\r\n   else alphabetically \u2014 never by score, so the list never shuffles under you *\/\r\nconst ROMAN = {i:1,ii:2,iii:3,iv:4,v:5,vi:6,vii:7,viii:8,ix:9,x:10,xi:11,xii:12};\r\nfunction chOrder(c){\r\n  const t=c.trim();\r\n  let m=t.match(\/^(?:CH|CHAPTER)\\s*[-\u2013]?\\s*(\\d+)\/i);\r\n  if(m) return [0, +m[1], t];\r\n  m=t.match(\/^APPENDIX\\s*[-\u2013]?\\s*([0-9]+|[ivxIVX]+)\\b\/i);\r\n  if(m){ const v=m[1]; return [1, \/^\\d+$\/.test(v) ? +v : (ROMAN[v.toLowerCase()]||99), t]; }\r\n  m=t.match(\/^(\\d+)\/);\r\n  if(m) return [0, +m[1], t];\r\n  return [2, 0, t];\r\n}\r\nfunction byChapterOrder(a,b){\r\n  const x=chOrder(a.chapter||a), y=chOrder(b.chapter||b);\r\n  return x[0]-y[0] || x[1]-y[1] || x[2].localeCompare(y[2]);\r\n}\r\n\/* a bank that stores chapter names in block capitals is softened for display *\/\r\nfunction titleCase(str){\r\n  const t=String(str);\r\n  const letters=t.replace(\/[^A-Za-z]\/g,'');\r\n  if(!letters || letters !== letters.toUpperCase()) return t;   \/\/ already mixed case, leave it\r\n  const small=new Set(['of','the','and','for','in','to','a','an','on','by','or','with','from','as','at','under']);\r\n  return t.toLowerCase().replace(\/[A-Za-z][A-Za-z'\u2019]*\/g,(w,i)=>\r\n    (i>0 && small.has(w)) ? w : w.charAt(0).toUpperCase()+w.slice(1))\r\n    .replace(\/\\bCh\\b\/g,'Ch').replace(\/\\bC&ag\\b\/gi,'C&AG').replace(\/\\bDpc\\b\/g,'DPC');\r\n}\r\nconst chBrief = c => { const m=c.match(\/^CH\\s*(\\d+)\\s*:\\s*(.+)$\/i);\r\n  const cap=t=>t.length>36?t.slice(0,34).trim()+'\u2026':t;\r\n  return m ? 'Ch '+m[1]+': '+cap(titleCase(m[2])) : cap(titleCase(c)); };\r\n\r\n\/* =====================================================================\r\n   5. RANKING ENGINE\r\n   Importance where you have rated a chapter; share of the bank where you\r\n   have not. Either way the result is a share of 1, and every label on the\r\n   page is drawn from the T table below so nothing over-claims.\r\n   ===================================================================== *\/\r\n\/* ---------------------------------------------------------------------\r\n   Matching your importance keys to the chapter strings in the bank.\r\n   Exact spelling is not required. Anything starting with a chapter or an\r\n   appendix number is reduced to a token \u2014 'CH 2', 'Ch-2', 'Chapter 2:\r\n   General Outlines...' all become CH2 \u2014 so a short key in the map finds\r\n   a long chapter name in the bank. Keys with no number fall back to a\r\n   loose text match (case, punctuation and spacing ignored).\r\n   --------------------------------------------------------------------- *\/\r\nfunction impKey(str){\r\n  const t = String(str).toUpperCase().replace(\/[\\u2010-\\u2015]\/g,'-').trim();\r\n  let m = t.match(\/^(?:CH|CHAP|CHAPTER)\\s*[-.:]?\\s*(\\d+)\/);\r\n  if(m) return 'CH'+(+m[1]);\r\n  \/\/ longest spellings first, or 'APPX 5' reads its own X as a roman numeral\r\n  m = t.match(\/^(?:APPENDICES|APPENDIX|ANNEXURES?|ANNEXES?|APNDX|APPX|APDX|APP)\\s*[-.:]?\\s*(\\d+|[IVX]+)\\b\/);\r\n  if(m){ const v=m[1]; return 'APP'+(\/^\\d+$\/.test(v) ? +v : (ROMAN[v.toLowerCase()]||v)); }\r\n  m = t.match(\/^(\\d+)\\s*[-.:)]\/);\r\n  if(m) return 'CH'+(+m[1]);\r\n  return 'T:'+t.replace(\/[^A-Z0-9]+\/g,' ').trim();\r\n}\r\nconst IMP_INDEX = (function(){\r\n  const idx={}, used={};\r\n  Object.keys(chapterImportance).forEach(k=>{\r\n    const v = chapterImportance[k];\r\n    if(typeof v!=='number' || !isFinite(v) || v<0) return;\r\n    const key = impKey(k);\r\n    if(idx[key]!==undefined) console.warn('[importance] two keys collapse to the same chapter: '+k);\r\n    idx[key] = v; used[key] = k;\r\n  });\r\n  return {idx, used};\r\n})();\r\nfunction importanceOf(chapter){\r\n  const k = impKey(chapter);\r\n  if(IMP_INDEX.idx[k]!==undefined) return {value:IMP_INDEX.idx[k], key:k};\r\n  \/\/ last resort for un-numbered names: one contains the other\r\n  if(k.startsWith('T:')){\r\n    const target = k.slice(2);\r\n    const hit = Object.keys(IMP_INDEX.idx).filter(x=>x.startsWith('T:')).find(x=>{\r\n      const a=x.slice(2);\r\n      return a.length>3 && target.length>3 && (target.startsWith(a) || a.startsWith(target));\r\n    });\r\n    if(hit) return {value:IMP_INDEX.idx[hit], key:hit};\r\n  }\r\n  return null;\r\n}\r\n\r\nconst W = (function(){\r\n  const counts={}, total=QS.length;\r\n  QS.forEach(q=>counts[q.chapter]=(counts[q.chapter]||0)+1);\r\n  const raw={}, source={}, derived=[];\r\n  let knownSum=0, knownShare=0;\r\n\r\n  const matched = new Set();\r\n  CHAPTERS.forEach(c=>{\r\n    const hit = importanceOf(c);\r\n    if(hit){\r\n      raw[c]=hit.value; source[c]='rated'; matched.add(hit.key);\r\n      knownSum+=hit.value; knownShare += total?counts[c]\/total:0;\r\n    } else { source[c]='derived'; derived.push(c); }\r\n  });\r\n  const scale = (knownSum>0 && knownShare>0) ? knownSum\/knownShare : 1;\r\n  derived.forEach(c => raw[c] = (total?counts[c]\/total:0)*scale);\r\n  let sum=0; CHAPTERS.forEach(c=>sum+=raw[c]);\r\n  if(!(sum>0)){ CHAPTERS.forEach(c=>{ raw[c]= total?counts[c]\/total:0; source[c]='derived'; }); sum=CHAPTERS.reduce((a,c)=>a+raw[c],0)||1; }\r\n  const weights={}; CHAPTERS.forEach(c=>weights[c]=raw[c]\/sum);\r\n  \/\/ keys you rated that never found a chapter in the bank\r\n  const unmatched = Object.keys(IMP_INDEX.idx).filter(k=>!matched.has(k)).map(k=>IMP_INDEX.used[k]);\r\n  return {weights, raw, source, counts, total, derived, unstocked:unmatched,\r\n          rated: CHAPTERS.some(c=>source[c]==='rated')};\r\n})();\r\nconst weightOf = c => W.weights[c] || 0;\r\nconst pctLabel = x => { const v=(x||0)*100; if(!(v>0)) return '0%';\r\n  return (v<10 ? Math.round(v*10)\/10 : Math.round(v)) + '%'; };\r\n\r\n\/* every phrase that could over-claim lives here, in one place *\/\r\nconst WT = W.rated;                       \/\/ is any chapter rated by hand?\r\nconst T = {\r\n  chipUnit  : ' importance',\r\n  onScreen  : WT ? 'Importance on screen' : 'Share on screen',\r\n  colWeight : 'Importance',\r\n  covered   : WT ? 'Weighted coverage'    : 'Bank covered',\r\n  projected : 'Projected score',\r\n  leakHead  : 'Where you are losing the most',\r\n  leakUnit  : 'points \/100',\r\n  leakWord  : 'points',\r\n  readyDef  : WT ? 'Readiness = \u03a3 (importance \u00d7 mastery)' : 'Readiness = \u03a3 (share of the bank \u00d7 mastery)',\r\n  paperOut  : 'you would score around'\r\n};\r\n\/\/ \"rated 15% importance\" where you have rated it; nothing where you have not\r\nconst impPhrase = r => W.source[r.chapter]==='rated'\r\n  ? 'rated <b>'+pctLabel(r.weight)+'<\/b> importance' : '';\r\n\r\n\/* =====================================================================\r\n   6. PROGRESS (localStorage, one record per quizId)\r\n   ===================================================================== *\/\r\nconst SCHEMA = 1;\r\nconst KEY = 'pe_chapterdrill_' + CFG.quizId;\r\nfunction blank(){ return { schema:SCHEMA, stats:{}, weak:[], flags:[], log:[], queue:[], queueLabel:'', queueKind:'', lastUid:null, resume: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\n\/* A uid is chapter + '##' + id, so renaming a chapter or re-numbering a\r\n   question orphans anything saved against the old uid. Left alone, an\r\n   orphan still counts on the Flagged pill but matches nothing in the\r\n   pool \u2014 the count says 1, the list comes back empty. Drop them here. *\/\r\n(function pruneOrphans(){\r\n  const gone = [];\r\n  ['flags','queue'].forEach(k=>{\r\n    const before = (P[k]||[]).length;\r\n    P[k] = (P[k]||[]).filter(u=>BY_UID.has(u));\r\n    if(P[k].length !== before) gone.push(k+': '+(before-P[k].length));\r\n  });\r\n  if(P.resume && P.resume.uid && !BY_UID.has(P.resume.uid)) P.resume = null;\r\n  if(gone.length){ save(); console.info('[storage] dropped entries for questions no longer in the bank \u2014 '+gone.join(', ')); }\r\n})();\r\nconst flags = new Set(P.flags);\r\nconst weak  = new Set(P.weak);\r\n\r\n\/* =====================================================================\r\n   7. SESSION STATE\r\n   ===================================================================== *\/\r\nconst S = { tab:'quiz', filter:'all', chapter:null, i:0, pick:null, nudge:false,\r\n            query:'', unattempted:false, ans:{}, order:[] };\r\n\r\n\/* =====================================================================\r\n   8. FORMAT + TRAIT MODEL\r\n   SHAPE  = how the question is built (one per question)\r\n   TRAIT  = what it turns on (a question may carry several)\r\n   A shape gap is a reading habit; a trait gap is recall. Same number,\r\n   opposite remedy \u2014 so they are reported separately.\r\n   ===================================================================== *\/\r\nconst SHAPES = [\r\n  { key:'match',  label:'Match the following (List-I \/ List-II)',\r\n    test:q => \/list\\s*-?\\s*i\\b\/i.test(q.question) },\r\n  { key:'multi',  label:'Multi-statement \/ how many are correct',\r\n    test:q => q.question.split(\/<br\\s*\\\/?>|\\n\/).filter(x=>\/^\\s*\\d+[.)]\/.test(x)).length>=2 },\r\n  { key:'direct', label:'Explanation', test:()=>true }  \/\/ catch-all\r\n];\r\nconst TRAITS = [\r\n  { key:'cite',      label:'Para, rule, article or article-number recall',\r\n    test:q => \/\\b(para|paragraph|rule|article|section|appendix|schedule|clause)\\s*[-\u2013]?\\s*\\d\/i.test(q.question+' '+q.options.join(' ')) },\r\n  { key:'period',    label:'Time limits and periods',\r\n    test:q => \/\\b\\d+\\s*(day|week|month|year|hour)s?\\b|\\b(one|two|three|four|five|six|seven|ten|fourteen|fifteen|twenty|twenty-five|thirty|forty-five|sixty|ninety)[\\s-](day|week|month|year)s?\\b\/i.test(q.options.join(' ')) },\r\n  { key:'money',     label:'Numbers, monetary limits and percentages',\r\n    test:q => \/\u20b9|\\bRs\\.?\\s*\\d|\\blakhs?\\b|\\bcrores?\\b|per\\s*cent|%|\\bone-(third|fourth|half|tenth)\\b\/i.test(q.options.join(' ')) },\r\n  { key:'authority', label:'Competent authority \/ level \/ who does what',\r\n    test:q => \/\\bwho\\b|\\bby whom\\b|\\bauthority\\b|\\brank of\\b|\\blevel of\\b|\\bnot below\\b|addressed to|shall be (signed|issued|approved|maintained|prepared|submitted)\/i.test(q.question+' '+q.options.join(' ')) },\r\n  { key:'negative',  label:'Negatively phrased (\u201cNOT correct\u201d, \u201cexcept\u201d)',\r\n    test:q => \/\\bnot correct\\b|\\bis incorrect\\b|\\bare not correct\\b|\\bexcept\\b|\\bdoes not\\b|\\bcannot\\b|\\bnot required\\b|\\bneed not\\b|\\bis\\\/are not\\b\/i.test(q.question) }\r\n];\r\nconst _shape = {};\r\nfunction shapeOf(q){ const u=uid(q); return _shape[u] || (_shape[u] = SHAPES.find(s=>s.test(q)) || SHAPES[SHAPES.length-1]); }\r\n\r\n\/* =====================================================================\r\n   9. MODELS\r\n   ===================================================================== *\/\r\nfunction smoothed(c,i){ const k=CFG.priorStrength, p0=CFG.priorAccuracy; return (c + k*p0)\/(c + i + k); }\r\nfunction expectedRate(c,i,coverage){ return smoothed(c,i)*coverage + CFG.priorAccuracy*(1-coverage); }\r\nfunction recall(st){\r\n  if(!st || !st.last || st.correct<2) return null;\r\n  const R=CFG.retention, reps=Math.max(1, st.correct - st.incorrect);\r\n  const stability = R.baseDays * Math.pow(R.growth, reps-1);\r\n  return Math.exp(-((Date.now()-st.last)\/86400000)\/stability);\r\n}\r\nfunction retentionIndex(){\r\n  let s=0,n=0; QS.forEach(q=>{ const r=recall(P.stats[uid(q)]); if(r!==null){s+=r;n++;} });\r\n  return n ? Math.round(s\/n*100) : null;\r\n}\r\nfunction chapterRows(){\r\n  return CHAPTERS.map(c=>{\r\n    const qs=inCh(c), n=qs.length;\r\n    let att=0, ok=0, bad=0, mastSum=0;\r\n    qs.forEach(q=>{ const s=P.stats[uid(q)];\r\n      if(s && (s.correct+s.incorrect)>0){ att++; ok+=s.correct; bad+=s.incorrect; }\r\n      mastSum += s ? Math.min(s.correct\/CFG.masteryThreshold,1) : 0; });\r\n    const acc = (ok+bad) ? ok\/(ok+bad) : null;\r\n    const weight = weightOf(c), coverage = n?att\/n:0, mastery = n?mastSum\/n:0;\r\n    const expected = expectedRate(ok,bad,coverage);\r\n    const leak = weight*(1-expected);\r\n    const difficulty = acc===null ? 1 : (1.4 - 0.6*acc);\r\n    return { chapter:c, count:n, weight, source:W.source[c], att, ok, bad,\r\n             coverage, acc, mastery, expected, leak,\r\n             priority: weight*(1-mastery)*difficulty };\r\n  }).sort((a,b)=>b.weight-a.weight);\r\n}\r\nfunction readiness(){\r\n  const rows=chapterRows();\r\n  return {\r\n    score     : Math.round(rows.reduce((a,r)=>a+r.weight*r.mastery,0)*100),\r\n    projected : Math.round(rows.reduce((a,r)=>a+r.weight*r.expected,0)*100),\r\n    covered   : Math.round(rows.reduce((a,r)=>a+r.weight*r.coverage,0)*100),\r\n    touched   : Object.values(P.stats).some(s=>(s.correct+s.incorrect)>0),\r\n    rows\r\n  };\r\n}\r\nfunction masteredCount(){ return QS.filter(q=>{ const s=P.stats[uid(q)]; return s && s.correct>=CFG.masteryThreshold; }).length; }\r\nfunction formatRows(){\r\n  const acc={};\r\n  const ensure=(k,l,kind)=> acc[k] || (acc[k]={key:k,label:l,kind:kind,ok:0,bad:0,total:0,seen:0});\r\n  SHAPES.forEach(s=>ensure(s.key,s.label,'shape'));\r\n  TRAITS.forEach(t=>ensure(t.key,t.label,'trait'));\r\n  QS.forEach(q=>{\r\n    const s=P.stats[uid(q)], buckets=[acc[shapeOf(q).key]];\r\n    TRAITS.forEach(t=>{ if(t.test(q)) buckets.push(acc[t.key]); });\r\n    buckets.forEach(r=>{ r.total++; if(s && (s.correct+s.incorrect)>0){ r.seen++; r.ok+=s.correct; r.bad+=s.incorrect; } });\r\n  });\r\n  return Object.values(acc).map(r=>{ const n=r.ok+r.bad; r.attempts=n; r.acc = n? r.ok\/n : null; return r; })\r\n    .filter(r=>r.total>0);\r\n}\r\nfunction dueForRevision(){\r\n  const risk=CFG.retention.riskBelow;\r\n  return QS.map(q=>{\r\n    const st=P.stats[uid(q)], r=recall(st);\r\n    if(r===null || r>=risk) return null;\r\n    return { q, recall:r, days:Math.floor((Date.now()-st.last)\/86400000), urgency: weightOf(q.chapter)*(1-r) };\r\n  }).filter(Boolean).sort((a,b)=>b.urgency-a.urgency);\r\n}\r\n\r\n\/* =====================================================================\r\n   10. SESSION PLANNER\r\n   Focused set \u2014 chapter time in proportion to the marks leaking out.\r\n   Mock paper  \u2014 ignores your history, mirrors the shape of the bank.\r\n   ===================================================================== *\/\r\nfunction gain(q){\r\n  const u=uid(q), st=P.stats[u], c=st?st.correct:0, i=st?st.incorrect:0;\r\n  const deficit = 1 - Math.min(c\/CFG.masteryThreshold, 1);\r\n  let urgency = 1 + 0.15*deficit;\r\n  if(weak.has(u)) urgency += 0.60;\r\n  const r = recall(st);\r\n  if(r!==null && r<CFG.retention.riskBelow) urgency += (1-r);\r\n  if(c+i===0) urgency += 0.15;\r\n  return weightOf(q.chapter)*(deficit+0.12)*urgency;\r\n}\r\nfunction allocate(rows,n,shareOf){\r\n  const total = rows.reduce((a,r)=>a+Math.max(0,shareOf(r)),0);\r\n  if(!(total>0)) return rows.map(r=>({r,slots:0}));\r\n  const out = rows.map(r=>{ const exact=n*Math.max(0,shareOf(r))\/total;\r\n    return {r, exact, slots:Math.min(Math.floor(exact), r.count)}; });\r\n  let left = n - out.reduce((a,x)=>a+x.slots,0);\r\n  out.slice().sort((a,b)=>(b.exact-b.slots)-(a.exact-a.slots))\r\n     .forEach(x=>{ if(left>0 && x.slots<x.r.count){ x.slots++; left--; } });\r\n  if(left>0) out.slice().sort((a,b)=>shareOf(b.r)-shareOf(a.r))\r\n     .forEach(x=>{ while(left>0 && x.slots<x.r.count){ x.slots++; left--; } });\r\n  return out;\r\n}\r\n\/* Fisher\u2013Yates, so the order of a sitting is never the order of the bank *\/\r\nfunction shuffle(a){\r\n  for(let i=a.length-1;i>0;i--){ const j=Math.floor(Math.random()*(i+1)); [a[i],a[j]]=[a[j],a[i]]; }\r\n  return a;\r\n}\r\n\/* Weighted sampling without replacement: a high score makes a question\r\n   likely, never certain. Two sittings built back to back therefore share\r\n   only part of their content instead of being identical. *\/\r\nfunction sampleWeighted(pool, n, scoreFn){\r\n  const items = pool.map(q=>({q, w:Math.max(scoreFn(q), 1e-9)}));\r\n  const out=[];\r\n  n = Math.min(n, items.length);\r\n  for(let k=0;k<n;k++){\r\n    let total=0; items.forEach(x=>total+=x.w);\r\n    let r=Math.random()*total, hit=items.length-1;\r\n    for(let i=0;i<items.length;i++){ r-=items[i].w; if(r<=0){ hit=i; break; } }\r\n    out.push(items[hit].q);\r\n    items.splice(hit,1);\r\n  }\r\n  return out;\r\n}\r\nfunction buildSession(kind){\r\n  const rows = chapterRows().filter(r=>r.count>0);\r\n  if(!rows.length) return 0;\r\n  const n = Math.min(kind==='mock'?CFG.mockSize:CFG.sessionSize, QS.length);\r\n  const alloc = allocate(rows, n, kind==='mock' ? (r=>r.weight) : (r=>r.leak));\r\n\r\n  \/\/ whatever you were given last time is pushed down, not banned\r\n  const last = new Set(P.queue||[]);\r\n  const fresh = u => last.has(u) ? 0.3 : 1;\r\n\r\n  const picked=[];\r\n  alloc.forEach(({r,slots})=>{\r\n    if(!slots) return;\r\n    const pool = inCh(r.chapter).slice();\r\n    if(kind==='mock'){\r\n      \/\/ the mock ignores how well you know a question and simply spreads\r\n      \/\/ itself over the bank, favouring what you have seen least\r\n      picked.push(...sampleWeighted(pool, slots, q=>{\r\n        const st=P.stats[uid(q)], seen=st?(st.correct+st.incorrect):0;\r\n        const stale=(st&&st.last) ? Math.min((Date.now()-st.last)\/(86400000*30),1) : 1;\r\n        return (1\/(1+seen*1.6) + 0.35*stale) * fresh(uid(q));\r\n      }));\r\n    } else {\r\n      picked.push(...sampleWeighted(pool, slots, q=>gain(q)*fresh(uid(q))));\r\n    }\r\n  });\r\n  shuffle(picked);\r\n  P.queue = picked.map(uid);\r\n  P.queueLabel = kind==='mock' ? 'Mock paper' : 'Focused set';\r\n  P.queueKind = kind;\r\n  save();\r\n  return picked.length;\r\n}\r\nfunction startSession(kind){\r\n  const had = (P.queue||[]).length;\r\n  const n = buildSession(kind);\r\n  if(!n){ toast('Nothing to build a session from yet'); return; }\r\n  setTab('quiz'); setFilter('session');\r\n  S.ans = {}; clearResume();                    \/\/ a new sitting starts clean\r\n  toast(P.queueLabel+' ready \u2014 '+n+' fresh questions'+(had?' (previous set replaced)':''), true);\r\n}\r\n\r\n\/* =====================================================================\r\n   11. POOL \/ FILTERS\r\n   ===================================================================== *\/\r\nfunction pool(){\r\n  let p = QS.slice();\r\n  if(S.filter==='chapter' && S.chapter) p = inCh(S.chapter).slice();\r\n  if(S.filter==='weak')    p = p.filter(q=>weak.has(uid(q)));\r\n  if(S.filter==='flagged') p = p.filter(q=>flags.has(uid(q)));\r\n  if(S.filter==='session') p = (P.queue||[]).map(u=>BY_UID.get(u)).filter(Boolean);\r\n  if(S.query){ const t=S.query.toLowerCase();\r\n    p = p.filter(q=>(q.question+' '+q.options.join(' ')+' '+q.explanation).toLowerCase().includes(t)); }\r\n  if(S.unattempted) p = p.filter(q=>S.ans[uid(q)]==null);\r\n  return p;\r\n}\r\nfunction refreshWeak(){\r\n  weak.clear();\r\n  QS.forEach(q=>{ const s=P.stats[uid(q)];\r\n    if(s && s.incorrect>=CFG.weakThreshold && s.correct<CFG.masteryThreshold) weak.add(uid(q)); });\r\n  P.weak=[...weak];\r\n}\r\nrefreshWeak();\r\n\r\n\/* =====================================================================\r\n   12. STEM RENDERING (statements + List-I \/ List-II)\r\n   ===================================================================== *\/\r\nconst cleanStem = t => String(t).replace(\/^\\s*(?:Q|Question)\\s*\\.?\\s*\\d+\\s*[.):\\-]\\s*\/i,'').trim();\r\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\r\n  \/* The opening line almost always names both lists \u2014 \"Match List-I with\r\n     List-II and select\u2026\" \u2014 so the first occurrence of each is the wrong\r\n     one. Take the last List-I that actually has items after it, and the\r\n     first List-II following that. *\/\r\n  const at = re => [...text.matchAll(re)].map(m=>m.index);\r\n  const posI  = at(\/List\\s*[-\u2013\u2014]?\\s*I\\b\/gi);\r\n  const posII = at(\/List\\s*[-\u2013\u2014]?\\s*II\\b\/gi);\r\n  const hasItems = (str,kind) =>\r\n    (kind==='alpha' ? \/[A-F]\\s*[.):]\\s\/ : \/\\d{1,2}\\s*[.):]\\s\/).test(str);\r\n  let iI=-1, iII=-1;\r\n  for(let k=posI.length-1;k>=0 && iI<0;k--){\r\n    const ii = posII.find(x=>x>posI[k]);\r\n    if(ii===undefined) continue;\r\n    if(hasItems(text.slice(posI[k],ii),'alpha') && hasItems(text.slice(ii),'num')){ iI=posI[k]; iII=ii; }\r\n  }\r\n  if(iI<0 || iII<0) return plainCard(lines);\r\n\r\n  const head  = text.slice(0, iI).trim();\r\n  let segI    = text.slice(iI, iII).trim();\r\n  let segII   = text.slice(iII).trim();\r\n\r\n  \/\/ anything after the lists \u2014 \"Code :\", \"Select the correct answer\u2026\"\r\n  let tail = '';\r\n  const t = segII.match(\/(?:\\n|\\s)(Code\\s*[:.]?\\s*$|(?:Select|Choose)\\b[\\s\\S]*$)\/i);\r\n  if(t){ tail = t[1].trim(); segII = segII.slice(0, t.index).trim(); }\r\n\r\n  \/\/ column captions: \"List-I (Purpose of Leave) :\"\r\n  const capRe = \/^List\\s*[-\u2013\u2014]?\\s*I{1,2}\\b\\s*(\\([^)]*\\))?\\s*[:.]?\\s*\/i;\r\n  const hI  = segI.match(capRe),  hII = segII.match(capRe);\r\n  const capI  = hI  ? hI[0].replace(\/[\\s:.]+$\/,'')  : 'List-I';\r\n  const capII = hII ? hII[0].replace(\/[\\s:.]+$\/,'') : 'List-II';\r\n  const rowsI  = splitItems(hI  ? segI.slice(hI[0].length)  : segI,  'alpha');\r\n  const rowsII = splitItems(hII ? segII.slice(hII[0].length): segII, 'num');\r\n  if(!rowsI.length || !rowsII.length) return plainCard(lines);\r\n\r\n  const cell = x => '<li><b>'+x.k+'.<\/b><span>'+x.v+'<\/span><\/li>';\r\n  const headLines = head ? head.split('\\n').filter(Boolean) : [];\r\n  return '<div class=\"stem\" id=\"qStem\"><div class=\"qsheet\">'\r\n    + (headLines.length\r\n        ? headLines.map((l,i)=>'<p class=\"'+(i===0?'lead':'intro')+'\">'+(i===0?QN():'')+l+'<\/p>').join('')\r\n        : '<p class=\"lead\">'+QN+'Match List-I with List-II and select the correct answer using the code given below the Lists:<\/p>')\r\n    + '<div class=\"lists\">'\r\n      + '<div class=\"lcol\"><h5>'+capI+'<\/h5><ul>'+rowsI.map(cell).join('')+'<\/ul><\/div>'\r\n      + '<div class=\"lcol\"><h5>'+capII+'<\/h5><ul>'+rowsII.map(cell).join('')+'<\/ul><\/div>'\r\n    + '<\/div>'\r\n    + '<p class=\"close\">'+(tail || 'Select the correct answer using the code given below:')+'<\/p>'\r\n    + '<\/div><\/div>';\r\n}\r\n\r\n\/* =====================================================================\r\n   13. UI HELPERS\r\n   ===================================================================== *\/\r\nconst $ = id => document.getElementById(id);\r\nlet toastTimer=null;\r\nfunction toast(msg, ok){\r\n  const t=$('toast'); t.innerHTML=msg; t.className='toast show'+(ok?' ok':'');\r\n  clearTimeout(toastTimer); toastTimer=setTimeout(()=>t.className='toast',3000);\r\n}\r\nconst SRC_ON = !!(CFG.sourceUrl && CFG.sourceUrl.trim());\r\nconst stripHtml = s => String(s).replace(\/<[^>]+>\/g,'').replace(\/\\s+\/g,' ').trim();\r\nconst preview = (q,n) => { const t=stripHtml(q.question); return t.length>n ? t.slice(0,n)+'\u2026' : t; };\r\nfunction stars(u){\r\n  const s=P.stats[u]; if(!s || (s.correct+s.incorrect)===0) return null;\r\n  return { filled: Math.min(s.correct, CFG.masteryThreshold), c:s.correct, i:s.incorrect };\r\n}\r\n\r\n\/* =====================================================================\r\n   14. RENDER \u2014 PRACTICE\r\n   ===================================================================== *\/\r\nfunction renderCtx(){\r\n  const panel=$('chapPanel');\r\n  const on = S.filter==='chapter';\r\n  panel.classList.toggle('hide', !on);\r\n  if(!on) return;\r\n  const rows = chapterRows().filter(r=>r.count>0).sort(byChapterOrder);\r\n  if(!S.chapter || !rows.some(r=>r.chapter===S.chapter)) S.chapter = rows[0] ? rows[0].chapter : null;\r\n  $('chapList').innerHTML = rows.map((r,n)=>{\r\n    const sel = r.chapter===S.chapter;\r\n    const mastered = inCh(r.chapter).filter(q=>{ const s=P.stats[uid(q)]; return s && s.correct>=CFG.masteryThreshold; }).length;\r\n    const title = r.chapter+' \u00b7 '+r.count+' question'+(r.count===1?'':'s')+' \u00b7 '\r\n                + Math.round(r.coverage*100)+'% seen'+(mastered?' \u00b7 '+mastered+' mastered':'');\r\n    return '<button class=\"chapchip\" aria-pressed=\"'+sel+'\" data-ch=\"'+encodeURIComponent(r.chapter)+'\" title=\"'+title+'\">'\r\n      + '<span class=\"no\">'+(n+1)+'<\/span>'\r\n      + '<span class=\"cn\">'+titleCase(r.chapter)+'<\/span>'\r\n\r\n      + (mastered===r.count ? '<span class=\"done\">\u2713<\/span>' : '')\r\n      + '<span class=\"cc\">'+r.count+'<\/span><\/button>';\r\n  }).join('');\r\n  const r = rows.find(x=>x.chapter===S.chapter);\r\n  $('ctxMeta').textContent = r\r\n    ? Math.round(r.coverage*100)+'% seen \u00b7 '+(r.acc===null?'not attempted':Math.round(r.acc*100)+'% accurate')\r\n    : '';\r\n}\r\n\/* --- page turn: set by the navigation handlers, consumed by render() --- *\/\r\nlet TURN = 0;                       \/* +1 forward, -1 back, 0 = no animation *\/\r\nfunction playTurn(dir){\r\n  const sheet = document.querySelector('#cdRoot .qbody');\r\n  if(!sheet) return;\r\n  sheet.classList.remove('turn-f','turn-b');\r\n  void sheet.offsetWidth;                       \/* force reflow so it replays *\/\r\n  sheet.classList.add(dir > 0 ? 'turn-f' : 'turn-b');\r\n  sheet.addEventListener('animationend', function clear(ev){\r\n    if(ev.target !== sheet) return;             \/* ignore bubbling from children *\/\r\n    sheet.classList.remove('turn-f','turn-b');\r\n    sheet.removeEventListener('animationend', clear);\r\n  });\r\n  const card = document.getElementById('qCard');\r\n  if(card && card.getBoundingClientRect().top < 0){\r\n    try{ card.scrollIntoView({block:'start', behavior:'smooth'}); }catch(e){}\r\n  }\r\n}\r\nfunction render(){\r\n  const _turn = TURN; TURN = 0;\r\n  renderCtx();\r\n  const p = pool();\r\n  const ec = $('emptyCard');\r\n  if(!p.length){\r\n    $('qCard').classList.add('hide'); ec.classList.remove('hide');\r\n    $('emptyBody').innerHTML =\r\n      S.query    ? '<b>No match for \u201c'+S.query+'\u201d<\/b>Try a rule or paragraph number, or a phrase like \u201cpart file\u201d.' :\r\n      S.filter==='weak'    ? '<b>No weak areas yet<\/b>Anything you answer wrong lands here until you have it right '+CFG.masteryThreshold+' times.' :\r\n      S.filter==='flagged' ? '<b>Nothing flagged yet<\/b>Press <b style=\"display:inline\">Flag for review<\/b> under any question and it collects here.' :\r\n      S.filter==='session' ? '<b>No session built yet<\/b>Open My Performance and build a Focused set or a Mock paper.' :\r\n      S.unattempted        ? '<b>You have attempted everything here<\/b>Turn off \u201cUnattempted only\u201d to revise what you have done.' :\r\n                             '<b>No questions in this selection<\/b>Clear the search or pick another chapter.';\r\n    renderNav(p); rail(p); return;\r\n  }\r\n  ec.classList.add('hide'); $('qCard').classList.remove('hide');\r\n  if(S.i>=p.length) S.i=0; if(S.i<0) S.i=p.length-1;\r\n\r\n  const q=p[S.i], u=uid(q), given=S.ans[u];\r\n  $('qCount').textContent = 'Question '+(S.i+1)+' of '+p.length;\r\n  $('qChap').textContent  = chBrief(q.chapter);\r\n  \/* PYQ tag \u2014 shows when the item carries a year\/exam field, hidden otherwise *\/\r\n  const _src = $('qSrc'), _yr = q.year || q.exam || '';\r\n  if(_yr){ _src.className='badge-src pyq'; _src.textContent = (CFG.pyqLabel||'PYQ')+' '+_yr; _src.style.display=''; }\r\n  else if(CFG.showConceptTag){ _src.className='badge-src con'; _src.textContent='Concept'; _src.style.display=''; }\r\n  else { _src.style.display='none'; }\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 = CFG.numberQuestions ? ((q.id != null ? q.id : (S.i + 1)) + '.') : 'Q.';\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  $('qStem').outerHTML = buildStem(cleanStem(q.question));\r\n\r\n  const box=$('qOpts'); box.innerHTML='';\r\n  q.options.forEach((o,k)=>{\r\n    const b=document.createElement('button');\r\n    b.className='opt';\r\n    b.innerHTML='<span class=\"key\">('+L[k].toLowerCase()+')<\/span><span class=\"txt\">'+o+'<\/span>';\r\n    if(given!=null){\r\n      b.disabled=true;\r\n      if(k===q.correct){ b.classList.add('right'); b.insertAdjacentHTML('beforeend','<span class=\"mark r\">Correct<\/span>'); }\r\n      else if(k===given){ b.classList.add('wrong'); b.insertAdjacentHTML('beforeend','<span class=\"mark w\">Your answer<\/span>'); }\r\n    } else if(S.pick===k) b.classList.add('sel');\r\n    b.onclick=()=>{ if(given!=null) return; S.pick=k; S.nudge=false; render(); };\r\n    box.appendChild(b);\r\n  });\r\n\r\n  const bc=$('btnCheck');\r\n  bc.disabled = given!=null;\r\n  bc.textContent = given!=null ? 'Answered \u2713' : 'Check answer';\r\n  $('pickHint').classList.toggle('hide', !(given==null && S.pick==null && S.nudge));\r\n  const on = flags.has(u);\r\n  $('btnFlag').setAttribute('aria-pressed', on);\r\n  $('flagIco').textContent = on ? '\ud83d\udd16' : '\ud83c\udff3\ufe0f';\r\n  $('flagTxt').textContent = on ? 'Flagged' : 'Flag for review';\r\n\r\n  const res=$('result');\r\n  res.classList.toggle('hide', given==null);\r\n  if(given!=null){\r\n    const ok = given===q.correct, v=$('verdict');\r\n    v.className='verdict '+(ok?'r':'w');\r\n    v.innerHTML = ok ? '\u2713 Correct \u2014 '+L[q.correct]+' is right'\r\n                     : '\u2715 Not quite \u2014 the answer is '+L[q.correct];\r\n    $('explBody').innerHTML = q.explanation;\r\n  }\r\n  renderNav(p); rail(p);\r\n  if(_turn) playTurn(_turn);\r\n  if(S.tab==='quiz') markResume();\r\n}\r\nlet navOpen=true;\r\nfunction renderNav(p){\r\n  const card=$('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=()=>{ TURN=(k>S.i?1:-1); S.i=k; S.pick=null; render(); };\r\n    g.appendChild(b);\r\n  });\r\n}\r\nfunction rail(p){\r\n  const seen=Object.keys(S.ans).length;\r\n  const right=Object.entries(S.ans).filter(([u,a])=>BY_UID.get(u) && BY_UID.get(u).correct===a).length;\r\n  $('sPct').textContent = seen ? Math.round(right\/seen*100)+'%' : '\u2014';\r\n  $('sFrac').textContent = right+' of '+seen+' correct';\r\n  $('sBar').style.width = (seen?right\/seen*100:0)+'%';\r\n  $('sSeen').textContent = seen+' attempted';\r\n  $('sLeft').textContent = Math.max(0,p.length-S.i-1)+' left here';\r\n  const st=$('streak'); st.innerHTML='';\r\n  Object.entries(S.ans).slice(-10).forEach(([u,a])=>{\r\n    const q=BY_UID.get(u); if(!q) return;\r\n    const el=document.createElement('i'); el.className = q.correct===a?'r':'w'; st.appendChild(el);\r\n  });\r\n  const chs=[...new Set(p.map(q=>q.chapter))];\r\n  const w=chs.reduce((s,c)=>s+weightOf(c),0)*100;\r\n  $('wPct').textContent = w.toFixed(1)+'%';\r\n  $('wNote').textContent = p.length+' questions on screen, from '+chs.length+' '+(chs.length===1?'chapter':'chapters')+'. '\r\n    + (w>=35 ? 'That is a big slice in one sitting \u2014 worth clearing properly.' : 'Useful for topping up once the bigger chapters are secure.');\r\n  hdr();\r\n}\r\nfunction hdr(){\r\n  $('hQ').textContent = QS.length;\r\n  $('hCh').textContent = CHAPTERS.length;\r\n  $('hMastered').textContent = (QS.length ? Math.round(masteredCount()\/QS.length*100) : 0)+'%';\r\n  const r=readiness();\r\n  $('hReady').textContent = r.touched ? r.score+'%' : '\u2014';\r\n  $('fAll').textContent  = QS.length;\r\n  $('fWeak').textContent = weak.size;\r\n  \/* counted against the live bank so the pill can never disagree with the list *\/\r\n  const nFlag = [...flags].filter(u=>BY_UID.has(u)).length;\r\n  const nSess = (P.queue||[]).filter(u=>BY_UID.has(u)).length;\r\n  $('fFlag').textContent = nFlag;\r\n  $('fSess').textContent = nSess;\r\n  $('pillSession').classList.toggle('hide', !nSess);\r\n  $('sessLabel').textContent = P.queueLabel || 'My session';\r\n  $('perfPill').classList.toggle('hide', weak.size<5);\r\n}\r\n\r\n\/* =====================================================================\r\n   15. RENDER \u2014 PERFORMANCE\r\n   ===================================================================== *\/\r\nfunction renderPerf(){\r\n  const body=$('perfBody');\r\n  const seen=Object.values(P.stats).filter(s=>(s.correct+s.incorrect)>0).length;\r\n  $('perfCount').textContent = seen+' questions attempted';\r\n\r\n  if(!QS.length){ body.innerHTML='<div class=\"empty\"><b>No questions loaded<\/b>Paste your bank into <code>chapterQuestions<\/code> and reload.<\/div>'; return; }\r\n  const R = readiness();\r\n  if(!R.touched){\r\n    body.innerHTML = '<div class=\"empty\"><b>Your coach is waiting for data<\/b>Answer a few questions in Practice. '\r\n      + 'The coach then scores your readiness against the weightage of each chapter, works out where marks are leaking, and builds the next sitting for you.<\/div>'\r\n      + plannerHTML(true);\r\n    bindPerf(); return;\r\n  }\r\n  const rows=R.rows, byPriority=[...rows].sort((a,b)=>b.priority-a.priority);\r\n  const allC=Object.values(P.stats).reduce((a,s)=>a+s.correct,0);\r\n  const allI=Object.values(P.stats).reduce((a,s)=>a+s.incorrect,0);\r\n  const accAll = (allC+allI) ? Math.round(allC\/(allC+allI)*100) : 0;\r\n  const recent = P.log.slice(-20);\r\n  const accRec = recent.length ? Math.round(recent.filter(x=>x.ok).length\/recent.length*100) : 0;\r\n  const trend = recent.length>=5 ? (accRec>accAll?' \u2197':(accRec<accAll?' \u2198':'')) : '';\r\n  const ret = retentionIndex();\r\n  const due = dueForRevision();\r\n  const band=(v,hi,mid)=> v>=hi?'var(--ok)': v>=mid?'#8A6206':'var(--bad)';\r\n\r\n  const verdict = R.score>=80 ? '<b>In good shape.<\/b> Hold it there with the revision queue and weak-area drills.'\r\n    : R.score>=60 ? '<b>Strong base.<\/b> Close the gaps in the biggest chapters below to cross 80.'\r\n    : R.score>=35 ? '<b>Building up.<\/b> Work the plan top-down \u2014 it is ordered by what will move this number fastest.'\r\n    : '<b>Early stage.<\/b> Start at the top of the plan; the biggest chapters move this number fastest.';\r\n\r\n  body.innerHTML =\r\n  '<div class=\"hero2\">'\r\n  + '<div class=\"ring-card\"><div class=\"ring\" role=\"img\" aria-label=\"Readiness '+R.score+' out of 100\">'\r\n    + '<svg width=\"150\" height=\"150\" aria-hidden=\"true\"><circle class=\"bg\" cx=\"75\" cy=\"75\" r=\"64\"><\/circle>'\r\n    + '<circle class=\"fg\" cx=\"75\" cy=\"75\" r=\"64\" stroke-dasharray=\"402\" stroke-dashoffset=\"'+(402-402*R.score\/100)+'\"><\/circle><\/svg>'\r\n    + '<div class=\"ring-txt\"><b>'+R.score+'<\/b><span>Readiness \/ 100<\/span><\/div><\/div>'\r\n    + '<div class=\"verdict2\">'+verdict+'<br><span style=\"font-size:11.6px;opacity:.85\">'+T.readyDef+' across '+CHAPTERS.length\r\n    + ' chapters. On today\\u2019s form '+T.paperOut+' <b>'+R.projected+'%<\/b>.<\/span><\/div><\/div>'\r\n  + '<div class=\"coach\"><h4>\ud83e\udded What to do next<\/h4><div id=\"recoList\"><\/div><\/div>'\r\n  + '<\/div>'\r\n\r\n  + plannerHTML(false)\r\n\r\n  + '<div class=\"kpis\">'\r\n    + kpi(R.projected+'%',T.projected, band(R.projected,65,45))\r\n    + kpi(R.covered+'%',T.covered, band(R.covered,70,40))\r\n    + kpi(ret===null?'\u2014':ret+'%','Retention now', ret===null?'var(--slate)':band(ret,75,55))\r\n    + kpi(accAll+'%','Lifetime accuracy', band(accAll,70,45))\r\n    + kpi(accRec+'%'+trend,'Last 20 attempts', band(accRec,70,45))\r\n    + kpi(masteredCount(),'Mastered ('+CFG.masteryThreshold+'\u2713)','var(--ok)')\r\n    + kpi(weak.size,'Weak questions','var(--bad)')\r\n    + kpi(flags.size,'Flagged','#8A6206')\r\n  + '<\/div>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>Chapter performance \u2014 priority first<\/h4>'\r\n    + '<p>Ordered by what will move your readiness fastest, not by chapter number.<\/p><\/div>'\r\n    + '<span class=\"pbtag\">'+rows.length+' chapters<\/span><\/div>'\r\n    + '<div class=\"tblwrap\" style=\"border:0;border-radius:0\"><table class=\"perf-t\"><thead><tr>'\r\n    + '<th>Chapter<\/th>'+(WT?'<th>'+T.colWeight+'<\/th>':'')+'<th>Coverage<\/th><th>Accuracy<\/th><th>Expected<\/th><th>Status<\/th><th><\/th>'\r\n    + '<\/tr><\/thead><tbody>'\r\n    + byPriority.map(r=>{\r\n        const a = r.acc===null?null:Math.round(r.acc*100);\r\n        const tag = r.count===0 ? '<span class=\"tag na\">No questions<\/span>'\r\n          : r.acc===null ? '<span class=\"tag na\">Not started<\/span>'\r\n          : a<45 ? '<span class=\"tag hot\">Critical<\/span>'\r\n          : a<65 ? '<span class=\"tag warm\">Needs work<\/span>'\r\n          : a<85 ? '<span class=\"tag ok\">On track<\/span>'\r\n                 : '<span class=\"tag good\">Strong<\/span>';\r\n        const bar = a===null ? '\u2014'\r\n          : '<div class=\"tbar\"><i style=\"width:'+a+'%;background:'+(a<45?'var(--bad)':a<65?'var(--gold)':'var(--ok)')+'\"><\/i><\/div><span style=\"font-size:11.5px;font-weight:700\">'+a+'%<\/span>';\r\n        const wcell = WT\r\n          ? '<td><b style=\"color:#8A6206;font-size:15px\">'+pctLabel(r.weight)+'<\/b>'\r\n            + '<span class=\"sub\">'+(r.source==='rated'?'you rated this':'not rated yet')+'<\/span><\/td>'\r\n          : '';\r\n        return '<tr><td title=\"'+r.chapter+'\">'+chBrief(r.chapter)\r\n          + '<span class=\"sub\">'+r.count+' question'+(r.count===1?'':'s')+'<\/span><\/td>'\r\n          + wcell\r\n          + '<td>'+r.att+'\/'+r.count+'<span class=\"sub\">'+Math.round(r.coverage*100)+'% seen<\/span><\/td>'\r\n          + '<td>'+bar+'<\/td>'\r\n          + '<td><b>'+Math.round(r.expected*100)+'%<\/b><span class=\"sub\">\u2248 '+(r.leak*100).toFixed(1)+' '+T.leakWord+' lost<\/span><\/td>'\r\n          + '<td>'+tag+'<\/td>'\r\n          + '<td><button class=\"mini-go\" data-goch=\"'+encodeURIComponent(r.chapter)+'\">Drill<\/button><\/td><\/tr>';\r\n      }).join('')\r\n    + '<\/tbody><\/table><\/div><\/section>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>'+T.leakHead+'<\/h4>'\r\n    + '<p id=\"leakNote\"><\/p><\/div>'\r\n    + '<span class=\"pbtag\">'+rows.filter(r=>r.count>0).length+' chapters<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"leakBars\"><\/div><\/section>'\r\n\r\n  + '<section class=\"pblock\"><div class=\"pbh\"><div class=\"txt\">'\r\n    + '<h4><span class=\"dot\"><\/span>How you handle each kind of question<\/h4>'\r\n    + '<p id=\"fmtNote\"><\/p><\/div>'\r\n    + '<span class=\"pbtag\">Format analysis<\/span><\/div>'\r\n    + '<div class=\"subhead\"><h5>How the question is built<\/h5><span>one shape per question<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"shapeBars\"><\/div>'\r\n    + '<div class=\"subhead\"><h5>What the question turns on<\/h5><span>a question can sit in more than one \u2014 a time limit asked as a multi-statement code counts on both<\/span><\/div>'\r\n    + '<div class=\"bars\" id=\"traitBars\"><\/div><\/section>'\r\n\r\n  + '<div class=\"split\">'\r\n    + '<div class=\"panel\"><h4 class=\"ph\">Revision queue \u2014 what is fading fastest<\/h4><div id=\"revQ\"><\/div><\/div>'\r\n    + '<div class=\"panel\"><h4 class=\"ph\">Mastery distribution<\/h4><div id=\"mastDist\"><\/div><\/div>'\r\n  + '<\/div>'\r\n\r\n  + '<div class=\"danger\"><p><b>Danger zone.<\/b> This permanently erases your lifetime performance for this subject \u2014 mastery, weak areas, flags, accuracy history and the readiness score. Reset session on the Practice tab does <b>not<\/b> touch this.<\/p>'\r\n    + '<button class=\"dbtn\" id=\"btnWipe\">\ud83d\uddd1\ufe0f Reset my performance<\/button><\/div>';\r\n\r\n  renderRecos(byPriority, rows, due);\r\n  renderLeaks(rows);\r\n  renderFormats();\r\n  renderRevision(due);\r\n  renderMastery();\r\n  bindPerf();\r\n}\r\nfunction kpi(v,l,color){ return '<div class=\"kpi\"><b style=\"color:'+color+'\">'+v+'<\/b><span>'+l+'<\/span><\/div>'; }\r\nfunction plannerHTML(empty){\r\n  const rows=chapterRows().filter(r=>r.count>0).sort((a,b)=>b.leak-a.leak).slice(0,2).map(r=>chShort(r.chapter));\r\n  return '<div class=\"planner\"><div><h4>Plan the next sitting<\/h4><p id=\"plannerNote\">'\r\n    + (empty\r\n        ? 'The focused set gives each chapter time in proportion to what you are losing in it. The mock paper ignores your history and mirrors the shape of the whole bank. Neither is fixed \\u2014 build again and you get a fresh set of questions.'\r\n        : 'The focused set gives each chapter time in proportion to what is leaking out of it \\u2014 right now mostly <b>'+rows.join('<\/b> and <b>')+'<\/b>. The mock paper ignores your history and mirrors the shape of the whole bank. Neither is fixed: press again for a fresh set, and last time\\u2019s questions are pushed to the back of the queue.')\r\n    + '<\/p><\/div><div class=\"pbtns\">'\r\n    + '<button class=\"pbtn primary\" id=\"btnFocus\">\ud83e\udde9 Focused set \u2014 '+Math.min(CFG.sessionSize,QS.length)+' Q<\/button>'\r\n    + '<button class=\"pbtn\" id=\"btnMock\">\ud83d\udcc4 Mock paper \u2014 '+Math.min(CFG.mockSize,QS.length)+' Q<\/button>'\r\n    + '<\/div><\/div>';\r\n}\r\nfunction renderRecos(byPriority, rows, due){\r\n  const out=[], named=new Set();\r\n  byPriority.slice(0,3).forEach(r=>{\r\n    if(!r.count) return;\r\n    named.add(r.chapter);\r\n    const imp = impPhrase(r);\r\n    if(r.acc===null)\r\n      out.push({ic:'warm',icon:'\ud83e\udded',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?' is '+imp+' and':'')+' you have not touched it yet \u2014 start here.',ch:r.chapter});\r\n    else if(r.acc<0.6)\r\n      out.push({ic:'hot',icon:'\ud83d\udd25',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?', '+imp+',':'')+' is running at only <b>'+Math.round(r.acc*100)+'%<\/b> \u2014 about <b>'+(r.leak*100).toFixed(1)+' '+T.leakWord+' per 100<\/b> are going here.',ch:r.chapter});\r\n    else if(r.coverage<0.6)\r\n      out.push({ic:'cool',icon:'\ud83d\udd0d',txt:'<b>'+chBrief(r.chapter)+'<\/b>: accuracy is fine at '+Math.round(r.acc*100)+'%, but you have seen only <b>'+Math.round(r.coverage*100)+'%<\/b> of a chapter'+(imp?' '+imp:'')+' \u2014 finish the set.',ch:r.chapter});\r\n    else\r\n      out.push({ic:'good',icon:'\u2705',txt:'<b>'+chBrief(r.chapter)+'<\/b>'+(imp?' ('+stripHtml(imp)+')':'')+' is in good shape at '+Math.round(r.acc*100)+'% \u2014 keep it warm through the revision queue.',ch:r.chapter});\r\n  });\r\n\r\n  \/\/ a format gap costs you in every chapter at once\r\n  const f = formatRows().filter(r=>r.acc!==null && r.attempts>=8).sort((a,b)=>a.acc-b.acc);\r\n  if(f.length>=2){\r\n    const worst=f[0], best=f[f.length-1];\r\n    if(best.acc-worst.acc >= 0.12){\r\n      const tail = worst.kind==='shape'\r\n        ? 'That is a reading habit, not a gap in the rules \u2014 and it costs you in every chapter at once.'\r\n        : 'That is recall, not comprehension \u2014 these have to be committed to memory, and they turn up everywhere.';\r\n      out.push({ic:'hot',icon:'\ud83e\udde9',txt:'<b>'+worst.label+'<\/b> questions are running at <b>'+Math.round(worst.acc*100)+'%<\/b> while you sit at '+Math.round(best.acc*100)+'% on '+best.label.toLowerCase()+'. '+tail});\r\n    }\r\n  }\r\n  \/\/ big chapter you have exhausted\r\n  const done = rows.filter(r=>!named.has(r.chapter) && r.weight>=0.08 && r.coverage>=0.9 && r.count>0).sort((a,b)=>b.weight-a.weight)[0];\r\n  if(done) out.push({ic:'warm',icon:'\ud83d\udcd8',txt:'You have worked nearly every question in <b>'+chBrief(done.chapter)+'<\/b>'+(impPhrase(done)?', '+impPhrase(done):'')+'. Practice has given what it can \u2014 go back to the source text for the rest.',ch:done.chapter});\r\n  if(WT && W.unstocked.length)\r\n    out.push({ic:'hot',icon:'\ud83d\udd73\ufe0f',txt:'<b>'+W.unstocked.length+' rated '+(W.unstocked.length===1?'chapter has':'chapters have')+' no questions in this bank<\/b> \u2014 '+W.unstocked.slice(0,3).map(chBrief).join(', ')+(W.unstocked.length>3?' and others':'')+'. Nothing here prepares you for them.'});\r\n  if(weak.size>=3) out.push({ic:'hot',icon:'\u26a0\ufe0f',txt:'You have <b>'+weak.size+' weak questions<\/b> flagged, biggest chapter first. One Weak-areas sitting clears the backlog.',weak:true});\r\n  if(due.length) out.push({ic:'warm',icon:'\ud83d\udd01',txt:'<b>'+due.length+' questions<\/b> you had mastered have decayed below <b>'+Math.round(CFG.retention.riskBelow*100)+'% recall<\/b>. Re-answering one costs seconds; re-learning it later costs an evening.'});\r\n  if(flags.size) out.push({ic:'cool',icon:'\ud83d\udd16',txt:'<b>'+flags.size+'<\/b> question'+(flags.size>1?'s are':' is')+' flagged for review. Clear the flags before the next mock.',flag:true});\r\n\r\n  $('recoList').innerHTML = out.map(r=>{\r\n    let btn='';\r\n    if(r.ch)        btn='<button class=\"go\" data-goch=\"'+encodeURIComponent(r.ch)+'\">Practice \u2192<\/button>';\r\n    else if(r.weak) btn='<button class=\"go\" data-goweak=\"1\">Start \u2192<\/button>';\r\n    else if(r.flag) btn='<button class=\"go\" data-goflag=\"1\">Open \u2192<\/button>';\r\n    return '<div class=\"reco\"><span class=\"ic '+r.ic+'\">'+r.icon+'<\/span><p>'+r.txt+'<\/p>'+btn+'<\/div>';\r\n  }).join('');\r\n}\r\nfunction renderLeaks(rows){\r\n  const list = rows.filter(r=>r.count>0).sort((a,b)=>b.leak-a.leak);\r\n  if(!list.length) return;\r\n  const max = Math.max(0.0001, ...list.map(r=>r.leak));\r\n  const total = list.reduce((a,r)=>a+r.leak,0)*100;\r\n  const top3 = list.slice(0,3);\r\n  $('leakNote').innerHTML = 'On today\\u2019s form you would expect to drop about <b>'+Math.round(total)+' '+T.leakWord+' in every 100<\/b>. <b>'\r\n    + top3.map(r=>chShort(r.chapter)).join(', ')+'<\/b> alone account for <b>'+Math.round(top3.reduce((a,r)=>a+r.leak,0)*100)\r\n    + '<\/b> of them \u2014 the shortest route to a better score.';\r\n  $('leakBars').innerHTML = list.map(r=>{\r\n    const m=r.leak*100;\r\n    const col = m>=8?'linear-gradient(90deg,#F08A92,var(--bad))' : m>=4?'linear-gradient(90deg,var(--gold-lt),var(--gold))' : 'linear-gradient(90deg,#9DB6EE,var(--blue-700))';\r\n    return '<div class=\"lrow\"><div><span class=\"lname\" title=\"'+r.chapter+'\">'+chBrief(r.chapter)+'<\/span>'\r\n      + '<span class=\"lsub\">'+(impPhrase(r)?stripHtml(impPhrase(r))+' \u00b7 ':'')+'you would clear about '+Math.round(r.expected*100)+'% today<\/span><\/div>'\r\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(r.leak\/max*100)+'%;background:'+col+'\"><\/div><\/div>'\r\n      + '<div class=\"lval\">'+m.toFixed(1)+'<small>'+T.leakUnit+'<\/small><\/div><\/div>';\r\n  }).join('');\r\n}\r\nfunction renderFormats(){\r\n  const rows=formatRows();\r\n  const bar = r => {\r\n    const p = r.acc===null?null:Math.round(r.acc*100);\r\n    const col = p===null?'#CBD5E1' : p<50?'linear-gradient(90deg,#F08A92,var(--bad))' : p<70?'linear-gradient(90deg,var(--gold-lt),var(--gold))' : 'linear-gradient(90deg,#6EE7B7,var(--ok))';\r\n    return '<div class=\"lrow\"><div><span class=\"lname\">'+r.label+'<\/span>'\r\n      + '<span class=\"lsub\">'+r.total+' in this bank \u00b7 '+r.seen+' attempted<\/span><\/div>'\r\n      + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(p===null?0:p)+'%;background:'+col+'\"><\/div><\/div>'\r\n      + '<div class=\"lval\">'+(p===null?'\u2014':p+'%')+'<small>accuracy<\/small><\/div><\/div>';\r\n  };\r\n  const sorter=(a,b)=>(a.acc===null)-(b.acc===null)||(a.acc-b.acc);\r\n  $('shapeBars').innerHTML = rows.filter(r=>r.kind==='shape').sort(sorter).map(bar).join('');\r\n  $('traitBars').innerHTML = rows.filter(r=>r.kind==='trait').sort(sorter).map(bar).join('');\r\n  const rated = rows.filter(r=>r.acc!==null && r.attempts>=8).sort(sorter);\r\n  $('fmtNote').innerHTML = rated.length>=2\r\n    ? (()=>{ const w=rated[0], b=rated[rated.length-1], gap=Math.round((b.acc-w.acc)*100);\r\n        return gap>=12\r\n          ? 'Your weakest kind of question is <b>'+w.label+'<\/b> at <b>'+Math.round(w.acc*100)+'%<\/b>, against <b>'+Math.round(b.acc*100)+'%<\/b> on '+b.label.toLowerCase()+' \u2014 a <b>'+gap+'-point<\/b> gap. That is worth more than any single chapter, because these turn up in all of them.'\r\n          : 'You handle the different kinds of question evenly, within <b>'+gap+' points<\/b> of each other. Nothing to fix here \u2014 keep working the chapter list.'; })()\r\n    : 'Attempt a few more and this will show whether the format is costing you more than the topic.';\r\n}\r\nfunction renderRevision(due){\r\n  $('revQ').innerHTML = due.length\r\n    ? due.slice(0,8).map(d=>'<button class=\"rev\" data-gouid=\"'+encodeURIComponent(uid(d.q))+'\">'\r\n        + '<span class=\"n\">Q'+d.q.id+'<\/span><span class=\"t\">'+preview(d.q,58)+'<\/span>'\r\n        + '<span class=\"d\">'+Math.round(d.recall*100)+'% recall<\/span><\/button>').join('')\r\n    : '<p style=\"font-size:13px;color:var(--slate);line-height:1.6\">Nothing decaying right now. Mastered questions return here as their estimated recall drops below '+Math.round(CFG.retention.riskBelow*100)+'%.<\/p>';\r\n}\r\nfunction renderMastery(){\r\n  const b=[0,0,0,0];\r\n  QS.forEach(q=>{ const s=P.stats[uid(q)];\r\n    if(!s || (s.correct+s.incorrect)===0) b[0]++;\r\n    else if(s.correct>=CFG.masteryThreshold) b[3]++;\r\n    else if(s.correct>=2) b[2]++;\r\n    else b[1]++; });\r\n  const labels=['Untouched','Learning (0\u20131 \u2713)','Almost there (2 \u2713)','Mastered ('+CFG.masteryThreshold+' \u2713+)'];\r\n  const cols=['#CBD5E1','var(--gold)','var(--blue-700)','var(--ok)'];\r\n  $('mastDist').innerHTML = b.map((n,i)=>\r\n    '<div class=\"lrow\" style=\"grid-template-columns:minmax(120px,1fr) 2fr 54px\"><span class=\"lname\">'+labels[i]+'<\/span>'\r\n    + '<div class=\"ltrack\"><div class=\"lfill\" style=\"width:'+(QS.length?n\/QS.length*100:0)+'%;background:'+cols[i]+'\"><\/div><\/div>'\r\n    + '<div class=\"lval\" style=\"font-size:15px\">'+n+'<\/div><\/div>').join('');\r\n}\r\nfunction bindPerf(){\r\n  const f=$('btnFocus'), m=$('btnMock'), w=$('btnWipe');\r\n  if(f) f.onclick=()=>startSession('focus');\r\n  if(m) m.onclick=()=>startSession('mock');\r\n  if(w) w.onclick=wipe;\r\n}\r\n\r\n\/* =====================================================================\r\n   16. ANSWERING\r\n   ===================================================================== *\/\r\nfunction check(){\r\n  const p=pool(), q=p[S.i]; if(!q) return;\r\n  if(S.pick==null){ S.nudge=true; render(); return; }\r\n  const u=uid(q), ok = S.pick===q.correct;\r\n  S.ans[u]=S.pick; S.pick=null; S.nudge=false;\r\n  const s=stat(u);\r\n  ok ? s.correct++ : s.incorrect++;\r\n  s.last=Date.now(); s.lastOk=ok;\r\n  P.log.push({u, ok, ts:Date.now()});\r\n  P.lastUid=u;\r\n  refreshWeak(); save(); render();\r\n  const res=$('result'); if(res && res.scrollIntoView) try{ res.scrollIntoView({block:'nearest',behavior:'smooth'}); }catch(e){}\r\n}\r\nfunction wipe(){\r\n  if(!confirm('Permanently erase ALL lifetime performance for this subject?\\n\\nMastery, weak areas, flags, accuracy history, the built session and the readiness score all go. This cannot be undone.')) return;\r\n  P = blank(); flags.clear(); weak.clear(); S.ans={}; S.i=0;\r\n  save(); setFilter('all'); renderPerf(); hdr();\r\n  toast('Lifetime performance erased', true);\r\n}\r\n\r\n\/* =====================================================================\r\n   18. EVENTS\r\n   ===================================================================== *\/\r\nfunction setTab(t){\r\n  S.tab=t;\r\n  document.querySelectorAll('#cdRoot .tab').forEach(b=>b.setAttribute('aria-selected', b.dataset.tab===t));\r\n  $('viewQuiz').classList.toggle('hide', t!=='quiz');\r\n  $('viewPerf').classList.toggle('hide', t!=='perf');\r\n  $('cdFilters').classList.toggle('hide', t!=='quiz');\r\n  if(t==='perf') renderPerf();\r\n}\r\nfunction setFilter(f, ch){\r\n  S.filter=f; S.i=0; S.pick=null;\r\n  if(ch) S.chapter=ch;\r\n  document.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.setAttribute('aria-pressed', b.dataset.f===f));\r\n  render();\r\n}\r\n\r\n\/* =====================================================================\r\n   RESUME  \u2014  pick the sitting up where it was left\r\n   The position, the filter that was in force and the answers given so\r\n   far are written under the same quizId key as everything else, so a\r\n   subject resumes independently of every other subject.\r\n   ===================================================================== *\/\r\nfunction markResume(){\r\n  const p = pool(), q = p[S.i];\r\n  if(!q) return;\r\n  const u = uid(q), n = Object.keys(S.ans).length;\r\n  const R = P.resume;\r\n  if(R && R.uid===u && R.n===n && R.filter===S.filter) return;   \/* nothing moved *\/\r\n  P.resume = { uid:u, n:n, filter:S.filter, chapter:S.chapter, query:S.query,\r\n               unattempted:!!S.unattempted, ans:S.ans, ts:Date.now() };\r\n  save();\r\n}\r\nfunction clearResume(){ P.resume=null; save(); }\r\n\r\nfunction restoreResume(){\r\n  const R = P.resume;\r\n  if(!R || !R.uid) return 0;\r\n  if(R.ans && typeof R.ans==='object') S.ans = R.ans;\r\n  S.chapter     = R.chapter || null;\r\n  S.query       = R.query || '';\r\n  S.unattempted = !!R.unattempted;\r\n  const sb = $('cdSearch'); if(sb) sb.value = S.query;\r\n  const tg = $('tglUn');\r\n  if(tg){ tg.setAttribute('aria-pressed', S.unattempted);\r\n          tg.firstChild.textContent = S.unattempted ? '\\u2611 ' : '\\u25FB '; }\r\n  if(R.filter && R.filter!=='all') setFilter(R.filter, R.chapter);\r\n  const p = pool();\r\n  const k = p.findIndex(q => uid(q)===R.uid);\r\n  if(k < 0) return Object.keys(S.ans).length ? -1 : 0;   \/* answers kept, question gone *\/\r\n  S.i = k;\r\n  if(!R.n && k===0) return 0;        \/* nothing was actually attempted \u2014 no bar *\/\r\n  return k + 1;                                          \/* 1-based, for the message *\/\r\n}\r\n\r\nfunction resumeBar(nAt){\r\n  const host = $('qCard'); if(!host) return;\r\n  const bar = document.createElement('div');\r\n  bar.className = 'resumebar';\r\n  const done = Object.keys(S.ans).length;\r\n  bar.innerHTML = '<span>Picked up where you left off'\r\n    + (nAt>0 ? ' \\u2014 question <b>'+nAt+'<\/b>' : '')\r\n    + (done  ? ', <b>'+done+'<\/b> already answered' : '')\r\n    + '.<\/span><button type=\"button\" class=\"rb-btn\" id=\"rbFresh\">Start from the beginning<\/button>';\r\n  host.insertBefore(bar, host.firstChild);\r\n  $('rbFresh').onclick = ()=>{\r\n    S.ans={}; S.i=0; S.pick=null; S.query=''; S.unattempted=false;\r\n    const sb=$('cdSearch'); if(sb) sb.value='';\r\n    const tg=$('tglUn');\r\n    if(tg){ tg.setAttribute('aria-pressed', false);\r\n            tg.firstChild.textContent = '\\u25FB '; }\r\n    clearResume(); bar.remove(); setFilter('all');\r\n    toast('Starting fresh \u2014 your lifetime mastery and flags are untouched', true);\r\n  };\r\n}\r\ndocument.querySelectorAll('#cdRoot .tab').forEach(b=>b.onclick=()=>setTab(b.dataset.tab));\r\ndocument.querySelectorAll('#cdRoot .pill-f').forEach(b=>b.onclick=()=>setFilter(b.dataset.f));\r\n$('chapList').addEventListener('click', e=>{\r\n  const chip=e.target.closest('.chapchip'); if(!chip) return;\r\n  S.chapter = decodeURIComponent(chip.dataset.ch);\r\n  S.i=0; S.pick=null; render();\r\n});\r\n$('btnCheck').onclick = check;\r\n$('btnNext').onclick  = ()=>{ TURN=1; S.i++; S.pick=null; render(); };\r\n$('btnPrev').onclick  = ()=>{ TURN=-1; S.i--; S.pick=null; render(); };\r\n$('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\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){ setTab('quiz'); setFilter('chapter', decodeURIComponent(goch.dataset.goch));\r\n    toast('Filtered to '+chShort(S.chapter), true); return; }\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){ TURN=(idx>S.i?1:-1); 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){ TURN=1; S.i++; S.pick=null; render(); }\r\n    return; }\r\n  if(e.key==='ArrowRight'){ e.preventDefault(); TURN=1; S.i++; S.pick=null; render(); return; }\r\n  if(e.key==='ArrowLeft'){ e.preventDefault(); TURN=-1; S.i--; S.pick=null; render(); return; }\r\n  if(low==='f'){ e.preventDefault(); $('btnFlag').click(); }\r\n});\r\nwindow.addEventListener('beforeunload', save);\r\n\r\n\/* =====================================================================\r\n   19. BOOT\r\n   ===================================================================== *\/\r\n$('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\ndocument.getElementById('cdRoot').classList.toggle('stock', !!CFG.paperTexture);\r\ndocument.getElementById('cdRoot').classList.toggle('boldq', !!CFG.boldQuestion);\r\n$('wHead').textContent     = T.onScreen;\r\n$('wUnit').textContent     = WT ? 'importance' : 'of this bank';\r\n$('chapHint').textContent  = '';\r\nif(SRC_ON){\r\n  $('srcCard').classList.remove('hide');\r\n  $('srcLink').href = CFG.sourceUrl;\r\n}\r\nif(WT && W.derived.length) console.warn('[importance] not rated yet: '+W.derived.join(' | ')+' \u2014 using share of the bank for these.');\r\nif(WT && W.unstocked.length) console.warn('[importance] these keys matched no chapter in the bank: '+W.unstocked.join(' | '));\r\nif(WT) console.info('[importance] '+CHAPTERS.filter(c=>W.source[c]==='rated').length+' of '+CHAPTERS.length+' chapters matched a rating.');\r\nif(!WT) console.info('[ranking] chapterImportance is empty \u2014 chapters are ranked by their share of this bank and importance is not mentioned anywhere.');\r\nsetTab('quiz');\r\nconst _resumedAt = restoreResume();\r\ntry{ render(); }catch(err){ console.error('render failed', err); }\r\nif(_resumedAt !== 0) resumeBar(_resumedAt);\r\nwindow.addEventListener('pagehide', markResume);\r\ndocument.addEventListener('visibilitychange', ()=>{ if(document.hidden) markResume(); });\r\n\r\n\/* =====================================================================\r\n   20. CONTENT PROTECTION\r\n   Honest about what this can and cannot do.\r\n\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\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\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\r\n(function protectContent(){\r\n  const root = $('cdRoot');\r\n  const stop = (e, msg) => { e.preventDefault(); e.stopPropagation(); if(msg) toast(msg); return false; };\r\n\r\n  if(PROTECT.selection){\r\n    ['copy','cut'].forEach(ev => root.addEventListener(ev, e=>{\r\n      if(e.target && \/^(INPUT|TEXTAREA)$\/.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)$\/.test(e.target.tagName)) return;\r\n      e.preventDefault();\r\n    });\r\n  }\r\n\r\n  if(PROTECT.context)\r\n    root.addEventListener('contextmenu', e=>stop(e,'Right-click is disabled here'));\r\n\r\n  if(PROTECT.keys){\r\n    document.addEventListener('keydown', e=>{\r\n      const t=e.target;\r\n      const inField = t && (\/^(INPUT|TEXTAREA)$\/.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' ? 'Printing is disabled' : k==='s' ? 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