28:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 29:T626,Componendo–dividendo

Let a =

\sqrt{8 + x}

and b =

\sqrt{8 - x}

; then

\frac{a + b}{a - b}

= 5 ⇒ a + b = 5a − 5b ⇒

\frac{a}{b}

\frac{3}{2}

. Squaring:

\frac{8 + x}{8 - x}

\frac{9}{4}

. 32 + 4x = 72 − 9x ⇒ 13x = 40. x =

\frac{40}{13}

— option (c).2a:T64c,

a =

\sqrt{8 + x}

और b =

\sqrt{8 - x}

लीजिए; तब

\frac{a + b}{a - b}

= 5 ⇒ a + b = 5a − 5b ⇒

\frac{a}{b}

\frac{3}{2}

। वर्ग करने पर:

\frac{8 + x}{8 - x}

\frac{9}{4}

। 32 + 4x = 72 − 9x ⇒ 13x = 40। x =

\frac{40}{13}

— विकल्प (c)।2b:T556,sin⁴A + cos⁴A

(3, 4, 5) is a Pythagorean triplet, so cosA =

\frac{4}{5}

. sin⁴A = (

\frac{3}{5}

)⁴ =

\frac{81}{625}

and cos⁴A = (

\frac{4}{5}

)⁴ =

\frac{256}{625}

. Adding:

\frac{81 + 256}{625}

. =

\frac{337}{625}

— option (a).2c:T588,

(3, 4, 5) पाइथागोरस त्रिक है, अतः cosA =

\frac{4}{5}

। sin⁴A = (

\frac{3}{5}

)⁴ =

\frac{81}{625}

और cos⁴A = (

\frac{4}{5}

)⁴ =

\frac{256}{625}

। जोड़िए:

\frac{81 + 256}{625}

। =

\frac{337}{625}

— विकल्प (a)।2d:T79a,Directions (Qs. 83-87): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Urban decay is not merely a consequence of infrastructural erosion, but a semantic artifact where stone and steel function as archives of postponed modernities. Cracks, corrosion and spectral scaffolds do not erode meaning; rather, they transform it, encoding absence as presence and entropy as (83) ____ . These architectural remains resist the chronological discipline of masterplans, offering instead a fugitive temporality — unruly, layered and unresolved. The ruin, within this framework, is not evidence of failed design, but an overdetermined grammar of collapse. Its language is spoken through spalling concrete and oxidized signage, rejecting the sheen of civic optimism. To aestheticize decay without interrogation is to participate in ontological (84) ____ , where disorder is rendered ornamental and suffering elevated to spectacle. What presents itself as renewal often enacts spatial erasure, as memory is displaced by speculative capital and "heritage" becomes a sanitized curatorial gesture. To read ruins poetically is to suspend utility in favour of (85) ____ , allowing debris to articulate what infrastructure conceals. Such spaces demand not beautification, but semiotic excavation, wherein rusted railings and abandoned corridors emerge as sites of interpretive resistance. Yet decay defies even romantic appropriation. It is not allegory, but ontic excess — a surplus that escapes containment. Gentrification cannot domesticate it; nostalgia cannot preserve it. It persists, insurgent and mnemonic, as a (86) ____ syntax inscribed across civic amnesia. The ruins of the city are not remnants of the past; they are discursive ruptures — interruptions in the urban narrative that must be read not as loss, but as infrastructural (87) ____ .2e:T79a,Directions (Qs. 83-87): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Urban decay is not merely a consequence of infrastructural erosion, but a semantic artifact where stone and steel function as archives of postponed modernities. Cracks, corrosion and spectral scaffolds do not erode meaning; rather, they transform it, encoding absence as presence and entropy as (83) ____ . These architectural remains resist the chronological discipline of masterplans, offering instead a fugitive temporality — unruly, layered and unresolved. The ruin, within this framework, is not evidence of failed design, but an overdetermined grammar of collapse. Its language is spoken through spalling concrete and oxidized signage, rejecting the sheen of civic optimism. To aestheticize decay without interrogation is to participate in ontological (84) ____ , where disorder is rendered ornamental and suffering elevated to spectacle. What presents itself as renewal often enacts spatial erasure, as memory is displaced by speculative capital and "heritage" becomes a sanitized curatorial gesture. To read ruins poetically is to suspend utility in favour of (85) ____ , allowing debris to articulate what infrastructure conceals. Such spaces demand not beautification, but semiotic excavation, wherein rusted railings and abandoned corridors emerge as sites of interpretive resistance. Yet decay defies even romantic appropriation. It is not allegory, but ontic excess — a surplus that escapes containment. Gentrification cannot domesticate it; nostalgia cannot preserve it. It persists, insurgent and mnemonic, as a (86) ____ syntax inscribed across civic amnesia. The ruins of the city are not remnants of the past; they are discursive ruptures — interruptions in the urban narrative that must be read not as loss, but as infrastructural (87) ____ .2f:T79a,Directions (Qs. 83-87): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Urban decay is not merely a consequence of infrastructural erosion, but a semantic artifact where stone and steel function as archives of postponed modernities. Cracks, corrosion and spectral scaffolds do not erode meaning; rather, they transform it, encoding absence as presence and entropy as (83) ____ . These architectural remains resist the chronological discipline of masterplans, offering instead a fugitive temporality — unruly, layered and unresolved. The ruin, within this framework, is not evidence of failed design, but an overdetermined grammar of collapse. Its language is spoken through spalling concrete and oxidized signage, rejecting the sheen of civic optimism. To aestheticize decay without interrogation is to participate in ontological (84) ____ , where disorder is rendered ornamental and suffering elevated to spectacle. What presents itself as renewal often enacts spatial erasure, as memory is displaced by speculative capital and "heritage" becomes a sanitized curatorial gesture. To read ruins poetically is to suspend utility in favour of (85) ____ , allowing debris to articulate what infrastructure conceals. Such spaces demand not beautification, but semiotic excavation, wherein rusted railings and abandoned corridors emerge as sites of interpretive resistance. Yet decay defies even romantic appropriation. It is not allegory, but ontic excess — a surplus that escapes containment. Gentrification cannot domesticate it; nostalgia cannot preserve it. It persists, insurgent and mnemonic, as a (86) ____ syntax inscribed across civic amnesia. The ruins of the city are not remnants of the past; they are discursive ruptures — interruptions in the urban narrative that must be read not as loss, but as infrastructural (87) ____ .30:T79a,Directions (Qs. 83-87): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Urban decay is not merely a consequence of infrastructural erosion, but a semantic artifact where stone and steel function as archives of postponed modernities. Cracks, corrosion and spectral scaffolds do not erode meaning; rather, they transform it, encoding absence as presence and entropy as (83) ____ . These architectural remains resist the chronological discipline of masterplans, offering instead a fugitive temporality — unruly, layered and unresolved. The ruin, within this framework, is not evidence of failed design, but an overdetermined grammar of collapse. Its language is spoken through spalling concrete and oxidized signage, rejecting the sheen of civic optimism. To aestheticize decay without interrogation is to participate in ontological (84) ____ , where disorder is rendered ornamental and suffering elevated to spectacle. What presents itself as renewal often enacts spatial erasure, as memory is displaced by speculative capital and "heritage" becomes a sanitized curatorial gesture. To read ruins poetically is to suspend utility in favour of (85) ____ , allowing debris to articulate what infrastructure conceals. Such spaces demand not beautification, but semiotic excavation, wherein rusted railings and abandoned corridors emerge as sites of interpretive resistance. Yet decay defies even romantic appropriation. It is not allegory, but ontic excess — a surplus that escapes containment. Gentrification cannot domesticate it; nostalgia cannot preserve it. It persists, insurgent and mnemonic, as a (86) ____ syntax inscribed across civic amnesia. The ruins of the city are not remnants of the past; they are discursive ruptures — interruptions in the urban narrative that must be read not as loss, but as infrastructural (87) ____ .31:T79a,Directions (Qs. 83-87): In the following passage some words have been deleted. Read the passage carefully and select the most appropriate option to fill in each blank. Urban decay is not merely a consequence of infrastructural erosion, but a semantic artifact where stone and steel function as archives of postponed modernities. Cracks, corrosion and spectral scaffolds do not erode meaning; rather, they transform it, encoding absence as presence and entropy as (83) ____ . These architectural remains resist the chronological discipline of masterplans, offering instead a fugitive temporality — unruly, layered and unresolved. The ruin, within this framework, is not evidence of failed design, but an overdetermined grammar of collapse. Its language is spoken through spalling concrete and oxidized signage, rejecting the sheen of civic optimism. To aestheticize decay without interrogation is to participate in ontological (84) ____ , where disorder is rendered ornamental and suffering elevated to spectacle. What presents itself as renewal often enacts spatial erasure, as memory is displaced by speculative capital and "heritage" becomes a sanitized curatorial gesture. To read ruins poetically is to suspend utility in favour of (85) ____ , allowing debris to articulate what infrastructure conceals. Such spaces demand not beautification, but semiotic excavation, wherein rusted railings and abandoned corridors emerge as sites of interpretive resistance. Yet decay defies even romantic appropriation. It is not allegory, but ontic excess — a surplus that escapes containment. Gentrification cannot domesticate it; nostalgia cannot preserve it. It persists, insurgent and mnemonic, as a (86) ____ syntax inscribed across civic amnesia. The ruins of the city are not remnants of the past; they are discursive ruptures — interruptions in the urban narrative that must be read not as loss, but as infrastructural (87) ____ .1e:["$","$L28",null,{"mode":"practice","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":10201,"n":1,"subject":"General Intelligence & Reasoning","stem":"Choose the address that is the same as the one given below.\nSample Address: B-204, Lakeview Residency, Sector-12, Gurugram - 122001","stemHi":"नीचे दिए गए पते के समान पता चुनिए।\nनमूना पता: B-204, Lakeview Residency, Sector-12, Gurugram - 122001","context":null,"contextHi":null,"options":[{"key":"a","text":"B-204, Lakeview Residency, Sector-12, Gurugram - 122001","textHi":null,"imageUrl":null},{"key":"b","text":"B-205, Lakeview Residency, Sector-12, Gurugram - 122001","textHi":null,"imageUrl":null},{"key":"c","text":"B-204, Lakeview Residency, Sector-13, Gurugram - 122001","textHi":null,"imageUrl":null},{"key":"d","text":"B-204, Lakeview Residancy, Sector-12, Gurugram - 122001","textHi":null,"imageUrl":null}],"correct":"a","sol":"Address matching\n(b) changes the flat number to B-205; (c) changes the sector to 13.\n(d) misspells 'Residancy'.\nOnly (a) matches the sample exactly.\nHence option (a).","solHi":"(b) में फ्लैट संख्या B-205 कर दी गई है; (c) में सेक्टर 13 है।\n(d) में 'Residancy' गलत लिखा है।\nकेवल (a) नमूने से पूर्णतः मेल खाता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10202,"n":2,"subject":"General Intelligence & Reasoning","stem":"Find the signs to be interchanged.\n8 ÷ 2 + 6 − 4 × 3 = 25","stemHi":"आपस में बदले जाने वाले चिह्न ज्ञात कीजिए।\n8 ÷ 2 + 6 − 4 × 3 = 25","context":null,"contextHi":null,"options":[{"key":"a","text":"÷ and −","textHi":"÷ और −","imageUrl":null},{"key":"b","text":"+ and ×","textHi":"+ और ×","imageUrl":null},{"key":"c","text":"× and +","textHi":"× और +","imageUrl":null},{"key":"d","text":"− and ×","textHi":"− और ×","imageUrl":null}],"correct":"d","sol":"Interchange signs\n $\"figure\"/$ \nInterchange − and × : the equation becomes 8 ÷ 2 + 6 × 4 − 3.\nBODMAS: 8 ÷ 2 = 4 and 6 × 4 = 24.\n4 + 24 − 3 = 25 ✓ — it matches the right-hand side.\nHence − and × — option (d).","solHi":" $\"figure\"/$ \n− और × बदलिए: समीकरण बनता है 8 ÷ 2 + 6 × 4 − 3।\nBODMAS: 8 ÷ 2 = 4 और 6 × 4 = 24।\n4 + 24 − 3 = 25 ✓ — दाएँ पक्ष से मेल।\nअतः − और × — विकल्प (d)।","pos":2,"neg":0.5},{"id":10203,"n":3,"subject":"General Intelligence & Reasoning","stem":"If "+" means subtraction, "−" means addition, "×" means division and "÷" means multiplication, evaluate:\n36 − 12 × 4 + 6 ÷ 8 = ?","stemHi":"यदि "+" का अर्थ घटाव, "−" का अर्थ जोड़, "×" का अर्थ भाग और "÷" का अर्थ गुणा है, तो मान ज्ञात कीजिए:\n36 − 12 × 4 + 6 ÷ 8 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"10","textHi":null,"imageUrl":null},{"key":"b","text":"−9","textHi":null,"imageUrl":null},{"key":"c","text":"16","textHi":null,"imageUrl":null},{"key":"d","text":"12","textHi":null,"imageUrl":null}],"correct":"b","sol":"Symbol substitution\n $\"figure\"/$ \nReplace the symbols: 36 − 12 × 4 + 6 ÷ 8 becomes 36 + 12 ÷ 4 − 6 × 8.\nBODMAS: 12 ÷ 4 = 3 and 6 × 8 = 48.\n36 + 3 − 48 = 39 − 48.\n= −9 — option (b).","solHi":" $\"figure\"/$ \nप्रतीक बदलिए: 36 − 12 × 4 + 6 ÷ 8 बनता है 36 + 12 ÷ 4 − 6 × 8।\nBODMAS: 12 ÷ 4 = 3 और 6 × 8 = 48।\n36 + 3 − 48 = 39 − 48।\n= −9 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10204,"n":4,"subject":"General Intelligence & Reasoning","stem":"P is the sister of Q. Q is the brother of R. R is the son of W. How is P related to W?","stemHi":"P, Q की बहन है। Q, R का भाई है। R, W का पुत्र है। P का W से क्या संबंध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Daughter","textHi":"पुत्री","imageUrl":null},{"key":"b","text":"Mother","textHi":"माता","imageUrl":null},{"key":"c","text":"Sister","textHi":"बहन","imageUrl":null},{"key":"d","text":"Wife","textHi":"पत्नी","imageUrl":null}],"correct":"a","sol":"Blood relation\n $\"figure\"/$ \nP, Q and R are siblings.\nR is the son of W, so all three are W’s children.\nP is female, hence W’s daughter.\nOption (a).","solHi":" $\"figure\"/$ \nP, Q और R सहोदर हैं।\nR, W का पुत्र है, अतः तीनों W की संतानें हैं।\nP स्त्री है, अतः W की पुत्री।\nविकल्प (a)।","pos":2,"neg":0.5},{"id":10205,"n":5,"subject":"General Intelligence & Reasoning","stem":"W is the mother of X. X is the father of Y. Z is the son of W. How is Z related to Y?","stemHi":"W, X की माता है। X, Y का पिता है। Z, W का पुत्र है। Z का Y से क्या संबंध है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Cousin","textHi":"चचेरा भाई","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":"c","sol":"Blood relation\n $\"figure\"/$ \nW has two sons, X and Z, so X and Z are brothers.\nY is the child of X.\nA father’s brother is an uncle.\nZ is Y’s uncle — option (c).","solHi":" $\"figure\"/$ \nW के दो पुत्र हैं, X और Z, अतः X और Z भाई हैं।\nY, X की संतान है।\nपिता का भाई चाचा होता है।\nZ, Y का चाचा है — विकल्प (c)।","pos":2,"neg":0.5},{"id":10206,"n":6,"subject":"General Intelligence & Reasoning","stem":"Someone might accidentally get hurt while playing. What should you do?","stemHi":"खेलते समय किसी को गलती से चोट लग जाए तो आपको क्या करना चाहिए?","context":null,"contextHi":null,"options":[{"key":"a","text":"Laugh","textHi":"हँसें","imageUrl":null},{"key":"b","text":"Apologize","textHi":"क्षमा माँगें","imageUrl":null},{"key":"c","text":"Run away","textHi":"भाग जाएँ","imageUrl":null},{"key":"d","text":"Blame someone else","textHi":"किसी और को दोष दें","imageUrl":null}],"correct":"b","sol":"Ethics — accidental hurt\nAn accidental injury still calls for responsibility and concern.\nThe right response is to apologise and help the injured person.\nLaughing, running away or blaming others is insensitive and evasive.\nHence option (b).","solHi":"दुर्घटनावश लगी चोट पर भी उत्तरदायित्व और संवेदना बनती है।\nसही प्रतिक्रिया है क्षमा माँगना और घायल व्यक्ति की सहायता करना।\nहँसना, भाग जाना या दूसरों को दोष देना असंवेदनशील और पलायनवादी है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10207,"n":7,"subject":"General Intelligence & Reasoning","stem":"Find the odd one out:","stemHi":"असंगत चुनिए:","context":null,"contextHi":null,"options":[{"key":"a","text":"2 $ 4 = 42","textHi":null,"imageUrl":null},{"key":"b","text":"4 $ 6 = 100","textHi":null,"imageUrl":null},{"key":"c","text":"7 $ 5 = 144","textHi":null,"imageUrl":null},{"key":"d","text":"3 $ 2 = 25","textHi":null,"imageUrl":null}],"correct":"a","sol":"Number puzzle (a + b)²\n $\"figure\"/$ \nRule: a $ b = (a + b)².\n(4+6)² = 100 ✓, (7+5)² = 144 ✓, (3+2)² = 25 ✓.\nBut (2+4)² = 36, not 42 ✗.\nHence option (a).","solHi":" $\"figure\"/$ \nनियम: a $ b = (a + b)²।\n(4+6)² = 100 ✓, (7+5)² = 144 ✓, (3+2)² = 25 ✓।\nपरंतु (2+4)² = 36 है, 42 नहीं ✗।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10208,"n":8,"subject":"General Intelligence & Reasoning","stem":"Read the following statements carefully and identify the conclusion that follows.\nStatements:\nAll pencils are erasers.\nSome erasers are sharp.\nAll sharp objects are pointed.\nConclusions:\nI. Some erasers are pointed.\nII. Some pencils are pointed.","stemHi":"निम्न कथनों को ध्यानपूर्वक पढ़कर अनुसरण करने वाला निष्कर्ष पहचानिए।\nकथन:\nसभी पेंसिलें रबड़ हैं।\nकुछ रबड़ नुकीली हैं।\nसभी नुकीली वस्तुएँ पॉइंटेड हैं।\nनिष्कर्ष:\nI. कुछ रबड़ पॉइंटेड हैं।\nII. कुछ पेंसिलें पॉइंटेड हैं।","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 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":"Syllogism\n $\"figure\"/$ \nSome erasers are sharp and all sharp objects are pointed, so those erasers are pointed — I follows.\nPencils lie inside the eraser group, but nothing puts them inside the SHARP part of it.\nSo II is not certain.\nHence Only I — option (a).","solHi":" $\"figure\"/$ \nकुछ रबड़ नुकीली हैं और सभी नुकीली वस्तुएँ पॉइंटेड हैं, अतः वे रबड़ पॉइंटेड हैं — I अनुसरण करता है।\nपेंसिलें रबड़-समूह में हैं, पर उन्हें उसके "नुकीले" भाग में रखने वाला कुछ नहीं।\nअतः II निश्चित नहीं।\nअतः केवल I — विकल्प (a)।","pos":2,"neg":0.5},{"id":10209,"n":9,"subject":"General Intelligence & Reasoning","stem":"From the given words, select the word which CANNOT be formed using the letters of the given word.\nINVESTIGATE","stemHi":"दिए गए शब्दों में से वह शब्द चुनिए जो दिए गए शब्द के अक्षरों से नहीं बनाया जा सकता।\nINVESTIGATE","context":null,"contextHi":null,"options":[{"key":"a","text":"GIVE","textHi":null,"imageUrl":null},{"key":"b","text":"TEAMS","textHi":null,"imageUrl":null},{"key":"c","text":"GATE","textHi":null,"imageUrl":null},{"key":"d","text":"SAVING","textHi":null,"imageUrl":null}],"correct":"b","sol":"Word not formable\n $\"figure\"/$ \nINVESTIGATE has the letters I, N, V, E, S, T, I, G, A, T, E.\nGIVE, GATE and SAVING can all be built from these ✓.\nTEAMS needs the letter M, which is not present ✗.\nHence option (b).","solHi":" $\"figure\"/$ \nINVESTIGATE में I, N, V, E, S, T, I, G, A, T, E अक्षर हैं।\nGIVE, GATE और SAVING इन्हीं से बन जाते हैं ✓।\nTEAMS के लिए M चाहिए, जो उपलब्ध नहीं ✗।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10210,"n":10,"subject":"General Intelligence & Reasoning","stem":""MOPUTERC" is to "COMPUTER" as "RETNIGAL" is to:","stemHi":""MOPUTERC" का "COMPUTER" से जो संबंध है, वही "RETNIGAL" का किससे है?","context":null,"contextHi":null,"options":[{"key":"a","text":"INETRGAL","textHi":null,"imageUrl":null},{"key":"b","text":"LERTNIGA","textHi":null,"imageUrl":null},{"key":"c","text":"INTEGRLA","textHi":null,"imageUrl":null},{"key":"d","text":"INTEGRAL","textHi":null,"imageUrl":null}],"correct":"d","sol":"Scrambled word\n $\"figure\"/$ \nMOPUTERC is simply a jumbled form of the word COMPUTER.\nSo the second term is the meaningful word hidden in the first.\nThe letters R, E, T, N, I, G, A, L rearrange to INTEGRAL.\nHence option (d).","solHi":" $\"figure\"/$ \nMOPUTERC वस्तुतः COMPUTER शब्द का उलट-फेर है।\nअर्थात दूसरा पद वही सार्थक शब्द है जो पहले में छिपा है।\nR, E, T, N, I, G, A, L अक्षरों से INTEGRAL बनता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10211,"n":11,"subject":"General Intelligence & Reasoning","stem":"If HKUJ is written as ILVK, how is YQTO written?","stemHi":"यदि HKUJ को ILVK लिखा जाता है, तो YQTO कैसे लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"ZRUP","textHi":null,"imageUrl":null},{"key":"b","text":"ZRPU","textHi":null,"imageUrl":null},{"key":"c","text":"ZURP","textHi":null,"imageUrl":null},{"key":"d","text":"RZUP","textHi":null,"imageUrl":null}],"correct":"a","sol":"Coding (+1)\n $\"figure\"/$ \nEvery letter moves +1: H+1 = I, K+1 = L, U+1 = V, J+1 = K.\nApply to YQTO: Y+1 = Z, Q+1 = R.\nT+1 = U, O+1 = P.\nHence ZRUP — option (a).","solHi":" $\"figure\"/$ \nहर अक्षर +1 बढ़ता है: H+1 = I, K+1 = L, U+1 = V, J+1 = K।\nYQTO पर लगाइए: Y+1 = Z, Q+1 = R।\nT+1 = U, O+1 = P।\nअतः ZRUP — विकल्प (a)।","pos":2,"neg":0.5},{"id":10212,"n":12,"subject":"General Intelligence & Reasoning","stem":"What comes next?\nFTX, IRV, LPT, ?","stemHi":"आगे क्या आएगा?\nFTX, IRV, LPT, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"KQU","textHi":null,"imageUrl":null},{"key":"b","text":"ONR","textHi":null,"imageUrl":null},{"key":"c","text":"MNS","textHi":null,"imageUrl":null},{"key":"d","text":"OPT","textHi":null,"imageUrl":null}],"correct":"b","sol":"Letter series (+3, −2, −2)\n $\"figure\"/$ \n1st letters: F, I, L — each +3 ⇒ next is O.\n2nd letters: T, R, P — each −2 ⇒ next is N.\n3rd letters: X, V, T — each −2 ⇒ next is R.\nHence ONR — option (b).","solHi":" $\"figure\"/$ \nपहले अक्षर: F, I, L — हर बार +3 ⇒ अगला O।\nदूसरे अक्षर: T, R, P — हर बार −2 ⇒ अगला N।\nतीसरे अक्षर: X, V, T — हर बार −2 ⇒ अगला R।\nअतः ONR — विकल्प (b)।","pos":2,"neg":0.5},{"id":10213,"n":13,"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":"Income Tax","textHi":"आयकर","imageUrl":null},{"key":"b","text":"Goods and Services Tax (GST)","textHi":"वस्तु एवं सेवा कर (GST)","imageUrl":null},{"key":"c","text":"Service Tax","textHi":"सेवा कर","imageUrl":null},{"key":"d","text":"Property Tax","textHi":"संपत्ति कर","imageUrl":null}],"correct":"d","sol":"Central vs local tax\n $\"figure\"/$ \nIncome tax, GST and service tax are all levied by the CENTRAL government.\nProperty tax is collected by local bodies — municipalities and panchayats.\nSo it belongs to a different level of government.\nHence option (d).","solHi":" $\"figure\"/$ \nआयकर, GST और सेवा कर — तीनों केंद्र सरकार द्वारा लगाए जाते हैं।\nसंपत्ति कर स्थानीय निकाय — नगरपालिका व पंचायत — वसूलते हैं।\nअतः यह भिन्न स्तर की सरकार का कर है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10214,"n":14,"subject":"General Intelligence & Reasoning","stem":"Find the next term:\nDFHJ, FHJL, HJLN, ?","stemHi":"अगला पद ज्ञात कीजिए:\nDFHJ, FHJL, HJLN, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"JKLN","textHi":null,"imageUrl":null},{"key":"b","text":"JLNP","textHi":null,"imageUrl":null},{"key":"c","text":"JLNR","textHi":null,"imageUrl":null},{"key":"d","text":"KMOQ","textHi":null,"imageUrl":null}],"correct":"b","sol":"Letter series (+2)\n $\"figure\"/$ \nWithin each group the letters rise by 2: D, F, H, J.\nFrom one group to the next every letter also moves +2.\nH, J, L, N → J, L, N, P.\nHence JLNP — option (b).","solHi":" $\"figure\"/$ \nहर समूह के भीतर अक्षर +2 बढ़ते हैं: D, F, H, J।\nएक समूह से अगले में भी हर अक्षर +2 बढ़ता है।\nH, J, L, N → J, L, N, P।\nअतः JLNP — विकल्प (b)।","pos":2,"neg":0.5},{"id":10215,"n":15,"subject":"General Intelligence & Reasoning","stem":"If 10 machines take 10 minutes to make 10 boxes, how long will it take 100 machines to make 100 boxes?","stemHi":"यदि 10 मशीनें 10 डिब्बे बनाने में 10 मिनट लेती हैं, तो 100 मशीनें 100 डिब्बे बनाने में कितना समय लेंगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"10 minutes","textHi":"10 मिनट","imageUrl":null},{"key":"b","text":"100 minutes","textHi":"100 मिनट","imageUrl":null},{"key":"c","text":"50 minutes","textHi":"50 मिनट","imageUrl":null},{"key":"d","text":"20 minutes","textHi":"20 मिनट","imageUrl":null}],"correct":"a","sol":"Machines and time\n $\"figure\"/$ \n10 machines make 10 boxes in 10 minutes, so ONE machine makes ONE box in 10 minutes.\nEach machine works independently on its own box.\nSo 100 machines making 100 boxes still need only 10 minutes.\nHence option (a).","solHi":" $\"figure\"/$ \n10 मशीनें 10 डिब्बे 10 मिनट में बनाती हैं, अर्थात एक मशीन एक डिब्बा 10 मिनट में बनाती है।\nहर मशीन अपने डिब्बे पर स्वतंत्र रूप से काम करती है।\nअतः 100 मशीनें 100 डिब्बे भी 10 मिनट में ही बना देंगी।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10216,"n":16,"subject":"General Intelligence & Reasoning","stem":"You are a school teacher. A student suddenly becomes unconscious. What will be the first step?","stemHi":"आप एक विद्यालय शिक्षक हैं। एक विद्यार्थी अचानक बेहोश हो जाता है। पहला कदम क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Wait for the permission of the principal","textHi":"प्रधानाचार्य की अनुमति की प्रतीक्षा करें","imageUrl":null},{"key":"b","text":"Complete the attendance register first","textHi":"पहले उपस्थिति रजिस्टर पूरा करें","imageUrl":null},{"key":"c","text":"Call medical help immediately","textHi":"तुरंत चिकित्सा सहायता बुलाएँ","imageUrl":null},{"key":"d","text":"Ignore the student","textHi":"विद्यार्थी की अनदेखी करें","imageUrl":null}],"correct":"c","sol":"Ethics — medical emergency\nIn a medical emergency every minute counts.\nThe first duty is to call for medical help at once.\nWaiting for permission or finishing paperwork risks the child’s life.\nHence option (c).","solHi":"चिकित्सा आपात स्थिति में एक-एक मिनट कीमती होता है।\nपहला कर्तव्य है तुरंत चिकित्सा सहायता बुलाना।\nअनुमति की प्रतीक्षा या कागज़ी काम पूरा करना बच्चे का जीवन जोखिम में डालता है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10217,"n":17,"subject":"General Intelligence & Reasoning","stem":"You must follow these symbol substitution rules: '+' means '−', '−' means '+', '×' means '÷' and '÷' means '×'. Then find:\n190 + 80 × 4 − 16 ÷ 3 = ?","stemHi":"इन प्रतीक-नियमों का पालन कीजिए: '+' = '−', '−' = '+', '×' = '÷', '÷' = '×'. तो ज्ञात कीजिए:\n190 + 80 × 4 − 16 ÷ 3 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"219","textHi":null,"imageUrl":null},{"key":"b","text":"217","textHi":null,"imageUrl":null},{"key":"c","text":"218","textHi":null,"imageUrl":null},{"key":"d","text":"216","textHi":null,"imageUrl":null}],"correct":"c","sol":"Symbol substitution\n $\"figure\"/$ \nReplace the symbols: 190 − 80 ÷ 4 + 16 × 3.\nBODMAS: 80 ÷ 4 = 20 and 16 × 3 = 48.\n190 − 20 + 48.\n= 218 — option (c).","solHi":" $\"figure\"/$ \nप्रतीक बदलिए: 190 − 80 ÷ 4 + 16 × 3।\nBODMAS: 80 ÷ 4 = 20 और 16 × 3 = 48।\n190 − 20 + 48।\n= 218 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10218,"n":18,"subject":"General Intelligence & Reasoning","stem":"If the signs are interchanged as follows: '+' means '×', '−' means '÷', '×' means '+' and '÷' means '−', choose the correct equation from the options below.","stemHi":"यदि चिह्न इस प्रकार बदले जाएँ: '+' = '×', '−' = '÷', '×' = '+' और '÷' = '−', तो नीचे दिए विकल्पों में से सही समीकरण चुनिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"18 × 8 ÷ 4 = 22","textHi":null,"imageUrl":null},{"key":"b","text":"12 + 3 − 6 = 8","textHi":null,"imageUrl":null},{"key":"c","text":"15 ÷ 3 × 5 = 10","textHi":null,"imageUrl":null},{"key":"d","text":"8 − 4 × 2 = 6","textHi":null,"imageUrl":null}],"correct":"a","sol":"Symbol substitution\n $\"figure\"/$ \nCheck option (a): 18 × 8 ÷ 4 becomes 18 + 8 − 4.\n18 + 8 = 26.\n26 − 4 = 22 = RHS ✓.\nHence option (a).","solHi":" $\"figure\"/$ \nविकल्प (a) जाँचिए: 18 × 8 ÷ 4 बनता है 18 + 8 − 4।\n18 + 8 = 26।\n26 − 4 = 22 = दायाँ पक्ष ✓।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10219,"n":19,"subject":"General Intelligence & Reasoning","stem":"If the signs are interchanged as follows: '+' means '×', '−' means '+' and '×' means '−', what is the value of the following expression?\n17 + 2 − 8 × 5 = ?","stemHi":"यदि चिह्न इस प्रकार बदले जाएँ: '+' = '×', '−' = '+' और '×' = '−', तो निम्न व्यंजक का मान क्या है?\n17 + 2 − 8 × 5 = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"44","textHi":null,"imageUrl":null},{"key":"b","text":"21","textHi":null,"imageUrl":null},{"key":"c","text":"43","textHi":null,"imageUrl":null},{"key":"d","text":"37","textHi":null,"imageUrl":null}],"correct":"d","sol":"Symbol substitution\n $\"figure\"/$ \nReplace the symbols: 17 × 2 + 8 − 5.\nBODMAS: 17 × 2 = 34.\n34 + 8 − 5 = 42 − 5.\n= 37 — option (d).","solHi":" $\"figure\"/$ \nप्रतीक बदलिए: 17 × 2 + 8 − 5।\nBODMAS: 17 × 2 = 34।\n34 + 8 − 5 = 42 − 5।\n= 37 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10220,"n":20,"subject":"General Intelligence & Reasoning","stem":"There's a long queue at the ticket counter, and an elderly man cannot stand. What do you do?","stemHi":"टिकट काउंटर पर लंबी कतार है और एक बुज़ुर्ग व्यक्ति खड़ा नहीं रह पा रहा। आप क्या करेंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"Give him help and priority","textHi":"उसकी सहायता कर प्राथमिकता दें","imageUrl":null},{"key":"b","text":"Laugh","textHi":"हँसें","imageUrl":null},{"key":"c","text":"Remove him from the line","textHi":"उसे कतार से हटा दें","imageUrl":null},{"key":"d","text":"Stop working","textHi":"काम बंद कर दें","imageUrl":null}],"correct":"a","sol":"Ethics — helping the elderly\nCourtesy and priority for the elderly is a basic civic duty.\nHelping him and letting him go ahead solves the problem humanely.\nThe other options are callous or irrelevant.\nHence option (a).","solHi":"बुज़ुर्गों के प्रति शिष्टाचार और प्राथमिकता बुनियादी नागरिक कर्तव्य है।\nउनकी सहायता कर आगे जाने देना समस्या का मानवीय समाधान है।\nशेष विकल्प संवेदनहीन या अप्रासंगिक हैं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10221,"n":21,"subject":"General Intelligence & Reasoning","stem":"What should come at the place of the question mark?\n130, 109, 90, 73, 58, ?","stemHi":"प्रश्न चिह्न के स्थान पर क्या आना चाहिए?\n130, 109, 90, 73, 58, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"46","textHi":null,"imageUrl":null},{"key":"b","text":"45","textHi":null,"imageUrl":null},{"key":"c","text":"44","textHi":null,"imageUrl":null},{"key":"d","text":"43","textHi":null,"imageUrl":null}],"correct":"b","sol":"Series — falling gaps\n $\"figure\"/$ \nDifferences: −21, −19, −17, −15 — each gap shrinks by 2.\nSo the next gap is −13.\n58 − 13.\n= 45 — option (b).","solHi":" $\"figure\"/$ \nअंतर: −21, −19, −17, −15 — हर अंतर 2 घटता है।\nअतः अगला अंतर −13 होगा।\n58 − 13।\n= 45 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10222,"n":22,"subject":"General Intelligence & Reasoning","stem":"Statements:\nNo table is a chair.\nSome chairs are wood.\nConclusions:\nI. Some wood is not table.\nII. Some chairs are not table.","stemHi":"कथन:\nकोई मेज़ कुर्सी नहीं है।\nकुछ कुर्सियाँ लकड़ी हैं।\nनिष्कर्ष:\nI. कुछ लकड़ी मेज़ नहीं है।\nII. कुछ कुर्सियाँ मेज़ नहीं हैं।","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":"Neither I nor II follows","textHi":"न I न II अनुसरण करता है","imageUrl":null},{"key":"d","text":"Both I and II follow","textHi":"I और II दोनों अनुसरण करते हैं","imageUrl":null}],"correct":"d","sol":"Syllogism\n $\"figure\"/$ \nNo table is a chair, so every chair lies outside the table group — II follows.\nSome chairs are wood; those wooden chairs are also outside the table group.\nSo some wood is definitely not table — I follows too.\nHence Both — option (d).","solHi":" $\"figure\"/$ \nकोई मेज़ कुर्सी नहीं है, अतः हर कुर्सी मेज़-समूह से बाहर है — II अनुसरण करता है।\nकुछ कुर्सियाँ लकड़ी हैं; वे लकड़ी की कुर्सियाँ भी मेज़-समूह से बाहर हैं।\nअतः कुछ लकड़ी निश्चित रूप से मेज़ नहीं है — I भी अनुसरण करता है।\nअतः दोनों — विकल्प (d)।","pos":2,"neg":0.5},{"id":10223,"n":23,"subject":"General Intelligence & Reasoning","stem":"If "HJTL" is coded as "8-10-20-12", how will "RTMD" be coded?","stemHi":"यदि "HJTL" का कूट "8-10-20-12" है, तो "RTMD" का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"18-20-13-4","textHi":null,"imageUrl":null},{"key":"b","text":"9-7-6-17","textHi":null,"imageUrl":null},{"key":"c","text":"8-17-8-9","textHi":null,"imageUrl":null},{"key":"d","text":"17-8-9-20","textHi":null,"imageUrl":null}],"correct":"a","sol":"Place values\n $\"figure\"/$ \nEach letter is replaced by its position: H = 8, J = 10, T = 20, L = 12.\nApply to RTMD: R = 18, T = 20.\nM = 13, D = 4.\n= 18-20-13-4 — option (a).","solHi":" $\"figure\"/$ \nहर अक्षर उसके स्थान-मान से बदला जाता है: H = 8, J = 10, T = 20, L = 12।\nRTMD पर लगाइए: R = 18, T = 20।\nM = 13, D = 4।\n= 18-20-13-4 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10224,"n":24,"subject":"General Intelligence & Reasoning","stem":"If UVQPG is coded as VWRQH, how is STONE coded?","stemHi":"यदि UVQPG का कूट VWRQH है, तो STONE का कूट क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"TUPFO","textHi":null,"imageUrl":null},{"key":"b","text":"TUPOF","textHi":null,"imageUrl":null},{"key":"c","text":"TPUOF","textHi":null,"imageUrl":null},{"key":"d","text":"TVOPF","textHi":null,"imageUrl":null}],"correct":"b","sol":"Coding (+1)\n $\"figure\"/$ \nEvery letter moves +1: U+1 = V, V+1 = W, Q+1 = R, P+1 = Q, G+1 = H.\nApply to STONE: S+1 = T, T+1 = U, O+1 = P.\nN+1 = O, E+1 = F.\nHence TUPOF — option (b).","solHi":" $\"figure\"/$ \nहर अक्षर +1 बढ़ता है: U+1 = V, V+1 = W, Q+1 = R, P+1 = Q, G+1 = H।\nSTONE पर लगाइए: S+1 = T, T+1 = U, O+1 = P।\nN+1 = O, E+1 = F।\nअतः TUPOF — विकल्प (b)।","pos":2,"neg":0.5},{"id":10225,"n":25,"subject":"General Intelligence & Reasoning","stem":"In the sequence, what is the next number?\n15, 30, 60, 120, 240, ?","stemHi":"शृंखला में अगली संख्या क्या है?\n15, 30, 60, 120, 240, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"280","textHi":null,"imageUrl":null},{"key":"b","text":"340","textHi":null,"imageUrl":null},{"key":"c","text":"420","textHi":null,"imageUrl":null},{"key":"d","text":"480","textHi":null,"imageUrl":null}],"correct":"d","sol":"Series (×2)\n $\"figure\"/$ \nEach term is twice the previous one.\n15×2 = 30, 30×2 = 60, 60×2 = 120, 120×2 = 240 ✓.\nNext: 240 × 2.\n= 480 — option (d).","solHi":" $\"figure\"/$ \nहर पद पिछले का दोगुना है।\n15×2 = 30, 30×2 = 60, 60×2 = 120, 120×2 = 240 ✓।\nअगला: 240 × 2।\n= 480 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10226,"n":26,"subject":"General Awareness","stem":"Which of the following Indian satellites is specifically designed to monitor weather patterns and support forecasting services?","stemHi":"निम्न में से कौन-सा भारतीय उपग्रह विशेष रूप से मौसम की निगरानी और पूर्वानुमान सेवाओं हेतु बनाया गया है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Aryabhata — India's first satellite for scientific research","textHi":"आर्यभट्ट — भारत का पहला वैज्ञानिक अनुसंधान उपग्रह","imageUrl":null},{"key":"b","text":"INSAT-3D — a dedicated meteorological satellite","textHi":"INSAT-3D — समर्पित मौसम विज्ञान उपग्रह","imageUrl":null},{"key":"c","text":"Cartosat — mainly used for high-resolution mapping","textHi":"कार्टोसैट — मुख्यतः उच्च-विभेदन मानचित्रण हेतु","imageUrl":null},{"key":"d","text":"Mangalyaan — India's Mars Orbiter Mission","textHi":"मंगलयान — भारत का मंगल ऑर्बिटर मिशन","imageUrl":null}],"correct":"b","sol":"INSAT-3D\nINSAT-3D, launched in 2013, carries an imager and a sounder for weather observation.\nIt tracks cyclones, monsoon movement and sea-surface temperature for IMD forecasts.\nCartosat does mapping and Aryabhata was a scientific satellite of 1975.\nHence option (b).","solHi":"2013 में प्रक्षेपित INSAT-3D में मौसम प्रेक्षण हेतु इमेजर और साउंडर लगे हैं।\nयह चक्रवात, मानसून की गति और समुद्र-सतह तापमान की निगरानी कर IMD के पूर्वानुमान में सहायक है।\nकार्टोसैट मानचित्रण करता है और आर्यभट्ट 1975 का वैज्ञानिक उपग्रह था।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10227,"n":27,"subject":"General Awareness","stem":"Which major global trade route connects the Indian Ocean with Europe by linking it to the Mediterranean Sea?","stemHi":"कौन-सा प्रमुख वैश्विक व्यापार मार्ग हिंद महासागर को भूमध्य सागर से जोड़कर यूरोप तक पहुँचाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Panama Canal — connects the Atlantic and Pacific Oceans","textHi":"पनामा नहर — अटलांटिक और प्रशांत को जोड़ती है","imageUrl":null},{"key":"b","text":"Suez Canal — key shipping link from the Indian Ocean to Europe","textHi":"स्वेज़ नहर — हिंद महासागर से यूरोप का प्रमुख जल मार्ग","imageUrl":null},{"key":"c","text":"Bering Strait — lies between Russia and Alaska","textHi":"बेरिंग जलडमरूमध्य — रूस और अलास्का के बीच","imageUrl":null},{"key":"d","text":"Drake Passage — located near Antarctica","textHi":"ड्रेक पैसेज — अंटार्कटिका के निकट","imageUrl":null}],"correct":"b","sol":"Suez Canal\nThe Suez Canal in Egypt joins the Red Sea to the Mediterranean.\nShips from the Indian Ocean reach Europe through it, avoiding the long route round Africa.\nIt carries a large share of world trade.\nHence option (b).","solHi":"मिस्र की स्वेज़ नहर लाल सागर को भूमध्य सागर से जोड़ती है।\nहिंद महासागर से आने वाले जहाज़ इसी से यूरोप पहुँचते हैं, अफ्रीका का लंबा चक्कर बचाकर।\nविश्व व्यापार का बड़ा हिस्सा इसी से गुज़रता है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10228,"n":28,"subject":"General Awareness","stem":"Which legislative enactment has replaced the Indian Penal Code, 1860 in India?","stemHi":"भारत में भारतीय दंड संहिता, 1860 का स्थान किस अधिनियम ने लिया है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Uniform Civil Code","textHi":"समान नागरिक संहिता","imageUrl":null},{"key":"b","text":"Bharatiya Sakshya Adhiniyam","textHi":"भारतीय साक्ष्य अधिनियम","imageUrl":null},{"key":"c","text":"Bharatiya Nyaya Sanhita","textHi":"भारतीय न्याय संहिता","imageUrl":null},{"key":"d","text":"Bharatiya Nagarik Suraksha Sanhita","textHi":"भारतीय नागरिक सुरक्षा संहिता","imageUrl":null}],"correct":"c","sol":"Bharatiya Nyaya Sanhita\nThree new criminal laws came into force on 1 July 2024.\nThe Bharatiya Nyaya Sanhita replaced the IPC, 1860.\nThe BNSS replaced the CrPC and the Bharatiya Sakshya Adhiniyam the Evidence Act.\nHence option (c).","solHi":"तीन नए आपराधिक कानून 1 जुलाई 2024 से लागू हुए।\nभारतीय न्याय संहिता ने IPC, 1860 का स्थान लिया।\nBNSS ने CrPC और भारतीय साक्ष्य अधिनियम ने साक्ष्य अधिनियम का स्थान लिया।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10229,"n":29,"subject":"General Awareness","stem":"On 1 September 2024, who was appointed as the Chairperson & CEO of the Railway Board of Indian Railways?","stemHi":"1 सितंबर 2024 को भारतीय रेलवे के रेलवे बोर्ड का अध्यक्ष एवं CEO किसे नियुक्त किया गया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Ravneet Kaur","textHi":"रवनीत कौर","imageUrl":null},{"key":"b","text":"Satish Kumar","textHi":"सतीश कुमार","imageUrl":null},{"key":"c","text":"Vasudha Gupta","textHi":"वसुधा गुप्ता","imageUrl":null},{"key":"d","text":"Jaya Varma Sinha","textHi":"जया वर्मा सिन्हा","imageUrl":null}],"correct":"b","sol":"Railway Board CEO\nSatish Kumar took charge as Chairman and CEO of the Railway Board on 1 September 2024.\nHe succeeded Jaya Varma Sinha, who was the first woman to hold the post.\nHe is also the first officer from the SC community to head the Board.\nHence option (b).","solHi":"सतीश कुमार ने 1 सितंबर 2024 को रेलवे बोर्ड के अध्यक्ष एवं CEO का पदभार संभाला।\nउन्होंने जया वर्मा सिन्हा का स्थान लिया, जो इस पद पर पहली महिला थीं।\nवे बोर्ड का नेतृत्व करने वाले पहले अनुसूचित जाति के अधिकारी भी हैं।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10230,"n":30,"subject":"General Awareness","stem":"The rock-cut sculpture at Dhauli in Odisha is artistically carved to represent which animal?","stemHi":"ओडिशा के धौली की शैलकृत मूर्ति कलात्मक रूप से किस पशु को दर्शाती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Tiger","textHi":"बाघ","imageUrl":null},{"key":"b","text":"Bull","textHi":"वृषभ","imageUrl":null},{"key":"c","text":"Elephant","textHi":"हाथी","imageUrl":null},{"key":"d","text":"Deer","textHi":"हिरण","imageUrl":null}],"correct":"c","sol":"Dhauli elephant\nAt Dhauli, near Bhubaneswar, the rock above Ashoka’s edicts is carved as the forepart of an ELEPHANT.\nIt is among the earliest Indian rock-cut sculptures.\nDhauli is linked with the Kalinga war and Ashoka’s change of heart.\nHence option (c).","solHi":"भुवनेश्वर के निकट धौली में अशोक के शिलालेखों के ऊपर की चट्टान हाथी के अग्रभाग के रूप में तराशी गई है।\nयह भारत की प्राचीनतम शैलकृत मूर्तियों में है।\nधौली कलिंग युद्ध और अशोक के हृदय-परिवर्तन से जुड़ा है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10231,"n":31,"subject":"General Awareness","stem":"The Jawa Festival, observed by tribal girls in Jharkhand, is primarily associated with which of the following themes?","stemHi":"झारखंड की जनजातीय कन्याओं द्वारा मनाया जाने वाला जावा पर्व मुख्यतः किस विषय से जुड़ा है?","context":null,"contextHi":null,"options":[{"key":"a","text":"A ritual welcoming ancestral souls, accompanied by fasting for future marital bliss","textHi":"पूर्वजों की आत्माओं के स्वागत का अनुष्ठान, वैवाहिक सुख हेतु उपवास सहित","imageUrl":null},{"key":"b","text":"A thanksgiving event to woodland deities, marked by fermented grains and bonfire customs","textHi":"वन देवताओं को धन्यवाद, किण्वित अनाज और अलाव की परंपरा के साथ","imageUrl":null},{"key":"c","text":"A ceremonial celebration of fertility, where sprouted seeds and melons represent growth and progeny","textHi":"उर्वरता का उत्सव, जिसमें अंकुरित बीज और खरबूजे वृद्धि व संतति के प्रतीक हैं","imageUrl":null},{"key":"d","text":"A post-harvest festivity dedicated to the deity of rains, performed with rhythmic dance and drumming","textHi":"वर्षा के देवता को समर्पित फसलोत्तर पर्व, लयबद्ध नृत्य व ढोल के साथ","imageUrl":null}],"correct":"c","sol":"Jawa festival\nIn the Jawa festival unmarried tribal girls sow seeds in small baskets and tend the sprouts.\nThe sprouted seeds and melons stand for fertility, growth and progeny.\nThe baskets are later immersed with songs and dance.\nHence option (c).","solHi":"जावा पर्व में अविवाहित जनजातीय कन्याएँ छोटी टोकरियों में बीज बोकर अंकुरों की देखभाल करती हैं।\nअंकुरित बीज और खरबूजे उर्वरता, वृद्धि और संतति के प्रतीक हैं।\nबाद में टोकरियाँ गीत-नृत्य के साथ विसर्जित की जाती हैं।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10232,"n":32,"subject":"General Awareness","stem":"Who is the writer of the Tamil epic Silappadikaram?","stemHi":"तमिल महाकाव्य "शिलप्पादिकारम" के रचयिता कौन हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Ilango Adigal","textHi":"इलंगो अडिगल","imageUrl":null},{"key":"b","text":"Tolkappiyar","textHi":"तोल्काप्पियर","imageUrl":null},{"key":"c","text":"Kambar","textHi":"कंबर","imageUrl":null},{"key":"d","text":"Avvaiyar","textHi":"अव्वैयार","imageUrl":null}],"correct":"a","sol":"Silappadikaram\nSilappadikaram, the story of Kannagi and Kovalan, was composed by Ilango Adigal.\nIt is one of the five great epics of Tamil literature.\nTolkappiyar wrote the grammar Tolkappiyam and Kambar the Kamba Ramayanam.\nHence option (a).","solHi":"कण्णगी और कोवलन की कथा "शिलप्पादिकारम" की रचना इलंगो अडिगल ने की।\nयह तमिल साहित्य के पाँच महाकाव्यों में से एक है।\nतोल्काप्पियर ने व्याकरण ग्रंथ तोल्काप्पियम और कंबर ने कंब रामायणम लिखा।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10233,"n":33,"subject":"General Awareness","stem":"Consider the following about the evolution of Kabaddi as a sport:\n1. The word Kabaddi originated from "Kaunbada", referring to an ancient defensive stance.\n2. Formal rules for Kabaddi were drafted in 1918, later published in 1923, and adopted in a competitive event held in Baroda.\nWhich of the statements given above is/are accurate?","stemHi":"खेल के रूप में कबड्डी के विकास पर विचार कीजिए:\n1. "कबड्डी" शब्द "कौनबदा" से आया है, जो एक प्राचीन रक्षात्मक मुद्रा को दर्शाता है।\n2. कबड्डी के औपचारिक नियम 1918 में बने, 1923 में प्रकाशित हुए और बड़ौदा की प्रतियोगिता में अपनाए गए।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Statement-2 only","textHi":"केवल कथन-2","imageUrl":null},{"key":"b","text":"Both 1 and 2","textHi":"1 और 2 दोनों","imageUrl":null},{"key":"c","text":"Statement-1 only","textHi":"केवल कथन-1","imageUrl":null},{"key":"d","text":"Neither 1 nor 2","textHi":"न 1 न 2","imageUrl":null}],"correct":"a","sol":"Kabaddi rules\nKabaddi’s rules were framed in 1918, printed in 1923, and first used in a tournament at Baroda — Statement 2 correct.\nThe name is generally traced to the Tamil expression "kai-pidi" (to hold hands), not to "Kaunbada" — Statement 1 wrong.\nThe game entered the Asian Games in 1990.\nHence Statement-2 only — option (a).","solHi":"कबड्डी के नियम 1918 में बने, 1923 में प्रकाशित हुए और बड़ौदा की प्रतियोगिता में पहली बार लागू हुए — कथन 2 सही।\nनाम सामान्यतः तमिल "कै-पिड़ी" (हाथ पकड़ना) से जोड़ा जाता है, "कौनबदा" से नहीं — कथन 1 गलत।\nयह खेल 1990 में एशियाई खेलों में शामिल हुआ।\nअतः केवल कथन-2 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10234,"n":34,"subject":"General Awareness","stem":"Arrange the following Vijayanagara rulers in the correct chronological order of their rule.","stemHi":"निम्न विजयनगर शासकों को उनके शासन के सही कालक्रम में व्यवस्थित कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Devaraya II → Krishnadevaraya → Achyuta Deva Raya","textHi":"देवराय द्वितीय → कृष्णदेवराय → अच्युत देवराय","imageUrl":null},{"key":"b","text":"Harihara I → Devaraya II → Krishnadevaraya","textHi":"हरिहर प्रथम → देवराय द्वितीय → कृष्णदेवराय","imageUrl":null},{"key":"c","text":"Krishnadevaraya → Harihara I → Devaraya II","textHi":"कृष्णदेवराय → हरिहर प्रथम → देवराय द्वितीय","imageUrl":null},{"key":"d","text":"Achyuta Deva Raya → Harihara I → Krishnadevaraya","textHi":"अच्युत देवराय → हरिहर प्रथम → कृष्णदेवराय","imageUrl":null}],"correct":"b","sol":"Vijayanagara chronology\nHarihara I founded the empire in 1336 (Sangama dynasty).\nDevaraya II ruled 1424-1446, still of the Sangama line.\nKrishnadevaraya of the Tuluva dynasty ruled 1509-1529, followed by Achyuta Deva Raya.\nHarihara I → Devaraya II → Krishnadevaraya — option (b).","solHi":"हरिहर प्रथम ने 1336 में साम्राज्य की स्थापना की (संगम वंश)।\nदेवराय द्वितीय ने 1424-1446 तक शासन किया, वे भी संगम वंश के थे।\nतुलुव वंश के कृष्णदेवराय ने 1509-1529 तक शासन किया, उसके बाद अच्युत देवराय।\nहरिहर प्रथम → देवराय द्वितीय → कृष्णदेवराय — विकल्प (b)।","pos":2,"neg":0.5},{"id":10235,"n":35,"subject":"General Awareness","stem":"Fill in the blank:\nThe Defence of India Act, 1915, passed during the First World War, granted the government authority to ____.","stemHi":"रिक्त स्थान भरिए:\nप्रथम विश्व युद्ध के दौरान पारित भारत रक्षा अधिनियम, 1915 ने सरकार को ____ का अधिकार दिया।","context":null,"contextHi":null,"options":[{"key":"a","text":"order preventive detention","textHi":"निवारक निरोध का आदेश देने","imageUrl":null},{"key":"b","text":"regulate trade guilds","textHi":"व्यापार संघों के नियमन","imageUrl":null},{"key":"c","text":"establish village militias","textHi":"ग्राम मिलिशिया गठित करने","imageUrl":null},{"key":"d","text":"issue postal concessions","textHi":"डाक रियायतें देने","imageUrl":null}],"correct":"a","sol":"Defence of India Act 1915\nThe Defence of India Act, 1915 was an emergency law aimed at revolutionary activity.\nIt allowed preventive detention, internment without trial and trial by special tribunals.\nIt was used against the Ghadar revolutionaries; the Rowlatt Act of 1919 continued such powers.\nHence option (a).","solHi":"भारत रक्षा अधिनियम, 1915 क्रांतिकारी गतिविधियों पर लक्षित आपातकालीन कानून था।\nइसने निवारक निरोध, बिना मुकदमे नज़रबंदी और विशेष अधिकरणों से सुनवाई की अनुमति दी।\nइसका प्रयोग ग़दर क्रांतिकारियों पर हुआ; 1919 के रौलट अधिनियम ने ये शक्तियाँ जारी रखीं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10236,"n":36,"subject":"General Awareness","stem":"India, as a newly independent nation, participated in the Summer Olympics for the first time and secured a gold medal in men's hockey at which edition of the Games?","stemHi":"स्वतंत्र राष्ट्र के रूप में भारत ने पहली बार किन ओलंपिक खेलों में भाग लेकर पुरुष हॉकी में स्वर्ण पदक जीता?","context":null,"contextHi":null,"options":[{"key":"a","text":"London Olympic Games","textHi":"लंदन ओलंपिक खेल","imageUrl":null},{"key":"b","text":"Tokyo Olympic Games","textHi":"टोक्यो ओलंपिक खेल","imageUrl":null},{"key":"c","text":"Mexico City Olympic Games","textHi":"मेक्सिको सिटी ओलंपिक खेल","imageUrl":null},{"key":"d","text":"Munich Olympic Games","textHi":"म्यूनिख ओलंपिक खेल","imageUrl":null}],"correct":"a","sol":"London 1948\nThe 1948 London Olympics were India’s first as an independent nation.\nThe hockey team beat Great Britain 4-0 in the final to win gold.\nBalbir Singh Sr. was among the scorers.\nHence option (a).","solHi":"1948 के लंदन ओलंपिक भारत के लिए स्वतंत्र राष्ट्र के रूप में पहले थे।\nहॉकी टीम ने फाइनल में ग्रेट ब्रिटेन को 4-0 से हराकर स्वर्ण जीता।\nगोल करने वालों में बलबीर सिंह सीनियर भी थे।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10237,"n":37,"subject":"General Awareness","stem":"The book 'India's Revolutionary Inheritance' by Chris Moffat explores which of the following key ideas?","stemHi":"क्रिस मोफ़ैट की पुस्तक 'इंडियाज़ रेवोल्यूशनरी इनहेरिटेंस' किस मुख्य विचार की पड़ताल करती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"The influence of Bhagat Singh on India's political thought and collective memory","textHi":"भारत के राजनीतिक चिंतन और सामूहिक स्मृति पर भगत सिंह का प्रभाव","imageUrl":null},{"key":"b","text":"Electoral reforms shaping post-independence legislatures","textHi":"स्वतंत्रता के बाद विधानमंडलों को आकार देने वाले चुनावी सुधार","imageUrl":null},{"key":"c","text":"Industrial expansion in the liberalisation era","textHi":"उदारीकरण काल में औद्योगिक विस्तार","imageUrl":null},{"key":"d","text":"Diplomatic strategies of Indian leaders in the Cold War","textHi":"शीत युद्ध में भारतीय नेताओं की कूटनीतिक रणनीतियाँ","imageUrl":null}],"correct":"a","sol":"India's Revolutionary Inheritance\nChris Moffat’s book studies how Bhagat Singh continues to shape Indian politics long after his death.\nIt looks at memory, obligation and the claims the dead make on the living.\nIt is a work of political and cultural history, not of economics.\nHence option (a).","solHi":"क्रिस मोफ़ैट की पुस्तक बताती है कि भगत सिंह मृत्यु के दशकों बाद भी भारतीय राजनीति को कैसे आकार देते हैं।\nयह स्मृति, दायित्व और मृतकों के जीवितों पर दावों की पड़ताल करती है।\nयह राजनीतिक व सांस्कृतिक इतिहास की कृति है, अर्थशास्त्र की नहीं।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10238,"n":38,"subject":"General Awareness","stem":"Consider the following features associated with desert erosion:\n1. Mushroom rocks originate due to the action of running water and are commonly located in glaciated regions.\n2. Table rocks have a wide, level upper surface that stands above a narrower lower section.\n3. Pedestal rocks are shaped when strong winds remove loose material and sandblast the rock base.\nWhich of the above statements is/are accurate?","stemHi":"मरुस्थलीय अपरदन से जुड़ी निम्न विशेषताओं पर विचार कीजिए:\n1. छत्रक शिलाएँ बहते जल की क्रिया से बनती हैं और प्रायः हिमनदीय क्षेत्रों में मिलती हैं।\n2. टेबल शिलाओं की ऊपरी सतह चौड़ी व समतल होती है जो सँकरे निचले भाग के ऊपर टिकी रहती है।\n3. पेडेस्टल शिलाएँ तब बनती हैं जब तेज़ पवन ढीली सामग्री हटाकर शिला के आधार पर बालू-प्रहार करती है।\nउपर्युक्त में से कौन-सा/से कथन सही है/हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Statement-3 only","textHi":"केवल कथन-3","imageUrl":null},{"key":"b","text":"Statement-2 only","textHi":"केवल कथन-2","imageUrl":null},{"key":"c","text":"Statements-1 and 2","textHi":"कथन-1 और 2","imageUrl":null},{"key":"d","text":"None of the above","textHi":"उपर्युक्त में से कोई नहीं","imageUrl":null}],"correct":"a","sol":"Desert erosion features\nPedestal rocks form where wind-blown sand abrades the base of a rock, leaving a narrow stem — Statement 3 correct.\nMushroom rocks are made by WIND in deserts, not by running water in glaciated regions — Statement 1 wrong.\nA table rock (mesa) has a broad flat top, but the description given here matches the mushroom form instead.\nHence Statement-3 only — option (a).","solHi":"पेडेस्टल शिलाएँ वहाँ बनती हैं जहाँ पवन-वाहित बालू शिला के आधार को घिसती है और सँकरा तना छोड़ देती है — कथन 3 सही।\nछत्रक शिलाएँ मरुस्थल में पवन से बनती हैं, हिमनदीय क्षेत्रों में बहते जल से नहीं — कथन 1 गलत।\nटेबल शिला (मेसा) की सतह चौड़ी-समतल होती है, पर यहाँ दिया वर्णन छत्रक रूप से मेल खाता है।\nअतः केवल कथन-3 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10239,"n":39,"subject":"General Awareness","stem":"At the 38th National Games 2025 held in Uttarakhand, which of the following pairs correctly shows the team and their position along with medals earned?","stemHi":"उत्तराखंड में हुए 38वें राष्ट्रीय खेल 2025 में टीम और उसकी स्थिति तथा पदकों का सही युग्म कौन-सा है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Maharashtra: 1st — 201 medals","textHi":"महाराष्ट्र: प्रथम — 201 पदक","imageUrl":null},{"key":"b","text":"SSCB: 1st — 121 medals","textHi":"SSCB: प्रथम — 121 पदक","imageUrl":null},{"key":"c","text":"Haryana: 2nd — 201 medals","textHi":"हरियाणा: द्वितीय — 201 पदक","imageUrl":null},{"key":"d","text":"SSCB: 2nd — 121 medals","textHi":"SSCB: द्वितीय — 121 पदक","imageUrl":null}],"correct":"b","sol":"38th National Games\nThe Services Sports Control Board (SSCB) topped the 38th National Games medal tally with 121 medals.\nMaharashtra finished second with the highest overall count of medals.\nThe Games were held in Uttarakhand in early 2025.\nHence option (b).","solHi":"सर्विसेज़ स्पोर्ट्स कंट्रोल बोर्ड (SSCB) 121 पदकों के साथ 38वें राष्ट्रीय खेलों की पदक तालिका में शीर्ष पर रहा।\nमहाराष्ट्र कुल पदकों की सर्वाधिक संख्या के साथ दूसरे स्थान पर रहा।\nये खेल 2025 की शुरुआत में उत्तराखंड में हुए।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10240,"n":40,"subject":"General Awareness","stem":"Fill in the blank:\nFinancial assistance known as Grants-in-Aid, given by the Union Government to States, is authorised under Article ____ of the Constitution.","stemHi":"रिक्त स्थान भरिए:\nसंघ सरकार द्वारा राज्यों को दी जाने वाली सहायता अनुदान (Grants-in-Aid) संविधान के अनुच्छेद ____ के अंतर्गत दी जाती है।","context":null,"contextHi":null,"options":[{"key":"a","text":"275","textHi":null,"imageUrl":null},{"key":"b","text":"354","textHi":null,"imageUrl":null},{"key":"c","text":"266","textHi":null,"imageUrl":null},{"key":"d","text":"283","textHi":null,"imageUrl":null}],"correct":"a","sol":"Article 275\nArticle 275 provides for statutory grants-in-aid from the Union to states in need of assistance.\nThe Finance Commission recommends the sums and the principles for them.\nArticle 282 covers discretionary grants for any public purpose.\nHence option (a).","solHi":"अनुच्छेद 275 संघ से राज्यों को वैधानिक सहायता अनुदान का प्रावधान करता है।\nराशि और सिद्धांतों की सिफ़ारिश वित्त आयोग करता है।\nअनुच्छेद 282 किसी भी लोक प्रयोजन हेतु विवेकाधीन अनुदान से संबंधित है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10241,"n":41,"subject":"General Awareness","stem":"If an Earth-orbiting satellite completes one revolution in exactly 24 hours, how does it appear from the surface of Earth?","stemHi":"यदि कोई पृथ्वी-परिक्रमा उपग्रह ठीक 24 घंटे में एक चक्कर पूरा करे, तो पृथ्वी की सतह से वह कैसा दिखाई देगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"Slowly drifts closer to Earth","textHi":"धीरे-धीरे पृथ्वी के निकट आता है","imageUrl":null},{"key":"b","text":"Remains fixed over the same point on Earth","textHi":"पृथ्वी के एक ही बिंदु के ऊपर स्थिर दिखता है","imageUrl":null},{"key":"c","text":"Moves away into outer space","textHi":"बाह्य अंतरिक्ष में दूर चला जाता है","imageUrl":null},{"key":"d","text":"Wobbles randomly across the sky","textHi":"आकाश में अनियमित रूप से डोलता है","imageUrl":null}],"correct":"b","sol":"Geostationary orbit\nThe Earth also takes 24 hours to rotate once on its axis.\nA satellite with the same period moves in step with the ground below it.\nSo it appears to hang over one fixed point — a geostationary satellite.\nHence option (b).","solHi":"पृथ्वी भी अपनी धुरी पर एक चक्कर 24 घंटे में पूरा करती है।\nसमान आवर्तकाल वाला उपग्रह नीचे की भूमि के साथ-साथ चलता है।\nअतः वह एक ही बिंदु के ऊपर टँगा दिखाई देता है — भूस्थिर उपग्रह।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10242,"n":42,"subject":"General Awareness","stem":"After attaining 60 years of age, what is the fixed monthly pension guaranteed to enrolled small and marginal farmers under the Pradhan Mantri Kisan Maandhan Yojana (PM-KMY)?","stemHi":"प्रधानमंत्री किसान मानधन योजना (PM-KMY) के अंतर्गत 60 वर्ष की आयु के बाद पंजीकृत लघु एवं सीमांत किसानों को कितनी निश्चित मासिक पेंशन मिलती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹1,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹2,000","textHi":null,"imageUrl":null},{"key":"c","text":"₹3,000","textHi":null,"imageUrl":null},{"key":"d","text":"₹5,000","textHi":null,"imageUrl":null}],"correct":"c","sol":"PM-KMY pension\nPM-KMY is a voluntary contributory pension scheme for small and marginal farmers.\nOn turning 60 the farmer receives ₹3,000 a month.\nThe government contributes an equal amount to the farmer’s share.\nHence option (c).","solHi":"PM-KMY लघु एवं सीमांत किसानों के लिए स्वैच्छिक अंशदायी पेंशन योजना है।\n60 वर्ष की आयु पूरी होने पर किसान को ₹3,000 मासिक पेंशन मिलती है।\nसरकार किसान के अंशदान के बराबर राशि जमा करती है।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10243,"n":43,"subject":"General Awareness","stem":"The World Bank's Logistics Performance Index (LPI) is used as a benchmark to measure a nation's capability in which of the following areas?","stemHi":"विश्व बैंक का लॉजिस्टिक्स परफॉर्मेंस इंडेक्स (LPI) किसी देश की किस क्षमता को मापने का मानक है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Ensuring financial system resilience","textHi":"वित्तीय प्रणाली की सुदृढ़ता","imageUrl":null},{"key":"b","text":"Managing trade and transportation logistics efficiently","textHi":"व्यापार और परिवहन लॉजिस्टिक्स का कुशल प्रबंधन","imageUrl":null},{"key":"c","text":"Enhancing agricultural yield","textHi":"कृषि उपज बढ़ाना","imageUrl":null},{"key":"d","text":"Strengthening cybersecurity networks","textHi":"साइबर सुरक्षा नेटवर्क मज़बूत करना","imageUrl":null}],"correct":"b","sol":"Logistics Performance Index\nThe LPI ranks countries on customs, infrastructure, shipments, logistics quality, tracking and timeliness.\nIt thus measures how efficiently a nation moves goods across borders.\nIndia ranked 38th in the 2023 edition.\nHence option (b).","solHi":"LPI देशों को सीमा-शुल्क, अवसंरचना, शिपमेंट, लॉजिस्टिक्स गुणवत्ता, ट्रैकिंग और समयबद्धता पर आँकता है।\nअर्थात यह मापता है कि कोई देश सीमाओं के पार माल कितनी कुशलता से ले जाता है।\n2023 संस्करण में भारत 38वें स्थान पर था।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10244,"n":44,"subject":"General Awareness","stem":"The Revenue Deficit of a government is obtained by calculating the excess of:","stemHi":"सरकार का राजस्व घाटा किसके आधिक्य से निकाला जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Revenue expenditure over Revenue receipts","textHi":"राजस्व व्यय का राजस्व प्राप्तियों पर आधिक्य","imageUrl":null},{"key":"b","text":"Revenue receipts over Capital receipts","textHi":"राजस्व प्राप्तियों का पूँजीगत प्राप्तियों पर आधिक्य","imageUrl":null},{"key":"c","text":"Total expenditure over Total receipts","textHi":"कुल व्यय का कुल प्राप्तियों पर आधिक्य","imageUrl":null},{"key":"d","text":"Capital expenditure over Revenue expenditure","textHi":"पूँजीगत व्यय का राजस्व व्यय पर आधिक्य","imageUrl":null}],"correct":"a","sol":"Revenue deficit\nRevenue deficit = revenue expenditure − revenue receipts.\nIt shows that the government’s day-to-day spending exceeds its regular income.\nTotal expenditure minus total receipts gives the FISCAL deficit.\nHence option (a).","solHi":"राजस्व घाटा = राजस्व व्यय − राजस्व प्राप्तियाँ।\nयह दर्शाता है कि सरकार का दैनंदिन खर्च उसकी नियमित आय से अधिक है।\nकुल व्यय में से कुल प्राप्तियाँ घटाने पर राजकोषीय घाटा मिलता है।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10245,"n":45,"subject":"General Awareness","stem":"With reference to Tamasha, a traditional folk-theatre form, consider the following statements:\n1. It is a Marathi folk performance usually held in rural areas during the Shimga (Holika) festival.\n2. The Kolhati community has a historical association with Tamasha troupes.\nWhich of the statements is/are correct?","stemHi":"पारंपरिक लोक नाट्य "तमाशा" के संदर्भ में निम्न कथनों पर विचार कीजिए:\n1. यह मराठी लोक प्रस्तुति है, जो प्रायः ग्रामीण क्षेत्रों में शिमगा (होलिका) पर्व के समय होती है।\n2. कोल्हाटी समुदाय का तमाशा मंडलियों से ऐतिहासिक संबंध रहा है।\nकौन-सा/से कथन सही है/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":"Tamasha\nTamasha is the folk theatre of Maharashtra, performed largely in villages, often around Shimga — Statement 1 correct.\nThe Kolhati (and Mahar-Mang) communities have long supplied Tamasha performers — Statement 2 correct.\nLavani songs and the dholki form its core.\nHence Both — option (c).","solHi":"तमाशा महाराष्ट्र का लोक नाट्य है, जो मुख्यतः गाँवों में और प्रायः शिमगा के आसपास होता है — कथन 1 सही।\nकोल्हाटी (तथा महार-मांग) समुदाय लंबे समय से तमाशा कलाकार देते रहे हैं — कथन 2 सही।\nलावणी गीत और ढोलकी इसका मूल हैं।\nअतः दोनों — विकल्प (c)।","pos":2,"neg":0.5},{"id":10246,"n":46,"subject":"General Awareness","stem":"Pingali Venkayya, an Indian freedom fighter, is best remembered for his pivotal role in the conception of which national symbol?","stemHi":"भारतीय स्वतंत्रता सेनानी पिंगली वेंकैया किस राष्ट्रीय प्रतीक की परिकल्पना में अपनी भूमिका के लिए जाने जाते हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"National Flower of India","textHi":"भारत का राष्ट्रीय पुष्प","imageUrl":null},{"key":"b","text":"National Anthem of India","textHi":"भारत का राष्ट्रगान","imageUrl":null},{"key":"c","text":"National Flag of India","textHi":"भारत का राष्ट्रीय ध्वज","imageUrl":null},{"key":"d","text":"National Emblem of India","textHi":"भारत का राष्ट्रीय प्रतीक चिह्न","imageUrl":null}],"correct":"c","sol":"Pingali Venkayya\nPingali Venkayya designed the flag presented to Gandhi at Vijayawada in 1921.\nHis design became the basis of the present Tiranga adopted in 1947.\nThe national anthem was written by Rabindranath Tagore.\nHence option (c).","solHi":"पिंगली वेंकैया ने वह ध्वज बनाया जो 1921 में विजयवाड़ा में गांधीजी के समक्ष प्रस्तुत हुआ।\nउनका डिज़ाइन ही 1947 में अपनाए गए वर्तमान तिरंगे का आधार बना।\nराष्ट्रगान रवींद्रनाथ टैगोर ने लिखा था।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10247,"n":47,"subject":"General Awareness","stem":"Which of the following statements about K. Sivan is correct?","stemHi":"के. सिवन के संबंध में निम्न में से कौन-सा कथन सही है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Led DRDO and founded a rocket startup","textHi":"DRDO का नेतृत्व किया और एक रॉकेट स्टार्टअप की स्थापना की","imageUrl":null},{"key":"b","text":"Served as Chairman of Hindustan Aeronautics Limited (HAL) and ISRO","textHi":"हिंदुस्तान एयरोनॉटिक्स लिमिटेड (HAL) और ISRO के अध्यक्ष रहे","imageUrl":null},{"key":"c","text":"Invented a new satellite-propulsion method","textHi":"उपग्रह-नोदन की नई विधि का आविष्कार किया","imageUrl":null},{"key":"d","text":"Led ISRO and its parent department (Department of Space)","textHi":"ISRO और उसके मूल विभाग (अंतरिक्ष विभाग) का नेतृत्व किया","imageUrl":null}],"correct":"d","sol":"K. Sivan\nK. Sivan was Chairman of ISRO from 2018 to 2022.\nThe ISRO Chairman also serves as Secretary of the Department of Space.\nHe is known as the "Rocket Man" for his work on cryogenic engines and the GSLV.\nHence option (d).","solHi":"के. सिवन 2018 से 2022 तक ISRO के अध्यक्ष रहे।\nISRO अध्यक्ष ही अंतरिक्ष विभाग के सचिव भी होते हैं।\nक्रायोजेनिक इंजन और GSLV पर काम के कारण उन्हें "रॉकेट मैन" कहा जाता है।\nअतः विकल्प (d)।","pos":2,"neg":0.5},{"id":10248,"n":48,"subject":"General Awareness","stem":"In the history of India’s Five-Year Plans, the term "plan holiday" refers to which of the following?","stemHi":"भारत की पंचवर्षीय योजनाओं के इतिहास में "योजना अवकाश" (plan holiday) का अर्थ क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Emergency loan disbursements","textHi":"आपात ऋण वितरण","imageUrl":null},{"key":"b","text":"Suspension of annual budget formulation","textHi":"वार्षिक बजट निर्माण का निलंबन","imageUrl":null},{"key":"c","text":"A break in the continuity of Five-Year Planning","textHi":"पंचवर्षीय योजना की निरंतरता में विराम","imageUrl":null},{"key":"d","text":"A policy shift from socialism to capitalism","textHi":"समाजवाद से पूँजीवाद की ओर नीतिगत बदलाव","imageUrl":null}],"correct":"c","sol":"Plan holiday\nAfter the 1965 war, drought and a funds crisis, planning was paused from 1966 to 1969.\nThree Annual Plans were run instead — this gap is the "plan holiday".\nThe Fourth Five-Year Plan then began in 1969.\nHence option (c).","solHi":"1965 के युद्ध, सूखे और कोष-संकट के बाद 1966 से 1969 तक योजना प्रक्रिया रुक गई।\nउसके स्थान पर तीन वार्षिक योजनाएँ चलीं — यही अंतराल "योजना अवकाश" कहलाता है।\nचौथी पंचवर्षीय योजना फिर 1969 में शुरू हुई।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10249,"n":49,"subject":"General Awareness","stem":"Scientific studies suggest that the Atlantic Meridional Overturning Circulation (AMOC) may be weakening. Which of the following is NOT considered a direct outcome of a major slowdown or collapse of the AMOC?","stemHi":"वैज्ञानिक अध्ययनों के अनुसार अटलांटिक मेरिडियनल ओवरटर्निंग सर्कुलेशन (AMOC) कमज़ोर हो रहा है। इसके बड़े मंदन या पतन का प्रत्यक्ष परिणाम निम्न में से कौन नहीं माना जाता?","context":null,"contextHi":null,"options":[{"key":"a","text":"Disruption of tropical monsoon systems","textHi":"उष्णकटिबंधीय मानसून प्रणालियों में व्यवधान","imageUrl":null},{"key":"b","text":"Enhanced cooling over parts of the North Atlantic","textHi":"उत्तरी अटलांटिक के कुछ भागों में अधिक ठंडक","imageUrl":null},{"key":"c","text":"Increased warming of the Arctic region","textHi":"आर्कटिक क्षेत्र में अधिक गर्मी","imageUrl":null},{"key":"d","text":"A rise in sea levels along the eastern coast of the United States","textHi":"अमेरिका के पूर्वी तट पर समुद्र-स्तर में वृद्धि","imageUrl":null}],"correct":"c","sol":"AMOC slowdown\nA weaker AMOC carries less warm water north, so the North Atlantic COOLS and monsoon belts shift.\nWater piling up along the US east coast raises sea level there.\nExtra Arctic warming is driven by greenhouse gases and ice-albedo feedback, not by an AMOC slowdown — if anything the north would cool.\nHence option (c).","solHi":"कमज़ोर AMOC उत्तर की ओर कम गर्म जल ले जाता है, अतः उत्तरी अटलांटिक ठंडा होता है और मानसून पट्टियाँ खिसकती हैं।\nअमेरिका के पूर्वी तट पर जल जमा होने से वहाँ समुद्र-स्तर बढ़ता है।\nआर्कटिक की अतिरिक्त गर्मी ग्रीनहाउस गैसों और बर्फ-परावर्तन फीडबैक से आती है, AMOC मंदन से नहीं — बल्कि उत्तर तो ठंडा होगा।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10250,"n":50,"subject":"General Awareness","stem":"With reference to the constitutional provisions governing the tenure and protection of civil servants in India, consider the following statements:\n1. Article 310 is inspired by British constitutional conventions.\n2. Article 310 provides unrestricted authority to dismiss civil servants without any procedural safeguard.\n3. Article 311 imposes limitations on the exercise of power under Article 310.\nWhich of the above statements is/are correct?","stemHi":"भारत में सिविल सेवकों के कार्यकाल और संरक्षण संबंधी संवैधानिक उपबंधों के संदर्भ में निम्न कथनों पर विचार कीजिए:\n1. अनुच्छेद 310 ब्रिटिश संवैधानिक परंपराओं से प्रेरित है।\n2. अनुच्छेद 310 बिना किसी प्रक्रियात्मक संरक्षण के सिविल सेवकों को हटाने का असीमित अधिकार देता है।\n3. अनुच्छेद 311, अनुच्छेद 310 की शक्ति के प्रयोग पर सीमाएँ लगाता है।\nउपर्युक्त में से कौन-से कथन सही हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 and 2 only","textHi":"केवल 1 और 2","imageUrl":null},{"key":"b","text":"1 and 3 only","textHi":"केवल 1 और 3","imageUrl":null},{"key":"c","text":"2 and 3 only","textHi":"केवल 2 और 3","imageUrl":null},{"key":"d","text":"1, 2 and 3","textHi":"1, 2 और 3","imageUrl":null}],"correct":"b","sol":"Articles 310 & 311\nArticle 310 embodies the British "doctrine of pleasure" — Statement 1 correct.\nArticle 311 lays down safeguards: no dismissal except after inquiry and a chance to be heard — Statement 3 correct.\nSo the pleasure under Article 310 is NOT unrestricted — Statement 2 wrong.\nHence 1 and 3 only — option (b).","solHi":"अनुच्छेद 310 ब्रिटिश "प्रसादपर्यंत सिद्धांत" को अपनाता है — कथन 1 सही।\nअनुच्छेद 311 संरक्षण देता है: जाँच और सुनवाई के अवसर के बिना पदच्युति नहीं — कथन 3 सही।\nअतः अनुच्छेद 310 की शक्ति असीमित नहीं है — कथन 2 गलत।\nअतः केवल 1 और 3 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10251,"n":51,"subject":"Quantitative Aptitude","stem":"Find the value of x in the given equation:\n

\frac{\sqrt{8 + x} + \sqrt{8 - x}}{\sqrt{8 + x} - \sqrt{8 - x}}

= 5","stemHi":"दिए गए समीकरण में x का मान ज्ञात कीजिए:\n

\frac{\sqrt{8 + x} + \sqrt{8 - x}}{\sqrt{8 + x} - \sqrt{8 - x}}

= 5","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{46}{13}

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

\frac{36}{13}

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

\frac{40}{13}

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

\frac{66}{17}

","textHi":null,"imageUrl":null}],"correct":"c","sol":"$29","solHi":"$2a","pos":2,"neg":0.5},{"id":10252,"n":52,"subject":"Quantitative Aptitude","stem":"How much will the compound interest on ₹24,000 at 20% per annum for 9 months be, if it is compounded quarterly?","stemHi":"₹24,000 पर 20% वार्षिक दर से 9 माह का चक्रवृद्धि ब्याज कितना होगा, यदि ब्याज तिमाही चक्रवृद्धि हो?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹3,222","textHi":null,"imageUrl":null},{"key":"b","text":"₹3,422","textHi":null,"imageUrl":null},{"key":"c","text":"₹1,622","textHi":null,"imageUrl":null},{"key":"d","text":"₹3,783","textHi":null,"imageUrl":null}],"correct":"d","sol":"CI compounded quarterly\n $\"figure\"/$ \nQuarterly compounding makes the rate

\frac{20}{4}

= 5% per quarter.\n9 months contain 3 such quarters.\nAmount = 24,000(1.05)³ = 24,000 × 1.157625 = ₹27,783.\nCI = 27,783 − 24,000 = ₹3,783 — option (d).","solHi":" $\"figure\"/$ \nतिमाही चक्रवृद्धि से दर

\frac{20}{4}

= 5% प्रति तिमाही हो जाती है।\n9 माह में ऐसी 3 तिमाहियाँ होती हैं।\nराशि = 24,000(1.05)³ = 24,000 × 1.157625 = ₹27,783।\nCI = 27,783 − 24,000 = ₹3,783 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10253,"n":53,"subject":"Quantitative Aptitude","stem":"15 women can do a work in 14 days. 30 men can complete the same work in 10 days. What is the ratio between the efficiency of a man and a woman?","stemHi":"15 महिलाएँ एक कार्य 14 दिनों में करती हैं। 30 पुरुष वही कार्य 10 दिनों में पूरा करते हैं। एक पुरुष और एक महिला की कार्यक्षमता का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"7 : 10","textHi":null,"imageUrl":null},{"key":"b","text":"8 : 4","textHi":null,"imageUrl":null},{"key":"c","text":"7 : 9","textHi":null,"imageUrl":null},{"key":"d","text":"10 : 9","textHi":null,"imageUrl":null}],"correct":"a","sol":"Man : woman efficiency\n $\"figure\"/$ \nThe same work is done either way: 15 × 14 women-days = 30 × 10 men-days.\n210W = 300M, where W and M are one-day outputs.\n

\frac{M}{W}

\frac{210}{300}

\frac{7}{10}

.\nM : W = 7 : 10 — option (a).","solHi":" $\"figure\"/$ \nदोनों स्थितियों में कार्य समान है: 15 × 14 महिला-दिन = 30 × 10 पुरुष-दिन।\n210W = 300M, जहाँ W और M एक दिन का कार्य हैं।\n

\frac{M}{W}

\frac{210}{300}

\frac{7}{10}

।\nM : W = 7 : 10 — विकल्प (a)।","pos":2,"neg":0.5},{"id":10254,"n":54,"subject":"Quantitative Aptitude","stem":"Which of the following numbers is an integer but NOT a natural number?","stemHi":"निम्न में से कौन-सी संख्या पूर्णांक है परंतु प्राकृत संख्या नहीं है?","context":null,"contextHi":null,"options":[{"key":"a","text":"2","textHi":null,"imageUrl":null},{"key":"b","text":"0","textHi":null,"imageUrl":null},{"key":"c","text":"7","textHi":null,"imageUrl":null},{"key":"d","text":"9","textHi":null,"imageUrl":null}],"correct":"b","sol":"Integer but not natural\nNatural numbers begin from 1: 1, 2, 3, …\nIntegers include 0 and the negatives as well.\n0 is an integer but is not counted among the natural numbers.\nHence option (b).","solHi":"प्राकृत संख्याएँ 1 से शुरू होती हैं: 1, 2, 3, …\nपूर्णांकों में 0 और ऋणात्मक संख्याएँ भी शामिल हैं।\n0 पूर्णांक है पर प्राकृत संख्याओं में नहीं गिना जाता।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10255,"n":55,"subject":"Quantitative Aptitude","stem":"Naveen covers half of his journey at 18 km/h and the remaining half at 9 km/h. His average speed is:","stemHi":"नवीन अपनी यात्रा का आधा भाग 18 km/h और शेष आधा 9 km/h की चाल से तय करता है। उसकी औसत चाल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"12 km/h","textHi":null,"imageUrl":null},{"key":"b","text":"11 km/h","textHi":null,"imageUrl":null},{"key":"c","text":"14 km/h","textHi":null,"imageUrl":null},{"key":"d","text":"13 km/h","textHi":null,"imageUrl":null}],"correct":"a","sol":"Average speed\n $\"figure\"/$ \nFor equal halves the average speed is the harmonic mean.\nAverage =

\frac{2 \times 18 \times 9}{18 + 9}

.\n=

\frac{324}{27}

.\n= 12 km/h — option (a).","solHi":" $\"figure\"/$ \nसमान आधे भागों के लिए औसत चाल हरात्मक माध्य होती है।\nऔसत =

\frac{2 \times 18 \times 9}{18 + 9}

।\n=

\frac{324}{27}

।\n= 12 km/h — विकल्प (a)।","pos":2,"neg":0.5},{"id":10256,"n":56,"subject":"Quantitative Aptitude","stem":"A hemisphere is inscribed in a cube of side 12 cm. What is the volume of the hemisphere?","stemHi":"12 cm भुजा वाले घन में एक अर्धगोला अंतर्निहित है। अर्धगोले का आयतन क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"356.55 cm³","textHi":null,"imageUrl":null},{"key":"b","text":"354.24 cm³","textHi":null,"imageUrl":null},{"key":"c","text":"350.26 cm³","textHi":null,"imageUrl":null},{"key":"d","text":"452.16 cm³","textHi":null,"imageUrl":null}],"correct":"d","sol":"Hemisphere in a cube\n $\"figure\"/$ \nThe flat face of the hemisphere fits the cube’s face, so its diameter equals the side, 12 cm.\nRadius =

\frac{12}{2}

= 6 cm.\nVolume =

\frac{2}{3}

πr³ =

\frac{2}{3}

× 3.14 × 216.\n= 452.16 cm³ — option (d).","solHi":" $\"figure\"/$ \nअर्धगोले का समतल फलक घन के फलक में बैठता है, अतः उसका व्यास भुजा के बराबर 12 cm है।\nत्रिज्या =

\frac{12}{2}

= 6 cm।\nआयतन =

\frac{2}{3}

πr³ =

\frac{2}{3}

× 3.14 × 216।\n= 452.16 cm³ — विकल्प (d)।","pos":2,"neg":0.5},{"id":10257,"n":57,"subject":"Quantitative Aptitude","stem":"A bus travels 11.9 km using 1.4 litres of fuel. How many kilometres does it travel per litre?","stemHi":"एक बस 1.4 लीटर ईंधन में 11.9 km चलती है। वह प्रति लीटर कितने किलोमीटर चलती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"8.25 km","textHi":null,"imageUrl":null},{"key":"b","text":"8.5 km","textHi":null,"imageUrl":null},{"key":"c","text":"8.75 km","textHi":null,"imageUrl":null},{"key":"d","text":"8.0 km","textHi":null,"imageUrl":null}],"correct":"b","sol":"Mileage\nMileage =

\frac{distance}{fuel}

.\n=

\frac{11.9}{1.4}

.\n=

\frac{119}{14}

.\n= 8.5 km per litre — option (b).","solHi":"माइलेज =

\frac{दूरी}{ईंधन}

।\n=

\frac{11.9}{1.4}

।\n=

\frac{119}{14}

।\n= 8.5 km प्रति लीटर — विकल्प (b)।","pos":2,"neg":0.5},{"id":10258,"n":58,"subject":"Quantitative Aptitude","stem":"A venture has three stakeholders. P brought 60% of the capital and Q brought the rest. R joined later and was promised 30% of the total profit for branding. If the total profit was ₹3,50,000, how much was Q's share?","stemHi":"एक उद्यम में तीन साझेदार हैं। P ने 60% पूँजी लगाई और शेष Q ने। R बाद में जुड़ा और उसे ब्रांडिंग हेतु कुल लाभ का 30% देना तय हुआ। यदि कुल लाभ ₹3,50,000 है, तो Q का हिस्सा कितना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹84,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹90,000","textHi":null,"imageUrl":null},{"key":"c","text":"₹98,000","textHi":null,"imageUrl":null},{"key":"d","text":"₹1,05,000","textHi":null,"imageUrl":null}],"correct":"c","sol":"Profit with a third partner\n $\"figure\"/$ \nR's share = 3,50,000 ×

\frac{30}{100}

= ₹1,05,000.\nRemaining profit = 3,50,000 − 1,05,000 = ₹2,45,000, split between P and Q as 60 : 40 = 3 : 2.\nQ gets

\frac{2}{5}

of ₹2,45,000.\n= ₹98,000 — option (c).","solHi":" $\"figure\"/$ \nR का हिस्सा = 3,50,000 ×

\frac{30}{100}

= ₹1,05,000।\nशेष लाभ = 3,50,000 − 1,05,000 = ₹2,45,000, जो P और Q में 60 : 40 = 3 : 2 में बँटेगा।\nQ को ₹2,45,000 का

\frac{2}{5}

भाग मिलेगा।\n= ₹98,000 — विकल्प (c)।","pos":2,"neg":0.5},{"id":10259,"n":59,"subject":"Quantitative Aptitude","stem":"A vessel contains milk and water in the ratio 6 : 5. If 10 litres of milk are removed and 9 litres of water are added, the new ratio becomes 2 : 3. What was the original quantity of the mixture in the vessel?","stemHi":"एक बर्तन में दूध और पानी 6 : 5 के अनुपात में हैं। यदि 10 लीटर दूध निकालकर 9 लीटर पानी मिलाया जाए, तो नया अनुपात 2 : 3 हो जाता है। बर्तन में मिश्रण की मूल मात्रा कितनी थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"67 L","textHi":null,"imageUrl":null},{"key":"b","text":"66 L","textHi":null,"imageUrl":null},{"key":"c","text":"68 L","textHi":null,"imageUrl":null},{"key":"d","text":"78 L","textHi":null,"imageUrl":null}],"correct":"b","sol":"Mixture — remove and add\n $\"figure\"/$ \nLet milk = 6x and water = 5x, so the total is 11x.\n

\frac{6 x - 10}{5 x + 9}

\frac{2}{3}

⇒ 18x − 30 = 10x + 18.\n8x = 48 ⇒ x = 6.\nTotal = 11 × 6 = 66 L — option (b).","solHi":" $\"figure\"/$ \nदूध = 6x और पानी = 5x मानिए, कुल 11x।\n

\frac{6 x - 10}{5 x + 9}

\frac{2}{3}

⇒ 18x − 30 = 10x + 18।\n8x = 48 ⇒ x = 6।\nकुल = 11 × 6 = 66 L — विकल्प (b)।","pos":2,"neg":0.5},{"id":10260,"n":60,"subject":"Quantitative Aptitude","stem":"A triangular window has an area equal to 35% of a square window of area 300 m². If its base is 20 m, find its height.","stemHi":"एक त्रिभुजाकार खिड़की का क्षेत्रफल 300 m² वाली वर्गाकार खिड़की के क्षेत्रफल का 35% है। यदि उसका आधार 20 m है, तो ऊँचाई ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"12.5 m","textHi":null,"imageUrl":null},{"key":"b","text":"18.6 m","textHi":null,"imageUrl":null},{"key":"c","text":"10.5 m","textHi":null,"imageUrl":null},{"key":"d","text":"24.5 m","textHi":null,"imageUrl":null}],"correct":"c","sol":"Triangle area\n $\"figure\"/$ \nArea of the triangle = 300 ×

\frac{35}{100}

= 105 m².\nArea =

\frac{1}{2}

× base × height ⇒ 105 =

\frac{1}{2}

× 20 × h.\n10h = 105.\nh = 10.5 m — option (c).","solHi":" $\"figure\"/$ \nत्रिभुज का क्षेत्रफल = 300 ×

\frac{35}{100}

= 105 m²।\nक्षेत्रफल =

\frac{1}{2}

× आधार × ऊँचाई ⇒ 105 =

\frac{1}{2}

× 20 × h।\n10h = 105।\nh = 10.5 m — विकल्प (c)।","pos":2,"neg":0.5},{"id":10261,"n":61,"subject":"Quantitative Aptitude","stem":"P and Q can complete a task in 18 days together. P is 20% more efficient than Q. What percentage of the work is done by P alone?","stemHi":"P और Q मिलकर एक कार्य 18 दिनों में पूरा करते हैं। P, Q से 20% अधिक कुशल है। कुल कार्य का कितना प्रतिशत P अकेले करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"54.54%","textHi":null,"imageUrl":null},{"key":"b","text":"60.6%","textHi":null,"imageUrl":null},{"key":"c","text":"62.5%","textHi":null,"imageUrl":null},{"key":"d","text":"66.66%","textHi":null,"imageUrl":null}],"correct":"a","sol":"Efficiency share\n $\"figure\"/$ \nP is 20% more efficient, so P : Q = 120 : 100 = 6 : 5.\nTogether they represent 6 + 5 = 11 parts of the work.\nP’s share =

\frac{6}{11}

× 100.\n= 54.54% — option (a).","solHi":" $\"figure\"/$ \nP, Q से 20% अधिक कुशल है, अतः P : Q = 120 : 100 = 6 : 5।\nदोनों मिलकर कार्य के 6 + 5 = 11 भाग दर्शाते हैं।\nP का हिस्सा =

\frac{6}{11}

× 100।\n= 54.54% — विकल्प (a)।","pos":2,"neg":0.5},{"id":10262,"n":62,"subject":"Quantitative Aptitude","stem":"A businessman invests ₹40,000 in buying a bike and spends ₹8,000 on transportation and ₹7,000 on storage. If he sells the bike for ₹60,000, what is the profit or loss percentage?","stemHi":"एक व्यापारी ₹40,000 में बाइक खरीदता है और ₹8,000 परिवहन तथा ₹7,000 भंडारण पर खर्च करता है। यदि वह बाइक ₹60,000 में बेचता है, तो लाभ/हानि प्रतिशत क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"9.09% profit","textHi":"9.09% लाभ","imageUrl":null},{"key":"b","text":"8.42% loss","textHi":"8.42% हानि","imageUrl":null},{"key":"c","text":"8.26% loss","textHi":"8.26% हानि","imageUrl":null},{"key":"d","text":"5.26% profit","textHi":"5.26% लाभ","imageUrl":null}],"correct":"a","sol":"Profit with extra costs\n $\"figure\"/$ \nTotal cost = 40,000 + 8,000 + 7,000 = ₹55,000.\nSelling price = ₹60,000, so profit = ₹5,000.\nProfit% =

\frac{5000}{55000}

× 100.\n= 9.09% profit — option (a).","solHi":" $\"figure\"/$ \nकुल लागत = 40,000 + 8,000 + 7,000 = ₹55,000।\nविक्रय मूल्य = ₹60,000, अतः लाभ = ₹5,000।\nलाभ% =

\frac{5000}{55000}

× 100।\n= 9.09% लाभ — विकल्प (a)।","pos":2,"neg":0.5},{"id":10263,"n":63,"subject":"Quantitative Aptitude","stem":"Rahul can do a piece of work in 12 days and Pawan can do it in 15 days. If they work together for 2 days, how much of the work will be left?","stemHi":"राहुल एक कार्य 12 दिनों में और पवन 15 दिनों में कर सकता है। यदि वे 2 दिन साथ काम करें, तो कितना कार्य शेष रहेगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{7}{10}

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

\frac{7}{11}

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

\frac{8}{10}

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

\frac{7}{13}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"Work left\nTake the work as LCM(12, 15) = 60 units ⇒ Rahul 5/day, Pawan 4/day.\nIn 2 days together: 2 × 9 = 18 units.\nLeft = 60 − 18 = 42 units.\nFraction left =

\frac{42}{60}

\frac{7}{10}

— option (a).","solHi":"कार्य = LCM(12, 15) = 60 इकाई लीजिए ⇒ राहुल 5/दिन, पवन 4/दिन।\n2 दिन साथ में: 2 × 9 = 18 इकाई।\nशेष = 60 − 18 = 42 इकाई।\nशेष भाग =

\frac{42}{60}

\frac{7}{10}

— विकल्प (a)।","pos":2,"neg":0.5},{"id":10264,"n":64,"subject":"Quantitative Aptitude","stem":"A train covered a certain distance in 3 parts with average speeds of 12 km/h, 15 km/h and 30 km/h. What is the average speed over the entire journey, assuming equal distances?","stemHi":"एक रेलगाड़ी ने एक दूरी तीन भागों में क्रमशः 12 km/h, 15 km/h और 30 km/h की औसत चाल से तय की। समान दूरियाँ मानते हुए पूरी यात्रा की औसत चाल क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"12.05 km/h","textHi":null,"imageUrl":null},{"key":"b","text":"16.36 km/h","textHi":null,"imageUrl":null},{"key":"c","text":"19.09 km/h","textHi":null,"imageUrl":null},{"key":"d","text":"16.25 km/h","textHi":null,"imageUrl":null}],"correct":"b","sol":"Average speed — three parts\n $\"figure\"/$ \nTake each part as LCM(12, 15, 30) = 60 km, so the total distance is 180 km.\nTimes:

\frac{60}{12}

= 5,

\frac{60}{15}

= 4 and

\frac{60}{30}

= 2 hours — total 11 hours.\nAverage =

\frac{180}{11}

.\n= 16.36 km/h — option (b).","solHi":" $\"figure\"/$ \nहर भाग LCM(12, 15, 30) = 60 km लीजिए, अतः कुल दूरी 180 km।\nसमय:

\frac{60}{12}

= 5,

\frac{60}{15}

= 4 और

\frac{60}{30}

= 2 घंटे — कुल 11 घंटे।\nऔसत =

\frac{180}{11}

।\n= 16.36 km/h — विकल्प (b)।","pos":2,"neg":0.5},{"id":10265,"n":65,"subject":"Quantitative Aptitude","stem":"A display stand is shaped like a right triangular prism. The triangular base is a right-angled triangle with perpendicular sides measuring 8 cm and 15 cm. The height of the prism is 5 cm. What is the ratio of the area of the largest rectangular face to the area of the smallest rectangular face?","stemHi":"एक प्रदर्शन स्टैंड लंब त्रिभुजाकार प्रिज़्म के आकार का है। उसका आधार एक समकोण त्रिभुज है जिसकी लंब भुजाएँ 8 cm और 15 cm हैं। प्रिज़्म की ऊँचाई 5 cm है। सबसे बड़े और सबसे छोटे आयताकार फलक के क्षेत्रफलों का अनुपात क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"13 : 8","textHi":null,"imageUrl":null},{"key":"b","text":"17 : 8","textHi":null,"imageUrl":null},{"key":"c","text":"15 : 13","textHi":null,"imageUrl":null},{"key":"d","text":"5 : 14","textHi":null,"imageUrl":null}],"correct":"b","sol":"Prism faces ratio\n $\"figure\"/$ \n(8, 15, 17) is a Pythagorean triplet, so the third side is 17 cm.\nEach rectangular face = triangle side × prism height: 8×5 = 40, 15×5 = 75 and 17×5 = 85 cm².\nLargest = 85, smallest = 40.\nRatio = 85 : 40 = 17 : 8 — option (b).","solHi":" $\"figure\"/$ \n(8, 15, 17) पाइथागोरस त्रिक है, अतः तीसरी भुजा 17 cm है।\nहर आयताकार फलक = त्रिभुज की भुजा × प्रिज़्म की ऊँचाई: 8×5 = 40, 15×5 = 75 और 17×5 = 85 cm²।\nसबसे बड़ा = 85, सबसे छोटा = 40।\nअनुपात = 85 : 40 = 17 : 8 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10266,"n":66,"subject":"Quantitative Aptitude","stem":"In a 60-litre mixture of apple juice and water, the amount of water is 20 litres. How many litres of water should be added to make the ratio of juice to water 2 : 3?","stemHi":"60 लीटर सेब के रस और पानी के मिश्रण में पानी 20 लीटर है। रस और पानी का अनुपात 2 : 3 करने के लिए कितने लीटर पानी मिलाना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"50 L","textHi":null,"imageUrl":null},{"key":"b","text":"30 L","textHi":null,"imageUrl":null},{"key":"c","text":"40 L","textHi":null,"imageUrl":null},{"key":"d","text":"80 L","textHi":null,"imageUrl":null}],"correct":"c","sol":"Add water to change ratio\n $\"figure\"/$ \nJuice = 60 − 20 = 40 L; water = 20 L. The juice stays fixed.\n

\frac{40}{20 + x}

\frac{2}{3}

⇒ 120 = 40 + 2x.\n2x = 80.\nx = 40 L — option (c).","solHi":" $\"figure\"/$ \nरस = 60 − 20 = 40 L; पानी = 20 L। रस स्थिर रहता है।\n

\frac{40}{20 + x}

\frac{2}{3}

⇒ 120 = 40 + 2x।\n2x = 80।\nx = 40 L — विकल्प (c)।","pos":2,"neg":0.5},{"id":10267,"n":67,"subject":"Quantitative Aptitude","stem":"If sinA =

\frac{5}{13}

and A is acute, then what is the value of cosA?","stemHi":"यदि sinA =

\frac{5}{13}

है और A न्यून कोण है, तो cosA का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{12}{13}

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

\frac{3}{5}

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

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

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

\frac{1}{8}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"cosA from sinA\n $\"figure\"/$ \n(5, 12, 13) is a Pythagorean triplet, so the base is 12.\ncosA =

\frac{base}{hypotenuse}

.\n=

\frac{12}{13}

.\nHence option (a).","solHi":" $\"figure\"/$ \n(5, 12, 13) पाइथागोरस त्रिक है, अतः आधार 12 है।\ncosA =

\frac{आधार}{कर्ण}

।\n=

\frac{12}{13}

।\nअतः विकल्प (a)।","pos":2,"neg":0.5},{"id":10268,"n":68,"subject":"Quantitative Aptitude","stem":"If a line passes through (4, −1) with slope 6, find the y-intercept.","stemHi":"यदि कोई रेखा (4, −1) से होकर 6 प्रवणता के साथ जाती है, तो y-अंतःखंड ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"−23","textHi":null,"imageUrl":null},{"key":"b","text":"−25","textHi":null,"imageUrl":null},{"key":"c","text":"24","textHi":null,"imageUrl":null},{"key":"d","text":"−12","textHi":null,"imageUrl":null}],"correct":"b","sol":"y-intercept\nWrite y = mx + c with m = 6.\nPut the point: −1 = 6(4) + c.\nc = −1 − 24.\nc = −25 — option (b).","solHi":"y = mx + c लिखिए, जहाँ m = 6।\nबिंदु रखिए: −1 = 6(4) + c।\nc = −1 − 24।\nc = −25 — विकल्प (b)।","pos":2,"neg":0.5},{"id":10269,"n":69,"subject":"Quantitative Aptitude","stem":"Two parallel lines are intersected by a transversal. If a pair of corresponding angles is formed and one of the angles measures 100°, what is the measure of the other angle?","stemHi":"दो समांतर रेखाओं को एक तिर्यक रेखा काटती है। यदि संगत कोणों का एक युग्म बनता है और उनमें से एक कोण 100° है, तो दूसरा कोण कितना होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"60°","textHi":null,"imageUrl":null},{"key":"b","text":"90°","textHi":null,"imageUrl":null},{"key":"c","text":"100°","textHi":null,"imageUrl":null},{"key":"d","text":"150°","textHi":null,"imageUrl":null}],"correct":"c","sol":"Corresponding angles\n $\"figure\"/$ \nWhen a transversal cuts two parallel lines, corresponding angles are EQUAL.\nOne of them is 100°.\nSo the other is also 100°.\nHence option (c).","solHi":" $\"figure\"/$ \nतिर्यक रेखा जब दो समांतर रेखाओं को काटती है, तो संगत कोण बराबर होते हैं।\nउनमें से एक 100° है।\nअतः दूसरा भी 100° होगा।\nअतः विकल्प (c)।","pos":2,"neg":0.5},{"id":10270,"n":70,"subject":"Quantitative Aptitude","stem":"If △PQR ∼ △MNO and ∠P = 70°, ∠Q = 80°, then ∠N = ?","stemHi":"यदि △PQR ∼ △MNO और ∠P = 70°, ∠Q = 80° है, तो ∠N = ?","context":null,"contextHi":null,"options":[{"key":"a","text":"70°","textHi":null,"imageUrl":null},{"key":"b","text":"80°","textHi":null,"imageUrl":null},{"key":"c","text":"50°","textHi":null,"imageUrl":null},{"key":"d","text":"Cannot be determined","textHi":"ज्ञात नहीं किया जा सकता","imageUrl":null}],"correct":"b","sol":"Similar triangles — angles\nIn similar triangles the corresponding angles are equal.\nThe order P↔M, Q↔N, R↔O gives ∠N = ∠Q.\n∠Q = 80°.\nSo ∠N = 80° — option (b).","solHi":"समरूप त्रिभुजों में संगत कोण बराबर होते हैं।\nक्रम P↔M, Q↔N, R↔O से ∠N = ∠Q।\n∠Q = 80°।\nअतः ∠N = 80° — विकल्प (b)।","pos":2,"neg":0.5},{"id":10271,"n":71,"subject":"Quantitative Aptitude","stem":"If x =

\sqrt{7}

+ 3, find the value of x² − 4

\sqrt{7}

.","stemHi":"यदि x =

\sqrt{7}

+ 3 है, तो x² − 4

\sqrt{7}

का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"16 + 2

\sqrt{7}

","textHi":null,"imageUrl":null},{"key":"b","text":"9 + 2

\sqrt{7}

","textHi":null,"imageUrl":null},{"key":"c","text":"8 + 2

\sqrt{7}

","textHi":null,"imageUrl":null},{"key":"d","text":"10 + 2

\sqrt{7}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"Surd expansion\nx² = (

\sqrt{7}

+ 3)² = 7 + 9 + 6

\sqrt{7}

= 16 + 6

\sqrt{7}

.\nNow subtract 4

\sqrt{7}

.\n16 + 6

\sqrt{7}

− 4

\sqrt{7}

.\n= 16 + 2

\sqrt{7}

— option (a).","solHi":"x² = (

\sqrt{7}

+ 3)² = 7 + 9 + 6

\sqrt{7}

= 16 + 6

\sqrt{7}

।\nअब 4

\sqrt{7}

घटाइए।\n16 + 6

\sqrt{7}

− 4

\sqrt{7}

।\n= 16 + 2

\sqrt{7}

— विकल्प (a)।","pos":2,"neg":0.5},{"id":10272,"n":72,"subject":"Quantitative Aptitude","stem":"A circle has two chords, each 8 cm long. If one chord is 2 cm away from the centre, what is the distance of the other chord from the centre?","stemHi":"एक वृत्त में दो जीवाएँ हैं, प्रत्येक 8 cm लंबी। यदि एक जीवा केंद्र से 2 cm दूर है, तो दूसरी जीवा की केंद्र से दूरी कितनी होगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"1 cm","textHi":null,"imageUrl":null},{"key":"b","text":"2 cm","textHi":null,"imageUrl":null},{"key":"c","text":"3 cm","textHi":null,"imageUrl":null},{"key":"d","text":"4 cm","textHi":null,"imageUrl":null}],"correct":"b","sol":"Equal chords\n $\"figure\"/$ \nChords of equal length in the same circle are equidistant from the centre.\nBoth chords measure 8 cm.\nSo the second is also 2 cm from the centre.\nHence option (b).","solHi":" $\"figure\"/$ \nएक ही वृत्त में बराबर लंबाई की जीवाएँ केंद्र से समान दूरी पर होती हैं।\nदोनों जीवाएँ 8 cm की हैं।\nअतः दूसरी भी केंद्र से 2 cm दूर है।\nअतः विकल्प (b)।","pos":2,"neg":0.5},{"id":10273,"n":73,"subject":"Quantitative Aptitude","stem":"From an external point X, two tangents are drawn to a circle, touching it at M and N. The chord of contact MN subtends an angle α at the centre O. What is the angle ∠MXN between the tangents in terms of α?","stemHi":"बाह्य बिंदु X से एक वृत्त पर दो स्पर्श रेखाएँ खींची गई हैं, जो M और N पर स्पर्श करती हैं। स्पर्श-जीवा MN केंद्र O पर α कोण बनाती है। स्पर्श रेखाओं के बीच का कोण ∠MXN, α के पदों में क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"α","textHi":null,"imageUrl":null},{"key":"b","text":"2α","textHi":null,"imageUrl":null},{"key":"c","text":"180° − α","textHi":null,"imageUrl":null},{"key":"d","text":"90° − α","textHi":null,"imageUrl":null}],"correct":"c","sol":"Angle between tangents\n $\"figure\"/$ \nOM and ON are perpendicular to the tangents, so ∠OMX = ∠ONX = 90°.\nIn quadrilateral OMXN the four angles add to 360°.\n90° + 90° + α + ∠MXN = 360°.\n∠MXN = 180° − α — option (c).","solHi":" $\"figure\"/$ \nOM और ON स्पर्श रेखाओं पर लंब हैं, अतः ∠OMX = ∠ONX = 90°।\nचतुर्भुज OMXN के चारों कोणों का योग 360° होता है।\n90° + 90° + α + ∠MXN = 360°।\n∠MXN = 180° − α — विकल्प (c)।","pos":2,"neg":0.5},{"id":10274,"n":74,"subject":"Quantitative Aptitude","stem":"If sinA =

\frac{3}{5}

, find the value of sin⁴A + cos⁴A.","stemHi":"यदि sinA =

\frac{3}{5}

है, तो sin⁴A + cos⁴A का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{337}{625}

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

\frac{125}{196}

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

\frac{361}{861}

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

\frac{256}{289}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$2b","solHi":"$2c","pos":2,"neg":0.5},{"id":10275,"n":75,"subject":"Quantitative Aptitude","stem":"Add: 8.65 + 9.28 + 0.067","stemHi":"जोड़िए: 8.65 + 9.28 + 0.067","context":null,"contextHi":null,"options":[{"key":"a","text":"11.257","textHi":null,"imageUrl":null},{"key":"b","text":"8.867","textHi":null,"imageUrl":null},{"key":"c","text":"7.768","textHi":null,"imageUrl":null},{"key":"d","text":"17.997","textHi":null,"imageUrl":null}],"correct":"d","sol":"Decimal addition\nLine up the decimal points: 8.650 + 9.280 + 0.067.\n8.650 + 9.280 = 17.930.\n17.930 + 0.067.\n= 17.997 — option (d).","solHi":"दशमलव बिंदु सीध में रखिए: 8.650 + 9.280 + 0.067।\n8.650 + 9.280 = 17.930।\n17.930 + 0.067।\n= 17.997 — विकल्प (d)।","pos":2,"neg":0.5},{"id":10276,"n":76,"subject":"English Comprehension","stem":"Choose the correct meaning of the idiom:\nHer kindness put coals of fire upon his head after his rude behaviour.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"To punish someone for hypocrisy","textHi":null,"imageUrl":null},{"key":"b","text":"To provoke guilt through accusation","textHi":null,"imageUrl":null},{"key":"c","text":"To offer false forgiveness","textHi":null,"imageUrl":null},{"key":"d","text":"To shame an enemy through kindness","textHi":null,"imageUrl":null}],"correct":"d","sol":"Idiom — coals of fire\n'To heap coals of fire on someone's head' means to make an enemy feel ashamed by returning kindness for rudeness.\nThe phrase comes from the Book of Proverbs.\nHer kindness, not any accusation, produced the shame.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10277,"n":77,"subject":"English Comprehension","stem":"Select the correct spelling.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Accomplice","textHi":null,"imageUrl":null},{"key":"b","text":"Accomplise","textHi":null,"imageUrl":null},{"key":"c","text":"Acomplicee","textHi":null,"imageUrl":null},{"key":"d","text":"Acomplice","textHi":null,"imageUrl":null}],"correct":"a","sol":"Spelling — Accomplice\n'Accomplice' — a partner in crime — is the correct spelling.\nIt has a double c at the start and ends in -ice.\nThe other three drop a c or misspell the ending.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10278,"n":78,"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. Virtual reality (VR) immerses users in fully simulated digital environments.\n2. VR is widely used in gaming, education, and professional training.\n3. Users access VR through headsets, gloves, and motion sensors.\n4. High costs and motion sickness remain obstacles for widespread adoption.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"1-3-2-4","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":"4-1-2-3","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — VR\nSentence 1 defines VR — the natural opener.\nSentence 3 tells how users access it and sentence 2 where it is used.\nSentence 4 closes with the obstacles.\nOrder 1-3-2-4 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10279,"n":79,"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. Electric vehicles (EVs) are gaining popularity worldwide.\n2. They reduce greenhouse gas emissions and dependence on fossil fuels.\n3. EVs rely on batteries and electric motors for propulsion.\n4. However, limited charging infrastructure and battery costs slow their adoption.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"1-3-2-4","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":"4-1-2-3","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble — EVs\nSentence 1 introduces the rising popularity of EVs.\nSentence 3 explains how they work and sentence 2 the benefit they bring.\nSentence 4 ("However…") ends with the obstacles.\nOrder 1-3-2-4 — option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10280,"n":80,"subject":"English Comprehension","stem":"Select the correct spelling.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Amnistl","textHi":null,"imageUrl":null},{"key":"b","text":"Ammnisty","textHi":null,"imageUrl":null},{"key":"c","text":"Amnesty","textHi":null,"imageUrl":null},{"key":"d","text":"Amnistey","textHi":null,"imageUrl":null}],"correct":"c","sol":"Spelling — Amnesty\n'Amnesty' — an official pardon — is the correct spelling.\nIt is spelt am-nes-ty, with a single m.\nThe other options alter the vowels or double the m.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10281,"n":81,"subject":"English Comprehension","stem":"Choose the correct one-word substitute for:\nThe old machine is now something that is no longer in use.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Obsolete","textHi":null,"imageUrl":null},{"key":"b","text":"Absolute","textHi":null,"imageUrl":null},{"key":"c","text":"Medieval","textHi":null,"imageUrl":null},{"key":"d","text":"Antique","textHi":null,"imageUrl":null}],"correct":"a","sol":"One-word — Obsolete\n'Obsolete' means no longer in use or out of date.\nAbsolute means complete or unconditional.\nMedieval refers to the Middle Ages; an antique is old but valuable.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10282,"n":82,"subject":"English Comprehension","stem":"Choose the correct one-word substitution for:\nShe is regarded as a person with great skill in music and the arts.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Performer","textHi":null,"imageUrl":null},{"key":"b","text":"Virtuoso","textHi":null,"imageUrl":null},{"key":"c","text":"Composer","textHi":null,"imageUrl":null},{"key":"d","text":"Prodigy\nCloze Test","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word — Virtuoso\nA 'virtuoso' is a person of outstanding skill in music or the arts.\nA performer merely presents an act and a composer writes music.\nA prodigy is a young person of extraordinary talent.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10283,"n":83,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (83).","stemHi":null,"context":"$2d","contextHi":null,"options":[{"key":"a","text":"memorial","textHi":null,"imageUrl":null},{"key":"b","text":"legibility","textHi":null,"imageUrl":null},{"key":"c","text":"decadence","textHi":null,"imageUrl":null},{"key":"d","text":"monumentality","textHi":null,"imageUrl":null}],"correct":"b","sol":"Cloze — legibility\nThe sentence says cracks and corrosion do not erode meaning but transform it.\nEntropy is thus turned into something that can be READ — legibility.\nDecadence would merely repeat the idea of decay.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10284,"n":84,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (84).","stemHi":null,"context":"$2e","contextHi":null,"options":[{"key":"a","text":"excess","textHi":null,"imageUrl":null},{"key":"b","text":"laundering","textHi":null,"imageUrl":null},{"key":"c","text":"disintegration","textHi":null,"imageUrl":null},{"key":"d","text":"reiteration","textHi":null,"imageUrl":null}],"correct":"b","sol":"Cloze — laundering\nTo beautify decay without questioning it is to clean up an ugly reality.\n"Laundering" carries exactly that sense of disguising or sanitising.\nThe clause that follows — disorder made ornamental — confirms it.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10285,"n":85,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (85).","stemHi":null,"context":"$2f","contextHi":null,"options":[{"key":"a","text":"attestation","textHi":null,"imageUrl":null},{"key":"b","text":"attentiveness","textHi":null,"imageUrl":null},{"key":"c","text":"estrangement","textHi":null,"imageUrl":null},{"key":"d","text":"indeterminacy","textHi":null,"imageUrl":null}],"correct":"c","sol":"Cloze — estrangement\nReading ruins poetically means giving up usefulness for an unfamiliar way of seeing.\n"Estrangement" is the making-strange that lets debris speak.\nAttestation means proof and attentiveness mere alertness.\nHence option (c).","solHi":null,"pos":2,"neg":0.5},{"id":10286,"n":86,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (86).","stemHi":null,"context":"$30","contextHi":null,"options":[{"key":"a","text":"syntactic","textHi":null,"imageUrl":null},{"key":"b","text":"insurgent","textHi":null,"imageUrl":null},{"key":"c","text":"ornamental","textHi":null,"imageUrl":null},{"key":"d","text":"equivocal","textHi":null,"imageUrl":null}],"correct":"b","sol":"Cloze — insurgent\nThe passage says gentrification cannot domesticate decay and nostalgia cannot preserve it.\nIt persists rebelliously — an "insurgent" syntax written across civic amnesia.\nThe word is even used in the preceding line.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10287,"n":87,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in blank number (87).","stemHi":null,"context":"$31","contextHi":null,"options":[{"key":"a","text":"repair","textHi":null,"imageUrl":null},{"key":"b","text":"testimony","textHi":null,"imageUrl":null},{"key":"c","text":"blueprint","textHi":null,"imageUrl":null},{"key":"d","text":"origin","textHi":null,"imageUrl":null}],"correct":"b","sol":"Cloze — testimony\nThe ruins are to be read not as loss but as evidence bearing witness.\n"Testimony" carries that sense of standing witness to what has happened.\nRepair and blueprint suggest construction, not witness.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10288,"n":88,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nScarcely had the CEO signed the contract ____ the company announced the merger.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"when","textHi":null,"imageUrl":null},{"key":"b","text":"than","textHi":null,"imageUrl":null},{"key":"c","text":"before","textHi":null,"imageUrl":null},{"key":"d","text":"until","textHi":null,"imageUrl":null}],"correct":"a","sol":"Scarcely … when\nThe fixed pairs are "scarcely/hardly … when" and "no sooner … than".\nSince the sentence begins with "Scarcely had", it must take "when".\n"Than" belongs with "no sooner".\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10289,"n":89,"subject":"English Comprehension","stem":"Select the most appropriate option to fill in the blank.\nHe was remembered not for what he said but ____ he refrained from saying.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"which","textHi":null,"imageUrl":null},{"key":"b","text":"what","textHi":null,"imageUrl":null},{"key":"c","text":"that","textHi":null,"imageUrl":null},{"key":"d","text":"for what","textHi":null,"imageUrl":null}],"correct":"d","sol":"Parallel structure\nThe structure "not for … but …" needs the same form on both sides.\nThe first half is "for what he said", so the second must be "for what he refrained from saying".\nOnly option (d) keeps that balance.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10290,"n":90,"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.\nThe company plans to hire (1)/ new group of interns (2)/ to assist with the upcoming (3)/ marketing campaign this summer. (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":"Article before noun\n"Group" is a singular countable noun and needs an article before it.\nSo "new group of interns" must be "a new group of interns".\nThe rest of the sentence is correct.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10291,"n":91,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nAcademics consider this method highly effective in research.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"This method is considered highly effective in research by academics.","textHi":null,"imageUrl":null},{"key":"b","text":"Academics are considered highly effective in research by this method.","textHi":null,"imageUrl":null},{"key":"c","text":"This method is considers highly effective in academics by researchers.","textHi":null,"imageUrl":null},{"key":"d","text":"Academics consider research highly effective in this method.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Active → passive\nThe object "this method" becomes the subject of the passive sentence.\n"Consider" is simple present, so the passive is "is considered".\n(b) and (d) reverse the meaning; (c) is ungrammatical.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10292,"n":92,"subject":"English Comprehension","stem":"Select the sentence containing the homonym of the highlighted word:\nThe scholar noticed a faded tau drawn beside the ancient text.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The Greek alphabet includes tau as its nineteenth letter.","textHi":null,"imageUrl":null},{"key":"b","text":"The scientist calculated the value of tau in rotational mechanics.","textHi":null,"imageUrl":null},{"key":"c","text":"The monk painted a tau on the monastery wall as a sacred sign.","textHi":null,"imageUrl":null},{"key":"d","text":"The editor circled a tau symbol in the manuscript margin.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Homonym — tau\nIn the given sentence "tau" is a written letter or symbol.\nOptions (a), (c) and (d) all use it in that same sense of a mark or letter.\nIn (b) tau stands for a physical quantity — torque in mechanics.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10293,"n":93,"subject":"English Comprehension","stem":"Select the option that expresses the given sentence in the Active/Passive voice.\nThe stolen artwork might have been smuggled out of the country.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"They might smuggle the stolen artwork out of the country.","textHi":null,"imageUrl":null},{"key":"b","text":"Someone might has smuggled the stolen artwork out of the country.","textHi":null,"imageUrl":null},{"key":"c","text":"The stolen artwork of the country might be smuggled by someone.","textHi":null,"imageUrl":null},{"key":"d","text":"Someone might have smuggled the stolen artwork out of the country.","textHi":null,"imageUrl":null}],"correct":"d","sol":"Passive → active (modal perfect)\n"Might have been smuggled" is a modal perfect passive.\nIts active form is "might have smuggled", with an indefinite doer — someone.\n(a) drops the perfect, (b) is ungrammatical and (c) stays passive.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10294,"n":94,"subject":"English Comprehension","stem":"Select the most appropriate synonym of the given word.\nCLEAR","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Confused","textHi":null,"imageUrl":null},{"key":"b","text":"Perspicuous","textHi":null,"imageUrl":null},{"key":"c","text":"Precarious","textHi":null,"imageUrl":null},{"key":"d","text":"Muddled","textHi":null,"imageUrl":null}],"correct":"b","sol":"Synonym — Clear\n'Clear' means easily understood.\n'Perspicuous' means clearly expressed and easy to follow — the closest synonym.\nConfused and muddled mean the opposite; precarious means risky.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10295,"n":95,"subject":"English Comprehension","stem":"Select the most appropriate antonym of the given word.\nPlentiful","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Abundant","textHi":null,"imageUrl":null},{"key":"b","text":"Exiguous","textHi":null,"imageUrl":null},{"key":"c","text":"Ample","textHi":null,"imageUrl":null},{"key":"d","text":"Bountiful","textHi":null,"imageUrl":null}],"correct":"b","sol":"Antonym — Plentiful\n'Plentiful' means available in large quantity.\n'Exiguous' means scanty and meagre — the true opposite.\nAbundant, ample and bountiful are all synonyms of plentiful.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10296,"n":96,"subject":"English Comprehension","stem":"Choose the correct meaning of the idiom:\nHe rendered yeoman service to the team.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"A trivial task done quickly","textHi":null,"imageUrl":null},{"key":"b","text":"A dishonest act in uniform","textHi":null,"imageUrl":null},{"key":"c","text":"A brave but foolish deed","textHi":null,"imageUrl":null},{"key":"d","text":"An exceptionally loyal and useful service","textHi":null,"imageUrl":null}],"correct":"d","sol":"Idiom — yeoman service\n'Yeoman service' means excellent, faithful and useful work.\nYeomen were sturdy English farmers known for dependable service in war.\nSo he gave the team outstanding, loyal help.\nHence option (d).","solHi":null,"pos":2,"neg":0.5},{"id":10297,"n":97,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nThe old man walked bare head in the sun.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"bearshead","textHi":null,"imageUrl":null},{"key":"b","text":"bare headed","textHi":null,"imageUrl":null},{"key":"c","text":"bareheadly","textHi":null,"imageUrl":null},{"key":"d","text":"with naked head","textHi":null,"imageUrl":null}],"correct":"b","sol":"bare headed\nThe phrase describing how he walked needs the adjective form "bare headed".\nIt means without any covering on the head.\n"Bareheadly" is not a word and "with naked head" is unidiomatic.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10298,"n":98,"subject":"English Comprehension","stem":"Select the most appropriate option to substitute the underline/Bold segment in the given sentence.\nThe politician was criticised on making false promises during the campaign.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"on making false promises","textHi":null,"imageUrl":null},{"key":"b","text":"for making false promises","textHi":null,"imageUrl":null},{"key":"c","text":"of making false promises","textHi":null,"imageUrl":null},{"key":"d","text":"with making false promises","textHi":null,"imageUrl":null}],"correct":"b","sol":"criticised for\nThe verb 'criticise' takes the preposition FOR before the reason.\nOne is criticised FOR an action, accused OF it and charged WITH it.\nCorrect: 'criticised for making false promises'.\nHence option (b).","solHi":null,"pos":2,"neg":0.5},{"id":10299,"n":99,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nThe manager advised the team to work on the project carefully.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"'Work carefully on the project,' the manager advised.","textHi":null,"imageUrl":null},{"key":"b","text":""You should work carefully on the project," said the manager.","textHi":null,"imageUrl":null},{"key":"c","text":"The manager said, "They must work on the project carefully."","textHi":null,"imageUrl":null},{"key":"d","text":""Work on the project carefully," the manager said to the team.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Indirect → direct (advice)\nA reported piece of advice with "advised … to" becomes an imperative in direct speech.\nThe reporting verb "advised" is retained.\n(b) and (d) change the reporting verb, and (c) keeps the wrong pronoun.\nHence option (a).","solHi":null,"pos":2,"neg":0.5},{"id":10300,"n":100,"subject":"English Comprehension","stem":"Select the correct indirect/direct form of the given sentence.\nHe said, "I had never seen such a beautiful painting before."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"He said he had never seen such a beautiful painting before.","textHi":null,"imageUrl":null},{"key":"b","text":"He said he never saw such a beautiful painting before.","textHi":null,"imageUrl":null},{"key":"c","text":"He said he has never seen such a beautiful painting before.","textHi":null,"imageUrl":null},{"key":"d","text":"He said he will never see such a beautiful painting before.","textHi":null,"imageUrl":null}],"correct":"a","sol":"Direct → indirect (past perfect)\nThe past perfect cannot backshift any further, so it stays unchanged.\nOnly the pronoun changes: "I" becomes "he".\n(b) drops the perfect, (c) shifts to the present and (d) to the future.\nHence option (a).","solHi":null,"pos":2,"neg":0.5}],"test":{"slug":"ssc-cgl-tier-1--20-sep-2025-shift-3","title":"SSC CGL Tier-1 20 September 2025 Shift-3 Previous Year Paper","examName":"CGL Tier 1","paperLabel":"20 September 2025 · Shift 3","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]