27:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 28:T5ea,Algebraic identity

Square: m² +

\frac{1}{m ²}

= 9 − 2 = 7. Cube: m³ +

\frac{1}{m ³}

= −27 + 9 = −18. Multiply: (m³ +

\frac{1}{m ³}

)(m² +

\frac{1}{m ²}

) = m⁵ +

\frac{1}{m ⁵}

+ m +

\frac{1}{m}

⇒ m⁵ +

\frac{1}{m ⁵}

= −126 + 3 = −123. Now substitute: −123 − 2(−18) + 4(−3). = −123 + 36 − 12 = −99 — option (a).29:T608,

वर्ग: m² +

\frac{1}{m ²}

= 9 − 2 = 7। घन: m³ +

\frac{1}{m ³}

= −27 + 9 = −18। गुणा: (m³ +

\frac{1}{m ³}

)(m² +

\frac{1}{m ²}

) = m⁵ +

\frac{1}{m ⁵}

+ m +

\frac{1}{m}

⇒ m⁵ +

\frac{1}{m ⁵}

= −126 + 3 = −123। अब मान रखिए: −123 − 2(−18) + 4(−3)। = −123 + 36 − 12 = −99 — विकल्प (a)।2a:T44b,(1 + secA)(1 + cosecA) tanA =

\frac{1}{\sqrt{3}}

means A = 30°. sec30° =

\frac{2}{\sqrt{3}}

and cosec30° = 2. (1 +

\frac{2}{\sqrt{3}}

)(1 + 2) = 3 ×

\frac{\sqrt{3} + 2}{\sqrt{3}}

. =

\frac{3 \sqrt{3} + 6}{\sqrt{3}}

— option (d).2b:T459,tanA =

\frac{1}{\sqrt{3}}

का अर्थ A = 30°। sec30° =

\frac{2}{\sqrt{3}}

और cosec30° = 2। (1 +

\frac{2}{\sqrt{3}}

)(1 + 2) = 3 ×

\frac{\sqrt{3} + 2}{\sqrt{3}}

। =

\frac{3 \sqrt{3} + 6}{\sqrt{3}}

— विकल्प (d)।2c:T5a8,Rationalising surds Add the fractions: numerator = (

\sqrt{5}

\sqrt{2}

) + (

\sqrt{5}

−

\sqrt{2}

) = 2

\sqrt{5}

. Denominator = (

\sqrt{5}

−

\sqrt{2}

)(

\sqrt{5}

\sqrt{2}

) = 5 − 2 = 3. So the sum is

\frac{2 \sqrt{5}}{3}

. Hence option (d).2d:T5cd,भिन्नों को जोड़िए: अंश = (

\sqrt{5}

\sqrt{2}

) + (

\sqrt{5}

−

\sqrt{2}

) = 2

\sqrt{5}

। हर = (

\sqrt{5}

−

\sqrt{2}

)(

\sqrt{5}

\sqrt{2}

) = 5 − 2 = 3। अतः योग =

\frac{2 \sqrt{5}}{3}

। अतः विकल्प (d)।2e:T907,Directions (Qs. 87-91): Read the following passage carefully and answer the questions that follow. The debate on environmental sustainability in India reflects the tension between economic aspirations and ecological realities. As one of the fastest-growing major economies, India faces the dual challenge of maintaining growth while mitigating environmental degradation. Government policies often highlight the rhetoric of green development, yet implementation remains inconsistent. Industrial expansion, urbanization, and energy demands continue to strain natural ecosystems. Air and water pollution, deforestation, and waste mismanagement have become defining features of modern India’s development narrative. The irony lies in the fact that while technological progress promises efficiency, it simultaneously accelerates ecological imbalance when pursued without ethical and environmental accountability. Rural communities, though less industrialized, face their own environmental dilemmas. Agricultural dependency makes them highly vulnerable to climate variability — erratic monsoons, declining groundwater levels, and soil infertility directly threaten livelihoods. The push for chemical-intensive farming has yielded short-term gains but at the cost of long-term sustainability. Meanwhile, urban centres confront a different crisis: unplanned construction, vehicular emissions, and mounting e-waste. The social consequences are profound — rising health issues, displacement of marginalized populations, and widening inequality between those who can "buy" clean air and those who cannot. Public awareness and activism have grown through digital media, judicial interventions, and youth-led climate movements. Yet, a significant portion of society still views environmental protection as secondary to economic growth. The cultural mindset that equates development solely with industrialization must evolve. Environmental stewardship should not be perceived as an obstacle but as an investment in the nation’s longevity. True sustainability, the author argues, requires a paradigm shift — from reactive regulation to proactive ecological consciousness. Without this transformation, India’s pursuit of progress risks undermining the very foundation it depends upon: a habitable planet.2f:T907,Directions (Qs. 87-91): Read the following passage carefully and answer the questions that follow. The debate on environmental sustainability in India reflects the tension between economic aspirations and ecological realities. As one of the fastest-growing major economies, India faces the dual challenge of maintaining growth while mitigating environmental degradation. Government policies often highlight the rhetoric of green development, yet implementation remains inconsistent. Industrial expansion, urbanization, and energy demands continue to strain natural ecosystems. Air and water pollution, deforestation, and waste mismanagement have become defining features of modern India’s development narrative. The irony lies in the fact that while technological progress promises efficiency, it simultaneously accelerates ecological imbalance when pursued without ethical and environmental accountability. Rural communities, though less industrialized, face their own environmental dilemmas. Agricultural dependency makes them highly vulnerable to climate variability — erratic monsoons, declining groundwater levels, and soil infertility directly threaten livelihoods. The push for chemical-intensive farming has yielded short-term gains but at the cost of long-term sustainability. Meanwhile, urban centres confront a different crisis: unplanned construction, vehicular emissions, and mounting e-waste. The social consequences are profound — rising health issues, displacement of marginalized populations, and widening inequality between those who can "buy" clean air and those who cannot. Public awareness and activism have grown through digital media, judicial interventions, and youth-led climate movements. Yet, a significant portion of society still views environmental protection as secondary to economic growth. The cultural mindset that equates development solely with industrialization must evolve. Environmental stewardship should not be perceived as an obstacle but as an investment in the nation’s longevity. True sustainability, the author argues, requires a paradigm shift — from reactive regulation to proactive ecological consciousness. Without this transformation, India’s pursuit of progress risks undermining the very foundation it depends upon: a habitable planet.30:T907,Directions (Qs. 87-91): Read the following passage carefully and answer the questions that follow. The debate on environmental sustainability in India reflects the tension between economic aspirations and ecological realities. As one of the fastest-growing major economies, India faces the dual challenge of maintaining growth while mitigating environmental degradation. Government policies often highlight the rhetoric of green development, yet implementation remains inconsistent. Industrial expansion, urbanization, and energy demands continue to strain natural ecosystems. Air and water pollution, deforestation, and waste mismanagement have become defining features of modern India’s development narrative. The irony lies in the fact that while technological progress promises efficiency, it simultaneously accelerates ecological imbalance when pursued without ethical and environmental accountability. Rural communities, though less industrialized, face their own environmental dilemmas. Agricultural dependency makes them highly vulnerable to climate variability — erratic monsoons, declining groundwater levels, and soil infertility directly threaten livelihoods. The push for chemical-intensive farming has yielded short-term gains but at the cost of long-term sustainability. Meanwhile, urban centres confront a different crisis: unplanned construction, vehicular emissions, and mounting e-waste. The social consequences are profound — rising health issues, displacement of marginalized populations, and widening inequality between those who can "buy" clean air and those who cannot. Public awareness and activism have grown through digital media, judicial interventions, and youth-led climate movements. Yet, a significant portion of society still views environmental protection as secondary to economic growth. The cultural mindset that equates development solely with industrialization must evolve. Environmental stewardship should not be perceived as an obstacle but as an investment in the nation’s longevity. True sustainability, the author argues, requires a paradigm shift — from reactive regulation to proactive ecological consciousness. Without this transformation, India’s pursuit of progress risks undermining the very foundation it depends upon: a habitable planet.31:T907,Directions (Qs. 87-91): Read the following passage carefully and answer the questions that follow. The debate on environmental sustainability in India reflects the tension between economic aspirations and ecological realities. As one of the fastest-growing major economies, India faces the dual challenge of maintaining growth while mitigating environmental degradation. Government policies often highlight the rhetoric of green development, yet implementation remains inconsistent. Industrial expansion, urbanization, and energy demands continue to strain natural ecosystems. Air and water pollution, deforestation, and waste mismanagement have become defining features of modern India’s development narrative. The irony lies in the fact that while technological progress promises efficiency, it simultaneously accelerates ecological imbalance when pursued without ethical and environmental accountability. Rural communities, though less industrialized, face their own environmental dilemmas. Agricultural dependency makes them highly vulnerable to climate variability — erratic monsoons, declining groundwater levels, and soil infertility directly threaten livelihoods. The push for chemical-intensive farming has yielded short-term gains but at the cost of long-term sustainability. Meanwhile, urban centres confront a different crisis: unplanned construction, vehicular emissions, and mounting e-waste. The social consequences are profound — rising health issues, displacement of marginalized populations, and widening inequality between those who can "buy" clean air and those who cannot. Public awareness and activism have grown through digital media, judicial interventions, and youth-led climate movements. Yet, a significant portion of society still views environmental protection as secondary to economic growth. The cultural mindset that equates development solely with industrialization must evolve. Environmental stewardship should not be perceived as an obstacle but as an investment in the nation’s longevity. True sustainability, the author argues, requires a paradigm shift — from reactive regulation to proactive ecological consciousness. Without this transformation, India’s pursuit of progress risks undermining the very foundation it depends upon: a habitable planet.32:T907,Directions (Qs. 87-91): Read the following passage carefully and answer the questions that follow. The debate on environmental sustainability in India reflects the tension between economic aspirations and ecological realities. As one of the fastest-growing major economies, India faces the dual challenge of maintaining growth while mitigating environmental degradation. Government policies often highlight the rhetoric of green development, yet implementation remains inconsistent. Industrial expansion, urbanization, and energy demands continue to strain natural ecosystems. Air and water pollution, deforestation, and waste mismanagement have become defining features of modern India’s development narrative. The irony lies in the fact that while technological progress promises efficiency, it simultaneously accelerates ecological imbalance when pursued without ethical and environmental accountability. Rural communities, though less industrialized, face their own environmental dilemmas. Agricultural dependency makes them highly vulnerable to climate variability — erratic monsoons, declining groundwater levels, and soil infertility directly threaten livelihoods. The push for chemical-intensive farming has yielded short-term gains but at the cost of long-term sustainability. Meanwhile, urban centres confront a different crisis: unplanned construction, vehicular emissions, and mounting e-waste. The social consequences are profound — rising health issues, displacement of marginalized populations, and widening inequality between those who can "buy" clean air and those who cannot. Public awareness and activism have grown through digital media, judicial interventions, and youth-led climate movements. Yet, a significant portion of society still views environmental protection as secondary to economic growth. The cultural mindset that equates development solely with industrialization must evolve. Environmental stewardship should not be perceived as an obstacle but as an investment in the nation’s longevity. True sustainability, the author argues, requires a paradigm shift — from reactive regulation to proactive ecological consciousness. Without this transformation, India’s pursuit of progress risks undermining the very foundation it depends upon: a habitable planet.1d:["$","$L27",null,{"mode":"exam","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":10101,"n":1,"subject":"General Intelligence & Reasoning","stem":"Select the letter-cluster from among the given options that can replace the question mark (?) in the following series.\nEFG, HIJ, KLM, ?","stemHi":"दी गई शृंखला में प्रश्न चिह्न (?) के स्थान पर आने वाला अक्षर-समूह चुनिए।\nEFG, HIJ, KLM, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"NOP","textHi":null,"imageUrl":null},{"key":"b","text":"GHS","textHi":null,"imageUrl":null},{"key":"c","text":"BHS","textHi":null,"imageUrl":null},{"key":"d","text":"KMN","textHi":null,"imageUrl":null}],"correct":"a","sol":"Consecutive letters\n $\"figure\"/$ \nEach cluster has three consecutive letters.\nThe first letters go E, H, K — each +3 ⇒ next is N.\nSo the cluster is N, O, P.\nHence NOP — option (a).","solHi":" $\"figure\"/$ \nहर समूह में तीन क्रमागत अक्षर हैं।\nपहले अक्षर E, H, K — हर बार +3 ⇒ अगला N।\nअतः समूह N, O, P है।\nअतः NOP — विकल्प (a)।","pos":2,"neg":0.5},{"id":10102,"n":2,"subject":"General Intelligence & Reasoning","stem":"Choose the address that is the same as the one given below.\nBungalow 10, Marine Drive, Mumbai, Maharashtra - 500080","stemHi":"नीचे दिए गए पते के समान पता चुनिए।\nBungalow 10, Marine Drive, Mumbai, Maharashtra - 500080","context":null,"contextHi":null,"options":[{"key":"a","text":"Bungalow 10, Marine Drive, Mumbai, Maharashtra - 501080","textHi":null,"imageUrl":null},{"key":"b","text":"Bungalow 10, Marine Drive, Mumbai, Maharashtra - 500012","textHi":null,"imageUrl":null},{"key":"c","text":"Bungalow 10, Marine Drive, Mumbai, Maharashtra - 500080","textHi":null,"imageUrl":null},{"key":"d","text":"Bungalow 10, Marine Drive, Mumbai, Maharashtra - 500021","textHi":null,"imageUrl":null}],"correct":"c","sol":"Address matching\nEverything except the PIN code is identical in all four options.\nThe given PIN is 500080.\n(a) shows 501080, (b) 500012 and (d) 500021.\nOnly (c) matches — option (c).","solHi":"चारों विकल्पों में पिन कोड को छोड़कर सब कुछ समान है।\nदिया गया पिन 500080 है।\n(a) में 501080, (b) में 500012 और (d) में 500021 है।\nकेवल (c) मेल खाता है — विकल्प (c)।","pos":2,"neg":0.5},{"id":10103,"n":3,"subject":"General Intelligence & Reasoning","stem":"Choose the address that is the same as the one given below.\nSample Address: House No. 87, Block C, Karol Bagh, New Delhi, Delhi - 110056","stemHi":"नीचे दिए गए पते के समान पता चुनिए।\nनमूना पता: House No. 87, Block C, Karol Bagh, New Delhi, Delhi - 110056","context":null,"contextHi":null,"options":[{"key":"a","text":"House No. 87, Block-C, Karol Bagh, New Delhi, Delhi - 110056","textHi":null,"imageUrl":null},{"key":"b","text":"House No. 87, Block C, Karol Bagh, New Delhi, Delhi - 110056","textHi":null,"imageUrl":null},{"key":"c","text":"House 87, Block C, Karol Bagh, New Delhi, Delhi - 110056","textHi":null,"imageUrl":null},{"key":"d","text":"House No. 87, Block D, Karol Bagh, New Delhi, Delhi - 110056","textHi":null,"imageUrl":null}],"correct":"b","sol":"Address matching\n(a) adds a hyphen in 'Block-C'; (c) drops 'No.'.\n(d) changes the block to D.\nOnly (b) matches the sample exactly.\nHence option (b).","solHi":"(a) में 'Block-C' में हाइफ़न जुड़ा है; (c) में 'No.' हटा है।\n(d) में ब्लॉक D कर दिया गया है।\nकेवल (b) नमूने से पूर्णतः मेल खाता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10104,"n":4,"subject":"General Intelligence & Reasoning","stem":"Consider the following statement and choose the option that follows.\nStatement: Many accidents occur due to careless driving at night.\nConclusions:\nI. Night driving should be banned.\nII. Drivers should be educated about safe driving.","stemHi":"निम्न कथन पर विचार कर सही विकल्प चुनिए।\nकथन: रात में लापरवाह ड्राइविंग के कारण कई दुर्घटनाएँ होती हैं।\nनिष्कर्ष:\nI. रात में वाहन चलाने पर प्रतिबंध लगा देना चाहिए।\nII. चालकों को सुरक्षित ड्राइविंग के बारे में शिक्षित किया जाना चाहिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both follow","textHi":"दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither follows","textHi":"कोई नहीं","imageUrl":null}],"correct":"b","sol":"Statement — conclusions\nThe problem is CARELESS driving, not night driving itself.\nEducating drivers attacks the real cause — II follows.\nBanning night driving is extreme and would paralyse normal life — I does not follow.\nHence Only II — option (b).","solHi":"समस्या लापरवाह ड्राइविंग है, रात में गाड़ी चलाना नहीं।\nचालकों को शिक्षित करना असली कारण पर प्रहार करता है — II अनुसरण करती है।\nरात में वाहन पर प्रतिबंध अतिवादी है और सामान्य जीवन ठप कर देगा — I उचित नहीं।\nअतः केवल II — विकल्प (b)।","pos":2,"neg":0.5},{"id":10105,"n":5,"subject":"General Intelligence & Reasoning","stem":"Consider the following statement and choose the option that follows.\nProblem: City roads are full of potholes, leading to frequent traffic jams.\nCourse of Action:\nI. The municipal corporation should repair the roads immediately.\nII. People should avoid using vehicles.","stemHi":"निम्न कथन पर विचार कर सही विकल्प चुनिए।\nसमस्या: शहर की सड़कें गड्ढों से भरी हैं, जिससे बार-बार जाम लगता है।\nकार्यवाही:\nI. नगर निगम को तुरंत सड़कों की मरम्मत करानी चाहिए।\nII. लोगों को वाहन प्रयोग करना छोड़ देना चाहिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करती है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करती है","imageUrl":null},{"key":"c","text":"Both follow","textHi":"दोनों अनुसरण करती हैं","imageUrl":null},{"key":"d","text":"Neither follows","textHi":"कोई नहीं","imageUrl":null}],"correct":"a","sol":"Course of action\nThe potholes are the cause, so repairing the roads removes the problem — I follows.\nAsking people to stop using vehicles is impractical and does not fix the roads.\nA course of action must be workable.\nHence Only I — option (a).","solHi":"गड्ढे ही कारण हैं, अतः सड़क मरम्मत समस्या हटा देती है — I अनुसरण करती है।\nलोगों से वाहन छोड़ने को कहना अव्यावहारिक है और सड़कें ठीक नहीं करता।\nकार्यवाही व्यावहारिक होनी चाहिए।\nअतः केवल I — विकल्प (a)।","pos":2,"neg":0.5},{"id":10106,"n":6,"subject":"General Intelligence & Reasoning","stem":"A number is increased by 10% and then decreased by 10%. What is the net change in the number?","stemHi":"किसी संख्या को 10% बढ़ाकर फिर 10% घटाया जाता है। संख्या में शुद्ध परिवर्तन क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"4% increase","textHi":"4% वृद्धि","imageUrl":null},{"key":"b","text":"4% decrease","textHi":"4% कमी","imageUrl":null},{"key":"c","text":"No change","textHi":"कोई परिवर्तन नहीं","imageUrl":null},{"key":"d","text":"1% decrease","textHi":"1% कमी","imageUrl":null}],"correct":"d","sol":"Successive % change\n $\"figure\"/$ \nNet change = a + b +

\frac{ab}{100}

with a = +10 and b = −10.\n= 10 − 10 −

\frac{100}{100}

.\n= −1.\nSo a 1% decrease — option (d).","solHi":" $\"figure\"/$ \nशुद्ध परिवर्तन = a + b +

\frac{ab}{100}

, जहाँ a = +10 और b = −10।\n= 10 − 10 −

\frac{100}{100}

।\n= −1।\nअर्थात 1% कमी — विकल्प (d)।","pos":2,"neg":0.5},{"id":10107,"n":7,"subject":"General Intelligence & Reasoning","stem":"If '×' stands for addition, '÷' stands for subtraction, '+' stands for multiplication, and '−' stands for division, then 14 × 6 ÷ 6 − 3 + 4 = ?","stemHi":"यदि '×' का अर्थ जोड़, '÷' का अर्थ घटाव, '+' का अर्थ गुणा और '−' का अर्थ भाग है, तो 14 × 6 ÷ 6 − 3 + 4 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"12","textHi":null,"imageUrl":null},{"key":"b","text":"14","textHi":null,"imageUrl":null},{"key":"c","text":"10","textHi":null,"imageUrl":null},{"key":"d","text":"18","textHi":null,"imageUrl":null}],"correct":"a","sol":"Symbol substitution\n $\"figure\"/$ \nReplace the symbols: 14 × 6 ÷ 6 − 3 + 4 becomes 14 + 6 − 6 ÷ 3 × 4.\nBODMAS: 6 ÷ 3 = 2, then 2 × 4 = 8.\n14 + 6 − 8.\n= 12 — option (a).","solHi":" $\"figure\"/$ \nप्रतीक बदलिए: 14 × 6 ÷ 6 − 3 + 4 बनता है 14 + 6 − 6 ÷ 3 × 4।\nBODMAS: 6 ÷ 3 = 2, फिर 2 × 4 = 8।\n14 + 6 − 8।\n= 12 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10108,"n":8,"subject":"General Intelligence & Reasoning","stem":"If 'A' denotes addition, 'B' denotes subtraction, 'C' denotes multiplication, and 'D' denotes division, then what will be the value of the following expression?\n{20 B (25 B 33)} D {−5 C 4 B (−6)} A 56 D (−27 A 13)","stemHi":"यदि 'A' का अर्थ जोड़, 'B' का अर्थ घटाव, 'C' का अर्थ गुणा और 'D' का अर्थ भाग है, तो निम्न व्यंजक का मान क्या होगा?\n{20 B (25 B 33)} D {−5 C 4 B (−6)} A 56 D (−27 A 13)","context":null,"contextHi":null,"options":[{"key":"a","text":"−6","textHi":null,"imageUrl":null},{"key":"b","text":"6","textHi":null,"imageUrl":null},{"key":"c","text":"4","textHi":null,"imageUrl":null},{"key":"d","text":"−4","textHi":null,"imageUrl":null}],"correct":"a","sol":"Coded operations\n $\"figure\"/$ \nReplace the letters: {20 − (25 − 33)} ÷ {−5 × 4 − (−6)} + 56 ÷ (−27 + 13).\nFirst brackets: 20 − (−8) = 28 and −20 + 6 = −14; the last bracket is −14.\n28 ÷ (−14) = −2 and 56 ÷ (−14) = −4.\n−2 + (−4) = −6 — option (a).","solHi":" $\"figure\"/$ \nअक्षर बदलिए: {20 − (25 − 33)} ÷ {−5 × 4 − (−6)} + 56 ÷ (−27 + 13)।\nपहले कोष्ठक: 20 − (−8) = 28 और −20 + 6 = −14; अंतिम कोष्ठक −14।\n28 ÷ (−14) = −2 और 56 ÷ (−14) = −4।\n−2 + (−4) = −6 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10109,"n":9,"subject":"General Intelligence & Reasoning","stem":"If "+" means division, "−" means multiplication, "×" means addition, and "÷" means subtraction, then what is 48 − 9 + 6 ÷ 4 × 8 = ?","stemHi":"यदि "+" का अर्थ भाग, "−" का अर्थ गुणा, "×" का अर्थ जोड़ और "÷" का अर्थ घटाव है, तो 48 − 9 + 6 ÷ 4 × 8 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"74","textHi":null,"imageUrl":null},{"key":"b","text":"76","textHi":null,"imageUrl":null},{"key":"c","text":"80","textHi":null,"imageUrl":null},{"key":"d","text":"72","textHi":null,"imageUrl":null}],"correct":"b","sol":"Symbol substitution\n $\"figure\"/$ \nReplace the symbols: 48 × 9 ÷ 6 − 4 + 8.\nBODMAS: 48 × 9 = 432, then 432 ÷ 6 = 72.\n72 − 4 + 8.\n= 76 — option (b).","solHi":" $\"figure\"/$ \nप्रतीक बदलिए: 48 × 9 ÷ 6 − 4 + 8।\nBODMAS: 48 × 9 = 432, फिर 432 ÷ 6 = 72।\n72 − 4 + 8।\n= 76 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10110,"n":10,"subject":"General Intelligence & Reasoning","stem":"P is the father of Q. Q is the husband of R. S is the daughter of R. How is P related to S?","stemHi":"P, Q का पिता है। Q, R का पति है। S, R की पुत्री है। P का S से क्या संबंध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Father","textHi":"पिता","imageUrl":null},{"key":"b","text":"Grandfather","textHi":"दादा","imageUrl":null},{"key":"c","text":"Uncle","textHi":"चाचा","imageUrl":null},{"key":"d","text":"Brother","textHi":"भाई","imageUrl":null}],"correct":"b","sol":"Blood relation\n $\"figure\"/$ \nQ and R are husband and wife, and S is their daughter.\nP is Q’s father, i.e. one generation above Q.\nSo P is two generations above S.\nP is S’s grandfather — option (b).","solHi":" $\"figure\"/$ \nQ और R पति-पत्नी हैं और S उनकी पुत्री है।\nP, Q का पिता है, अर्थात Q से एक पीढ़ी ऊपर।\nअतः P, S से दो पीढ़ी ऊपर है।\nP, S का दादा है — विकल्प (b)।","pos":2,"neg":0.5},{"id":10111,"n":11,"subject":"General Intelligence & Reasoning","stem":"Solve: FLOW : WOLF :: FORT : ?","stemHi":"हल कीजिए: FLOW : WOLF :: FORT : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"TROF","textHi":null,"imageUrl":null},{"key":"b","text":"TPOS","textHi":null,"imageUrl":null},{"key":"c","text":"PSOT","textHi":null,"imageUrl":null},{"key":"d","text":"TSOP","textHi":null,"imageUrl":null}],"correct":"a","sol":"Word reversal\n $\"figure\"/$ \nFLOW written backwards gives WOLF.\nReverse FORT letter by letter: T, R, O, F.\nThat is TROF.\nHence option (a).","solHi":" $\"figure\"/$ \nFLOW को उल्टा लिखने पर WOLF मिलता है।\nFORT को उल्टा कीजिए: T, R, O, F।\nअर्थात TROF।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10112,"n":12,"subject":"General Intelligence & Reasoning","stem":"Complete the given pattern: 17, 23, 31, 41, 53, ?","stemHi":"दिया गया पैटर्न पूरा कीजिए: 17, 23, 31, 41, 53, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"47","textHi":null,"imageUrl":null},{"key":"b","text":"67","textHi":null,"imageUrl":null},{"key":"c","text":"59","textHi":null,"imageUrl":null},{"key":"d","text":"61","textHi":null,"imageUrl":null}],"correct":"b","sol":"Series — even gaps\n $\"figure\"/$ \nDifferences: 6, 8, 10, 12 — each rises by 2.\nSo the next difference is 14.\n53 + 14 = 67.\nHence option (b).","solHi":" $\"figure\"/$ \nअंतर: 6, 8, 10, 12 — हर बार 2 बढ़ते हैं।\nअतः अगला अंतर 14 होगा।\n53 + 14 = 67।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10113,"n":13,"subject":"General Intelligence & Reasoning","stem":"Read the following statement carefully and identify the conclusion that follows.\nStatement: The bank introduced online appointment booking for branch visits.\nConclusions:\nI. The bank wants to reduce crowding in branches.\nII. Customers will stop visiting branches.","stemHi":"निम्न कथन को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन: बैंक ने शाखा में आने हेतु ऑनलाइन अपॉइंटमेंट बुकिंग शुरू की।\nनिष्कर्ष:\nI. बैंक शाखाओं में भीड़ कम करना चाहता है।\nII. ग्राहक शाखाओं में आना बंद कर देंगे।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only Conclusion I follows","textHi":"केवल निष्कर्ष I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only Conclusion II follows","textHi":"केवल निष्कर्ष II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null}],"correct":"a","sol":"Statement — conclusions\nAppointment booking spreads visits over the day, so crowding falls — I follows.\nCustomers will still come for essential work; II is an extreme claim.\nBooking manages visits, it does not end them.\nHence option (a).","solHi":"अपॉइंटमेंट बुकिंग से आगंतुक पूरे दिन बँट जाते हैं, जिससे भीड़ घटती है — I अनुसरण करता है।\nग्राहक आवश्यक कार्य के लिए फिर भी आएँगे; II अतिवादी दावा है।\nबुकिंग आना प्रबंधित करती है, बंद नहीं कराती।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10114,"n":14,"subject":"General Intelligence & Reasoning","stem":"Read the following statement carefully and identify the conclusion that follows.\nStatement: The railway department has increased the number of ticket counters at major stations.\nConclusions:\nI. The department wants to reduce passenger queues.\nII. The number of passengers has increased.","stemHi":"निम्न कथन को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन: रेलवे विभाग ने प्रमुख स्टेशनों पर टिकट काउंटरों की संख्या बढ़ा दी है।\nनिष्कर्ष:\nI. विभाग यात्रियों की कतारें कम करना चाहता है।\nII. यात्रियों की संख्या बढ़ी है।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only Conclusion I follows","textHi":"केवल निष्कर्ष I अनुसरण करता है","imageUrl":null},{"key":"b","text":"Only Conclusion II follows","textHi":"केवल निष्कर्ष II अनुसरण करता है","imageUrl":null},{"key":"c","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null},{"key":"d","text":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null}],"correct":"c","sol":"Statement — conclusions\nMore counters obviously aim to cut waiting queues — I follows.\nCounters are added when demand grows, so a rise in passengers is a fair inference — II also follows.\nBoth are natural explanations of the step.\nHence Both — option (c).","solHi":"अधिक काउंटर स्पष्टतः कतारें घटाने के लिए हैं — I अनुसरण करता है।\nकाउंटर तभी बढ़ाए जाते हैं जब माँग बढ़े, अतः यात्री बढ़ने का अनुमान उचित है — II भी अनुसरण करता है।\nदोनों इस कदम की स्वाभाविक व्याख्याएँ हैं।\nअतः दोनों — विकल्प (c)।","pos":2,"neg":0.5},{"id":10115,"n":15,"subject":"General Intelligence & Reasoning","stem":"If GANGA is coded as 711471, how will KAVERI be coded?","stemHi":"यदि GANGA का कूट 711471 है, तो KAVERI का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"261131421","textHi":null,"imageUrl":null},{"key":"b","text":"261131425","textHi":null,"imageUrl":null},{"key":"c","text":"261113421","textHi":null,"imageUrl":null},{"key":"d","text":"111225189","textHi":null,"imageUrl":null}],"correct":"d","sol":"Letter place values\n $\"figure\"/$ \nEach letter is replaced by its position: G = 7, A = 1, N = 14, G = 7, A = 1 → 7-1-14-7-1 = 711471 ✓.\nKAVERI: K = 11, A = 1, V = 22, E = 5, R = 18, I = 9.\nWriting them together: 11-1-22-5-18-9.\n= 111225189 — option (d).","solHi":" $\"figure\"/$ \nहर अक्षर उसके वर्णमाला स्थान से बदला जाता है: G = 7, A = 1, N = 14, G = 7, A = 1 → 7-1-14-7-1 = 711471 ✓।\nKAVERI: K = 11, A = 1, V = 22, E = 5, R = 18, I = 9।\nसाथ लिखने पर: 11-1-22-5-18-9।\n= 111225189 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10116,"n":16,"subject":"General Intelligence & Reasoning","stem":"What comes next?\nBYB, CXC, DWD, EVE, ?","stemHi":"आगे क्या आएगा?\nBYB, CXC, DWD, EVE, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"EVE","textHi":null,"imageUrl":null},{"key":"b","text":"FUF","textHi":null,"imageUrl":null},{"key":"c","text":"EUE","textHi":null,"imageUrl":null},{"key":"d","text":"EXE","textHi":null,"imageUrl":null}],"correct":"b","sol":"Letter series (+1, −1, +1)\n $\"figure\"/$ \n1st and 3rd letters are the same and move +1: B, C, D, E → F.\n2nd letters: Y, X, W, V — each −1 ⇒ next is U.\nSo the cluster is F, U, F.\nHence FUF — option (b).","solHi":" $\"figure\"/$ \nपहला और तीसरा अक्षर समान हैं और +1 बढ़ते हैं: B, C, D, E → F।\nदूसरे अक्षर: Y, X, W, V — हर बार −1 ⇒ अगला U।\nअतः समूह F, U, F है।\nअतः FUF — विकल्प (b)।","pos":2,"neg":0.5},{"id":10117,"n":17,"subject":"General Intelligence & Reasoning","stem":"Find the odd one out from the given alternatives:","stemHi":"दिए गए विकल्पों में से असंगत चुनिए:","context":null,"contextHi":null,"options":[{"key":"a","text":"Square","textHi":"वर्ग","imageUrl":null},{"key":"b","text":"Triangle","textHi":"त्रिभुज","imageUrl":null},{"key":"c","text":"Circle","textHi":"वृत्त","imageUrl":null},{"key":"d","text":"Rectangle","textHi":"आयत","imageUrl":null}],"correct":"c","sol":"Polygons vs circle\nSquare, triangle and rectangle are POLYGONS made of straight sides.\nA circle has no sides — it is a single curved line.\nSo it belongs to a different category.\nHence option (c).","solHi":"वर्ग, त्रिभुज और आयत — तीनों सीधी भुजाओं से बने बहुभुज हैं।\nवृत्त की कोई भुजा नहीं होती — वह एक वक्र रेखा है।\nअतः यह भिन्न श्रेणी का है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10118,"n":18,"subject":"General Intelligence & Reasoning","stem":"If 'JUMP' is coded as 'KVNQ', what is the code for 'QMTP'?","stemHi":"यदि 'JUMP' का कूट 'KVNQ' है, तो 'QMTP' का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"RNVQ","textHi":null,"imageUrl":null},{"key":"b","text":"RNWQ","textHi":null,"imageUrl":null},{"key":"c","text":"RNXQ","textHi":null,"imageUrl":null},{"key":"d","text":"RNUQ","textHi":null,"imageUrl":null}],"correct":"d","sol":"Coding (+1)\n $\"figure\"/$ \nJ+1 = K, U+1 = V, M+1 = N, P+1 = Q — every letter moves +1.\nApply to QMTP: Q+1 = R, M+1 = N.\nT+1 = U, P+1 = Q.\nHence RNUQ — option (d).","solHi":" $\"figure\"/$ \nJ+1 = K, U+1 = V, M+1 = N, P+1 = Q — हर अक्षर +1 बढ़ता है।\nQMTP पर लगाइए: Q+1 = R, M+1 = N।\nT+1 = U, P+1 = Q।\nअतः RNUQ — विकल्प (d)।","pos":2,"neg":0.5},{"id":10119,"n":19,"subject":"General Intelligence & Reasoning","stem":"What will come at the place of the question mark?\n5 7 12 | 4 9 13 | 6 8 ?","stemHi":"प्रश्न चिह्न के स्थान पर क्या आएगा?\n5 7 12 | 4 9 13 | 6 8 ?","context":null,"contextHi":null,"options":[{"key":"a","text":"14","textHi":null,"imageUrl":null},{"key":"b","text":"18","textHi":null,"imageUrl":null},{"key":"c","text":"17","textHi":null,"imageUrl":null},{"key":"d","text":"15","textHi":null,"imageUrl":null}],"correct":"a","sol":"Sum of two digits\n $\"figure\"/$ \nRule: first number + second number = third number.\nCheck: 5 + 7 = 12 ✓ and 4 + 9 = 13 ✓.\nSo 6 + 8.\n= 14 — option (a).","solHi":" $\"figure\"/$ \nनियम: पहली संख्या + दूसरी संख्या = तीसरी संख्या।\nजाँच: 5 + 7 = 12 ✓ और 4 + 9 = 13 ✓।\nअतः 6 + 8।\n= 14 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10120,"n":20,"subject":"General Intelligence & Reasoning","stem":"If the given symbols mean: '+' means 'divided by', '−' means 'multiplied by', '×' means 'minus', '÷' means 'plus', then find the value of the following expression:\n18 + 3 − 8 × 2 ÷ 1 = ?","stemHi":"यदि दिए गए प्रतीकों का अर्थ है: '+' = 'भाग', '−' = 'गुणा', '×' = 'घटाव', '÷' = 'जोड़', तो निम्न व्यंजक का मान ज्ञात कीजिए:\n18 + 3 − 8 × 2 ÷ 1 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"17","textHi":null,"imageUrl":null},{"key":"b","text":"47","textHi":null,"imageUrl":null},{"key":"c","text":"46","textHi":null,"imageUrl":null},{"key":"d","text":"67","textHi":null,"imageUrl":null}],"correct":"b","sol":"Symbol substitution\n $\"figure\"/$ \nReplace the symbols: 18 ÷ 3 × 8 − 2 + 1.\nBODMAS: 18 ÷ 3 = 6, then 6 × 8 = 48.\n48 − 2 + 1.\n= 47 — option (b).","solHi":" $\"figure\"/$ \nप्रतीक बदलिए: 18 ÷ 3 × 8 − 2 + 1।\nBODMAS: 18 ÷ 3 = 6, फिर 6 × 8 = 48।\n48 − 2 + 1।\n= 47 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10121,"n":21,"subject":"General Intelligence & Reasoning","stem":"P says to Q, "I am the daughter of the only son of your father." How is Q related to P?","stemHi":"P, Q से कहती है, "मैं तुम्हारे पिता के इकलौते पुत्र की पुत्री हूँ।" Q का P से क्या संबंध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Grandfather","textHi":"दादा","imageUrl":null},{"key":"b","text":"Father","textHi":"पिता","imageUrl":null},{"key":"c","text":"Uncle","textHi":"चाचा","imageUrl":null},{"key":"d","text":"Brother","textHi":"भाई","imageUrl":null}],"correct":"b","sol":"Blood relation\n $\"figure\"/$ \nThe only son of Q's father is Q himself (Q must be male).\nP is the daughter of that only son.\nSo P is Q’s daughter, which makes Q her father.\nHence option (b).","solHi":" $\"figure\"/$ \nQ के पिता का इकलौता पुत्र स्वयं Q ही है (अर्थात Q पुरुष है)।\nP उसी इकलौते पुत्र की पुत्री है।\nअतः P, Q की पुत्री हुई और Q उसका पिता।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10122,"n":22,"subject":"General Intelligence & Reasoning","stem":"If '×' = '−', '−' = '+', '/' = '×', and '+' = '÷', which equation is correct?","stemHi":"यदि '×' = '−', '−' = '+', '/' = '×' और '+' = '÷' है, तो कौन-सा समीकरण सही है?","context":null,"contextHi":null,"options":[{"key":"a","text":"60 − 4 + 8 / 2 × 1 = 60","textHi":null,"imageUrl":null},{"key":"b","text":"18 − 6 × 3 + 2 / 2 = 13","textHi":null,"imageUrl":null},{"key":"c","text":"14 + 7 − 3 / 2 × 1 = 16","textHi":null,"imageUrl":null},{"key":"d","text":"12 × 4 − 2 + 8 / 4 = 11","textHi":null,"imageUrl":null}],"correct":"a","sol":"Symbol substitution\n $\"figure\"/$ \nTest option (a): 60 − 4 + 8 / 2 × 1 becomes 60 + 4 ÷ 8 × 2 − 1.\nBODMAS: 4 ÷ 8 = 0.5, then 0.5 × 2 = 1.\n60 + 1 − 1 = 60 = RHS ✓ (the other options do not balance).\nHence option (a).","solHi":" $\"figure\"/$ \nविकल्प (a) जाँचिए: 60 − 4 + 8 / 2 × 1 बनता है 60 + 4 ÷ 8 × 2 − 1।\nBODMAS: 4 ÷ 8 = 0.5, फिर 0.5 × 2 = 1।\n60 + 1 − 1 = 60 = दायाँ पक्ष ✓ (शेष विकल्प संतुलित नहीं होते)।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10123,"n":23,"subject":"General Intelligence & Reasoning","stem":"If '×' means '+', '+' means '−', and '−' means '÷', then 5 × 6 + 4 − 2 = ?","stemHi":"यदि '×' का अर्थ '+', '+' का अर्थ '−' और '−' का अर्थ '÷' है, तो 5 × 6 + 4 − 2 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"10","textHi":null,"imageUrl":null},{"key":"b","text":"8","textHi":null,"imageUrl":null},{"key":"c","text":"9","textHi":null,"imageUrl":null},{"key":"d","text":"11","textHi":null,"imageUrl":null}],"correct":"c","sol":"Symbol substitution\n $\"figure\"/$ \nReplace the symbols: 5 + 6 − 4 ÷ 2.\nBODMAS: 4 ÷ 2 = 2.\n5 + 6 − 2 = 11 − 2.\n= 9 — option (c).","solHi":" $\"figure\"/$ \nप्रतीक बदलिए: 5 + 6 − 4 ÷ 2।\nBODMAS: 4 ÷ 2 = 2।\n5 + 6 − 2 = 11 − 2।\n= 9 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10124,"n":24,"subject":"General Intelligence & Reasoning","stem":"What should come at the place of the question mark?\n2, 6, 18, 54, ?","stemHi":"प्रश्न चिह्न के स्थान पर क्या आना चाहिए?\n2, 6, 18, 54, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"108","textHi":null,"imageUrl":null},{"key":"b","text":"162","textHi":null,"imageUrl":null},{"key":"c","text":"216","textHi":null,"imageUrl":null},{"key":"d","text":"324","textHi":null,"imageUrl":null}],"correct":"b","sol":"Series (×3)\n $\"figure\"/$ \nEach term is three times the previous one.\n2×3 = 6, 6×3 = 18, 18×3 = 54 ✓.\nNext: 54 × 3.\n= 162 — option (b).","solHi":" $\"figure\"/$ \nहर पद पिछले का तीन गुना है।\n2×3 = 6, 6×3 = 18, 18×3 = 54 ✓।\nअगला: 54 × 3।\n= 162 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10125,"n":25,"subject":"General Intelligence & Reasoning","stem":"The series given below contains a sequence of numbers. Accordingly identify the incorrect combination.\n10, 13, 26, 29, 59, 61, 121","stemHi":"नीचे दी गई शृंखला में संख्याओं का एक क्रम है। तदनुसार गलत संयोजन पहचानिए।\n10, 13, 26, 29, 59, 61, 121","context":null,"contextHi":null,"options":[{"key":"a","text":"13, 29","textHi":null,"imageUrl":null},{"key":"b","text":"26, 61","textHi":null,"imageUrl":null},{"key":"c","text":"59, 121","textHi":null,"imageUrl":null},{"key":"d","text":"10, 26","textHi":null,"imageUrl":null}],"correct":"c","sol":"Wrong terms in series\n $\"figure\"/$ \nThe rule alternates +3 and ×2: 10, 13, 26, 29, 58, 61, 122.\nThe series shows 59 in place of 58 and 121 in place of 122.\nEvery other term follows the pattern.\nSo 59 and 121 are the incorrect terms — option (c).","solHi":" $\"figure\"/$ \nनियम बारी-बारी +3 और ×2 है: 10, 13, 26, 29, 58, 61, 122।\nशृंखला में 58 की जगह 59 और 122 की जगह 121 है।\nशेष सभी पद पैटर्न पर सही हैं।\nअतः 59 और 121 गलत पद हैं — विकल्प (c)।","pos":2,"neg":0.5},{"id":10126,"n":26,"subject":"General Awareness","stem":"Fill in the blank:\nDuring the Hemis Festival of Ladakh, the masked ritual dances performed by monks are meant to portray various ____ linked to the Drukpa monastic tradition.","stemHi":"रिक्त स्थान भरिए:\nलद्दाख के हेमिस उत्सव में भिक्षुओं द्वारा किए जाने वाले मुखौटा-नृत्य द्रुक्पा मठ परंपरा से जुड़े विभिन्न ____ को दर्शाते हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Reincarnated lamas","textHi":"पुनर्जन्मित लामा","imageUrl":null},{"key":"b","text":"Guardian divinities","textHi":"रक्षक देवता","imageUrl":null},{"key":"c","text":"Ancient royal ancestors","textHi":"प्राचीन राजवंशीय पूर्वज","imageUrl":null},{"key":"d","text":"Ancestral spirits","textHi":"पितृ आत्माएँ","imageUrl":null}],"correct":"b","sol":"Hemis festival\nThe Hemis Festival at Hemis Monastery marks the birth anniversary of Guru Padmasambhava.\nMonks perform the masked Cham dances representing guardian divinities of the Drukpa order.\nThe dances depict the victory of good over evil.\nHence option (b).","solHi":"हेमिस मठ का हेमिस उत्सव गुरु पद्मसंभव की जयंती पर मनाया जाता है।\nभिक्षु मुखौटा "छम" नृत्य करते हैं जो द्रुक्पा परंपरा के रक्षक देवताओं को दर्शाते हैं।\nये नृत्य बुराई पर अच्छाई की विजय दिखाते हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10127,"n":27,"subject":"General Awareness","stem":"Consider the following statements regarding Indian temple architectural styles:\nStatement 1: In Nagara-style temples, the amalaka is placed on top of the shikhara.\nStatement 2: In Dravida-style temples, the vimana refers to the large gateway tower (gopuram).\nWhich of the above statements is/are correct?","stemHi":"भारतीय मंदिर स्थापत्य शैलियों के संबंध में निम्न कथनों पर विचार कीजिए:\nकथन 1: नागर शैली के मंदिरों में आमलक शिखर के ऊपर रखा जाता है।\nकथन 2: द्रविड़ शैली में विमान से आशय विशाल प्रवेश-द्वार मीनार (गोपुरम) से है।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Both Statement 1 and Statement 2 are correct","textHi":"कथन 1 और 2 दोनों सही हैं","imageUrl":null},{"key":"b","text":"Both Statement 1 and Statement 2 are incorrect","textHi":"कथन 1 और 2 दोनों गलत हैं","imageUrl":null},{"key":"c","text":"Statement 1 is correct, but Statement 2 is incorrect","textHi":"कथन 1 सही है, परंतु कथन 2 गलत है","imageUrl":null},{"key":"d","text":"Statement 1 is incorrect, but Statement 2 is correct","textHi":"कथन 1 गलत है, परंतु कथन 2 सही है","imageUrl":null}],"correct":"c","sol":"Temple architecture\nIn Nagara temples the amalaka — a stone disc — sits atop the shikhara, crowned by the kalasha — Statement 1 correct.\nIn Dravida temples the VIMANA is the tower over the sanctum; the gateway tower is the GOPURAM — Statement 2 wrong.\nThe two terms are often confused.\nHence option (c).","solHi":"नागर मंदिरों में आमलक — एक पत्थर की चक्रिका — शिखर के ऊपर रखा जाता है और उसके ऊपर कलश — कथन 1 सही।\nद्रविड़ मंदिरों में विमान गर्भगृह के ऊपर की मीनार है; प्रवेश-द्वार मीनार गोपुरम कहलाती है — कथन 2 गलत।\nये दोनों शब्द अक्सर भ्रमित कर देते हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10128,"n":28,"subject":"General Awareness","stem":"Regarding revenue and taxation terms used during the Gupta period, which one of the following pairs is correctly matched?","stemHi":"गुप्तकाल के राजस्व एवं कर संबंधी शब्दों में से कौन-सा युग्म सही सुमेलित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bhaga - A compulsory labour tax","textHi":"भाग - अनिवार्य श्रम कर","imageUrl":null},{"key":"b","text":"Vaishthika - A tax on entertainment activities","textHi":"वैष्ठिक - मनोरंजन गतिविधियों पर कर","imageUrl":null},{"key":"c","text":"Dasaparadha - A tithe paid in grains","textHi":"दशापराध - अनाज में दिया गया दशांश","imageUrl":null},{"key":"d","text":"Adeya - A levy meaning "that which must be given up", often paid as tribute or dues","textHi":"अदेय - "जो देना ही है" — कर या भेंट के रूप में देय उद्ग्रहण","imageUrl":null}],"correct":"d","sol":"Gupta revenue terms\nAdeya literally means "that which is to be given" — a due or tribute payable to the king — correctly matched.\nBhaga was the king’s share of the produce, not forced labour (that was vishti).\nDasaparadha refers to fines for ten offences, not a grain tithe.\nHence option (d).","solHi":"अदेय का शाब्दिक अर्थ है "जो देना ही है" — राजा को देय कर या भेंट — सही सुमेलित।\nभाग राजा का उपज-हिस्सा था, अनिवार्य श्रम नहीं (वह विष्टि था)।\nदशापराध दस अपराधों पर दंड है, अनाज का दशांश नहीं।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10129,"n":29,"subject":"General Awareness","stem":"In the context of Haryana's musical traditions, which category of folk songs is popularly referred to as 'Ragani', even though it has no formal link to the classical Raga-Ragini system?","stemHi":"हरियाणा की संगीत परंपराओं के संदर्भ में लोकगीतों की कौन-सी श्रेणी 'रागिनी' कहलाती है, यद्यपि उसका शास्त्रीय राग-रागिनी पद्धति से कोई औपचारिक संबंध नहीं है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Folk songs","textHi":"लोकगीत","imageUrl":null},{"key":"b","text":"Lullabies","textHi":"लोरियाँ","imageUrl":null},{"key":"c","text":"Seasonal songs","textHi":"ऋतु गीत","imageUrl":null},{"key":"d","text":"Marriage ritual songs","textHi":"विवाह संस्कार गीत","imageUrl":null}],"correct":"a","sol":"Ragani — Haryana\nIn Haryana the general body of folk songs is called Ragani.\nThey are sung in saangs and village gatherings, made famous by Lakhmi Chand.\nThe name has nothing to do with the classical raga-ragini system.\nHence option (a).","solHi":"हरियाणा में लोकगीतों के समूह को सामान्यतः "रागिनी" कहा जाता है।\nये सांग और गाँव की महफ़िलों में गाई जाती हैं, जिन्हें लखमी चंद ने प्रसिद्ध किया।\nइस नाम का शास्त्रीय राग-रागिनी पद्धति से कोई संबंध नहीं है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10130,"n":30,"subject":"General Awareness","stem":"In athletics relay races, the baton must be exchanged within a specific segment of the track. What is the officially designated length of this exchange zone?","stemHi":"एथलेटिक्स की रिले दौड़ों में बैटन ट्रैक के एक निश्चित भाग में ही बदला जाना चाहिए। इस एक्सचेंज ज़ोन की आधिकारिक लंबाई कितनी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"30 metres","textHi":"30 मीटर","imageUrl":null},{"key":"b","text":"10 metres","textHi":"10 मीटर","imageUrl":null},{"key":"c","text":"20 metres","textHi":"20 मीटर","imageUrl":null},{"key":"d","text":"15 metres","textHi":"15 मीटर","imageUrl":null}],"correct":"c","sol":"Relay exchange zone\nFor the 4×400 m relay and longer races the baton exchange zone is 20 metres long.\n(In the 4×100 m relay the old 10 m acceleration zone and 20 m exchange zone were later merged into a single 30 m take-over zone.)\nThe baton must change hands entirely inside the marked zone, or the team is disqualified.\nHence 20 metres — option (c).","solHi":"4×400 मीटर और उससे लंबी रिले दौड़ों में बैटन एक्सचेंज ज़ोन 20 मीटर का होता है।\n(4×100 मीटर रिले में पुराना 10 मीटर त्वरण क्षेत्र और 20 मीटर एक्सचेंज ज़ोन मिलाकर एक 30 मीटर टेकओवर ज़ोन बना दिया गया।)\nबैटन पूरी तरह इसी चिह्नित क्षेत्र में बदलना होता है, अन्यथा टीम अयोग्य घोषित होती है।\nअतः 20 मीटर — विकल्प (c)।","pos":2,"neg":0.5},{"id":10131,"n":31,"subject":"General Awareness","stem":"During the 15th century, the Sisodia dynasty held power over which of the following kingdoms?","stemHi":"15वीं शताब्दी में सिसोदिया वंश का शासन निम्न में से किस राज्य पर था?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bengal","textHi":"बंगाल","imageUrl":null},{"key":"b","text":"Malwa","textHi":"मालवा","imageUrl":null},{"key":"c","text":"Mewar","textHi":"मेवाड़","imageUrl":null},{"key":"d","text":"Gujarat","textHi":"गुजरात","imageUrl":null}],"correct":"c","sol":"Sisodia dynasty\nThe Sisodia Rajputs ruled Mewar with Chittor and later Udaipur as capital.\nRana Kumbha and Rana Sanga were its great 15th-16th century rulers.\nMaharana Pratap belonged to the same line.\nHence option (c).","solHi":"सिसोदिया राजपूतों ने मेवाड़ पर शासन किया, जिसकी राजधानी चित्तौड़ और बाद में उदयपुर रही।\nराणा कुंभा और राणा सांगा इसके 15वीं-16वीं सदी के महान शासक थे।\nमहाराणा प्रताप भी इसी वंश के थे।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10132,"n":32,"subject":"General Awareness","stem":"In what way did Pitt's India Act of 1784 help move towards a more unified British administration in India?","stemHi":"1784 का पिट्स इंडिया एक्ट भारत में अधिक एकीकृत ब्रिटिश प्रशासन की दिशा में किस प्रकार सहायक हुआ?","context":null,"contextHi":null,"options":[{"key":"a","text":"By granting supreme administrative authority to the Governor-General over the Presidencies","textHi":"गवर्नर-जनरल को प्रेसीडेंसियों पर सर्वोच्च प्रशासनिक अधिकार देकर","imageUrl":null},{"key":"b","text":"By abolishing the Court of Directors entirely","textHi":"कोर्ट ऑफ डायरेक्टर्स को पूर्णतः समाप्त करके","imageUrl":null},{"key":"c","text":"By empowering Governors to function independently of central control","textHi":"गवर्नरों को केंद्रीय नियंत्रण से स्वतंत्र बनाकर","imageUrl":null},{"key":"d","text":"By combining civil and military departments into a single structure","textHi":"असैनिक और सैन्य विभागों को एक ढाँचे में मिलाकर","imageUrl":null}],"correct":"a","sol":"Pitt's India Act 1784\nThe Act created dual control — the Board of Control for political matters and the Court of Directors for commerce.\nIt also subordinated the Bombay and Madras Presidencies to the Governor-General of Bengal.\nThat central authority moved India towards unified administration.\nHence option (a).","solHi":"इस अधिनियम ने द्वैध नियंत्रण बनाया — राजनीतिक विषयों हेतु बोर्ड ऑफ कंट्रोल और व्यापार हेतु कोर्ट ऑफ डायरेक्टर्स।\nइसने बंबई और मद्रास प्रेसीडेंसियों को बंगाल के गवर्नर-जनरल के अधीन किया।\nइसी केंद्रीय प्राधिकार ने भारत को एकीकृत प्रशासन की ओर बढ़ाया।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10133,"n":33,"subject":"General Awareness","stem":"Consider the following statements regarding pawn promotion in chess:\n1. When a pawn reaches the opposite end of the board, it may be promoted to any piece other than a king or another pawn.\n2. A pawn may be promoted only to a type of piece that has already been captured by the opponent.\nWhich of the statements is/are correct?","stemHi":"शतरंज में प्यादे की पदोन्नति के संबंध में निम्न कथनों पर विचार कीजिए:\n1. जब प्यादा बोर्ड के दूसरे छोर पर पहुँचता है, तो उसे राजा और प्यादे के अतिरिक्त किसी भी मोहरे में बदला जा सकता है।\n2. प्यादे को केवल उसी प्रकार के मोहरे में बदला जा सकता है जो पहले ही कट चुका हो।\nकौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 1 is correct","textHi":"केवल 1 सही है","imageUrl":null},{"key":"b","text":"Only 2 is correct","textHi":"केवल 2 सही है","imageUrl":null},{"key":"c","text":"Both 1 and 2 are correct","textHi":"1 और 2 दोनों सही हैं","imageUrl":null},{"key":"d","text":"Neither 1 nor 2 is correct","textHi":"न 1 न 2 सही है","imageUrl":null}],"correct":"a","sol":"Pawn promotion\nA pawn reaching the last rank must become a queen, rook, bishop or knight — never a king or a pawn — Statement 1 correct.\nThere is no rule requiring the piece to have been captured first; a player may have two or more queens — Statement 2 wrong.\nPromotion happens as part of the same move.\nHence Only 1 — option (a).","solHi":"अंतिम पंक्ति पर पहुँचा प्यादा वज़ीर, हाथी, ऊँट या घोड़ा बन सकता है — राजा या प्यादा कभी नहीं — कथन 1 सही।\nऐसा कोई नियम नहीं कि मोहरा पहले कट चुका हो; खिलाड़ी के दो या अधिक वज़ीर हो सकते हैं — कथन 2 गलत।\nपदोन्नति उसी चाल का भाग होती है।\nअतः केवल 1 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10134,"n":34,"subject":"General Awareness","stem":"Examine the following statements:\nAssertion (A): India objected to Pakistan's shift from a Positive List approach to a Negative List of 1,209 tariff lines for Indian imports under the SAFTA framework, arguing that it violated the agreement.\nReason (R): Article 23 of the SAFTA Agreement allows member nations to unilaterally impose tariff restrictions when political disputes arise.","stemHi":"निम्न कथनों की जाँच कीजिए:\nअभिकथन (A): भारत ने SAFTA ढाँचे में पाकिस्तान द्वारा भारतीय आयातों हेतु पॉज़िटिव लिस्ट से 1,209 टैरिफ लाइनों की नेगेटिव लिस्ट पर जाने का विरोध किया और कहा कि यह समझौते का उल्लंघन है।\nकारण (R): SAFTA समझौते का अनुच्छेद 23 सदस्य देशों को राजनीतिक विवाद उठने पर एकपक्षीय रूप से शुल्क प्रतिबंध लगाने की अनुमति देता है।","context":null,"contextHi":null,"options":[{"key":"a","text":"Both A and R are correct, and R provides a valid explanation of A.","textHi":"A और R दोनों सही हैं और R, A की सही व्याख्या देता है।","imageUrl":null},{"key":"b","text":"Both A and R are correct, but R does not explain A.","textHi":"A और R दोनों सही हैं, परंतु R व्याख्या नहीं करता।","imageUrl":null},{"key":"c","text":"A is correct, but R is incorrect","textHi":"A सही है, परंतु R गलत है","imageUrl":null},{"key":"d","text":"A is incorrect, but R is correct","textHi":"A गलत है, परंतु R सही है","imageUrl":null}],"correct":"c","sol":"SAFTA (A–R)\nIndia did protest against Pakistan’s negative list, which kept most Indian goods out of preferential trade — A is correct.\nSAFTA has no provision letting a member impose unilateral tariff curbs over political disputes — R is incorrect.\nIts safeguard clauses relate to economic injury, not politics.\nHence option (c).","solHi":"भारत ने पाकिस्तान की नेगेटिव लिस्ट का विरोध किया, जिसने अधिकांश भारतीय वस्तुओं को अधिमान्य व्यापार से बाहर रखा — A सही।\nSAFTA में ऐसा कोई प्रावधान नहीं जो राजनीतिक विवाद पर एकपक्षीय शुल्क प्रतिबंध की अनुमति दे — R गलत।\nइसके संरक्षण उपबंध आर्थिक क्षति से जुड़े हैं, राजनीति से नहीं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10135,"n":35,"subject":"General Awareness","stem":"The novel "Sleeping on Jupiter", which was longlisted for the 2015 Man Booker Prize, was written by:","stemHi":"2015 के मैन बुकर पुरस्कार के लिए लॉन्गलिस्ट हुआ उपन्यास "स्लीपिंग ऑन जुपिटर" किसने लिखा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Jhumpa Lahiri","textHi":"झुम्पा लाहिड़ी","imageUrl":null},{"key":"b","text":"Anuradha Roy","textHi":"अनुराधा रॉय","imageUrl":null},{"key":"c","text":"Kiran Desai","textHi":"किरण देसाई","imageUrl":null},{"key":"d","text":"T. N. Ninan","textHi":"टी. एन. निनान","imageUrl":null}],"correct":"b","sol":"'Sleeping on Jupiter'\nSleeping on Jupiter (2015) is by Anuradha Roy.\nIt was longlisted for the Man Booker Prize and won the DSC Prize for South Asian Literature in 2016.\nHer other novels include An Atlas of Impossible Longing.\nHence option (b).","solHi":"स्लीपिंग ऑन जुपिटर (2015) अनुराधा रॉय की कृति है।\nयह मैन बुकर के लिए लॉन्गलिस्ट हुई और 2016 में DSC पुरस्कार जीता।\nउनके अन्य उपन्यासों में ऐन एटलस ऑफ इम्पॉसिबल लॉन्गिंग शामिल है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10136,"n":36,"subject":"General Awareness","stem":"Following his landmark gold medal achievement at the Paris 2024 Paralympic Games, who became the first-ever Indian para-archer to be conferred the Padma Shri?","stemHi":"पेरिस 2024 पैरालंपिक में ऐतिहासिक स्वर्ण जीतने के बाद पद्मश्री पाने वाले पहले भारतीय पैरा-तीरंदाज़ कौन बने?","context":null,"contextHi":null,"options":[{"key":"a","text":"Mariyappan Thangavelu","textHi":"मरियप्पन थंगावेलु","imageUrl":null},{"key":"b","text":"Harvinder Singh","textHi":"हरविंदर सिंह","imageUrl":null},{"key":"c","text":"Sumit Antil","textHi":"सुमित अंतिल","imageUrl":null},{"key":"d","text":"Rakesh Kumar","textHi":"राकेश कुमार","imageUrl":null}],"correct":"b","sol":"Harvinder Singh\nHarvinder Singh won gold in the men’s individual recurve open at Paris 2024.\nHe became the first Indian para-archer to win Paralympic gold and later received the Padma Shri.\nMariyappan is a high jumper and Sumit Antil a javelin thrower.\nHence option (b).","solHi":"हरविंदर सिंह ने पेरिस 2024 में पुरुष व्यक्तिगत रिकर्व ओपन का स्वर्ण जीता।\nवे पैरालंपिक स्वर्ण जीतने वाले पहले भारतीय पैरा-तीरंदाज़ बने और बाद में पद्मश्री पाया।\nमरियप्पन ऊँची कूद और सुमित अंतिल भाला फेंक के खिलाड़ी हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10137,"n":37,"subject":"General Awareness","stem":"With reference to the South Asian Federation (SAF) Games, consider the following statements:\n1. The inaugural SAF Games were hosted in Kathmandu, Nepal in 1984, with participation from all seven SAARC member nations.\n2. Up to 2016, India has hosted the SAF Games more frequently than any other participating nation.\nWhich of the statements is/are correct?","stemHi":"दक्षिण एशियाई महासंघ (SAF) खेलों के संदर्भ में निम्न कथनों पर विचार कीजिए:\n1. पहले SAF खेल 1984 में काठमांडू, नेपाल में हुए, जिनमें सातों सार्क सदस्य देशों ने भाग लिया।\n2. 2016 तक भारत ने किसी भी अन्य भागीदार देश से अधिक बार SAF खेलों की मेज़बानी की है।\nकौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only Statement 2 is correct","textHi":"केवल कथन 2 सही है","imageUrl":null},{"key":"b","text":"Both Statements 1 and 2 are correct","textHi":"कथन 1 और 2 दोनों सही हैं","imageUrl":null},{"key":"c","text":"Neither Statement 1 nor Statement 2 is correct","textHi":"न कथन 1 न 2 सही है","imageUrl":null},{"key":"d","text":"Only Statement 1 is correct","textHi":"केवल कथन 1 सही है","imageUrl":null}],"correct":"d","sol":"SAF Games\nThe first South Asian Federation Games were held at Kathmandu in 1984 with the seven South Asian nations taking part — Statement 1 correct.\nUp to 2016 India had hosted three times (1987, 1995, 2016) but Nepal too had hosted repeatedly, so India was not the clear leader — Statement 2 wrong.\nThe Games were renamed the South Asian Games later.\nHence Only Statement 1 — option (d).","solHi":"पहले दक्षिण एशियाई महासंघ खेल 1984 में काठमांडू में हुए, जिनमें सातों दक्षिण एशियाई देशों ने भाग लिया — कथन 1 सही।\n2016 तक भारत ने तीन बार (1987, 1995, 2016) मेज़बानी की, पर नेपाल ने भी बार-बार की, अतः भारत स्पष्ट रूप से सबसे आगे नहीं था — कथन 2 गलत।\nबाद में इन खेलों का नाम दक्षिण एशियाई खेल हो गया।\nअतः केवल कथन 1 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10138,"n":38,"subject":"General Awareness","stem":"Which high-level authority constitutionally heads the Goods and Services Tax (GST) Council in India?","stemHi":"भारत में वस्तु एवं सेवा कर (GST) परिषद का संवैधानिक प्रमुख कौन होता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Prime Minister","textHi":"प्रधानमंत्री","imageUrl":null},{"key":"b","text":"Union Finance Minister","textHi":"केंद्रीय वित्त मंत्री","imageUrl":null},{"key":"c","text":"President","textHi":"राष्ट्रपति","imageUrl":null},{"key":"d","text":"Vice-President","textHi":"उपराष्ट्रपति","imageUrl":null}],"correct":"b","sol":"GST Council head\nArticle 279A provides for the GST Council.\nThe Union Finance Minister is its chairperson.\nState finance ministers and the Union Minister of State for Finance are its members.\nHence option (b).","solHi":"अनुच्छेद 279A GST परिषद का प्रावधान करता है।\nकेंद्रीय वित्त मंत्री इसके अध्यक्ष होते हैं।\nराज्यों के वित्त मंत्री और केंद्रीय वित्त राज्य मंत्री इसके सदस्य होते हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10139,"n":39,"subject":"General Awareness","stem":"Which of the following statements correctly describes connective tissues in the human body?\n1. Tendons are tough structures made of dense regular connective tissue that attach muscles to bones.\n2. Ligaments connect bone to bone and possess slight elasticity.\n3. Cartilage becomes harder than bone during adulthood.","stemHi":"मानव शरीर के संयोजी ऊतकों का सही वर्णन कौन-से कथन करते हैं?\n1. कंडराएँ (tendons) सघन नियमित संयोजी ऊतक से बनी दृढ़ रचनाएँ हैं जो पेशियों को हड्डियों से जोड़ती हैं।\n2. स्नायु (ligaments) हड्डी को हड्डी से जोड़ते हैं और उनमें थोड़ी प्रत्यास्थता होती है।\n3. उपास्थि वयस्कावस्था में हड्डी से भी कठोर हो जाती है।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 1 and 2 are correct","textHi":"केवल 1 और 2 सही हैं","imageUrl":null},{"key":"b","text":"Only 2 and 3 are correct","textHi":"केवल 2 और 3 सही हैं","imageUrl":null},{"key":"c","text":"Only 1 and 3 are correct","textHi":"केवल 1 और 3 सही हैं","imageUrl":null},{"key":"d","text":"1, 2 and 3 all are correct","textHi":"1, 2 और 3 सभी सही हैं","imageUrl":null}],"correct":"a","sol":"Connective tissues\nTendons of dense regular connective tissue join muscle to bone — Statement 1 correct.\nLigaments join bone to bone and are slightly elastic — Statement 2 correct.\nCartilage stays SOFTER and more flexible than bone throughout life — Statement 3 wrong.\nHence Only 1 and 2 — option (a).","solHi":"सघन नियमित संयोजी ऊतक से बनी कंडराएँ पेशी को हड्डी से जोड़ती हैं — कथन 1 सही।\nस्नायु हड्डी को हड्डी से जोड़ते हैं और थोड़े प्रत्यास्थ होते हैं — कथन 2 सही।\nउपास्थि जीवन भर हड्डी से नरम और लचीली रहती है — कथन 3 गलत।\nअतः केवल 1 और 2 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10140,"n":40,"subject":"General Awareness","stem":"Which of the following statements correctly describes the Rajya Sabha?\n1. The Rajya Sabha is a permanent chamber of Parliament and cannot be dissolved under any circumstance.\n2. Its members serve six-year staggered terms, with one-third retiring every two years.","stemHi":"राज्य सभा के संबंध में कौन-से कथन सही हैं?\n1. राज्य सभा संसद का स्थायी सदन है और किसी भी परिस्थिति में भंग नहीं की जा सकती।\n2. इसके सदस्यों का कार्यकाल छह वर्ष का होता है और हर दो वर्ष में एक-तिहाई सदस्य सेवानिवृत्त होते हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only 1","textHi":"केवल 1","imageUrl":null},{"key":"b","text":"Only 2","textHi":"केवल 2","imageUrl":null},{"key":"c","text":"Both 1 and 2","textHi":"1 और 2 दोनों","imageUrl":null},{"key":"d","text":"Neither 1 nor 2","textHi":"न 1 न 2","imageUrl":null}],"correct":"c","sol":"Rajya Sabha\nThe Rajya Sabha is a continuing House and is never dissolved — Statement 1 correct.\nMembers serve six years, with one-third retiring every second year — Statement 2 correct.\nThis staggering keeps the House in continuous existence.\nHence Both — option (c).","solHi":"राज्य सभा सतत सदन है और कभी भंग नहीं होती — कथन 1 सही।\nसदस्यों का कार्यकाल छह वर्ष होता है और हर दूसरे वर्ष एक-तिहाई सेवानिवृत्त होते हैं — कथन 2 सही।\nइसी क्रम-विभाजन से सदन निरंतर बना रहता है।\nअतः दोनों — विकल्प (c)।","pos":2,"neg":0.5},{"id":10141,"n":41,"subject":"General Awareness","stem":"In which Indian state is the folk theatre form Tamasha predominantly performed?","stemHi":"लोक नाट्य शैली "तमाशा" मुख्यतः किस भारतीय राज्य में प्रस्तुत की जाती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rajasthan","textHi":"राजस्थान","imageUrl":null},{"key":"b","text":"Gujarat","textHi":"गुजरात","imageUrl":null},{"key":"c","text":"Maharashtra","textHi":"महाराष्ट्र","imageUrl":null},{"key":"d","text":"West Bengal","textHi":"पश्चिम बंगाल","imageUrl":null}],"correct":"c","sol":"Tamasha\nTamasha is the traditional folk theatre of Maharashtra.\nIt combines song, dance and satire, with the lavani as its best-known element.\nThe dholki and tuntune accompany the performance.\nHence option (c).","solHi":"तमाशा महाराष्ट्र का पारंपरिक लोक नाट्य है।\nइसमें गीत, नृत्य और व्यंग्य मिलते हैं, जिसका सबसे प्रसिद्ध अंग लावणी है।\nढोलकी और तुणतुणे इसकी संगत करते हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10142,"n":42,"subject":"General Awareness","stem":"Which of the following curves illustrates various combinations of two goods that yield an equal level of satisfaction to a consumer?","stemHi":"निम्न में से कौन-सा वक्र दो वस्तुओं के उन संयोजनों को दर्शाता है जो उपभोक्ता को समान संतुष्टि देते हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Budget Line","textHi":"बजट रेखा","imageUrl":null},{"key":"b","text":"Indifference Curve","textHi":"अनधिमान वक्र","imageUrl":null},{"key":"c","text":"Isoquant Curve","textHi":"समोत्पाद वक्र","imageUrl":null},{"key":"d","text":"Marginal Cost Curve","textHi":"सीमांत लागत वक्र","imageUrl":null}],"correct":"b","sol":"Indifference curve\nAn indifference curve joins all combinations of two goods giving the consumer the same satisfaction.\nThe budget line shows what the consumer can afford, not satisfaction.\nAn isoquant does the same job for a PRODUCER’s output.\nHence option (b).","solHi":"अनधिमान वक्र दो वस्तुओं के उन सभी संयोजनों को जोड़ता है जो उपभोक्ता को समान संतुष्टि देते हैं।\nबजट रेखा दिखाती है कि उपभोक्ता क्या वहन कर सकता है, संतुष्टि नहीं।\nसमोत्पाद वक्र यही कार्य उत्पादक के उत्पादन के लिए करता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10143,"n":43,"subject":"General Awareness","stem":"In the Global Peace Index 2024, how is Positive Peace described in relation to rising violence and economic instability?","stemHi":"ग्लोबल पीस इंडेक्स 2024 में बढ़ती हिंसा और आर्थिक अस्थिरता के संदर्भ में "पॉज़िटिव पीस" को कैसे बताया गया है?","context":null,"contextHi":null,"options":[{"key":"a","text":"It tracks the total number of active conflicts worldwide","textHi":"यह विश्व भर के सक्रिय संघर्षों की कुल संख्या मापता है","imageUrl":null},{"key":"b","text":"It signals future increases in defence spending","textHi":"यह भविष्य में रक्षा व्यय बढ़ने का संकेत देता है","imageUrl":null},{"key":"c","text":"It highlights key structural elements that uphold peace and helps in anticipating declines in peacefulness","textHi":"यह शांति को टिकाए रखने वाले संरचनात्मक तत्त्वों को उजागर कर शांति में गिरावट का पूर्वानुमान देता है","imageUrl":null},{"key":"d","text":"It estimates the share of national income lost due to conflict","textHi":"यह संघर्ष से हुई राष्ट्रीय आय की हानि का अनुमान लगाता है","imageUrl":null}],"correct":"c","sol":"Positive Peace\nPositive Peace measures the attitudes, institutions and structures that create and sustain peaceful societies.\nThe Institute for Economics and Peace treats it as a leading indicator — a fall in Positive Peace warns of future violence.\nIt is therefore predictive, not a mere count of conflicts.\nHence option (c).","solHi":"पॉज़िटिव पीस उन दृष्टिकोणों, संस्थाओं और संरचनाओं को मापता है जो शांतिपूर्ण समाज बनाती और बनाए रखती हैं।\nइंस्टीट्यूट फॉर इकोनॉमिक्स एंड पीस इसे अग्रगामी संकेतक मानता है — इसमें गिरावट भविष्य की हिंसा की चेतावनी देती है।\nअतः यह केवल संघर्षों की गिनती नहीं, पूर्वानुमान देने वाला सूचकांक है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10144,"n":44,"subject":"General Awareness","stem":"During which Five-Year Plan was the Minimum Needs Programme (MNP) first introduced?","stemHi":"न्यूनतम आवश्यकता कार्यक्रम (MNP) पहली बार किस पंचवर्षीय योजना में शुरू किया गया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Second Plan","textHi":"द्वितीय योजना","imageUrl":null},{"key":"b","text":"Eighth Plan","textHi":"आठवीं योजना","imageUrl":null},{"key":"c","text":"Fifth Plan","textHi":"पाँचवीं योजना","imageUrl":null},{"key":"d","text":"Tenth Plan","textHi":"दसवीं योजना","imageUrl":null}],"correct":"c","sol":"Minimum Needs Programme\nThe Minimum Needs Programme was launched in the Fifth Five-Year Plan (1974-79).\nIt aimed to provide basic services — education, health, water, housing and roads — to the poor.\nThe plan’s slogan was "Garibi Hatao" with growth and self-reliance.\nHence option (c).","solHi":"न्यूनतम आवश्यकता कार्यक्रम पाँचवीं पंचवर्षीय योजना (1974-79) में शुरू हुआ।\nइसका उद्देश्य गरीबों को शिक्षा, स्वास्थ्य, जल, आवास और सड़क जैसी बुनियादी सेवाएँ देना था।\nइस योजना का नारा वृद्धि व आत्मनिर्भरता के साथ "गरीबी हटाओ" था।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10145,"n":45,"subject":"General Awareness","stem":"Which of the following does NOT belong to the principles of the Washington Consensus?","stemHi":"निम्न में से कौन वाशिंगटन सहमति के सिद्धांतों में शामिल नहीं है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Reduction in trade barriers","textHi":"व्यापार अवरोधों में कमी","imageUrl":null},{"key":"b","text":"Maintaining fiscal discipline","textHi":"राजकोषीय अनुशासन बनाए रखना","imageUrl":null},{"key":"c","text":"Export subsidies","textHi":"निर्यात सब्सिडी","imageUrl":null},{"key":"d","text":"Market-oriented tax reforms","textHi":"बाज़ार-उन्मुख कर सुधार","imageUrl":null}],"correct":"c","sol":"Washington Consensus\nThe Washington Consensus (1989) listed ten market-friendly reforms.\nFiscal discipline, trade liberalisation and tax reform are among them.\nIt explicitly opposed subsidies, favouring their redirection to basic services — so export subsidies do not belong.\nHence option (c).","solHi":"वाशिंगटन सहमति (1989) में दस बाज़ार-अनुकूल सुधार सूचीबद्ध थे।\nराजकोषीय अनुशासन, व्यापार उदारीकरण और कर सुधार इनमें शामिल हैं।\nइसने सब्सिडी का विरोध कर उन्हें बुनियादी सेवाओं की ओर मोड़ने की बात कही — अतः निर्यात सब्सिडी इसमें नहीं आती।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10146,"n":46,"subject":"General Awareness","stem":"By mid-2025, which Indian state was recognized as the first to officially notify its entire network of wetlands under the Wetlands (Conservation and Management) Rules, 2017?","stemHi":"2025 के मध्य तक कौन-सा भारतीय राज्य आर्द्रभूमि (संरक्षण एवं प्रबंधन) नियम, 2017 के अंतर्गत अपनी सभी आर्द्रभूमियों को अधिसूचित करने वाला पहला राज्य बना?","context":null,"contextHi":null,"options":[{"key":"a","text":"Kerala","textHi":"केरल","imageUrl":null},{"key":"b","text":"Odisha","textHi":"ओडिशा","imageUrl":null},{"key":"c","text":"Himachal Pradesh","textHi":"हिमाचल प्रदेश","imageUrl":null},{"key":"d","text":"Madhya Pradesh","textHi":"मध्य प्रदेश","imageUrl":null}],"correct":"b","sol":"Wetlands notification\nOdisha became the first state to notify all its wetlands under the 2017 Rules.\nNotification brings the wetlands legal protection against encroachment and conversion.\nOdisha also hosts Chilika, India’s largest brackish-water lagoon.\nHence option (b).","solHi":"ओडिशा 2017 नियमों के अंतर्गत अपनी सभी आर्द्रभूमियों को अधिसूचित करने वाला पहला राज्य बना।\nअधिसूचना से आर्द्रभूमियों को अतिक्रमण और परिवर्तन के विरुद्ध विधिक संरक्षण मिलता है।\nओडिशा में चिल्का भी है, जो भारत की सबसे बड़ी खारे पानी की लैगून है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10147,"n":47,"subject":"General Awareness","stem":"Consider the following statements and select the correct option regarding Assertion (A) and Reason (R):\nAssertion (A): After the New Economic Policy (1991), industrial licensing was discontinued for the majority of industries in India.\nReason (R): The aim was to curb the rise of powerful private sector monopolies.","stemHi":"अभिकथन (A) और कारण (R) के संबंध में सही विकल्प चुनिए:\nअभिकथन (A): नई आर्थिक नीति (1991) के बाद भारत में अधिकांश उद्योगों के लिए औद्योगिक लाइसेंसिंग समाप्त कर दी गई।\nकारण (R): इसका उद्देश्य शक्तिशाली निजी क्षेत्र के एकाधिकारों को रोकना था।","context":null,"contextHi":null,"options":[{"key":"a","text":"A and R are both correct, and R properly explains A.","textHi":"A और R दोनों सही हैं और R, A की सही व्याख्या करता है।","imageUrl":null},{"key":"b","text":"A and R are both correct, but R does not explain A.","textHi":"A और R दोनों सही हैं, परंतु R व्याख्या नहीं करता।","imageUrl":null},{"key":"c","text":"A is correct, but R is incorrect.","textHi":"A सही है, परंतु R गलत है।","imageUrl":null},{"key":"d","text":"A is incorrect, but R is correct.","textHi":"A गलत है, परंतु R सही है।","imageUrl":null}],"correct":"c","sol":"1991 licensing (A–R)\nThe 1991 policy abolished licensing for all but a handful of industries — A is correct.\nThe purpose was to FREE private enterprise from red tape, not to curb it — R is incorrect.\nCurbing monopolies was the aim of the earlier MRTP regime, which was itself relaxed in 1991.\nHence option (c).","solHi":"1991 की नीति ने कुछ गिने-चुने उद्योगों को छोड़कर लाइसेंसिंग समाप्त कर दी — A सही।\nउद्देश्य निजी उद्यम को लालफ़ीताशाही से मुक्त करना था, उस पर अंकुश लगाना नहीं — R गलत।\nएकाधिकार पर अंकुश पुराने MRTP ढाँचे का उद्देश्य था, जिसे 1991 में स्वयं ढीला किया गया।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10148,"n":48,"subject":"General Awareness","stem":"Which provision of the Indian Constitution grants citizens the Right to Constitutional Remedies and safeguards Fundamental Rights?","stemHi":"भारतीय संविधान का कौन-सा प्रावधान नागरिकों को संवैधानिक उपचारों का अधिकार देता है और मूल अधिकारों की रक्षा करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Article 32 - often referred to as the "heart and soul" of the Constitution","textHi":"अनुच्छेद 32 - जिसे संविधान की "आत्मा" कहा जाता है","imageUrl":null},{"key":"b","text":"Article 227 - primarily related to High Court supervisory powers","textHi":"अनुच्छेद 227 - मुख्यतः उच्च न्यायालय की अधीक्षण शक्तियों से संबंधित","imageUrl":null},{"key":"c","text":"Article 19 - connected to freedom-related rights","textHi":"अनुच्छेद 19 - स्वतंत्रता संबंधी अधिकारों से जुड़ा","imageUrl":null},{"key":"d","text":"Article 25 - deals with freedom of religion","textHi":"अनुच्छेद 25 - धर्म की स्वतंत्रता से संबंधित","imageUrl":null}],"correct":"a","sol":"Article 32\nArticle 32 lets a citizen move the Supreme Court directly for enforcement of Fundamental Rights.\nDr. Ambedkar called it the heart and soul of the Constitution.\nThe Court can issue writs such as habeas corpus and mandamus under it.\nHence option (a).","solHi":"अनुच्छेद 32 नागरिक को मूल अधिकारों के प्रवर्तन हेतु सीधे उच्चतम न्यायालय जाने का अधिकार देता है।\nडॉ. अंबेडकर ने इसे संविधान की आत्मा कहा था।\nइसके अंतर्गत न्यायालय बंदी प्रत्यक्षीकरण, परमादेश आदि रिट जारी कर सकता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10149,"n":49,"subject":"General Awareness","stem":"Which statement highlights a distinctive tradition of the Dumhal folk dance in Kashmir?","stemHi":"कश्मीर के दुमहाल लोक नृत्य की विशिष्ट परंपरा को कौन-सा कथन उजागर करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"It is performed by women to mark sowing seasons.","textHi":"यह बुवाई के मौसम में महिलाओं द्वारा किया जाता है।","imageUrl":null},{"key":"b","text":"It uses only flute music without any singing.","textHi":"इसमें बिना गायन केवल बाँसुरी वादन होता है।","imageUrl":null},{"key":"c","text":"It is performed exclusively by Wattal men, who dance around a ceremonial banner fixed into the ground.","textHi":"यह केवल वट्टल पुरुषों द्वारा किया जाता है, जो ज़मीन में गाड़े गए अनुष्ठानिक ध्वज के चारों ओर नृत्य करते हैं।","imageUrl":null},{"key":"d","text":"Any group can perform it freely without ritual procedures.","textHi":"कोई भी समूह इसे बिना अनुष्ठान के स्वतंत्र रूप से कर सकता है।","imageUrl":null}],"correct":"c","sol":"Dumhal dance\nDumhal is performed only by men of the Wattal community of Kashmir.\nThey wear long colourful robes and conical caps and dance around a banner planted in the ground.\nThe dance is done on fixed occasions with set rituals.\nHence option (c).","solHi":"दुमहाल केवल कश्मीर के वट्टल समुदाय के पुरुष करते हैं।\nवे लंबे रंगीन चोगे और शंक्वाकार टोपियाँ पहनकर ज़मीन में गाड़े गए ध्वज के चारों ओर नृत्य करते हैं।\nयह नृत्य निश्चित अवसरों पर तय अनुष्ठानों के साथ किया जाता है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10150,"n":50,"subject":"General Awareness","stem":"What is the main physical process that causes the glowing auroras seen near the polar regions of Earth?","stemHi":"पृथ्वी के ध्रुवीय क्षेत्रों में दिखाई देने वाली चमकती ध्रुवीय ज्योति (अरोरा) का मुख्य भौतिक कारण क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Vibrations from seismic activity","textHi":"भूकंपीय गतिविधि से उत्पन्न कंपन","imageUrl":null},{"key":"b","text":"Sudden electrical discharges inside the atmosphere","textHi":"वायुमंडल के भीतर अचानक विद्युत निस्सरण","imageUrl":null},{"key":"c","text":"Charged solar particles interacting with Earth's magnetic field","textHi":"सौर आवेशित कणों का पृथ्वी के चुंबकीय क्षेत्र से अंतःक्रिया","imageUrl":null},{"key":"d","text":"Fine volcanic dust scattering sunlight","textHi":"सूक्ष्म ज्वालामुखीय धूल द्वारा सूर्य-प्रकाश का प्रकीर्णन","imageUrl":null}],"correct":"c","sol":"Auroras\nThe solar wind carries charged particles towards the Earth.\nThe magnetic field guides them to the polar regions, where they strike oxygen and nitrogen atoms.\nThe excited atoms release light, producing the aurora borealis and australis.\nHence option (c).","solHi":"सौर पवन आवेशित कणों को पृथ्वी की ओर लाती है।\nचुंबकीय क्षेत्र उन्हें ध्रुवीय क्षेत्रों की ओर मोड़ देता है, जहाँ वे ऑक्सीजन और नाइट्रोजन परमाणुओं से टकराते हैं।\nउत्तेजित परमाणु प्रकाश छोड़ते हैं, जिससे अरोरा बोरियालिस और ऑस्ट्रेलिस बनते हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10151,"n":51,"subject":"Quantitative Aptitude","stem":"If (A + B) : (A − B) = 7 : 3, find (A³ + B³) : (A³ − B³).","stemHi":"यदि (A + B) : (A − B) = 7 : 3 है, तो (A³ + B³) : (A³ − B³) ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"195 : 148","textHi":null,"imageUrl":null},{"key":"b","text":"125 : 137","textHi":null,"imageUrl":null},{"key":"c","text":"133 : 117","textHi":null,"imageUrl":null},{"key":"d","text":"123 : 117","textHi":null,"imageUrl":null}],"correct":"c","sol":"Ratio of cubes\n $\"figure\"/$ \nTake A + B = 7 and A − B = 3; solving gives A = 5 and B = 2.\nA³ + B³ = 125 + 8 = 133.\nA³ − B³ = 125 − 8 = 117.\nRatio = 133 : 117 — option (c).","solHi":" $\"figure\"/$ \nA + B = 7 और A − B = 3 लीजिए; हल करने पर A = 5 और B = 2।\nA³ + B³ = 125 + 8 = 133।\nA³ − B³ = 125 − 8 = 117।\nअनुपात = 133 : 117 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10152,"n":52,"subject":"Quantitative Aptitude","stem":"If you subtract the square of a number from 2796 and then multiply the result by 13, you get 35711. What is that number?","stemHi":"यदि 2796 में से किसी संख्या का वर्ग घटाकर परिणाम को 13 से गुणा किया जाए तो 35711 मिलता है। वह संख्या क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"±8","textHi":null,"imageUrl":null},{"key":"b","text":"±6","textHi":null,"imageUrl":null},{"key":"c","text":"±9","textHi":null,"imageUrl":null},{"key":"d","text":"±7","textHi":null,"imageUrl":null}],"correct":"d","sol":"Equation with a square\n $\"figure\"/$ \n13(2796 − x²) = 35711.\n2796 − x² =

\frac{35711}{13}

= 2747.\nx² = 2796 − 2747 = 49.\nx = ±7 — option (d).","solHi":" $\"figure\"/$ \n13(2796 − x²) = 35711।\n2796 − x² =

\frac{35711}{13}

= 2747।\nx² = 2796 − 2747 = 49।\nx = ±7 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10153,"n":53,"subject":"Quantitative Aptitude","stem":"Choose the correct relation:\n(i)

\sqrt{9}

< 3.1\n(ii)

\sqrt{15}

\sqrt{17}

\n(iii)

\sqrt{8}

\sqrt{11}

","stemHi":"सही संबंध चुनिए:\n(i)

\sqrt{9}

< 3.1\n(ii)

\sqrt{15}

\sqrt{17}

\n(iii)

\sqrt{8}

\sqrt{11}

","context":null,"contextHi":null,"options":[{"key":"a","text":"(i) only","textHi":"केवल (i)","imageUrl":null},{"key":"b","text":"(i), (ii) and (iii)","textHi":"(i), (ii) और (iii)","imageUrl":null},{"key":"c","text":"(ii) and (iii)","textHi":"(ii) और (iii)","imageUrl":null},{"key":"d","text":"(i) and (ii)","textHi":"(i) और (ii)","imageUrl":null}],"correct":"b","sol":"Comparing surds\n

\sqrt{9}

= 3, and 3 < 3.1 ✓.\nA bigger number under the root gives a bigger value, so

\sqrt{15}

\sqrt{17}

✓.\nLikewise

\sqrt{8}

\sqrt{11}

✓.\nAll three hold — option (b).","solHi":"

\sqrt{9}

= 3, और 3 < 3.1 ✓।\nमूल के भीतर बड़ी संख्या का मान भी बड़ा होता है, अतः

\sqrt{15}

\sqrt{17}

✓।\nइसी प्रकार

\sqrt{8}

\sqrt{11}

✓।\nतीनों सही — विकल्प (b)।","pos":2,"neg":0.5},{"id":10154,"n":54,"subject":"Quantitative Aptitude","stem":"A trader marked an article 30% above its cost price. He then allowed a discount of 10% on the marked price. If the selling price of the article was ₹702, what was its cost price?","stemHi":"एक व्यापारी ने वस्तु को क्रय मूल्य से 30% अधिक अंकित किया और फिर अंकित मूल्य पर 10% छूट दी। यदि विक्रय मूल्य ₹702 था, तो क्रय मूल्य क्या था?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹600","textHi":null,"imageUrl":null},{"key":"b","text":"₹880","textHi":null,"imageUrl":null},{"key":"c","text":"₹950","textHi":null,"imageUrl":null},{"key":"d","text":"₹550","textHi":null,"imageUrl":null}],"correct":"a","sol":"Markup and discount\n $\"figure\"/$ \nLet CP = 100 ⇒ MP = 130.\nAfter 10% discount, SP = 130 ×

\frac{9}{10}

= 117 units.\n117 units = ₹702 ⇒ 1 unit = ₹6.\nCP = 100 units = ₹600 — option (a).","solHi":" $\"figure\"/$ \nCP = 100 लीजिए ⇒ MP = 130।\n10% छूट के बाद SP = 130 ×

\frac{9}{10}

= 117 इकाई।\n117 इकाई = ₹702 ⇒ 1 इकाई = ₹6।\nCP = 100 इकाई = ₹600 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10155,"n":55,"subject":"Quantitative Aptitude","stem":"A and B together earn ₹960 for a job. A works the whole time; B joins after the job is 40% done. B is twice as efficient as A. Find A's share.","stemHi":"A और B मिलकर एक कार्य के लिए ₹960 कमाते हैं। A पूरे समय काम करता है; B तब जुड़ता है जब कार्य का 40% हो चुका होता है। B, A से दोगुना कुशल है। A का हिस्सा ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"₹720","textHi":null,"imageUrl":null},{"key":"b","text":"₹384","textHi":null,"imageUrl":null},{"key":"c","text":"₹360","textHi":null,"imageUrl":null},{"key":"d","text":"₹576","textHi":null,"imageUrl":null}],"correct":"d","sol":"Work and wages\n $\"figure\"/$ \nTake the work as 100 units; efficiencies A : B = 1 : 2.\nA alone does the first 40 units. The remaining 60 units are shared in the ratio 1 : 2, so B does 40 and A does 20.\nA’s total work = 40 + 20 = 60 units out of 100.\nA’s share = 960 ×

\frac{60}{100}

= ₹576 — option (d).","solHi":" $\"figure\"/$ \nकार्य 100 इकाई लीजिए; कुशलता A : B = 1 : 2।\nपहले 40 इकाई अकेले A करता है। शेष 60 इकाई 1 : 2 में बँटती है, अतः B 40 और A 20 करता है।\nA का कुल कार्य = 40 + 20 = 60 इकाई (100 में से)।\nA का हिस्सा = 960 ×

\frac{60}{100}

= ₹576 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10156,"n":56,"subject":"Quantitative Aptitude","stem":"Given m +

\frac{1}{m}

= −3, determine the value of m⁵ +

\frac{1}{m ⁵}

− 2(m³ +

\frac{1}{m ³}

) + 4(m +

\frac{1}{m}

).","stemHi":"यदि m +

\frac{1}{m}

= −3 है, तो m⁵ +

\frac{1}{m ⁵}

− 2(m³ +

\frac{1}{m ³}

) + 4(m +

\frac{1}{m}

) का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"−99","textHi":null,"imageUrl":null},{"key":"b","text":"−98","textHi":null,"imageUrl":null},{"key":"c","text":"−95","textHi":null,"imageUrl":null},{"key":"d","text":"99","textHi":null,"imageUrl":null}],"correct":"a","sol":"$28","solHi":"$29","pos":2,"neg":0.5},{"id":10157,"n":57,"subject":"Quantitative Aptitude","stem":"A sum becomes 3.1 times itself in 7 years under simple interest. In how many years will it become 6 times itself at the same rate?","stemHi":"साधारण ब्याज पर कोई राशि 7 वर्ष में स्वयं की 3.1 गुनी हो जाती है। उसी दर पर वह कितने वर्षों में 6 गुनी हो जाएगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{27}{3}

years","textHi":"

\frac{27}{3}

वर्ष","imageUrl":null},{"key":"b","text":"

\frac{50}{3}

years","textHi":"

\frac{50}{3}

वर्ष","imageUrl":null},{"key":"c","text":"

\frac{31}{3}

years","textHi":"

\frac{31}{3}

वर्ष","imageUrl":null},{"key":"d","text":"

\frac{19}{3}

years","textHi":"

\frac{19}{3}

वर्ष","imageUrl":null}],"correct":"b","sol":"SI — multiple of itself\n $\"figure\"/$ \nInterest in 7 years = 3.1P − P = 2.1P.\nRate =

\frac{2.1 P \times 100}{P \times 7}

= 30% per annum.\nTo become 6 times, the interest needed is 5P: time =

\frac{5 P \times 100}{P \times 30}

.\n=

\frac{50}{3}

years — option (b).","solHi":" $\"figure\"/$ \n7 वर्ष का ब्याज = 3.1P − P = 2.1P।\nदर =

\frac{2.1 P \times 100}{P \times 7}

= 30% वार्षिक।\n6 गुनी होने के लिए 5P ब्याज चाहिए: समय =

\frac{5 P \times 100}{P \times 30}

।\n=

\frac{50}{3}

वर्ष — विकल्प (b)।","pos":2,"neg":0.5},{"id":10158,"n":58,"subject":"Quantitative Aptitude","stem":"A person invested a total sum of ₹2,700 in three different simple-interest schemes at 3%, 4% and 6% per annum. At the end of one year he got the same interest from all three schemes. What was the amount invested at 6%?","stemHi":"एक व्यक्ति ने कुल ₹2,700 तीन अलग साधारण ब्याज योजनाओं में क्रमशः 3%, 4% और 6% वार्षिक दर पर निवेश किए। एक वर्ष बाद तीनों से समान ब्याज मिला। 6% पर कितनी राशि निवेश की गई?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹1100","textHi":null,"imageUrl":null},{"key":"b","text":"₹760","textHi":null,"imageUrl":null},{"key":"c","text":"₹600","textHi":null,"imageUrl":null},{"key":"d","text":"₹850","textHi":null,"imageUrl":null}],"correct":"c","sol":"Equal interest schemes\n $\"figure\"/$ \nFor equal interest, principal ∝

\frac{1}{rate}

.\nRates 3 : 4 : 6 give principals

\frac{1}{3}

\frac{1}{4}

\frac{1}{6}

= 4 : 3 : 2 (9 parts).\n9 parts = ₹2,700 ⇒ 1 part = ₹300.\n6% scheme = 2 parts = ₹600 — option (c).","solHi":" $\"figure\"/$ \nसमान ब्याज के लिए मूलधन ∝

\frac{1}{दर}

।\nदरें 3 : 4 : 6 से मूलधन

\frac{1}{3}

\frac{1}{4}

\frac{1}{6}

= 4 : 3 : 2 (9 भाग)।\n9 भाग = ₹2,700 ⇒ 1 भाग = ₹300।\n6% योजना = 2 भाग = ₹600 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10159,"n":59,"subject":"Quantitative Aptitude","stem":"A ladder reaches a window 9 metres high on a vertical wall. If the ladder is positioned at a 30° angle to the ground, what is its length?","stemHi":"एक सीढ़ी ऊर्ध्वाधर दीवार पर 9 मीटर ऊँची खिड़की तक पहुँचती है। यदि सीढ़ी ज़मीन से 30° का कोण बनाती है, तो उसकी लंबाई क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"18 m","textHi":null,"imageUrl":null},{"key":"b","text":"20 m","textHi":null,"imageUrl":null},{"key":"c","text":"32 m","textHi":null,"imageUrl":null},{"key":"d","text":"12 m","textHi":null,"imageUrl":null}],"correct":"a","sol":"Ladder at 30°\n $\"figure\"/$ \nsin30° =

\frac{height}{ladder}

.\n

\frac{1}{2}

\frac{9}{ladder}

.\nLadder = 9 × 2.\n= 18 m — option (a).","solHi":" $\"figure\"/$ \nsin30° =

\frac{ऊँचाई}{सीढ़ी}

।\n

\frac{1}{2}

\frac{9}{सीढ़ी}

।\nसीढ़ी = 9 × 2।\n= 18 m — विकल्प (a)।","pos":2,"neg":0.5},{"id":10160,"n":60,"subject":"Quantitative Aptitude","stem":"A solid cylinder has a radius of 8 cm and a height of 15 cm. A smaller cylindrical hole of radius 4 cm is drilled coaxially through its entire length. What is the approximate volume of the remaining solid?","stemHi":"एक ठोस बेलन की त्रिज्या 8 cm और ऊँचाई 15 cm है। उसमें पूरी लंबाई में 4 cm त्रिज्या का बेलनाकार छेद किया जाता है। शेष ठोस का अनुमानित आयतन क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"2825 cm³","textHi":null,"imageUrl":null},{"key":"b","text":"2785 cm³","textHi":null,"imageUrl":null},{"key":"c","text":"2502 cm³","textHi":null,"imageUrl":null},{"key":"d","text":"2263 cm³","textHi":null,"imageUrl":null}],"correct":"d","sol":"Hollow cylinder\n $\"figure\"/$ \nBig cylinder = πr²h = π × 64 × 15 = 960π.\nHole = π × 16 × 15 = 240π.\nRemaining = 960π − 240π = 720π = 720 ×

\frac{22}{7}

.\n≈ 2263 cm³ — option (d).","solHi":" $\"figure\"/$ \nबड़ा बेलन = πr²h = π × 64 × 15 = 960π।\nछेद = π × 16 × 15 = 240π।\nशेष = 960π − 240π = 720π = 720 ×

\frac{22}{7}

।\n≈ 2263 cm³ — विकल्प (d)।","pos":2,"neg":0.5},{"id":10161,"n":61,"subject":"Quantitative Aptitude","stem":"A tank is in the shape of a rectangular parallelepiped of size 30 m × 20 m × 5 m. Its capacity in kilolitres is:","stemHi":"एक टंकी 30 m × 20 m × 5 m आकार के आयताकार घनाभ के रूप में है। उसकी क्षमता किलोलीटर में कितनी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"7,000 kilolitres","textHi":"7,000 किलोलीटर","imageUrl":null},{"key":"b","text":"3,000 kilolitres","textHi":"3,000 किलोलीटर","imageUrl":null},{"key":"c","text":"5,500 kilolitres","textHi":"5,500 किलोलीटर","imageUrl":null},{"key":"d","text":"3,500 kilolitres","textHi":"3,500 किलोलीटर","imageUrl":null}],"correct":"b","sol":"Tank capacity\nVolume = l × b × h = 30 × 20 × 5.\n= 3000 m³.\n1 m³ = 1000 litres = 1 kilolitre.\n= 3,000 kilolitres — option (b).","solHi":"आयतन = l × b × h = 30 × 20 × 5।\n= 3000 m³।\n1 m³ = 1000 लीटर = 1 किलोलीटर।\n= 3,000 किलोलीटर — विकल्प (b)।","pos":2,"neg":0.5},{"id":10162,"n":62,"subject":"Quantitative Aptitude","stem":"A right circular cone of height 15 cm is cut by two parallel planes at heights 5 cm and 10 cm from the base. What is the ratio of the volumes of the three parts (from top to bottom)?","stemHi":"15 cm ऊँचाई वाले लंब वृत्तीय शंकु को आधार से 5 cm और 10 cm की ऊँचाई पर दो समांतर तलों से काटा जाता है। तीनों भागों (ऊपर से नीचे) के आयतनों का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"8 : 19 : 27","textHi":null,"imageUrl":null},{"key":"b","text":"1 : 6 : 20","textHi":null,"imageUrl":null},{"key":"c","text":"8 : 19 : 64","textHi":null,"imageUrl":null},{"key":"d","text":"1 : 7 : 19","textHi":null,"imageUrl":null}],"correct":"d","sol":"Cone cut by two planes\n $\"figure\"/$ \nMeasured from the apex the three cones have heights 5, 10 and 15 cm — a ratio of 1 : 2 : 3.\nTheir volumes go as the cubes: 1 : 8 : 27.\nTop part = 1; middle = 8 − 1 = 7; bottom = 27 − 8 = 19.\nRatio = 1 : 7 : 19 — option (d).","solHi":" $\"figure\"/$ \nशीर्ष से नापने पर तीनों शंकुओं की ऊँचाइयाँ 5, 10 और 15 cm हैं — अनुपात 1 : 2 : 3।\nउनके आयतन घन के अनुपात में: 1 : 8 : 27।\nऊपरी भाग = 1; बीच का = 8 − 1 = 7; निचला = 27 − 8 = 19।\nअनुपात = 1 : 7 : 19 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10163,"n":63,"subject":"Quantitative Aptitude","stem":"A solid sphere of radius P is melted and recast into n smaller spheres, each of radius q. Find the value of n.","stemHi":"P त्रिज्या वाले एक ठोस गोले को पिघलाकर q त्रिज्या वाले n छोटे गोले बनाए जाते हैं। n का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"(

\frac{P}{q}

)³","textHi":null,"imageUrl":null},{"key":"b","text":"(

\frac{3 P}{2 q}

)³","textHi":null,"imageUrl":null},{"key":"c","text":"(

\frac{q}{3 P}

)³","textHi":null,"imageUrl":null},{"key":"d","text":"(

\frac{q}{P}

)³","textHi":null,"imageUrl":null}],"correct":"a","sol":"Sphere recast\n $\"figure\"/$ \nVolume is conserved:

\frac{4}{3}

πP³ = n ×

\frac{4}{3}

πq³.\nCancel

\frac{4}{3}

π from both sides.\nn =

\frac{P ³}{q ³}

.\n= (

\frac{P}{q}

)³ — option (a).","solHi":" $\"figure\"/$ \nआयतन संरक्षित रहता है:

\frac{4}{3}

πP³ = n ×

\frac{4}{3}

πq³।\nदोनों पक्षों से

\frac{4}{3}

π काटिए।\nn =

\frac{P ³}{q ³}

।\n= (

\frac{P}{q}

)³ — विकल्प (a)।","pos":2,"neg":0.5},{"id":10164,"n":64,"subject":"Quantitative Aptitude","stem":"If tanA =

\frac{1}{\sqrt{3}}

, what is the value of (1 + secA)(1 + cosecA)?","stemHi":"यदि tanA =

\frac{1}{\sqrt{3}}

है, तो (1 + secA)(1 + cosecA) का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{3 \sqrt{3} + 6}{2 \sqrt{3}}

","textHi":null,"imageUrl":null},{"key":"b","text":"

\frac{3 \sqrt{3} + 4}{\sqrt{3}}

","textHi":null,"imageUrl":null},{"key":"c","text":"

\frac{\sqrt{3} + 6}{\sqrt{3}}

","textHi":null,"imageUrl":null},{"key":"d","text":"

\frac{3 \sqrt{3} + 6}{\sqrt{3}}

","textHi":null,"imageUrl":null}],"correct":"d","sol":"$2a","solHi":"$2b","pos":2,"neg":0.5},{"id":10165,"n":65,"subject":"Quantitative Aptitude","stem":"If secx + tanx =

\sqrt{2}

, what is the value of secx − tanx?","stemHi":"यदि secx + tanx =

\sqrt{2}

है, तो secx − tanx का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{2}{\sqrt{2}}

","textHi":null,"imageUrl":null},{"key":"b","text":"

\frac{1}{\sqrt{2}}

","textHi":null,"imageUrl":null},{"key":"c","text":"

\frac{1}{2 \sqrt{2}}

","textHi":null,"imageUrl":null},{"key":"d","text":"

\frac{3}{\sqrt{2}}

","textHi":null,"imageUrl":null}],"correct":"b","sol":"secx − tanx\nThe identity sec²x − tan²x = 1 gives (secx + tanx)(secx − tanx) = 1.\nSo secx − tanx =

\frac{1}{secx + tanx}

.\n=

\frac{1}{\sqrt{2}}

.\nHence option (b).","solHi":"सर्वसमिका sec²x − tan²x = 1 से (secx + tanx)(secx − tanx) = 1।\nअतः secx − tanx =

\frac{1}{secx + tanx}

।\n=

\frac{1}{\sqrt{2}}

।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10166,"n":66,"subject":"Quantitative Aptitude","stem":"Which point lies on y = 2x − 5?","stemHi":"कौन-सा बिंदु y = 2x − 5 पर स्थित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"(0, −5)","textHi":null,"imageUrl":null},{"key":"b","text":"(3, 1)","textHi":null,"imageUrl":null},{"key":"c","text":"(1, −3)","textHi":null,"imageUrl":null},{"key":"d","text":"(0, −5), (3, 1) and (1, −3) all","textHi":"(0, −5), (3, 1) और (1, −3) सभी","imageUrl":null}],"correct":"d","sol":"Points on a line\nCheck (0, −5): 2(0) − 5 = −5 ✓.\nCheck (3, 1): 2(3) − 5 = 1 ✓.\nCheck (1, −3): 2(1) − 5 = −3 ✓.\nAll three lie on the line — option (d).","solHi":"(0, −5) जाँचिए: 2(0) − 5 = −5 ✓।\n(3, 1) जाँचिए: 2(3) − 5 = 1 ✓।\n(1, −3) जाँचिए: 2(1) − 5 = −3 ✓।\nतीनों बिंदु रेखा पर हैं — विकल्प (d)।","pos":2,"neg":0.5},{"id":10167,"n":67,"subject":"Quantitative Aptitude","stem":"A sector has a central angle of 60° and a radius of 18 cm. Another sector has a central angle of

\frac{2 π}{3}

radians. What is the ratio of the area of the first sector to the area of the second sector?","stemHi":"एक त्रिज्यखंड का केंद्रीय कोण 60° और त्रिज्या 18 cm है। दूसरे त्रिज्यखंड का केंद्रीय कोण

\frac{2 π}{3}

रेडियन है। पहले और दूसरे त्रिज्यखंड के क्षेत्रफलों का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"4 : 3","textHi":null,"imageUrl":null},{"key":"b","text":"1 : 2","textHi":null,"imageUrl":null},{"key":"c","text":"7 : 2","textHi":null,"imageUrl":null},{"key":"d","text":"2 : 1","textHi":null,"imageUrl":null}],"correct":"b","sol":"Sector areas\n $\"figure\"/$ \n

\frac{2 π}{3}

radians = 120°.\nWith the same radius, sector area is proportional to the angle.\n60° : 120°.\n= 1 : 2 — option (b).","solHi":" $\"figure\"/$ \n

\frac{2 π}{3}

रेडियन = 120°।\nसमान त्रिज्या पर त्रिज्यखंड का क्षेत्रफल कोण के अनुपात में होता है।\n60° : 120°।\n= 1 : 2 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10168,"n":68,"subject":"Quantitative Aptitude","stem":"A regular polygon has each interior angle measuring 120°. Find the number of its sides.","stemHi":"एक सम बहुभुज का प्रत्येक अंतःकोण 120° है। उसकी भुजाओं की संख्या ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"6","textHi":null,"imageUrl":null},{"key":"b","text":"1","textHi":null,"imageUrl":null},{"key":"c","text":"13","textHi":null,"imageUrl":null},{"key":"d","text":"8","textHi":null,"imageUrl":null}],"correct":"a","sol":"Interior angle 120°\n $\"figure\"/$ \nInterior 120° means each exterior angle = 180° − 120° = 60°.\nNumber of sides =

\frac{360 °}{exterior angle}

.\n=

\frac{360}{60}

.\n= 6 — option (a).","solHi":" $\"figure\"/$ \nअंतःकोण 120° का अर्थ है बाह्य कोण = 180° − 120° = 60°।\nभुजाओं की संख्या =

\frac{360 °}{बाह्य कोण}

।\n=

\frac{360}{60}

।\n= 6 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10169,"n":69,"subject":"Quantitative Aptitude","stem":"A point P is 17 cm away from the centre of a circle. A tangent drawn from P to the circle has length 15 cm. What is the area of the circle?","stemHi":"बिंदु P वृत्त के केंद्र से 17 cm दूर है। P से खींची गई स्पर्श रेखा की लंबाई 15 cm है। वृत्त का क्षेत्रफल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"121π cm²","textHi":null,"imageUrl":null},{"key":"b","text":"512π cm²","textHi":null,"imageUrl":null},{"key":"c","text":"64π cm²","textHi":null,"imageUrl":null},{"key":"d","text":"16π cm²","textHi":null,"imageUrl":null}],"correct":"c","sol":"Tangent and area\n $\"figure\"/$ \nThe radius meets the tangent at 90°: 17² = r² + 15².\nr² = 289 − 225 = 64, so r = 8 cm.\nArea = πr² = π × 64.\n= 64π cm² — option (c).","solHi":" $\"figure\"/$ \nत्रिज्या स्पर्श रेखा से 90° पर मिलती है: 17² = r² + 15²।\nr² = 289 − 225 = 64, अतः r = 8 cm।\nक्षेत्रफल = πr² = π × 64।\n= 64π cm² — विकल्प (c)।","pos":2,"neg":0.5},{"id":10170,"n":70,"subject":"Quantitative Aptitude","stem":"In △PQR, an angle bisector from P meets QR at S. If PS bisects ∠QPR and PQ = PR, are △PQS and △PRS congruent? If so, by what rule?","stemHi":"△PQR में P से खींची गई कोण-समद्विभाजक QR को S पर मिलती है। यदि PS, ∠QPR को समद्विभाजित करती है और PQ = PR है, तो क्या △PQS और △PRS सर्वांगसम हैं? यदि हाँ, तो किस नियम से?","context":null,"contextHi":null,"options":[{"key":"a","text":"Yes, by SSS","textHi":"हाँ, SSS से","imageUrl":null},{"key":"b","text":"Yes, by SAS","textHi":"हाँ, SAS से","imageUrl":null},{"key":"c","text":"Yes, by ASA","textHi":"हाँ, ASA से","imageUrl":null},{"key":"d","text":"No, they are not congruent","textHi":"नहीं, वे सर्वांगसम नहीं हैं","imageUrl":null}],"correct":"b","sol":"SAS congruence\n $\"figure\"/$ \nPQ = PR (given) and PS = PS (common side).\n∠QPS = ∠SPR because PS bisects the angle at P.\nTwo sides and the INCLUDED angle are equal.\nCongruent by SAS — option (b).","solHi":" $\"figure\"/$ \nPQ = PR (दिया गया) और PS = PS (उभयनिष्ठ भुजा)।\n∠QPS = ∠SPR क्योंकि PS कोण को समद्विभाजित करती है।\nदो भुजाएँ और उनके बीच का कोण बराबर हैं।\nSAS से सर्वांगसम — विकल्प (b)।","pos":2,"neg":0.5},{"id":10171,"n":71,"subject":"Quantitative Aptitude","stem":"Simplify:

\frac{1}{\sqrt{5} - \sqrt{2}}

\frac{1}{\sqrt{5} + \sqrt{2}}

","stemHi":"सरल कीजिए:

\frac{1}{\sqrt{5} - \sqrt{2}}

\frac{1}{\sqrt{5} + \sqrt{2}}

","context":null,"contextHi":null,"options":[{"key":"a","text":"

\sqrt{5}

","textHi":null,"imageUrl":null},{"key":"b","text":"

\frac{5 \sqrt{2}}{3}

","textHi":null,"imageUrl":null},{"key":"c","text":"

\frac{2 \sqrt{5}}{7}

","textHi":null,"imageUrl":null},{"key":"d","text":"

\frac{2 \sqrt{5}}{3}

","textHi":null,"imageUrl":null}],"correct":"d","sol":"$2c","solHi":"$2d","pos":2,"neg":0.5},{"id":10172,"n":72,"subject":"Quantitative Aptitude","stem":"If cosecA = y, then what is cot²A in terms of y?","stemHi":"यदि cosecA = y है, तो cot²A का मान y के पदों में क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"y² − 3","textHi":null,"imageUrl":null},{"key":"b","text":"y² − 2","textHi":null,"imageUrl":null},{"key":"c","text":"y² − 1","textHi":null,"imageUrl":null},{"key":"d","text":"2y² − 1","textHi":null,"imageUrl":null}],"correct":"c","sol":"cot²A from cosecA\nThe identity is cosec²A − cot²A = 1.\nSo cot²A = cosec²A − 1.\nWith cosecA = y, cosec²A = y².\ncot²A = y² − 1 — option (c).","solHi":"सर्वसमिका है cosec²A − cot²A = 1।\nअतः cot²A = cosec²A − 1।\ncosecA = y से cosec²A = y²।\ncot²A = y² − 1 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10173,"n":73,"subject":"Quantitative Aptitude","stem":"The angle between two tangents drawn from an external point to a circle is 70°. What is the angle subtended by the chord connecting their points of contact at the centre?","stemHi":"किसी बाह्य बिंदु से वृत्त पर खींची गई दो स्पर्श रेखाओं के बीच का कोण 70° है। उनके स्पर्श-बिंदुओं को जोड़ने वाली जीवा द्वारा केंद्र पर बनाया गया कोण क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"80°","textHi":null,"imageUrl":null},{"key":"b","text":"110°","textHi":null,"imageUrl":null},{"key":"c","text":"115°","textHi":null,"imageUrl":null},{"key":"d","text":"60°","textHi":null,"imageUrl":null}],"correct":"b","sol":"Angle between tangents\n $\"figure\"/$ \nThe radii meet the tangents at 90° each, forming quadrilateral OMPN.\nIts four angles add to 360°: 90° + 90° + 70° + ∠MON = 360°.\n∠MON = 360° − 250°.\n= 110° — option (b).","solHi":" $\"figure\"/$ \nत्रिज्याएँ स्पर्श रेखाओं से 90°-90° पर मिलती हैं, जिससे चतुर्भुज OMPN बनता है।\nउसके चारों कोणों का योग 360° है: 90° + 90° + 70° + ∠MON = 360°।\n∠MON = 360° − 250°।\n= 110° — विकल्प (b)।","pos":2,"neg":0.5},{"id":10174,"n":74,"subject":"Quantitative Aptitude","stem":"From a point L outside a circle, a tangent LK and a secant LMN are drawn. If LK = 10 cm and MN = 15 cm, what is the length of the segment LM?","stemHi":"वृत्त के बाहर बिंदु L से एक स्पर्श रेखा LK और एक छेदक LMN खींची गई है। यदि LK = 10 cm और MN = 15 cm है, तो LM की लंबाई क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"6 cm","textHi":null,"imageUrl":null},{"key":"b","text":"8 cm","textHi":null,"imageUrl":null},{"key":"c","text":"5 cm","textHi":null,"imageUrl":null},{"key":"d","text":"11 cm","textHi":null,"imageUrl":null}],"correct":"c","sol":"Tangent-secant\n $\"figure\"/$ \nTangent-secant relation: LK² = LM × LN.\nLet LM = y, so LN = y + 15: 100 = y(y + 15).\ny² + 15y − 100 = 0 ⇒ (y + 20)(y − 5) = 0.\ny = 5 cm — option (c).","solHi":" $\"figure\"/$ \nस्पर्श-छेदक संबंध: LK² = LM × LN।\nLM = y मानिए, तो LN = y + 15: 100 = y(y + 15)।\ny² + 15y − 100 = 0 ⇒ (y + 20)(y − 5) = 0।\ny = 5 cm — विकल्प (c)।","pos":2,"neg":0.5},{"id":10175,"n":75,"subject":"Quantitative Aptitude","stem":"What is the value of (0.3³ + 0.03³) ÷ (0.6³ + 0.06³)?","stemHi":"(0.3³ + 0.03³) ÷ (0.6³ + 0.06³) का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"0.065","textHi":null,"imageUrl":null},{"key":"b","text":"0.005","textHi":null,"imageUrl":null},{"key":"c","text":"0.225","textHi":null,"imageUrl":null},{"key":"d","text":"0.125","textHi":null,"imageUrl":null}],"correct":"d","sol":"Cubes — common factor\n $\"figure\"/$ \nNumerator = 3³(0.1³ + 0.01³) and denominator = 6³(0.1³ + 0.01³).\nThe bracket cancels.\n

\frac{27}{216}

\frac{1}{8}

.\n= 0.125 — option (d).","solHi":" $\"figure\"/$ \nअंश = 3³(0.1³ + 0.01³) और हर = 6³(0.1³ + 0.01³)।\nकोष्ठक कट जाता है।\n

\frac{27}{216}

\frac{1}{8}

।\n= 0.125 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10176,"n":76,"subject":"English Comprehension","stem":"Find the correctly spelled word.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Parsimonious","textHi":null,"imageUrl":null},{"key":"b","text":"Parsemonious","textHi":null,"imageUrl":null},{"key":"c","text":"Parsimunius","textHi":null,"imageUrl":null},{"key":"d","text":"Parcimoneous","textHi":null,"imageUrl":null}],"correct":"a","sol":"Correct spelling\n'Parsimonious' — unwilling to spend, stingy — is the correct spelling.\nIt comes from parsimony.\nThe other three alter the vowels or the opening letter.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10177,"n":77,"subject":"English Comprehension","stem":"Choose the correct one-word substitute for:\n'In ancient times, some societies followed a system of government where priests rule in the name of God.'","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Plutocracy","textHi":null,"imageUrl":null},{"key":"b","text":"Theocracy","textHi":null,"imageUrl":null},{"key":"c","text":"Autocracy","textHi":null,"imageUrl":null},{"key":"d","text":"Aristocracy","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word — Theocracy\nA 'theocracy' is a government run by priests in the name of God.\nPlutocracy is rule by the wealthy and autocracy rule by one absolute ruler.\nAristocracy is rule by a privileged class.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10178,"n":78,"subject":"English Comprehension","stem":"Choose the correct one-word substitute for:\n'An inactive or harmless treatment that works because the person believes it will help.'","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Panacea","textHi":null,"imageUrl":null},{"key":"b","text":"Placebo","textHi":null,"imageUrl":null},{"key":"c","text":"Antidote","textHi":null,"imageUrl":null},{"key":"d","text":"Palliative","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word — Placebo\nA 'placebo' is a harmless, inactive treatment that works through the patient’s belief.\nA panacea claims to cure everything; an antidote counteracts a poison.\nA palliative only gives temporary relief.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10179,"n":79,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nThe manager handled the crisis so ____ that everyone praised his calmness.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"efficiently","textHi":null,"imageUrl":null},{"key":"b","text":"efficiency","textHi":null,"imageUrl":null},{"key":"c","text":"efficient","textHi":null,"imageUrl":null},{"key":"d","text":"efficacious","textHi":null,"imageUrl":null}],"correct":"a","sol":"Adverb needed\nThe blank describes HOW he handled the crisis, so an adverb is needed.\n"Efficiently" is the adverb form.\n"Efficiency" is a noun, "efficient" and "efficacious" adjectives.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10180,"n":80,"subject":"English Comprehension","stem":"Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.\n1. It helps them set clear goals and measure progress effectively.\n2. Strategic planning is vital for organizational success.\n3. It involves analyzing resources and assessing future opportunities.\n4. Without a plan, companies may lose direction and efficiency.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"2-3-1-4","textHi":null,"imageUrl":null},{"key":"b","text":"3-2-1-4","textHi":null,"imageUrl":null},{"key":"c","text":"2-1-3-4","textHi":null,"imageUrl":null},{"key":"d","text":"1-3-2-4","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — planning\nSentence 2 states the main idea — strategic planning is vital.\nSentence 3 explains what it involves and sentence 1 what it helps achieve.\nSentence 4 closes with the consequence of having no plan.\nOrder 2-3-1-4 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10181,"n":81,"subject":"English Comprehension","stem":"The following sentence has been divided into parts. One of them contains an error. Select the part that contains the error from the given options.\nShe emphasized on (1)/ the need for (2)/ regular practice (3)/ to improve performance. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"a","sol":"emphasise (no preposition)\nThe verb 'emphasise' is transitive and takes a direct object.\nNo preposition is used after it.\nCorrect: 'She emphasized the need for regular practice.'\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10182,"n":82,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nThe company will launch the new product next month.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The new product is launched next month.","textHi":null,"imageUrl":null},{"key":"b","text":"The new product will be launched next month.","textHi":null,"imageUrl":null},{"key":"c","text":"The new product has been launched next month.","textHi":null,"imageUrl":null},{"key":"d","text":"The new product will being launched next month.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Active → passive (future)\n"Will launch" is simple future active.\nIts passive is will be + past participle.\n(a) is simple present, (c) present perfect, (d) ungrammatical.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10183,"n":83,"subject":"English Comprehension","stem":"The following sentence has been divided into parts. One of them contains an error. Select the part that contains the error from the given options.\nNeither of the applicants (1)/ have submitted (2)/ the required documents (3)/ to the office in time. (4)","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"(1)","textHi":null,"imageUrl":null},{"key":"b","text":"(2)","textHi":null,"imageUrl":null},{"key":"c","text":"(3)","textHi":null,"imageUrl":null},{"key":"d","text":"(4)","textHi":null,"imageUrl":null}],"correct":"b","sol":"Neither of + singular verb\n'Neither of' is followed by a SINGULAR verb.\nSo "have submitted" must become "has submitted".\nCorrect: 'Neither of the applicants has submitted…'\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10184,"n":84,"subject":"English Comprehension","stem":"Select the sentence containing the homonym of the highlighted word:\nThe tableau of human suffering was etched into memory by the war artist.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The group presented a silent tableau during the cultural program.","textHi":null,"imageUrl":null},{"key":"b","text":"The historian analyzed the tableau of events that followed the partition.","textHi":null,"imageUrl":null},{"key":"c","text":"The tableau consisted of symbolic figures and metaphorical elements.","textHi":null,"imageUrl":null},{"key":"d","text":"The cabinet's tableau was reorganized following the reshuffle.","textHi":null,"imageUrl":null}],"correct":"d","sol":"Homonym — tableau\nIn the given sentence 'tableau' means a striking scene or picture-like representation.\nOptions (a), (b) and (c) all use it in that visual or descriptive sense.\nIn (d) it stands for the structured arrangement of a cabinet — a different meaning.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10185,"n":85,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nA detailed proposal was being examined by the review board.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The review board examined a detailed proposal.","textHi":null,"imageUrl":null},{"key":"b","text":"The review board was examining a detailed proposal.","textHi":null,"imageUrl":null},{"key":"c","text":"The review board has examined a detailed proposal.","textHi":null,"imageUrl":null},{"key":"d","text":"The review board had examined a detailed proposal.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Passive → active (past continuous)\n"Was being examined" is past continuous passive.\nIts active form is "was examining".\n(a) is simple past, (c) present perfect, (d) past perfect.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10186,"n":86,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nShe reverted back to her old habits despite her promises.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"reverted again","textHi":null,"imageUrl":null},{"key":"b","text":"reverted","textHi":null,"imageUrl":null},{"key":"c","text":"returned back","textHi":null,"imageUrl":null},{"key":"d","text":"reverted once more","textHi":null,"imageUrl":null}],"correct":"b","sol":"Redundancy — revert\n'Revert' already means to go BACK to a previous state.\nAdding "back", "again" or "once more" is redundant.\nCorrect: 'She reverted to her old habits…'\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10187,"n":87,"subject":"English Comprehension","stem":"What core tension does the passage highlight in India's development model?","stemHi":null,"context":"$2e","contextHi":null,"options":[{"key":"a","text":"Urban versus rural employment","textHi":null,"imageUrl":null},{"key":"b","text":"Economic growth versus environmental sustainability","textHi":null,"imageUrl":null},{"key":"c","text":"Population growth versus education","textHi":null,"imageUrl":null},{"key":"d","text":"Industrialization versus agriculture","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — core tension\nThe opening line speaks of the tension between economic aspirations and ecological realities.\nIndia must keep growing while checking environmental damage.\nThat dual challenge is the core tension.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10188,"n":88,"subject":"English Comprehension","stem":"According to the passage, what is a key reason for environmental degradation despite policy initiatives?","stemHi":null,"context":"$2f","contextHi":null,"options":[{"key":"a","text":"Lack of awareness among farmers","textHi":null,"imageUrl":null},{"key":"b","text":"Weak implementation of green policies","textHi":null,"imageUrl":null},{"key":"c","text":"Decline in population growth","textHi":null,"imageUrl":null},{"key":"d","text":"Overdependence on foreign aid","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — why degradation continues\nThe passage says policies highlight the rhetoric of green development.\nYet implementation remains inconsistent.\nSo weak execution, not the absence of policy, is the problem.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10189,"n":89,"subject":"English Comprehension","stem":"What environmental issue primarily affects rural communities, as mentioned in the passage?","stemHi":null,"context":"$30","contextHi":null,"options":[{"key":"a","text":"Industrial pollution","textHi":null,"imageUrl":null},{"key":"b","text":"E-waste generation","textHi":null,"imageUrl":null},{"key":"c","text":"Climate variability impacting agriculture","textHi":null,"imageUrl":null},{"key":"d","text":"Traffic congestion","textHi":null,"imageUrl":null}],"correct":"c","sol":"RC — rural issue\nRural livelihoods depend on farming, which makes them vulnerable to climate variability.\nErratic monsoons, falling groundwater and soil infertility threaten them directly.\nE-waste and congestion are named as URBAN problems.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10190,"n":90,"subject":"English Comprehension","stem":"What irony does the author identify regarding technological progress?","stemHi":null,"context":"$31","contextHi":null,"options":[{"key":"a","text":"It reduces energy demand drastically","textHi":null,"imageUrl":null},{"key":"b","text":"It improves employment opportunities","textHi":null,"imageUrl":null},{"key":"c","text":"It promotes equality across classes","textHi":null,"imageUrl":null},{"key":"d","text":"It advances development but worsens ecological imbalance","textHi":null,"imageUrl":null}],"correct":"d","sol":"RC — irony of technology\nThe passage says technological progress promises efficiency.\nYet pursued without ethical and environmental accountability it accelerates ecological imbalance.\nThat contradiction is the irony.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10191,"n":91,"subject":"English Comprehension","stem":"What long-term solution does the author advocate for achieving sustainability?","stemHi":null,"context":"$32","contextHi":null,"options":[{"key":"a","text":"Stricter industrial regulations only","textHi":null,"imageUrl":null},{"key":"b","text":"A shift toward ecological awareness and responsible mindset","textHi":null,"imageUrl":null},{"key":"c","text":"Increased foreign investment in energy","textHi":null,"imageUrl":null},{"key":"d","text":"Temporary bans on urban construction","textHi":null,"imageUrl":null}],"correct":"b","sol":"RC — long-term solution\nThe author calls for a paradigm shift from reactive regulation to proactive ecological consciousness.\nThe cultural mindset equating development only with industrialisation must change.\nSo awareness and responsibility, not bans alone, are the answer.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10192,"n":92,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nThe guard said, "Who entered the premises last night?"","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The guard asked who entered the premises last night.","textHi":null,"imageUrl":null},{"key":"b","text":"The guard asked who had entered the premises the previous night.","textHi":null,"imageUrl":null},{"key":"c","text":"The guard said who entered the premises the previous night.","textHi":null,"imageUrl":null},{"key":"d","text":"The guard asked that who had entered the premises last night.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Direct → indirect question\n"Said" becomes "asked" for a question and the simple past backshifts to the past perfect.\n"Last night" changes to "the previous night".\n(a) keeps the past and the time word; (d) wrongly adds "that".\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10193,"n":93,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nHe said, "I didn't recognize her because I hadn't seen her for years."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He said that he didn't recognize her because he hadn't seen her for years.","textHi":null,"imageUrl":null},{"key":"b","text":"He said that he hadn't recognized her because he hadn't seen her for years.","textHi":null,"imageUrl":null},{"key":"c","text":"He said that he hadn't recognized her because he didn't see her for years.","textHi":null,"imageUrl":null},{"key":"d","text":"He said that he didn't recognize her because he didn't see her for years.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Direct → indirect\nThe simple past "didn’t recognize" backshifts to the past perfect "hadn’t recognized".\nThe past perfect "hadn’t seen" stays as it is — it cannot go further back.\nSo both clauses end up in the past perfect.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10194,"n":94,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word: PALE","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Radiant","textHi":null,"imageUrl":null},{"key":"b","text":"Cadaverous","textHi":null,"imageUrl":null},{"key":"c","text":"Lively","textHi":null,"imageUrl":null},{"key":"d","text":"Bright","textHi":null,"imageUrl":null}],"correct":"b","sol":"Synonym — Pale\n'Pale' means lacking colour, whitish in appearance.\n'Cadaverous' means deathly pale and gaunt — the closest synonym.\nRadiant, lively and bright all suggest the opposite.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10195,"n":95,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word: SPARKLE","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Blur","textHi":null,"imageUrl":null},{"key":"b","text":"Dim","textHi":null,"imageUrl":null},{"key":"c","text":"Coruscate","textHi":null,"imageUrl":null},{"key":"d","text":"Fade","textHi":null,"imageUrl":null}],"correct":"c","sol":"Synonym — Sparkle\n'Sparkle' means to gleam or twinkle brightly.\n'Coruscate' means to give off flashes of light — the closest synonym.\nBlur, dim and fade all point the other way.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10196,"n":96,"subject":"English Comprehension","stem":"Select the most appropriate antonym of the given word.\nBrave","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Fearless","textHi":null,"imageUrl":null},{"key":"b","text":"Pusillanimous","textHi":null,"imageUrl":null},{"key":"c","text":"Gallant","textHi":null,"imageUrl":null},{"key":"d","text":"Intrepid","textHi":null,"imageUrl":null}],"correct":"b","sol":"Antonym — Brave\n'Brave' means showing courage.\n'Pusillanimous' means timid and cowardly — the true opposite.\nFearless, gallant and intrepid are all synonyms of brave.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10197,"n":97,"subject":"English Comprehension","stem":"Choose the correct meaning of the idiom:\nHe quoted the rules chapter and verse to prove his point.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"With partially developed reasoning","textHi":null,"imageUrl":null},{"key":"b","text":"With an incomplete explanation","textHi":null,"imageUrl":null},{"key":"c","text":"With exact reference and full detail","textHi":null,"imageUrl":null},{"key":"d","text":"By means of analogy or example","textHi":null,"imageUrl":null}],"correct":"c","sol":"Idiom — chapter and verse\n'Chapter and verse' means citing something with precise reference and full detail.\nThe phrase comes from quoting the Bible by chapter and verse number.\nSo he quoted the rules exactly.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10198,"n":98,"subject":"English Comprehension","stem":"Choose the correct spelling of a word.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Repruove","textHi":null,"imageUrl":null},{"key":"b","text":"Ripruve","textHi":null,"imageUrl":null},{"key":"c","text":"Reproove","textHi":null,"imageUrl":null},{"key":"d","text":"Reprove","textHi":null,"imageUrl":null}],"correct":"d","sol":"Correct spelling\n'Reprove' — to rebuke or scold gently — is the correct spelling.\nIt has a single o, as in prove.\nThe other three double or alter the vowels.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10199,"n":99,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nShe said that she had never before seen such an extraordinary performance.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":""I have never before seen such an extraordinary performance," she said.","textHi":null,"imageUrl":null},{"key":"b","text":""I had never before seen such an extraordinary performance," she said.","textHi":null,"imageUrl":null},{"key":"c","text":""Never before I have seen such an extraordinary performance," she said.","textHi":null,"imageUrl":null},{"key":"d","text":""Never before had I seen such an extraordinary performance," said she.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Indirect → direct\nReverse the backshift: the reported past perfect comes from the present perfect.\nSo "had never seen" becomes "have never seen" and "she" becomes "I".\n(b) keeps the past perfect and (c) has faulty word order.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10200,"n":100,"subject":"English Comprehension","stem":"Sentences of a paragraph are given below in jumbled order. Arrange the sentences in the correct order to form a meaningful and coherent paragraph.\n1. The discovery of fire marked a turning point in human evolution.\n2. It provided warmth, protection, and a new method for cooking food.\n3. This advancement significantly improved nutrition and quality of life.\n4. Over time, mastery over fire became a foundation for technological progress.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"1, 2, 3, 4","textHi":null,"imageUrl":null},{"key":"b","text":"2, 3, 4, 1","textHi":null,"imageUrl":null},{"key":"c","text":"1, 3, 2, 4","textHi":null,"imageUrl":null},{"key":"d","text":"4, 1, 2, 3","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — fire\nSentence 1 states the main idea — fire was a turning point in human evolution.\nSentence 2 lists what it provided and sentence 3 notes the gain in nutrition and quality of life.\nSentence 4 closes with the long-term result — a foundation for technological progress.\nOrder 1-2-3-4 — option (a).","solHi":null,"pos":2,"neg":0.5}],"test":{"slug":"ssc-cgl-tier-1--19-sep-2025-shift-3","title":"SSC CGL Tier-1 19 September 2025 Shift-3 Previous Year Paper","examName":"CGL Tier 1","paperLabel":"19 September 2025 · Shift 3","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]