27:I[81166,["/_next/static/immutable/chunks/2corl6wyj4669.js","/_next/static/immutable/chunks/38n271cv4vmyv.js","/_next/static/immutable/chunks/2pf73jja2520w.js"],"default"] 28:T5dc,Odd number-pair out Test each pair for a common factor other than 1.

\gcd (20, 17) = 1

\gcd (36, 31) = 1

and

\gcd (25, 33) = 1

, so these three are pairs of co-prime numbers.

In 40 : 28 both numbers are divisible by 4, because

40 = 4 \times 10

and

28 = 4 \times 7

, so

\gcd (40, 28) = 4

. This pair alone is not co-prime, so it breaks the pattern. Hence option (b) is correct.29:T7dc,असंगत संख्या-युग्म प्रत्येक युग्म में 1 के अतिरिक्त कोई उभयनिष्ठ गुणनखंड है या नहीं, यह जाँचिए।

\gcd (20, 17) = 1

\gcd (36, 31) = 1

तथा

\gcd (25, 33) = 1

है, अतः ये तीनों सह-अभाज्य संख्याओं के युग्म हैं।

40 : 28 में दोनों संख्याएँ 4 से विभाज्य हैं, क्योंकि

40 = 4 \times 10

तथा

28 = 4 \times 7

है, अतः

\gcd (40, 28) = 4

। केवल यही युग्म सह-अभाज्य नहीं है, इसलिए यही प्रतिरूप का पालन नहीं करता। अतः सही विकल्प (b) है।2a:T52b,Algebraic identity Use the identity

{(A + B + C)}^{2} = A^{2} + B^{2} + C^{2} + 2 (A B + B C + C A)

. Substituting A+B+C=0 and

A^{2} + B^{2} + C^{2} = 64

0^{2} = 64 + 2 (A B + B C + C A)

2(AB+BC+CA)=-64 AB+BC+CA=-32 Hence option (a) is correct.2b:T5a2,बीजीय सर्वसमिका सर्वसमिका का प्रयोग कीजिए:

{(A + B + C)}^{2} = A^{2} + B^{2} + C^{2} + 2 (A B + B C + C A)

। A+B+C=0 तथा

A^{2} + B^{2} + C^{2} = 64

रखने पर -

0^{2} = 64 + 2 (A B + B C + C A)

2(AB+BC+CA)=-64 AB+BC+CA=-32 अतः सही विकल्प (a) है।2c:T5b3,Partnership profit share Take the capitals as 4, 5 and 6 units; the whole period is 2 years, i.e. 24 months. P keeps 4 units for the first 8 months and then

4 \times 1.5 = 6

units for the remaining 16 months. P's capital-months

= 4 \times 8 + 6 \times 16 = 32 + 96 = 128

. Q's capital-months

= 5 \times 24 = 120

and R's

= 6 \times 24 = 144

So the profit is shared in the ratio 128:120:144, whose parts total 128+120+144=392. P's share

= \frac{128}{392} \times 140000 = 45714.28

, i.e. Rs. 45,714.28. Hence option (d) is correct.2d:T6ef,साझेदारी में लाभ-विभाजन पूँजियाँ 4, 5 तथा 6 इकाई मानिए; पूरा समय 2 वर्ष अर्थात् 24 महीने है। P पहले 8 महीने 4 इकाई तथा शेष 16 महीने

4 \times 1.5 = 6

इकाई लगाए रखता है। P का पूँजी-मास

= 4 \times 8 + 6 \times 16 = 32 + 96 = 128

। Q का पूँजी-मास

= 5 \times 24 = 120

तथा R का

= 6 \times 24 = 144

।

अतः लाभ 128:120:144 के अनुपात में बँटेगा, जिसके कुल भाग 128+120+144=392 हैं। P का भाग

= \frac{128}{392} \times 140000 = 45714.28

, अर्थात् Rs. 45,714.28। अतः सही विकल्प (d) है।2e:T83f,Trigonometric identity Since

\sin A = \frac{15}{17}

, we get

\cos A = \sqrt{1 - \frac{225}{289}} = \frac{8}{17}

. Since

\cos B = \frac{8}{17}

, we get

\sin B = \sqrt{1 - \frac{64}{289}} = \frac{15}{17}

. The expression

\cos A \cos B + \sin A \sin B

is the expansion of

\cos (A - B)

= \frac{8}{17} \times \frac{8}{17} + \frac{15}{17} \times \frac{15}{17}

= \frac{64 + 225}{289} = \frac{289}{289} = 1

Hence option (c) is correct.2f:T8dd,त्रिकोणमितीय सर्वसमिका चूँकि

\sin A = \frac{15}{17}

है, अतः

\cos A = \sqrt{1 - \frac{225}{289}} = \frac{8}{17}

। चूँकि

\cos B = \frac{8}{17}

है, अतः

\sin B = \sqrt{1 - \frac{64}{289}} = \frac{15}{17}

। व्यंजक

\cos A \cos B + \sin A \sin B

वास्तव में

\cos (A - B)

का प्रसार है।

= \frac{8}{17} \times \frac{8}{17} + \frac{15}{17} \times \frac{15}{17}

= \frac{64 + 225}{289} = \frac{289}{289} = 1

अतः सही विकल्प (c) है।30:T5a0,Profit percentage Cost price of one apple

= \frac{80}{6} = \frac{40}{3}

. Selling price of one apple

= \frac{90}{4} = \frac{45}{2}

. Profit on one apple

= \frac{45}{2} - \frac{40}{3} = \frac{135 - 80}{6} = \frac{55}{6}

. Profit %

= \frac{55}{6} \times \frac{3}{40} \times 100 = \frac{55}{80} \times 100 = 68.75

. The selling price is above the cost price, so it is a profit of 68.75%. Hence option (d) is correct.31:T677,लाभ प्रतिशत एक सेब का क्रय मूल्य

= \frac{80}{6} = \frac{40}{3}

। एक सेब का विक्रय मूल्य

= \frac{90}{4} = \frac{45}{2}

। एक सेब पर लाभ

= \frac{45}{2} - \frac{40}{3} = \frac{135 - 80}{6} = \frac{55}{6}

। लाभ प्रतिशत

= \frac{55}{6} \times \frac{3}{40} \times 100 = \frac{55}{80} \times 100 = 68.75

। विक्रय मूल्य क्रय मूल्य से अधिक है, अतः यह 68.75% का लाभ है। अतः सही विकल्प (d) है।32:T45e,Ratio and division of money Let P have P and Q have Q, so that P+Q=12000. It is given that

\frac{5}{11} P = \frac{4}{7} Q

\frac{P}{Q} = \frac{4}{7} \times \frac{11}{5} = \frac{44}{35}

So P : Q = 44 : 35 and the total number of parts is 44+35=79. P's amount

= \frac{44}{79} \times 12000 = \frac{528000}{79} = 6683.5

(approx.), i.e. Rs. 6683.5. Hence option (a) is correct.33:T528,अनुपात एवं धन-विभाजन माना कि P के पास P तथा Q के पास Q राशि है, अतः P+Q=12000। दिया है कि

\frac{5}{11} P = \frac{4}{7} Q

।

\frac{P}{Q} = \frac{4}{7} \times \frac{11}{5} = \frac{44}{35}

अतः P : Q = 44 : 35 तथा कुल भागों की संख्या =44+35=79। P की राशि

= \frac{44}{79} \times 12000 = \frac{528000}{79} = 6683.5

(लगभग), अर्थात् Rs. 6683.5। अतः सही विकल्प (a) है।34:T4e7,LCM with a remainder A number that leaves the same remainder 5 with each of the divisors must be a common multiple of them increased by 5. 11=11,

15 = 3 \times 5

24 = 2^{3} \times 3

, so LCM

= 2^{3} \times 3 \times 5 \times 11 = 1320

The smallest such number =1320+5=1325. Check:

1325 = 11 \times 120 + 5 = 15 \times 88 + 5 = 24 \times 55 + 5

. Hence option (b) is correct.35:T600,ल.स. एवं शेषफल जो संख्या प्रत्येक भाजक से भाग देने पर समान शेषफल 5 छोड़े, वह उन भाजकों के किसी उभयनिष्ठ गुणज में 5 जोड़ने से बनती है। 11=11,

15 = 3 \times 5

24 = 2^{3} \times 3

, अतः ल.स.

= 2^{3} \times 3 \times 5 \times 11 = 1320

।

अभीष्ट न्यूनतम संख्या =1320+5=1325। जाँच:

1325 = 11 \times 120 + 5 = 15 \times 88 + 5 = 24 \times 55 + 5

। अतः सही विकल्प (b) है।36:T48f,Time and work Take the total work as the LCM of 20 and 30, i.e. 60 units. One day's work of

P = \frac{60}{20} = 3

units and of

Q = \frac{60}{30} = 2

units.

Work done by P alone in 8 days

= 8 \times 3 = 24

units. Remaining work =60-24=36 units. After Q joins, they together do 3+2=5 units in a day. Required time

= \frac{36}{5} = 7.2

days. Hence the correct option is (a).37:T659,समय और कार्य कुल कार्य को 20 और 30 का लघुत्तम समापवर्त्य अर्थात् 60 इकाई मानिए। P का एक दिन का कार्य

= \frac{60}{20} = 3

इकाई तथा Q का एक दिन का कार्य

= \frac{60}{30} = 2

इकाई है।

P द्वारा अकेले 8 दिनों में किया गया कार्य

= 8 \times 3 = 24

इकाई। शेष कार्य =60-24=36 इकाई। Q के जुड़ने के बाद दोनों मिलकर एक दिन में 3+2=5 इकाई कार्य करते हैं। अभीष्ट समय

= \frac{36}{5} = 7.2

दिन। अतः सही विकल्प (a) है।38:T573,Discount and profit Selling price = marked price

\times (1 - \frac{25}{100})

= 8000 \times \frac{3}{4} = 6000

, i.e. the fan is sold for ₹6,000.

A profit of 20% means selling price = cost price

\times \frac{120}{100}

6000 = C P \times \frac{6}{5}

C P = 6000 \times \frac{5}{6} = 5000

So the fan cost the retailer ₹5,000. Hence the correct option is (d).39:T68a,छूट और लाभ विक्रय मूल्य = अंकित मूल्य

\times (1 - \frac{25}{100})

= 8000 \times \frac{3}{4} = 6000

, अर्थात् पंखा ₹6,000 में बेचा जाता है।

20% लाभ का अर्थ है विक्रय मूल्य = क्रय मूल्य

\times \frac{120}{100}

।

6000 = C P \times \frac{6}{5}

C P = 6000 \times \frac{5}{6} = 5000

अतः फुटकर विक्रेता के लिए पंखे का क्रय मूल्य ₹5,000 था। अतः सही विकल्प (d) है।3a:T49c,Simple interest In simple interest the same amount of interest is added every year, so the rise in the amount is proportional to the time. Interest of 9-7=2 years =9880-8840=1040. Interest of 1 year

= \frac{1040}{2} = 520

, i.e. ₹520.

Interest of 7 years

= 7 \times 520 = 3640

, so principal =8840-3640=5200, i.e. ₹5,200. Rate

= \frac{S I \times 100}{P \times T} = \frac{520 \times 100}{5200 \times 1} = 10 %

. Hence the correct option is (c).3b:T5dc,साधारण ब्याज साधारण ब्याज में प्रत्येक वर्ष समान ब्याज जुड़ता है, अतः मिश्रधन की वृद्धि समय के अनुक्रमानुपाती होती है। 9-7=2 वर्षों का ब्याज =9880-8840=1040। 1 वर्ष का ब्याज

= \frac{1040}{2} = 520

, अर्थात् ₹520।

7 वर्षों का ब्याज

= 7 \times 520 = 3640

, अतः मूलधन =8840-3640=5200, अर्थात् ₹5,200। दर

= \frac{S I \times 100}{P \times T} = \frac{520 \times 100}{5200 \times 1} = 10 %

। अतः सही विकल्प (c) है।3c:T7b0,Infinite nested radical Let

x = \sqrt{15 + \sqrt{15 + \sqrt{15 + \dots}}}

. The expression sitting under the first root is the very same infinite radical, so it is again x.

x = \sqrt{15 + x}

Squaring:

x^{2} = 15 + x

, i.e.

x^{2} - x - 15 = 0

x = \frac{1 + \sqrt{1 + 60}}{2} = \frac{1 + \sqrt{61}}{2}

(the negative root is rejected because a square root is non-negative).

\sqrt{61} \approx 7.81

, so

x \approx \frac{1 + 7.81}{2} \approx 4.4

, a value lying between 4 and 5. Of the four choices only 5 is near this value (3 is too small, 8 and 15 far too large), so the value of the radical is taken as 5. Hence the correct option is (a).3d:T99c,अनंत करणी शृंखला माना कि

x = \sqrt{15 + \sqrt{15 + \sqrt{15 + \dots}}}

है। पहले करणी-चिह्न के नीचे वही अनंत करणी शृंखला है, अतः वह पुनः x के बराबर है।

x = \sqrt{15 + x}

वर्ग करने पर:

x^{2} = 15 + x

, अर्थात्

x^{2} - x - 15 = 0

।

x = \frac{1 + \sqrt{1 + 60}}{2} = \frac{1 + \sqrt{61}}{2}

(ऋणात्मक मूल अस्वीकार्य है क्योंकि वर्गमूल ऋणेतर होता है)।

\sqrt{61} \approx 7.81

, अतः

x \approx \frac{1 + 7.81}{2} \approx 4.4

, जो 4 और 5 के बीच का मान है। दिए गए चार विकल्पों में केवल 5 ही इस मान के निकट है (3 बहुत छोटा तथा 8 व 15 बहुत बड़े हैं), अतः इस करणी का मान 5 लिया जाता है। अतः सही विकल्प (a) है।3e:T45f,Mixture - replacement Acid at the start

= \frac{80}{100} \times 120 = 96

litres. The 16 litres taken out is ordinary mixture, so it carries away acid in the same ratio:

\frac{80}{100} \times 16 = 12.8

litres. Acid left =96-12.8=83.2 litres. The 16 litres put back is pure water, so it adds no acid, and the drum is full again with 120 litres.

New percentage of acid

= \frac{83.2}{120} \times 100 = 69.33 %

. Hence the correct option is (c).3f:T5bf,मिश्रण - प्रतिस्थापन आरंभ में अम्ल

= \frac{80}{100} \times 120 = 96

लीटर। निकाले गए 16 लीटर मिश्रण ही है, अतः उसमें अम्ल उसी अनुपात में जाता है:

\frac{80}{100} \times 16 = 12.8

लीटर। शेष अम्ल =96-12.8=83.2 लीटर। वापस डाला गया 16 लीटर शुद्ध जल है, अतः उससे अम्ल नहीं बढ़ता और ड्रम पुनः 120 लीटर भर जाता है।

अम्ल का नया प्रतिशत

= \frac{83.2}{120} \times 100 = 69.33 %

। अतः सही विकल्प (c) है।40:T598,Chord of a circle The perpendicular drawn from the centre of a circle to a chord bisects that chord.

A M = M B = \frac{24}{2} = 12

cm and OM=9 cm. In the right triangle OMB, by Pythagoras theorem

O B^{2} = O M^{2} + M B^{2}

r^{2} = 9^{2} + 12^{2} = 81 + 144 = 225

r = \sqrt{225} = 15

cm. Hence the correct option is (a).41:T672,वृत्त की जीवा वृत्त के केंद्र से जीवा पर डाला गया लंब उस जीवा को समद्विभाजित करता है।

अतः

A M = M B = \frac{24}{2} = 12

cm तथा OM=9 cm। समकोण त्रिभुज OMB में, पाइथागोरस प्रमेय से

O B^{2} = O M^{2} + M B^{2}

।

r^{2} = 9^{2} + 12^{2} = 81 + 144 = 225

r = \sqrt{225} = 15

cm। अतः सही विकल्प (a) है।42:T4fe,Volume of spheres Melting and recasting does not change the volume of metal, so the big sphere's volume is shared equally by the small spheres.

Number of small spheres

= \frac{\frac{4}{3} π R^{3}}{\frac{4}{3} π r^{3}} = {(\frac{R}{r})}^{3}

= {(\frac{8}{2})}^{3} = 4^{3} = 64

Hence the correct option is (c).43:T5bd,गोले का आयतन पिघलाकर पुनः ढालने से धातु का आयतन नहीं बदलता, अतः बड़े गोले का आयतन ही छोटे गोलों में बँट जाता है।

छोटे गोलों की संख्या

= \frac{\frac{4}{3} π R^{3}}{\frac{4}{3} π r^{3}} = {(\frac{R}{r})}^{3}

= {(\frac{8}{2})}^{3} = 4^{3} = 64

अतः सही विकल्प (c) है।44:T539,Sphere recast into cylinder Let the radius of the sphere be r; the cylinder is given the same radius r and height h.

Recasting keeps the volume unchanged:

\frac{4}{3} π r^{3} = π r^{2} h

h = \frac{\frac{4}{3} π r^{3}}{π r^{2}} = \frac{4 r}{3}

Required fraction

= \frac{h}{r} = \frac{4}{3}

. Hence the correct option is (a).45:T5fc,गोले से बेलन बनाना माना कि गोले की त्रिज्या r है; बेलन की त्रिज्या भी r तथा ऊँचाई h है।

पुनः ढालने पर आयतन अपरिवर्तित रहता है:

\frac{4}{3} π r^{3} = π r^{2} h

h = \frac{\frac{4}{3} π r^{3}}{π r^{2}} = \frac{4 r}{3}

अभीष्ट भाग

= \frac{h}{r} = \frac{4}{3}

। अतः सही विकल्प (a) है।46:T7a5,Rationalising surds Rationalise each term by multiplying with the conjugate of its denominator.

\frac{1}{\sqrt{7} - \sqrt{6}} = \frac{\sqrt{7} + \sqrt{6}}{{(\sqrt{7})}^{2} - {(\sqrt{6})}^{2}} = \frac{\sqrt{7} + \sqrt{6}}{7 - 6} = \sqrt{7} + \sqrt{6}

\frac{1}{\sqrt{7} + \sqrt{6}} = \frac{\sqrt{7} - \sqrt{6}}{7 - 6} = \sqrt{7} - \sqrt{6}

Adding:

(\sqrt{7} + \sqrt{6}) + (\sqrt{7} - \sqrt{6}) = 2 \sqrt{7}

. Hence the correct option is (a).47:T840,करणी का परिमेयकरण प्रत्येक पद को उसके हर के संयुग्मी से गुणा करके परिमेय बनाइए।

\frac{1}{\sqrt{7} - \sqrt{6}} = \frac{\sqrt{7} + \sqrt{6}}{{(\sqrt{7})}^{2} - {(\sqrt{6})}^{2}} = \frac{\sqrt{7} + \sqrt{6}}{7 - 6} = \sqrt{7} + \sqrt{6}

\frac{1}{\sqrt{7} + \sqrt{6}} = \frac{\sqrt{7} - \sqrt{6}}{7 - 6} = \sqrt{7} - \sqrt{6}

जोड़ने पर:

(\sqrt{7} + \sqrt{6}) + (\sqrt{7} - \sqrt{6}) = 2 \sqrt{7}

। अतः सही विकल्प (a) है।48:T542,Discriminant of a quadratic Roots are real and distinct only when the discriminant

D = b^{2} - 4 a c > 0

. Comparing

y^{2} + k y + 36 = 0

with

a y^{2} + b y + c = 0

: a=1, b=k, c=36.

k^{2} - 4 \times 1 \times 36 > 0

k^{2} > 144

k>12 or k<-12. Among the options only k>12 satisfies this (k<-11 fails, for example k=-11.5 gives D<0). Hence the correct option is (a).49:T66b,द्विघात समीकरण का विविक्तकर मूल वास्तविक और भिन्न तभी होते हैं जब विविक्तकर

D = b^{2} - 4 a c > 0

हो।

y^{2} + k y + 36 = 0

की तुलना

a y^{2} + b y + c = 0

से करने पर: a=1, b=k, c=36।

k^{2} - 4 \times 1 \times 36 > 0

k^{2} > 144

k>12 अथवा k<-12। विकल्पों में केवल k>12 ही इसे संतुष्ट करता है (k<-11 नहीं, जैसे k=-11.5 पर D<0 होता है)। अतः सही विकल्प (a) है।4a:Tea1,Trigonometric identities Use

1 + \cot^{2} x = {cosec}^{2} x

and

1 + \tan^{2} x = \sec^{2} x

. First factor

= \frac{{cosec}^{2} x}{\sec^{2} x} = \frac{1 / \sin^{2} x}{1 / \cos^{2} x} = \frac{\cos^{2} x}{\sin^{2} x} = \cot^{2} x

. For the second factor multiply numerator and denominator by

(cosec x - \cot x)

\frac{{(cosec x - \cot x)}^{2}}{{cosec}^{2} x - \cot^{2} x} = {(cosec x - \cot x)}^{2}

, since

{cosec}^{2} x - \cot^{2} x = 1

{(cosec x - \cot x)}^{2} = {(\frac{1 - \cos x}{\sin x})}^{2} = \frac{{(1 - \cos x)}^{2}}{1 - \cos^{2} x} = \frac{1 - \cos x}{1 + \cos x}

Multiplying the two factors:

\frac{\cot^{2} x (1 - \cos x)}{1 + \cos x}

. Hence the correct option is (d).4b:Tfb0,त्रिकोणमितीय सर्वसमिकाएँ

1 + \cot^{2} x = {cosec}^{2} x

तथा

1 + \tan^{2} x = \sec^{2} x

का प्रयोग कीजिए। पहला गुणनखंड

= \frac{{cosec}^{2} x}{\sec^{2} x} = \frac{1 / \sin^{2} x}{1 / \cos^{2} x} = \frac{\cos^{2} x}{\sin^{2} x} = \cot^{2} x

। दूसरे गुणनखंड के अंश और हर को

(cosec x - \cot x)

से गुणा कीजिए:

\frac{{(cosec x - \cot x)}^{2}}{{cosec}^{2} x - \cot^{2} x} = {(cosec x - \cot x)}^{2}

, क्योंकि

{cosec}^{2} x - \cot^{2} x = 1

है।

{(cosec x - \cot x)}^{2} = {(\frac{1 - \cos x}{\sin x})}^{2} = \frac{{(1 - \cos x)}^{2}}{1 - \cos^{2} x} = \frac{1 - \cos x}{1 + \cos x}

दोनों गुणनखंडों को गुणा करने पर:

\frac{\cot^{2} x (1 - \cos x)}{1 + \cos x}

। अतः सही विकल्प (d) है।4c:T63a,Fundamental trigonometric identity Identity:

\sin^{2} θ + \cos^{2} θ = 1

, so

\sin^{2} θ = 1 - \cos^{2} θ

\cos θ = \frac{8}{27} \Rightarrow \cos^{2} θ = \frac{64}{729}

\sin^{2} θ = 1 - \frac{64}{729} = \frac{729 - 64}{729} = \frac{665}{729}

(Option (b) is impossible anyway, since

\sin^{2} θ

can never exceed 1.) Hence the correct option is (a).4d:T6f4,मूल त्रिकोणमितीय सर्वसमिका सर्वसमिका:

\sin^{2} θ + \cos^{2} θ = 1

, अतः

\sin^{2} θ = 1 - \cos^{2} θ

।

\cos θ = \frac{8}{27} \Rightarrow \cos^{2} θ = \frac{64}{729}

\sin^{2} θ = 1 - \frac{64}{729} = \frac{729 - 64}{729} = \frac{665}{729}

(विकल्प (b) वैसे भी असंभव है, क्योंकि

\sin^{2} θ

कभी 1 से अधिक नहीं हो सकता।) अतः सही विकल्प (a) है।4e:T5d5,Trigonometric ratios of 45

\cot B = 1 \Rightarrow \tan B = 1 \Rightarrow B = 45^{\circ}

\sin 45^{\circ} = \cos 45^{\circ} = \frac{1}{\sqrt{2}}

2 \sin B \cos B = 2 \times \frac{1}{\sqrt{2}} \times \frac{1}{\sqrt{2}} = 2 \times \frac{1}{2} = 1

The same result follows from the double-angle form

2 \sin B \cos B = \sin 2 B = \sin 90^{\circ} = 1

. Hence the correct option is (c).4f:T66a,45 अंश के त्रिकोणमितीय अनुपात

\cot B = 1 \Rightarrow \tan B = 1 \Rightarrow B = 45^{\circ}

।

\sin 45^{\circ} = \cos 45^{\circ} = \frac{1}{\sqrt{2}}

2 \sin B \cos B = 2 \times \frac{1}{\sqrt{2}} \times \frac{1}{\sqrt{2}} = 2 \times \frac{1}{2} = 1

यही परिणाम द्विगुण-कोण रूप

2 \sin B \cos B = \sin 2 B = \sin 90^{\circ} = 1

से भी प्राप्त होता है। अतः सही विकल्प (c) है।1d:["$","$L27",null,{"mode":"exam","dropped":0,"bilingual":true,"choiceSubjects":[],"questions":[{"id":6201,"n":1,"subject":"English Language","stem":"Identify the part of the sentence that contains a grammatical error.\nA. The team, B. was confident about their strategy, C. and hoped it, D. would succeed","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The team","textHi":null,"imageUrl":null},{"key":"b","text":"was confident about their strategy","textHi":null,"imageUrl":null},{"key":"c","text":"and hoped it","textHi":null,"imageUrl":null},{"key":"d","text":"would succeed","textHi":null,"imageUrl":null}],"correct":"b","sol":"Collective noun agreement\n'Team' is a collective noun and here it is treated as one single unit, shown by the singular verb 'was'.\nWhatever pronoun refers back to it must therefore also be singular.\nPart C already calls the team 'it', so the plural 'their' in part B breaks the agreement; it must be 'its strategy'.\nThe corrected sentence reads: 'The team was confident about its strategy and hoped it would succeed.'\nHence the error lies in part B, option (b).","solHi":null,"pos":2,"neg":0.5},{"id":6202,"n":2,"subject":"English Language","stem":"Fill in the blank with the most appropriate phrase:\nAll hiring decisions for the new department will be made strictly

____

.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"under the table","textHi":null,"imageUrl":null},{"key":"b","text":"on merit","textHi":null,"imageUrl":null},{"key":"c","text":"in the red","textHi":null,"imageUrl":null},{"key":"d","text":"on the rocks","textHi":null,"imageUrl":null}],"correct":"b","sol":"Appropriate phrase\nThe blank must name the basis on which the hiring decisions are taken, and the word 'strictly' shows that the basis is a fair and fixed one.\n'On merit' means judged purely on ability, qualification and performance, with no favouritism - it fits perfectly.\n'Under the table' means secretly or dishonestly, 'in the red' means in debt, and 'on the rocks' means likely to fail; none of these can describe a hiring policy.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6203,"n":3,"subject":"English Language","stem":"Select the most appropriate synonym of the word: PEAK","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Abyss","textHi":null,"imageUrl":null},{"key":"b","text":"Nadir","textHi":null,"imageUrl":null},{"key":"c","text":"Top","textHi":null,"imageUrl":null},{"key":"d","text":"Low point","textHi":null,"imageUrl":null}],"correct":"c","sol":"Synonym\n'Peak' means the highest point, summit or maximum level of something.\n'Top' carries exactly that sense - the highest point or position - so it is the synonym.\n'Nadir' is the lowest point, 'Abyss' is a bottomless depth and 'Low point' is the worst level; all three are opposites of 'peak'.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6204,"n":4,"subject":"English Language","stem":"Fill in the blank with the most appropriate idiom:\nRahul's abrupt decision to step down caught everyone

____

.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"off guard","textHi":null,"imageUrl":null},{"key":"b","text":"red handed","textHi":null,"imageUrl":null},{"key":"c","text":"storm in a teacup","textHi":null,"imageUrl":null},{"key":"d","text":"heywire","textHi":null,"imageUrl":null}],"correct":"a","sol":"Idiom completion\nThe sentence speaks of an 'abrupt decision' that 'caught everyone' - so the idiom must express sudden surprise.\n'Catch someone off guard' means to surprise a person who was completely unprepared for it.\n'Red handed' is used only for catching a person in the act of wrongdoing, 'a storm in a teacup' is a needless fuss over a small matter, and 'haywire' means out of order - none of them completes 'caught everyone ...'.\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6205,"n":5,"subject":"English Language","stem":"What is the main focus of modern education as mentioned in the passage?","stemHi":null,"context":"Directions (Qs. 5-9): Read the following passage carefully and answer the questions that follow.\n\nIn recent years, environmental awareness has become an essential part of modern education. Schools now emphasise sustainable practices to help students understand their responsibility towards the planet. Lessons on recycling, conservation of resources, and renewable energy encourage learners to adopt eco-friendly habits in their daily lives. Project-based learning, such as tree plantation drives and waste management activities, allows students to apply theoretical knowledge in real-life situations. Teachers play a vital role by integrating environmental topics across subjects, helping students see the connection between human actions and ecological balance. Although challenges like limited resources and lack of awareness still exist, environmental education empowers young minds to contribute positively to a sustainable future.","contextHi":null,"options":[{"key":"a","text":"Competitive examinations","textHi":null,"imageUrl":null},{"key":"b","text":"Environmental awareness","textHi":null,"imageUrl":null},{"key":"c","text":"Technological advancement","textHi":null,"imageUrl":null},{"key":"d","text":"Career-oriented training","textHi":null,"imageUrl":null}],"correct":"b","sol":"Comprehension - main idea\nThe very first line of the passage answers the question.\nIt states that 'environmental awareness has become an essential part of modern education'.\nCompetitive examinations, technological advancement and career training are nowhere named as the focus of modern education.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6206,"n":6,"subject":"English Language","stem":"How do schools encourage eco - friendly habits among students?","stemHi":null,"context":"Directions (Qs. 5-9): Read the following passage carefully and answer the questions that follow.\n\nIn recent years, environmental awareness has become an essential part of modern education. Schools now emphasise sustainable practices to help students understand their responsibility towards the planet. Lessons on recycling, conservation of resources, and renewable energy encourage learners to adopt eco-friendly habits in their daily lives. Project-based learning, such as tree plantation drives and waste management activities, allows students to apply theoretical knowledge in real-life situations. Teachers play a vital role by integrating environmental topics across subjects, helping students see the connection between human actions and ecological balance. Although challenges like limited resources and lack of awareness still exist, environmental education empowers young minds to contribute positively to a sustainable future.","contextHi":null,"options":[{"key":"a","text":"By conducting regular tests","textHi":null,"imageUrl":null},{"key":"b","text":"By teaching only theoretical concepts","textHi":null,"imageUrl":null},{"key":"c","text":"By emphasising recycling and conservation","textHi":null,"imageUrl":null},{"key":"d","text":"By reducing classroom activities","textHi":null,"imageUrl":null}],"correct":"c","sol":"Comprehension - detail\nThe question asks what schools actually teach to build eco-friendly habits.\nThe passage says that lessons on recycling, conservation of resources and renewable energy 'encourage learners to adopt eco-friendly habits in their daily lives'.\nRegular tests, purely theoretical teaching and fewer classroom activities are the opposite of what the passage describes.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6207,"n":7,"subject":"English Language","stem":"What method helps students apply their knowledge in real-life situations?","stemHi":null,"context":"Directions (Qs. 5-9): Read the following passage carefully and answer the questions that follow.\n\nIn recent years, environmental awareness has become an essential part of modern education. Schools now emphasise sustainable practices to help students understand their responsibility towards the planet. Lessons on recycling, conservation of resources, and renewable energy encourage learners to adopt eco-friendly habits in their daily lives. Project-based learning, such as tree plantation drives and waste management activities, allows students to apply theoretical knowledge in real-life situations. Teachers play a vital role by integrating environmental topics across subjects, helping students see the connection between human actions and ecological balance. Although challenges like limited resources and lack of awareness still exist, environmental education empowers young minds to contribute positively to a sustainable future.","contextHi":null,"options":[{"key":"a","text":"Online assessments","textHi":null,"imageUrl":null},{"key":"b","text":"Project-based learning","textHi":null,"imageUrl":null},{"key":"c","text":"Lecture-based teaching","textHi":null,"imageUrl":null},{"key":"d","text":"Memorisation techniques","textHi":null,"imageUrl":null}],"correct":"b","sol":"Comprehension - detail\nTrace the phrase 'real-life situations' in the passage.\nIt appears with project-based learning - tree plantation drives and waste management activities - which 'allows students to apply theoretical knowledge in real-life situations'.\nOnline assessments, lecture-based teaching and memorisation are not mentioned at all.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6208,"n":8,"subject":"English Language","stem":"What role do teachers play in environmental education?","stemHi":null,"context":"Directions (Qs. 5-9): Read the following passage carefully and answer the questions that follow.\n\nIn recent years, environmental awareness has become an essential part of modern education. Schools now emphasise sustainable practices to help students understand their responsibility towards the planet. Lessons on recycling, conservation of resources, and renewable energy encourage learners to adopt eco-friendly habits in their daily lives. Project-based learning, such as tree plantation drives and waste management activities, allows students to apply theoretical knowledge in real-life situations. Teachers play a vital role by integrating environmental topics across subjects, helping students see the connection between human actions and ecological balance. Although challenges like limited resources and lack of awareness still exist, environmental education empowers young minds to contribute positively to a sustainable future.","contextHi":null,"options":[{"key":"a","text":"They focus on a single subject","textHi":null,"imageUrl":null},{"key":"b","text":"They avoid practical activities","textHi":null,"imageUrl":null},{"key":"c","text":"They integrate environmental topics across subjects","textHi":null,"imageUrl":null},{"key":"d","text":"They limit student participation","textHi":null,"imageUrl":null}],"correct":"c","sol":"Comprehension - detail\nOne sentence of the passage is devoted entirely to teachers.\nIt says teachers 'play a vital role by integrating environmental topics across subjects', so that students see the link between human actions and ecological balance.\nNothing suggests that they stick to one subject, avoid practical work or limit participation.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6209,"n":9,"subject":"English Language","stem":"What challenge related to environmental education is mentioned in the passage ?","stemHi":null,"context":"Directions (Qs. 5-9): Read the following passage carefully and answer the questions that follow.\n\nIn recent years, environmental awareness has become an essential part of modern education. Schools now emphasise sustainable practices to help students understand their responsibility towards the planet. Lessons on recycling, conservation of resources, and renewable energy encourage learners to adopt eco-friendly habits in their daily lives. Project-based learning, such as tree plantation drives and waste management activities, allows students to apply theoretical knowledge in real-life situations. Teachers play a vital role by integrating environmental topics across subjects, helping students see the connection between human actions and ecological balance. Although challenges like limited resources and lack of awareness still exist, environmental education empowers young minds to contribute positively to a sustainable future.","contextHi":null,"options":[{"key":"a","text":"Lack of student interest","textHi":null,"imageUrl":null},{"key":"b","text":"Overloaded curriculum","textHi":null,"imageUrl":null},{"key":"c","text":"Limited resources and awareness","textHi":null,"imageUrl":null},{"key":"d","text":"Absence of government support","textHi":null,"imageUrl":null}],"correct":"c","sol":"Comprehension - detail\nThe concluding sentence is the only place where difficulties are named.\nIt begins 'Although challenges like limited resources and lack of awareness still exist ...'.\nStudent interest, an overloaded curriculum and government support are never mentioned as problems.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6210,"n":10,"subject":"English Language","stem":"Select the sentence that contains the homonym of the word 'bank' as highlighted in the sentence.\nShe opened a new account at the bank.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"I deposited my paycheck at the bank.","textHi":null,"imageUrl":null},{"key":"b","text":"The bank is located on the corner.","textHi":null,"imageUrl":null},{"key":"c","text":"The fisherman stood quietly on the grassy bank.","textHi":null,"imageUrl":null},{"key":"d","text":"My bank offers a great interest rate.","textHi":null,"imageUrl":null}],"correct":"c","sol":"Homonyms\nHomonyms are words spelt and pronounced alike but carrying entirely different meanings.\nIn the given sentence 'bank' means a financial institution where an account is opened.\nSo the answer must be the sentence that uses 'bank' in some other sense.\n $\"figure\"/$ \nOptions (a), (b) and (d) all keep the money sense; only (c), 'the grassy bank', means the sloping land along a river.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6211,"n":11,"subject":"English Language","stem":"Choose the incorrectly spelt word:","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Documentary","textHi":null,"imageUrl":null},{"key":"b","text":"Sanitary","textHi":null,"imageUrl":null},{"key":"c","text":"Optional","textHi":null,"imageUrl":null},{"key":"d","text":"Voluntry","textHi":null,"imageUrl":null}],"correct":"d","sol":"Spelling\n'Voluntry' is the misspelt word; the correct form is 'Voluntary', meaning done of one's own free will.\nThe word ends in -ary (volunt + ary), so the letter 'a' before the final -ry must not be dropped.\n'Documentary', 'Sanitary' and 'Optional' are all spelt correctly.\nHence option (d) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6212,"n":12,"subject":"English Language","stem":"Choose the incorrectly spelt word:","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Legume","textHi":null,"imageUrl":null},{"key":"b","text":"Broken","textHi":null,"imageUrl":null},{"key":"c","text":"Vaccume","textHi":null,"imageUrl":null},{"key":"d","text":"Sustained","textHi":null,"imageUrl":null}],"correct":"c","sol":"Spelling\n'Vaccume' is the misspelt word; the correct spelling is 'Vacuum' - a single 'c' followed by a double 'u', with no final 'e'.\nIt means a space entirely empty of matter or air.\n'Legume', 'Broken' and 'Sustained' are all spelt correctly.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6213,"n":13,"subject":"English Language","stem":"Choose the correct meaning of the highlighted idiom:\nThe job is perfect, and the short commute is icing on the cake.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Something that makes a good situation even better","textHi":null,"imageUrl":null},{"key":"b","text":"A difficult problem that ruins a good plan","textHi":null,"imageUrl":null},{"key":"c","text":"An unnecessary and useless addition","textHi":null,"imageUrl":null},{"key":"d","text":"A sweet dish served at celebrations","textHi":null,"imageUrl":null}],"correct":"a","sol":"Idiom meaning\n'Icing on the cake' means an extra advantage that makes an already good thing even better.\nThe cake itself is good - here, the perfect job; the icing is the additional bonus - the short commute.\nOption (b) turns it into a problem, (c) calls it useless and (d) reads the idiom literally as a dessert.\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6214,"n":14,"subject":"English Language","stem":"Choose the correct one - word substitute for:\nA person who is very interested in films","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Flask","textHi":null,"imageUrl":null},{"key":"b","text":"Cinephile","textHi":null,"imageUrl":null},{"key":"c","text":"Seer","textHi":null,"imageUrl":null},{"key":"d","text":"Contrast","textHi":null,"imageUrl":null}],"correct":"b","sol":"One-word substitution\nBreak the word up: 'cine-' comes from cinema and the suffix '-phile' means a lover of something.\n'Cinephile' therefore means a person who is very interested in, or devoted to, films.\n'Flask' is a container for liquids, 'Seer' is one who foretells the future, and 'Contrast' is a striking difference between two things - none of them refers to a person fond of films.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6215,"n":15,"subject":"English Language","stem":"Select the most appropriate antonym of the word: Hazardous","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Beneficial","textHi":null,"imageUrl":null},{"key":"b","text":"Lethal","textHi":null,"imageUrl":null},{"key":"c","text":"Deadly","textHi":null,"imageUrl":null},{"key":"d","text":"Noxious","textHi":null,"imageUrl":null}],"correct":"a","sol":"Antonym\n'Hazardous' means risky or dangerous, likely to cause harm or loss.\nIts opposite must carry the idea of being helpful or safe.\n'Beneficial' means producing good and favourable results, so it is the antonym.\n'Lethal' and 'Deadly' both mean capable of killing, and 'Noxious' means harmful or poisonous - all three are synonyms of 'hazardous'.\nHence option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6216,"n":16,"subject":"English Language","stem":"Select the most appropriate antonym of the word: Perilous","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Dangerous","textHi":null,"imageUrl":null},{"key":"b","text":"Beneficial","textHi":null,"imageUrl":null},{"key":"c","text":"Pernicious","textHi":null,"imageUrl":null},{"key":"d","text":"Hazardous","textHi":null,"imageUrl":null}],"correct":"b","sol":"Antonym\n'Perilous' means full of danger or risk, as in a perilous journey.\nThe antonym must mean advantageous or safe: 'Beneficial' means bringing good results.\n'Dangerous', 'Pernicious' (having a gradual but very harmful effect) and 'Hazardous' all repeat the idea of danger, so they are synonyms, not opposites.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6217,"n":17,"subject":"English Language","stem":"Choose the correct one-word substitute for:\nA person who studies birds.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Botanist","textHi":null,"imageUrl":null},{"key":"b","text":"Lepidopterist","textHi":null,"imageUrl":null},{"key":"c","text":"Ornithologist","textHi":null,"imageUrl":null},{"key":"d","text":"Zoologist","textHi":null,"imageUrl":null}],"correct":"c","sol":"One-word substitution\nThe Greek root 'ornith-' means bird and the suffix '-logist' means one who studies a subject.\n'Ornithologist' therefore means a person who studies birds.\n'Botanist' studies plants and 'Lepidopterist' studies butterflies and moths, so both are off the mark.\n'Zoologist' studies animals in general and is not specific to birds, so it is the less exact choice.\nHence option (c) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6218,"n":18,"subject":"English Language","stem":"Change the following sentence into the Active form.\nLet the political lies be exposed to the public before the election.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"You should expose the political lies to the public before the elections.","textHi":null,"imageUrl":null},{"key":"b","text":"Expose the political lies to the public before the elections.","textHi":null,"imageUrl":null},{"key":"c","text":"The political lies must be exposed to the public before the elections.","textHi":null,"imageUrl":null},{"key":"d","text":"Let the public expose the political lies before the elections.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Passive to active - imperative\nThe pattern 'Let + object + be + V3' is the passive form of an imperative (command) sentence.\n $\"figure\"/$ \nTo restore the active voice, drop 'Let ... be' and begin directly with the base verb, keeping the same object: 'Expose the political lies to the public ...'.\nOption (a) adds 'You should', which turns the command into an assertive sentence; option (c) is still passive ('must be exposed'); option (d) invents a new doer, 'the public', which the original never names.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6219,"n":19,"subject":"English Language","stem":"Select the option that expresses the given sentence in indirect voice.\nThe athlete said,

^{*} ∣

have been training rigorously for the tournament for weeks, but I am still anxious because my opponents are highly experienced."","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The athlete said that he has been training rigorously for the tournament for weeks, but he is still anxious because his opponents are highly experienced.","textHi":null,"imageUrl":null},{"key":"b","text":"The athlete said that he had been training rigorously for the tournament for weeks, but he was still anxious because his opponents were highly experienced.","textHi":null,"imageUrl":null},{"key":"c","text":"The athlete said that he had been training rigorously for the tournament for weeks, but he is still anxious because his opponents are highly experienced.","textHi":null,"imageUrl":null},{"key":"d","text":"The athlete said that he was training rigorously for the tournament for weeks, but he was still anxious because his opponents were highly experienced.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Direct to indirect speech\nThe reporting verb 'said' is in the past tense, so every verb inside the reported speech moves one step back in time.\n $\"figure\"/$ \n'have been training' becomes 'had been training', 'am' becomes 'was', and 'are' becomes 'were'.\nThe pronouns also change with the speaker: 'I' becomes 'he' and 'my' becomes 'his'.\nOptions (a) and (c) leave present-tense verbs untouched, and (d) drops the perfect continuous form, changing the meaning of weeks of training.\nHence option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6220,"n":20,"subject":"English Language","stem":"Choose the most suitable option to replace the highlighted part of the sentence:\nOne must follow a balanced diet and regular exercise routine to maintaining good health.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"maintain health good","textHi":null,"imageUrl":null},{"key":"b","text":"maintaining good health","textHi":null,"imageUrl":null},{"key":"c","text":"maintain good health","textHi":null,"imageUrl":null},{"key":"d","text":"maintained healthy","textHi":null,"imageUrl":null}],"correct":"c","sol":"Infinitive after 'to'\nHere 'to' expresses purpose, so it is the sign of the infinitive and must be followed by the base form of the verb (V1), never by the -ing form.\n'to maintaining' is therefore wrong; it has to become 'to maintain'.\nIn English an adjective is placed before the noun it describes, so 'good health' is right and 'health good' in option (a) is wrong.\nOption (d) uses the past form 'maintained', which cannot follow the infinitive 'to' either.\nHence 'to maintain good health' - option (c) - is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6221,"n":21,"subject":"English Language","stem":"Choose the most suitable option to replace the highlighted part of the sentence:\nHe is a FBI agent.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"FBI","textHi":null,"imageUrl":null},{"key":"b","text":"an FBI","textHi":null,"imageUrl":null},{"key":"c","text":"never FBI","textHi":null,"imageUrl":null},{"key":"d","text":"neither FBI","textHi":null,"imageUrl":null}],"correct":"b","sol":"Article a / an\nThe choice between 'a' and 'an' depends on the sound that follows the article, not on the letter that is written.\nFBI is an abbreviation read letter by letter, so it is pronounced 'ef-bee-eye' and begins with the vowel sound of 'ef'.\nA word beginning with a vowel sound takes 'an', so 'a FBI agent' must be corrected to 'an FBI agent'.\nOption (a) drops the article altogether, while 'never' and 'neither' are not articles at all, so option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6222,"n":22,"subject":"English Language","stem":"Choose the correct passive voice transformation of the sentence:\nCitizens speak English in several parts of the world.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"English was spoken by citizens in several parts of the world.","textHi":null,"imageUrl":null},{"key":"b","text":"English is spoken by citizens in several parts of the world.","textHi":null,"imageUrl":null},{"key":"c","text":"English has spoken by citizens in several parts of the world.","textHi":null,"imageUrl":null},{"key":"d","text":"English has been spoke in several parts of the world.","textHi":null,"imageUrl":null}],"correct":"b","sol":"Active to passive voice\nThe active sentence is in the simple present tense: subject 'Citizens', verb 'speak', object 'English'.\nPassive of the simple present = object + is/am/are + third form of the verb + by + subject.\n'English' is singular, so the helping verb is 'is', and the third form of 'speak' is 'spoken'.\nThis gives 'English is spoken by citizens in several parts of the world'.\nOption (a) shifts the tense to the past, (c) has no 'been' after 'has', and (d) uses 'spoke' in place of 'spoken', so option (b) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6223,"n":23,"subject":"English Language","stem":"Select the option that expresses the given sentence in direct voice.\nThe principal stated that the school had implemented new rules that year and that they were taking strict measures to ensure discipline.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"The principal stated, "The school has implemented new rules this year, and we are taking strict measures to ensure discipline."","textHi":null,"imageUrl":null},{"key":"b","text":"The principal stated, *The school had implemented new rules this year, and we were taking strict measures to ensure discipline."","textHi":null,"imageUrl":null},{"key":"c","text":"The principal stated, "The school implements new rules that year, and we are taking strict measures to ensure discipline."","textHi":null,"imageUrl":null},{"key":"d","text":"The principal stated, "The school implemented new rules the previous year, and we were taking strict measures to ensure discipline."","textHi":null,"imageUrl":null}],"correct":"a","sol":"Indirect to direct speech\nTurning indirect speech into direct speech means undoing the backshift of tense and the change of the time and person words.\n $\"figure\"/$ \nThe reported 'had implemented' comes from the present perfect 'has implemented', and 'that year' comes from the speaker's 'this year'.\nThe reported 'they were taking' comes from the principal's own words 'we are taking'.\nThe restored words are then placed inside quotation marks after a comma: The principal stated, "The school has implemented new rules this year, and we are taking strict measures to ensure discipline."\nOptions (b), (c) and (d) keep the reported forms of the verbs, which the speaker never used, so option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6224,"n":24,"subject":"English Language","stem":"Rearrange the following sentences to form a meaningful and grammatically correct paragraph:\nP. She tested the cobs by pressing a fingernail into the kernels to check their firmness.\nQ. The maize plants stood tall, their leaves dry and slightly curled under the sun.\nR. She twisted each ripe cob downward and pulled it free from the stalk.\nS. She knew the crop was ready and would soon be gathered for storage.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"Q, P, R, S","textHi":null,"imageUrl":null},{"key":"b","text":"P, Q, R, S","textHi":null,"imageUrl":null},{"key":"c","text":"Q, R, P, S","textHi":null,"imageUrl":null},{"key":"d","text":"P, R, Q, S","textHi":null,"imageUrl":null}],"correct":"a","sol":"Para jumble\nFind the opening sentence first: only Q sets the scene without pointing back to anything - the maize plants standing tall with dry, curled leaves.\nP then starts the woman's action, testing the cobs with a fingernail, which is the natural first step after seeing the plants.\nR must follow P, because she twists a cob free only after the test has shown that it is firm and ripe.\nS closes the paragraph with the conclusion she draws - the crop is ready and will soon be gathered for storage.\n $\"figure\"/$ \nThe sequence is therefore Q, P, R, S, so option (a) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6225,"n":25,"subject":"English Language","stem":"Rearrange the following sentence parts to form a meaningful and grammatically correct paragraph:\nP. It guides individuals to distinguish between right and wrong in their actions.\nQ. Moral philosophy examines the principles that govern human conduct.\nR. These principles influence personal choices as well as social responsibilities.\nS. Through ethical reflection, societies aim to promote justice and fairness.","stemHi":null,"context":null,"contextHi":null,"options":[{"key":"a","text":"R, Q, P, S","textHi":null,"imageUrl":null},{"key":"b","text":"P, R, Q, S","textHi":null,"imageUrl":null},{"key":"c","text":"Q, R, P, S","textHi":null,"imageUrl":null},{"key":"d","text":"Q, P, R, S","textHi":null,"imageUrl":null}],"correct":"d","sol":"Para jumble\nQ has to open the paragraph because it names the topic itself - moral philosophy and the principles that govern human conduct.\nP begins with the pronoun 'It', which can refer only to moral philosophy, so P comes straight after Q.\nR begins with 'These principles', pointing back to the principles already mentioned, and widens the idea from personal choice to social responsibility.\nS closes with the largest idea of all - societies aiming at justice and fairness through ethical reflection.\n $\"figure\"/$ \nThe sequence is Q, P, R, S, so option (d) is correct.","solHi":null,"pos":2,"neg":0.5},{"id":6226,"n":26,"subject":"General Intelligence","stem":"In a code language, GALEFROOF becomes LFQJKWTTK. How would FACECLOTHS be written?","stemHi":"एक कूट भाषा में, GALEFROOF को LFQJKWTTK लिखा जाता है। तो FACECLOTHS को किस प्रकार लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"KFHJHQTYMX","textHi":null,"imageUrl":null},{"key":"b","text":"KFHJHQTYLX","textHi":null,"imageUrl":null},{"key":"c","text":"KFHFHRTYMX","textHi":null,"imageUrl":null},{"key":"d","text":"KFHJHRTYMX","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter coding\nCompare the word with its code letter by letter: G(7) becomes L(12), A(1) becomes F(6), L(12) becomes Q(17).\nEach letter has moved 5 places forward, and the same +5 shift holds for every remaining letter.\n $\"figure\"/$ \nApply +5 to FACECLOTHS: F→K, A→F, C→H, E→J, C→H, L→Q, O→T, T→Y, H→M, S→X.\nThe code is KFHJHQTYMX, so option (a) is correct.","solHi":"अक्षर कूट\nशब्द तथा उसके कूट की अक्षर-दर-अक्षर तुलना कीजिए: G(7) से L(12), A(1) से F(6), L(12) से Q(17)।\nप्रत्येक अक्षर 5 स्थान आगे बढ़ा है तथा शेष सभी अक्षरों पर भी यही +5 का नियम लागू होता है।\n $\"figure\"/$ \nFACECLOTHS पर +5 लगाइए: F→K, A→F, C→H, E→J, C→H, L→Q, O→T, T→Y, H→M, S→X।\nअतः कूट KFHJHQTYMX है, इसलिए विकल्प (a) सही है।","pos":2,"neg":0.5},{"id":6227,"n":27,"subject":"General Intelligence","stem":"In a particular code language where BOTTLE is written as CPUUMF, TIFFIN is written as UJGGJO, and DOOR is written as EPPS, then using this systematic encoding method, how would MONITOR be written?","stemHi":"एक विशेष कूट भाषा में, जहाँ BOTTLE को CPUUMF लिखा जाता है, TIFFIN को UJGGJO लिखा जाता है तथा DOOR को EPPS लिखा जाता है, तो इसी क्रमबद्ध कूटलेखन विधि का प्रयोग करते हुए MONITOR को किस प्रकार लिखा जाएगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"NPOJUPS","textHi":null,"imageUrl":null},{"key":"b","text":"NPOJUNS","textHi":null,"imageUrl":null},{"key":"c","text":"NPOHUPS","textHi":null,"imageUrl":null},{"key":"d","text":"KPOJUPS","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter coding\nTake the first pair: B→C, O→P, T→U, T→U, L→M, E→F - every letter moves one place forward.\nTIFFIN→UJGGJO and DOOR→EPPS obey exactly the same +1 rule, so the rule is confirmed.\n $\"figure\"/$ \nApply +1 to MONITOR: M→N, O→P, N→O, I→J, T→U, O→P, R→S.\nThe code is NPOJUPS, so option (a) is correct.","solHi":"अक्षर कूट\nपहले युग्म को लीजिए: B→C, O→P, T→U, T→U, L→M, E→F - प्रत्येक अक्षर एक स्थान आगे बढ़ा है।\nTIFFIN→UJGGJO तथा DOOR→EPPS भी ठीक इसी +1 नियम का पालन करते हैं, अतः नियम की पुष्टि हो जाती है।\n $\"figure\"/$ \nMONITOR पर +1 लगाइए: M→N, O→P, N→O, I→J, T→U, O→P, R→S।\nअतः कूट NPOJUPS है, इसलिए विकल्प (a) सही है।","pos":2,"neg":0.5},{"id":6228,"n":28,"subject":"General Intelligence","stem":"In a certain code system, if SACRAMENTAL is coded as TBDSBNFOUBM and MACHINATION is coded as NBDIJOBUJPO, then what is the code for WALLPAPER ?","stemHi":"एक निश्चित कूट प्रणाली में, यदि SACRAMENTAL को TBDSBNFOUBM के रूप में कूटबद्ध किया जाता है तथा MACHINATION को NBDIJOBUJPO के रूप में कूटबद्ध किया जाता है, तो WALLPAPER का कूट क्या होगा ?","context":null,"contextHi":null,"options":[{"key":"a","text":"XBMMQBOFS","textHi":null,"imageUrl":null},{"key":"b","text":"XBMMQBQFS","textHi":null,"imageUrl":null},{"key":"c","text":"XBMMQBQFQ","textHi":null,"imageUrl":null},{"key":"d","text":"YBMMQBQFS","textHi":null,"imageUrl":null}],"correct":"b","sol":"Letter coding\nMatch SACRAMENTAL with TBDSBNFOUBM: S→T, A→B, C→D, R→S, A→B - every letter moves one place forward.\nMACHINATION→NBDIJOBUJPO follows the very same +1 rule, so the rule is confirmed.\n $\"figure\"/$ \nApply +1 to WALLPAPER: W→X, A→B, L→M, L→M, P→Q, A→B, P→Q, E→F, R→S.\nThe code is XBMMQBQFS; option (a) slips at the seventh letter and (c) at the last, so option (b) is correct.","solHi":"अक्षर कूट\nSACRAMENTAL का TBDSBNFOUBM से मिलान कीजिए: S→T, A→B, C→D, R→S, A→B - प्रत्येक अक्षर एक स्थान आगे बढ़ा है।\nMACHINATION→NBDIJOBUJPO भी ठीक इसी +1 नियम का पालन करता है, अतः नियम की पुष्टि हो जाती है।\n $\"figure\"/$ \nWALLPAPER पर +1 लगाइए: W→X, A→B, L→M, L→M, P→Q, A→B, P→Q, E→F, R→S।\nअतः कूट XBMMQBQFS है; विकल्प (a) सातवें अक्षर पर तथा (c) अंतिम अक्षर पर चूक जाता है, इसलिए विकल्प (b) सही है।","pos":2,"neg":0.5},{"id":6229,"n":29,"subject":"General Intelligence","stem":"Here some problem or solution of the problem is given in the statement you have to choose the appropriate logical deduction for given statement.\nStatement: Online education has grown significantly in recent years. However, many students lack access to proper devices and stable internet connections. Education experts suggest improving digital infrastructure and providing affordable devices to ensure inclusive learning.\nConclusions:\nI. Lack of digital access creates inequality in education.\nII. Strengthening digital infrastructure can improve online education.\nIII. Online education is ineffective for all students.\nWhich conclusion necessarily follows?","stemHi":"यहाँ कथन में कोई समस्या अथवा समस्या का समाधान दिया गया है, आपको दिए गए कथन के लिए उपयुक्त तार्किक निष्कर्ष चुनना है।\nकथन: हाल के वर्षों में ऑनलाइन शिक्षा में उल्लेखनीय वृद्धि हुई है। तथापि, अनेक विद्यार्थियों के पास उपयुक्त उपकरणों तथा स्थिर इंटरनेट कनेक्शन की सुविधा नहीं है। शिक्षा विशेषज्ञ समावेशी अधिगम सुनिश्चित करने हेतु डिजिटल अवसंरचना में सुधार करने तथा सुलभ मूल्य पर उपकरण उपलब्ध कराने का सुझाव देते हैं।\nनिष्कर्ष:\nI. डिजिटल पहुँच का अभाव शिक्षा में असमानता उत्पन्न करता है।\nII. डिजिटल अवसंरचना को सुदृढ़ करने से ऑनलाइन शिक्षा में सुधार हो सकता है।\nIII. ऑनलाइन शिक्षा सभी विद्यार्थियों के लिए अप्रभावी है।\nकौन-सा निष्कर्ष अनिवार्यतः अनुसरण करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करता है","imageUrl":null},{"key":"b","text":"I and II follow","textHi":"I तथा II अनुसरण करते हैं","imageUrl":null},{"key":"c","text":"Only III follows","textHi":"केवल III अनुसरण करता है","imageUrl":null},{"key":"d","text":"All follow","textHi":"सभी अनुसरण करते हैं","imageUrl":null}],"correct":"b","sol":"Statement and conclusions\nConclusion I: online education has grown, yet many students have neither a device nor a stable connection - some learners are therefore left behind, which is exactly what inequality means. It follows.\nConclusion II: the experts themselves prescribe better digital infrastructure as the remedy, so strengthening it can improve online education. It follows.\nConclusion III: the statement reports a gap in access, never a failure for every learner; the word 'all' makes the claim far stronger than the statement allows. It does not follow.\n $\"figure\"/$ \nOnly I and II follow, so option (b) is correct.","solHi":"कथन तथा निष्कर्ष\nनिष्कर्ष I: ऑनलाइन शिक्षा बढ़ी है, फिर भी अनेक विद्यार्थियों के पास न उपकरण है न स्थिर कनेक्शन - अतः कुछ शिक्षार्थी पीछे छूट जाते हैं, और असमानता का अर्थ ठीक यही है। यह अनुसरण करता है।\nनिष्कर्ष II: विशेषज्ञ स्वयं उपाय के रूप में बेहतर डिजिटल अवसंरचना का सुझाव देते हैं, अतः उसे सुदृढ़ करने से ऑनलाइन शिक्षा में सुधार हो सकता है। यह अनुसरण करता है।\nनिष्कर्ष III: कथन केवल पहुँच की कमी बताता है, प्रत्येक शिक्षार्थी के लिए विफलता नहीं; 'सभी' शब्द इस दावे को कथन से कहीं अधिक व्यापक बना देता है। यह अनुसरण नहीं करता।\n $\"figure\"/$ \nअतः केवल I तथा II अनुसरण करते हैं, इसलिए विकल्प (b) सही है।","pos":2,"neg":0.5},{"id":6230,"n":30,"subject":"General Intelligence","stem":"Each item describes a situation and is followed by four possible responses. Indicate the response you find most appropriate. Choose only one response for each item. The responses will be evaluated based on the level of appropriateness for the given situation. Rohan has received two internship offers. One internship offers a higher stipend but requires long working hours and weekend work. The other offers a moderate stipend with fixed working hours and weekends off. Rohan values personal time and wants to continue his hobby of playing sports.","stemHi":"प्रत्येक प्रश्न में एक स्थिति का वर्णन है तथा उसके बाद चार संभावित प्रतिक्रियाएँ दी गई हैं। आपको जो प्रतिक्रिया सर्वाधिक उपयुक्त लगे, उसे इंगित कीजिए। प्रत्येक प्रश्न के लिए केवल एक ही प्रतिक्रिया चुनिए। प्रतिक्रियाओं का मूल्यांकन दी गई स्थिति के लिए उनकी उपयुक्तता के स्तर के आधार पर किया जाएगा। रोहन को दो इंटर्नशिप प्रस्ताव मिले हैं। एक इंटर्नशिप अधिक वृत्तिका देती है किंतु उसमें लंबे कार्य-घंटे तथा सप्ताहांत में भी कार्य करना पड़ता है। दूसरी मध्यम वृत्तिका के साथ निश्चित कार्य-घंटे तथा सप्ताहांत का अवकाश देती है। रोहन व्यक्तिगत समय को महत्त्व देता है तथा खेल खेलने का अपना शौक जारी रखना चाहता है।","context":null,"contextHi":null,"options":[{"key":"a","text":"Higher-stipend internship with long hours","textHi":"लंबे कार्य-घंटों वाली अधिक वृत्तिका की इंटर्नशिप","imageUrl":null},{"key":"b","text":"Moderate-stipend internship with fixed hours","textHi":"निश्चित कार्य-घंटों वाली मध्यम वृत्तिका की इंटर्नशिप","imageUrl":null},{"key":"c","text":"Accept both internships simultaneously","textHi":"दोनों इंटर्नशिप एक साथ स्वीकार करना","imageUrl":null},{"key":"d","text":"Reject both and search for another internship","textHi":"दोनों को अस्वीकार करके कोई अन्य इंटर्नशिप खोजना","imageUrl":null}],"correct":"b","sol":"Situation judgement\nThe best response is the one that fits the priority Rohan himself has stated.\nHe values personal time and wants to keep playing sports, so fixed hours and free weekends matter to him more than a larger stipend.\nOption (a) takes away exactly the time he wants to protect, and (c) is impossible to honour - two internships cannot be served properly at the same time.\nOption (d) rejects two genuine offers without any reason to expect a better one.\nThe moderate-stipend internship with fixed hours meets both his career need and his personal need, so option (b) is correct.","solHi":"परिस्थिति-आधारित निर्णय\nसर्वोत्तम प्रतिक्रिया वही है जो रोहन द्वारा स्वयं बताई गई प्राथमिकता के अनुरूप हो।\nवह व्यक्तिगत समय को महत्त्व देता है तथा खेल जारी रखना चाहता है, अतः उसके लिए अधिक वृत्तिका की तुलना में निश्चित कार्य-घंटे तथा सप्ताहांत का अवकाश अधिक महत्त्वपूर्ण है।\nविकल्प (a) उससे ठीक वही समय छीन लेता है जिसे वह सुरक्षित रखना चाहता है, तथा (c) निभाना असंभव है - दो इंटर्नशिप एक साथ भली प्रकार नहीं की जा सकतीं।\nविकल्प (d) में वह बिना किसी आधार के दो वास्तविक प्रस्ताव ठुकरा देता है।\nनिश्चित कार्य-घंटों वाली मध्यम वृत्तिका की इंटर्नशिप उसकी व्यावसायिक तथा व्यक्तिगत दोनों आवश्यकताएँ पूरी करती है, अतः विकल्प (b) सही है।","pos":2,"neg":0.5},{"id":6231,"n":31,"subject":"General Intelligence","stem":"In this type of questions, question is provided with substitutes for various mathematical symbols, followed by a question involving calculation of an expression or choosing the correct /incorrect equation. You have to put the real signs in the given equation and then solve the questions as required.\nIf ' M ' stands for '

\div

', '@' stands for '+', '%' stands for '-', ' S ' stands for '

\times

', then find the value of:

12 % 14 $ 8 % 6 =

?","stemHi":"इस प्रकार के प्रश्नों में विभिन्न गणितीय चिह्नों के स्थान पर प्रतीक दिए जाते हैं, तत्पश्चात् एक प्रश्न दिया जाता है जिसमें किसी व्यंजक का मान ज्ञात करना होता है अथवा सही/गलत समीकरण चुनना होता है। आपको दिए गए समीकरण में वास्तविक चिह्न रखकर प्रश्न को आवश्यकतानुसार हल करना है।\nयदि ' M ' का अर्थ '

\div

' है, '@' का अर्थ '+' है, '%' का अर्थ '-' है, ' S ' का अर्थ '

\times

' है, तो

12 % 14 $ 8 % 6 =

का मान ज्ञात कीजिए ?","context":null,"contextHi":null,"options":[{"key":"a","text":"-104","textHi":null,"imageUrl":null},{"key":"b","text":"-95","textHi":null,"imageUrl":null},{"key":"c","text":"-44","textHi":null,"imageUrl":null},{"key":"d","text":"-103","textHi":null,"imageUrl":null}],"correct":"d","sol":"Symbol substitution\nFirst replace every symbol by the sign it stands for.\n $\"figure\"/$ \nThe expression becomes

12 - 14 \times 8 - 3

.\nBy BODMAS the multiplication is done first:

14 \times 8 = 112

.\nSo the value is 12-112-3=-100-3=-103.\nHence option (d) is correct.","solHi":"चिह्न प्रतिस्थापन\nसर्वप्रथम प्रत्येक प्रतीक के स्थान पर उसका वास्तविक चिह्न रखिए।\n $\"figure\"/$ \nव्यंजक बन जाता है

12 - 14 \times 8 - 3

।\nBODMAS के अनुसार पहले गुणा की जाएगी:

14 \times 8 = 112

।\nअतः मान 12-112-3=-100-3=-103 होगा।\nइसलिए विकल्प (d) सही है।","pos":2,"neg":0.5},{"id":6232,"n":32,"subject":"General Intelligence","stem":"In this type of question, the question is provided with substitutes for various mathematical symbols, followed by a question involving calculation of an expression or choosing the correct /incorrect equation. You have to put the real signs in the given equation and then solve the questions as required.\nIf ' ' ' stands for ' + ', ' S ' stands for

^{'}

', '

%

' stands for '

\times

', '#' stands for '+', then find the value of: 8 # 18 # 24 # 10 = ?","stemHi":"इस प्रकार के प्रश्न में विभिन्न गणितीय चिह्नों के स्थान पर प्रतीक दिए जाते हैं, तत्पश्चात् एक प्रश्न दिया जाता है जिसमें किसी व्यंजक का मान ज्ञात करना होता है अथवा सही/गलत समीकरण चुनना होता है। आपको दिए गए समीकरण में वास्तविक चिह्न रखकर प्रश्न को आवश्यकतानुसार हल करना है।\nयदि ' ' ' का अर्थ ' + ' है, ' S ' का अर्थ

^{'}

' है, '

%

' का अर्थ '

\times

' है, '#' का अर्थ '+' है, तो 8 # 18 # 24 # 10 = ? का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"59","textHi":null,"imageUrl":null},{"key":"b","text":"61","textHi":null,"imageUrl":null},{"key":"c","text":"60","textHi":null,"imageUrl":null},{"key":"d","text":"62","textHi":null,"imageUrl":null}],"correct":"c","sol":"Symbol substitution\nOnly one symbol actually appears in the expression, namely '#', and it stands for '+'.\nReplacing it everywhere gives 8+18+24+10.\n $\"figure\"/$ \nAdding step by step: 8+18=26, then 26+24=50, then 50+10=60.\nSo the value of the expression is 60, and option (c) is correct.","solHi":"चिह्न प्रतिस्थापन\nव्यंजक में वास्तव में केवल एक ही प्रतीक आया है, अर्थात् '#', तथा वह '+' के लिए है।\nसर्वत्र उसका प्रतिस्थापन करने पर 8+18+24+10 प्राप्त होता है।\n $\"figure\"/$ \nचरण-दर-चरण जोड़िए: 8+18=26, फिर 26+24=50, फिर 50+10=60।\nअतः व्यंजक का मान 60 है, इसलिए विकल्प (c) सही है।","pos":2,"neg":0.5},{"id":6233,"n":33,"subject":"General Intelligence","stem":"In a row of 35 students, Ravi is 15th from the left and Priya is 10th from the right. How many students are sitting between Ravi and Priya?","stemHi":"35 विद्यार्थियों की एक पंक्ति में, रवि बाएँ से 15वें स्थान पर है तथा प्रिया दाएँ से 10वें स्थान पर है। रवि तथा प्रिया के बीच कितने विद्यार्थी बैठे हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"18","textHi":null,"imageUrl":null},{"key":"b","text":"19","textHi":null,"imageUrl":null},{"key":"c","text":"10","textHi":null,"imageUrl":null},{"key":"d","text":"15","textHi":null,"imageUrl":null}],"correct":"c","sol":"Position in a row\nBring both positions to the same end. Priya is 10th from the right in a row of 35, so from the left she is at 35-10+1=26.\nRavi is already 15th from the left.\n $\"figure\"/$ \nThe students strictly between them occupy positions 16 to 25.\nNumber of students in between =26-15-1=10, so option (c) is correct.","solHi":"पंक्ति में स्थान\nदोनों स्थानों को एक ही छोर से गिनिए। 35 विद्यार्थियों की पंक्ति में प्रिया दाएँ से 10वें स्थान पर है, अतः बाएँ से उसका स्थान 35-10+1=26 है।\nरवि पहले से ही बाएँ से 15वें स्थान पर है।\n $\"figure\"/$ \nउन दोनों के ठीक बीच वाले विद्यार्थी 16 से 25 तक के स्थानों पर हैं।\nबीच के विद्यार्थियों की संख्या =26-15-1=10, अतः विकल्प (c) सही है।","pos":2,"neg":0.5},{"id":6234,"n":34,"subject":"General Intelligence","stem":"In a row of 100 students, if Varun is 33rd from the left and there are 29 students between Varun and Rajat, what is Rajat's position from the right end? (Rajat is to the right of Varun)","stemHi":"100 विद्यार्थियों की एक पंक्ति में, यदि वरुण बाएँ से 33वें स्थान पर है तथा वरुण और रजत के बीच 29 विद्यार्थी हैं, तो दाएँ छोर से रजत का स्थान क्या है? (रजत, वरुण के दाईं ओर है)","context":null,"contextHi":null,"options":[{"key":"a","text":"40","textHi":null,"imageUrl":null},{"key":"b","text":"37","textHi":null,"imageUrl":null},{"key":"c","text":"38","textHi":null,"imageUrl":null},{"key":"d","text":"42","textHi":null,"imageUrl":null}],"correct":"c","sol":"Position in a row\nRajat stands to the right of Varun with 29 students in between, so count from Varun: 33 places, then 29 students, then Rajat himself.\nRajat's position from the left =33+29+1=63.\n $\"figure\"/$ \nIn a row of n students, position from the right =n- (position from the left) +1.\nSo Rajat's position from the right =100-63+1=38, and option (c) is correct.","solHi":"पंक्ति में स्थान\nरजत वरुण के दाईं ओर है तथा उनके बीच 29 विद्यार्थी हैं, अतः वरुण से गिनिए: 33 स्थान, फिर 29 विद्यार्थी, फिर स्वयं रजत।\nबाएँ से रजत का स्थान =33+29+1=63 है।\n $\"figure\"/$ \nn विद्यार्थियों की पंक्ति में, दाएँ से स्थान =n- (बाएँ से स्थान) +1 होता है।\nअतः दाएँ से रजत का स्थान =100-63+1=38 है, इसलिए विकल्प (c) सही है।","pos":2,"neg":0.5},{"id":6235,"n":35,"subject":"General Intelligence","stem":"Each question given below consists of a statement, followed by two arguments numbered I and II. You have to decide which of the arguments is a 'strong' argument and which is a 'weak' argument.\nStatement : Should online education be made compulsory in higher education institutions?\nArgument I: Yes, online education provides flexibility and access to quality resources for students.\nArgument II : No, many students lack reliable internet connectivity and digital devices.","stemHi":"नीचे दिए गए प्रत्येक प्रश्न में एक कथन दिया गया है, जिसके बाद I तथा II क्रमांकित दो तर्क दिए गए हैं। आपको यह निर्णय करना है कि इनमें से कौन-सा तर्क 'सशक्त' है तथा कौन-सा तर्क 'कमजोर' है।\nकथन : क्या उच्च शिक्षा संस्थानों में ऑनलाइन शिक्षा को अनिवार्य कर दिया जाना चाहिए?\nतर्क I: हाँ, ऑनलाइन शिक्षा विद्यार्थियों को लचीलापन तथा गुणवत्तापूर्ण संसाधनों तक पहुँच प्रदान करती है।\nतर्क II : नहीं, अनेक विद्यार्थियों के पास विश्वसनीय इंटरनेट कनेक्टिविटी तथा डिजिटल उपकरण नहीं हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I is strong","textHi":"केवल I सशक्त है","imageUrl":null},{"key":"b","text":"Only II is strong","textHi":"केवल II सशक्त है","imageUrl":null},{"key":"c","text":"Both I and II are strong","textHi":"I तथा II दोनों सशक्त हैं","imageUrl":null},{"key":"d","text":"Neither I nor II is strong","textHi":"न तो I और न ही II सशक्त है","imageUrl":null}],"correct":"c","sol":"Strong and weak arguments\nAn argument is strong only when it is directly related to the proposal and points to a real, weighty consequence of accepting or rejecting it.\nArgument I names a genuine merit of the step - flexibility and access to quality resources - which is exactly what making online education compulsory would spread. It is strong.\nArgument II names a genuine obstacle - compulsion would penalise the many students who have no reliable internet or device. It is equally relevant and equally weighty, so it is strong too.\n $\"figure\"/$ \nBoth arguments are therefore strong, and option (c) is correct.","solHi":"सशक्त तथा कमजोर तर्क\nकोई तर्क तभी सशक्त होता है जब वह प्रस्ताव से सीधे संबंधित हो तथा उसे स्वीकार या अस्वीकार करने के किसी वास्तविक एवं महत्त्वपूर्ण परिणाम की ओर संकेत करता हो।\nतर्क I इस कदम का वास्तविक गुण बताता है - लचीलापन तथा गुणवत्तापूर्ण संसाधनों तक पहुँच - और ऑनलाइन शिक्षा को अनिवार्य करने से ठीक यही सुविधा फैलेगी। अतः यह सशक्त है।\nतर्क II एक वास्तविक बाधा बताता है - अनिवार्यता उन अनेक विद्यार्थियों को दंडित करेगी जिनके पास विश्वसनीय इंटरनेट या उपकरण नहीं है। यह भी उतना ही प्रासंगिक एवं महत्त्वपूर्ण है, अतः यह भी सशक्त है।\n $\"figure\"/$ \nइस प्रकार दोनों तर्क सशक्त हैं, इसलिए विकल्प (c) सही है।","pos":2,"neg":0.5},{"id":6236,"n":36,"subject":"General Intelligence","stem":"In each question below is given a statement followed by two courses of action numbered I and II. You have to assume everything in the statement to be true and on the basis of the information given in the statement, decide which of the suggested courses of action logically follow(s) for pursuing.\nStatement : There has been a sharp increase in road accidents in the city due to rash driving and violation of traffic rules.\nCourse of action I: Increase traffic police deployment and enforce strict penalties for violations.\nCourse of action II : Completely ban private vehicles from the city for one monin.","stemHi":"नीचे दिए गए प्रत्येक प्रश्न में एक कथन दिया गया है, जिसके बाद I तथा II क्रमांकित दो कार्यवाहियाँ दी गई हैं। आपको कथन में दी गई प्रत्येक बात को सत्य मानते हुए तथा कथन में दी गई सूचना के आधार पर यह निर्णय करना है कि सुझाई गई कार्यवाहियों में से कौन-सी कार्यवाही तार्किक रूप से अनुसरण करती है।\nकथन : लापरवाह वाहन-चालन तथा यातायात नियमों के उल्लंघन के कारण शहर में सड़क दुर्घटनाओं में तीव्र वृद्धि हुई है।\nकार्यवाही I: यातायात पुलिस की तैनाती बढ़ाई जाए तथा उल्लंघन पर कठोर दंड लागू किया जाए।\nकार्यवाही II : शहर में एक माह के लिए निजी वाहनों पर पूर्णतः प्रतिबंध लगा दिया जाए।","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I follows","textHi":"केवल I अनुसरण करती है","imageUrl":null},{"key":"b","text":"Only II follows","textHi":"केवल II अनुसरण करती है","imageUrl":null},{"key":"c","text":"Both follow","textHi":"दोनों अनुसरण करती हैं","imageUrl":null},{"key":"d","text":"Either I or II follows","textHi":"या तो I या II अनुसरण करती है","imageUrl":null}],"correct":"a","sol":"Course of action\nA course of action follows only if it is practical and attacks the cause named in the statement.\nThe cause given is rash driving and violation of traffic rules, and course I - more traffic police plus strict penalties - checks precisely that behaviour. It follows.\nCourse II bans every private vehicle for a whole month; it punishes careful drivers along with reckless ones and would paralyse the city, so it is extreme and impractical. It does not follow.\n $\"figure\"/$ \nHence only I follows, and option (a) is correct.","solHi":"कार्यवाही\nकोई कार्यवाही तभी अनुसरण करती है जब वह व्यावहारिक हो तथा कथन में बताए गए कारण पर सीधे प्रहार करती हो।\nयहाँ कारण है लापरवाह वाहन-चालन तथा यातायात नियमों का उल्लंघन, और कार्यवाही I - अधिक यातायात पुलिस तथा कठोर दंड - ठीक इसी आचरण पर अंकुश लगाती है। अतः यह अनुसरण करती है।\nकार्यवाही II पूरे एक माह के लिए प्रत्येक निजी वाहन पर प्रतिबंध लगाती है; इससे लापरवाह चालकों के साथ सावधान चालक भी दंडित होंगे तथा शहर ठप हो जाएगा, अतः यह अतिवादी एवं अव्यावहारिक है। यह अनुसरण नहीं करती।\n $\"figure\"/$ \nअतः केवल I अनुसरण करती है, इसलिए विकल्प (a) सही है।","pos":2,"neg":0.5},{"id":6237,"n":37,"subject":"General Intelligence","stem":"Few of the letters are given followed by a question mark (?) these letters are following a specific pattern you have to give the correct option which can replace question mark.\nFind the next letter:\nC, F, J, O, ?","stemHi":"कुछ अक्षर दिए गए हैं जिनके बाद एक प्रश्नवाचक चिह्न (?) है; ये अक्षर एक विशिष्ट पैटर्न का अनुसरण कर रहे हैं, आपको वह सही विकल्प चुनना है जो प्रश्नवाचक चिह्न के स्थान पर आ सके।\nअगला अक्षर ज्ञात कीजिए:\nC, F, J, O, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"U","textHi":null,"imageUrl":null},{"key":"b","text":"V","textHi":null,"imageUrl":null},{"key":"c","text":"W","textHi":null,"imageUrl":null},{"key":"d","text":"X","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter series\nWrite the alphabet positions: C is 3, F is 6, J is 10, O is 15.\nThe gaps are 6-3=3, 10-6=4 and 15-10=5, so the gap grows by one each time.\n $\"figure\"/$ \nThe next gap must be 6, giving position 15+6=21.\nThe 21st letter is U, so option (a) is correct.","solHi":"अक्षर शृंखला\nअक्षरों के क्रमांक लिखिए: C का 3, F का 6, J का 10 तथा O का 15।\nअंतर हैं 6-3=3, 10-6=4 तथा 15-10=5, अर्थात् अंतर प्रत्येक बार एक बढ़ रहा है।\n $\"figure\"/$ \nअगला अंतर 6 होगा, अतः क्रमांक 15+6=21 प्राप्त होता है।\n21वाँ अक्षर U है, इसलिए विकल्प (a) सही है।","pos":2,"neg":0.5},{"id":6238,"n":38,"subject":"General Intelligence","stem":"Few of the letters are given followed by a question mark (?) these letters are following a specific pattern you have to give the correct option which can replace question mark.\nWhat continues:\nT, P, L, H, ?","stemHi":"कुछ अक्षर दिए गए हैं जिनके बाद एक प्रश्नवाचक चिह्न (?) है; ये अक्षर एक विशिष्ट पैटर्न का अनुसरण कर रहे हैं, आपको वह सही विकल्प चुनना है जो प्रश्नवाचक चिह्न के स्थान पर आ सके।\nआगे क्या आएगा:\nT, P, L, H, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"D","textHi":null,"imageUrl":null},{"key":"b","text":"E","textHi":null,"imageUrl":null},{"key":"c","text":"F","textHi":null,"imageUrl":null},{"key":"d","text":"G","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter series\nWrite the alphabet positions: T is 20, P is 16, L is 12, H is 8.\nEach term is 4 less than the one before it, so the series moves 4 places backward every time.\n $\"figure\"/$ \nThe next position is 8-4=4.\nThe 4th letter is D, so option (a) is correct.","solHi":"अक्षर शृंखला\nअक्षरों के क्रमांक लिखिए: T का 20, P का 16, L का 12 तथा H का 8।\nप्रत्येक पद अपने से पूर्व पद से 4 कम है, अर्थात् शृंखला हर बार 4 स्थान पीछे जाती है।\n $\"figure\"/$ \nअगला क्रमांक 8-4=4 होगा।\nचौथा अक्षर D है, इसलिए विकल्प (a) सही है।","pos":2,"neg":0.5},{"id":6239,"n":39,"subject":"General Intelligence","stem":"In this question some conditions or circumstances is provided to you, you have to make logical judgement according to mentioned circumstances and mark the correct judgement for question.\nA manufacturing company finds a small defect in one batch of its products. The defect has not caused any accidents yet, but if ignored, it may lead to safety issues. The management wants to handle the situation responsibly without harming the company's reputation unnecessarily.","stemHi":"इस प्रश्न में आपको कुछ शर्तें अथवा परिस्थितियाँ दी गई हैं, आपको उल्लिखित परिस्थितियों के अनुसार तार्किक निर्णय करना है तथा प्रश्न के लिए सही निर्णय अंकित करना है।\nएक विनिर्माण कंपनी को अपने उत्पादों के एक बैच में एक छोटी-सी खराबी का पता चलता है। इस खराबी से अब तक कोई दुर्घटना नहीं हुई है, किंतु यदि इसकी उपेक्षा की गई तो इससे सुरक्षा संबंधी समस्याएँ उत्पन्न हो सकती हैं। प्रबंधन इस स्थिति को उत्तरदायित्वपूर्ण ढंग से संभालना चाहता है, वह भी कंपनी की प्रतिष्ठा को अनावश्यक हानि पहुँचाए बिना।","context":null,"contextHi":null,"options":[{"key":"a","text":"Ignore the defect since no accidents have occurred.","textHi":"खराबी की उपेक्षा कर दी जाए क्योंकि अब तक कोई दुर्घटना नहीं हुई है।","imageUrl":null},{"key":"b","text":"Recall all products immediately and shut down production.","textHi":"सभी उत्पाद तत्काल वापस मँगा लिए जाएँ तथा उत्पादन बंद कर दिया जाए।","imageUrl":null},{"key":"c","text":"Fix the defect internally and continue selling without informing customers.","textHi":"खराबी को आंतरिक रूप से ठीक कर लिया जाए तथा ग्राहकों को सूचित किए बिना बिक्री जारी रखी जाए।","imageUrl":null},{"key":"d","text":"Inform customers about the issue and take corrective measures promptly.","textHi":"ग्राहकों को इस समस्या के विषय में सूचित किया जाए तथा शीघ्र सुधारात्मक उपाय किए जाएँ।","imageUrl":null}],"correct":"d","sol":"Ethical judgement\nTwo conditions are set in the situation: the response must be responsible about safety, and it must not damage the company's name more than necessary.\nOption (a) ignores a defect that is already known to be a safety risk, and (c) hides it from the very customers who own the faulty batch - both are unsafe and dishonest.\nOption (b) recalls everything and stops production, which is out of all proportion to a small defect in a single batch.\nTelling customers about the issue and correcting it at once removes the risk, keeps the action limited to what is needed, and actually protects the company's credibility.\nHence option (d) is correct.","solHi":"नैतिक निर्णय\nइस स्थिति में दो शर्तें दी गई हैं: प्रतिक्रिया सुरक्षा की दृष्टि से उत्तरदायित्वपूर्ण हो तथा कंपनी की प्रतिष्ठा को आवश्यकता से अधिक हानि न पहुँचाए।\nविकल्प (a) उस खराबी की उपेक्षा करता है जिसे सुरक्षा-जोखिम के रूप में पहले ही जान लिया गया है, तथा (c) उसे उन्हीं ग्राहकों से छिपाता है जिनके पास खराब बैच है - दोनों ही असुरक्षित एवं अनुचित हैं।\nविकल्प (b) में सभी उत्पाद वापस मँगाकर उत्पादन बंद कर दिया जाता है, जो एक ही बैच की छोटी-सी खराबी की तुलना में अत्यधिक कठोर कदम है।\nग्राहकों को समस्या बताकर उसे तत्काल ठीक करना जोखिम समाप्त कर देता है, कार्यवाही को आवश्यकता तक सीमित रखता है तथा वास्तव में कंपनी की विश्वसनीयता की रक्षा करता है।\nइसलिए विकल्प (d) सही है।","pos":2,"neg":0.5},{"id":6240,"n":40,"subject":"General Intelligence","stem":"Four meaningful words are given in the options you have to check that which of the following words cannot be formed from the letters.\n"DEMOCRATIC"","stemHi":"विकल्पों में चार सार्थक शब्द दिए गए हैं, आपको यह जाँचना है कि निम्नलिखित में से कौन-सा शब्द दिए गए अक्षरों से नहीं बनाया जा सकता।\n"DEMOCRATIC"","context":null,"contextHi":null,"options":[{"key":"a","text":"MEDIA","textHi":null,"imageUrl":null},{"key":"b","text":"MODERATE","textHi":null,"imageUrl":null},{"key":"c","text":"DIET","textHi":null,"imageUrl":null},{"key":"d","text":"TRACE","textHi":null,"imageUrl":null}],"correct":"b","sol":"Word formation\nList the letter stock of DEMOCRATIC: D, E, M, O, C, R, A, T, I, C - note that C comes twice but E comes only once.\nMEDIA needs M, E, D, I, A; DIET needs D, I, E, T; TRACE needs T, R, A, C, E - every letter of each is available in the stock.\nMODERATE needs M, O, D, E, R, A, T, E, that is two E's, while DEMOCRATIC supplies only one E.\n $\"figure\"/$ \nSo MODERATE cannot be formed, and option (b) is correct.","solHi":"शब्द निर्माण\nDEMOCRATIC के अक्षरों की सूची बनाइए: D, E, M, O, C, R, A, T, I, C - ध्यान दीजिए कि C दो बार आया है किंतु E केवल एक बार।\nMEDIA के लिए M, E, D, I, A; DIET के लिए D, I, E, T; TRACE के लिए T, R, A, C, E चाहिए - इनमें से प्रत्येक अक्षर उपलब्ध है।\nMODERATE के लिए M, O, D, E, R, A, T, E अर्थात् दो E चाहिए, जबकि DEMOCRATIC में केवल एक ही E है।\n $\"figure\"/$ \nअतः MODERATE नहीं बनाया जा सकता, इसलिए विकल्प (b) सही है।","pos":2,"neg":0.5},{"id":6241,"n":41,"subject":"General Intelligence","stem":"In this type of questions, question is provided with some issues/ disputes/problem, followed by few methods to resolve the problem in statement choosing the appropriate problem solving method that can be implemented.\nA company manager observes that team members often miss project deadlines due to poor coordination and lack of communication.","stemHi":"इस प्रकार के प्रश्नों में कोई मुद्दा / विवाद / समस्या दी जाती है और उसके बाद उस समस्या को हल करने की कुछ विधियाँ दी जाती हैं; इनमें से उस उपयुक्त समस्या-समाधान विधि का चयन करना होता है जिसे लागू किया जा सके।\nएक कंपनी का प्रबंधक यह देखता है कि खराब समन्वय तथा संवाद की कमी के कारण टीम के सदस्य प्रायः परियोजना की समय-सीमा चूक जाते हैं।","context":null,"contextHi":null,"options":[{"key":"a","text":"Conduct regular team meetings and use task-tracking tools","textHi":"नियमित रूप से टीम की बैठकें आयोजित करें तथा कार्य-ट्रैकिंग उपकरणों का प्रयोग करें","imageUrl":null},{"key":"b","text":"Ignore the issue and hope it improves over time","textHi":"इस समस्या की उपेक्षा करें और आशा करें कि समय के साथ स्थिति सुधर जाएगी","imageUrl":null},{"key":"c","text":"Publicly criticize employees who miss deadlines","textHi":"समय-सीमा चूकने वाले कर्मचारियों की सार्वजनिक रूप से आलोचना करें","imageUrl":null},{"key":"d","text":"Cancel all future projects","textHi":"भविष्य की सभी परियोजनाएँ रद्द कर दें","imageUrl":null}],"correct":"a","sol":"Problem-solving approach\nThe stated cause of the missed deadlines is poor coordination and weak communication inside the team.\nA workable method must remove that cause, not merely react to the symptom.\n $\"figure\"/$ \nRegular team meetings restore communication and task-tracking tools make every member's progress visible, so a delay is noticed before the deadline is lost.\nIgnoring the problem changes nothing, public criticism lowers morale without improving coordination, and cancelling projects destroys the work instead of fixing the process.\nHence option (a) is correct.","solHi":"समस्या-समाधान उपागम\nसमय-सीमा चूकने का बताया गया कारण टीम के भीतर खराब समन्वय तथा संवाद की कमी है।\nकोई भी कारगर विधि वही होगी जो इस कारण को दूर करे, न कि केवल लक्षण पर प्रतिक्रिया दे।\n $\"figure\"/$ \nनियमित टीम बैठकें संवाद को पुनः स्थापित करती हैं तथा कार्य-ट्रैकिंग उपकरण प्रत्येक सदस्य की प्रगति को दृश्यमान बना देते हैं, जिससे समय-सीमा चूकने से पहले ही विलंब पकड़ में आ जाता है।\nसमस्या की उपेक्षा करने से कुछ नहीं बदलता, सार्वजनिक आलोचना मनोबल गिराती है पर समन्वय नहीं सुधारती, तथा परियोजनाएँ रद्द करना प्रक्रिया सुधारने के स्थान पर कार्य को ही समाप्त कर देता है।\nअतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6242,"n":42,"subject":"General Intelligence","stem":"In each of the following questions, there is a certain relationship between two given letter pairs on one side of (::) and pair is given on another side of (::) where another pair is to be found from the given alternatives, having the same relationship with this pair as the pairs of the given pair bear. Choose the best alternative.\nBC : ED :: DE : ?","stemHi":"निम्नलिखित प्रत्येक प्रश्न में (::) के एक ओर दिए गए दो अक्षर-युग्मों के बीच एक निश्चित संबंध है तथा (::) के दूसरी ओर एक युग्म दिया गया है, जिसके लिए दिए गए विकल्पों में से ऐसा दूसरा युग्म ज्ञात करना है जिसका इस युग्म के साथ वही संबंध हो जो दिए गए युग्म के अक्षर-युग्मों में है। सर्वोत्तम विकल्प चुनिए।\nBC : ED :: DE : ?","context":null,"contextHi":null,"options":[{"key":"a","text":"GF","textHi":null,"imageUrl":null},{"key":"b","text":"GE","textHi":null,"imageUrl":null},{"key":"c","text":"HF","textHi":null,"imageUrl":null},{"key":"d","text":"GD","textHi":null,"imageUrl":null}],"correct":"a","sol":"Letter-pair analogy\nWrite the alphabetical positions: B = 2, C = 3, E = 5, D = 4.\nThe first letter moves three steps forward, 2+3=5, i.e. B → E, and the second letter moves one step forward, 3+1=4, i.e. C → D.\n $\"figure\"/$ \nApply the same two shifts to DE. First letter: 4+3=7, which is G.\nSecond letter: 5+1=6, which is F.\nSo DE : GF, and option (a) is correct.","solHi":"अक्षर-युग्म सादृश्यता\nअक्षरों के वर्णक्रमिक स्थानांक लिखिए: B = 2, C = 3, E = 5, D = 4।\nपहला अक्षर तीन स्थान आगे बढ़ता है, 2+3=5 अर्थात् B → E, तथा दूसरा अक्षर एक स्थान आगे बढ़ता है, 3+1=4 अर्थात् C → D।\n $\"figure\"/$ \nयही दोनों स्थानांतरण DE पर लगाइए। पहला अक्षर: 4+3=7, अर्थात् G।\nदूसरा अक्षर: 5+1=6, अर्थात् F।\nइस प्रकार DE : GF बनता है, अतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6243,"n":43,"subject":"General Intelligence","stem":"In each of the following questions, there is a certain relationship between two given letter pairs on one side of (::) and pair is given on another side of (::) where another pair is to be found from the given alternatives, having the same relationship with this pair as the pairs of the given pair bear. Choose the best alternative.\nCN : XM :: DL:?","stemHi":"निम्नलिखित प्रत्येक प्रश्न में (::) के एक ओर दिए गए दो अक्षर-युग्मों के बीच एक निश्चित संबंध है तथा (::) के दूसरी ओर एक युग्म दिया गया है, जिसके लिए दिए गए विकल्पों में से ऐसा दूसरा युग्म ज्ञात करना है जिसका इस युग्म के साथ वही संबंध हो जो दिए गए युग्म के अक्षर-युग्मों में है। सर्वोत्तम विकल्प चुनिए।\nCN : XM :: DL:?","context":null,"contextHi":null,"options":[{"key":"a","text":"WO","textHi":null,"imageUrl":null},{"key":"b","text":"YJ","textHi":null,"imageUrl":null},{"key":"c","text":"WL","textHi":null,"imageUrl":null},{"key":"d","text":"WN","textHi":null,"imageUrl":null}],"correct":"a","sol":"Opposite-letter analogy\nWrite the alphabetical positions: C = 3, N = 14, X = 24, M = 13.\nSince 3+24=27 and 14+13=27, each letter is replaced by its opposite letter, i.e. the letter whose position makes the sum 27.\n $\"figure\"/$ \nFor D, 27-4=23, which is W.\nFor L, 27-12=15, which is O.\nSo DL : WO, and option (a) is correct.","solHi":"विपरीत अक्षर सादृश्यता\nअक्षरों के वर्णक्रमिक स्थानांक लिखिए: C = 3, N = 14, X = 24, M = 13।\nचूँकि 3+24=27 तथा 14+13=27 है, अतः प्रत्येक अक्षर के स्थान पर उसका विपरीत अक्षर रखा गया है, अर्थात् वह अक्षर जिसके स्थानांकों का योग 27 हो।\n $\"figure\"/$ \nD के लिए 27-4=23, अर्थात् W।\nL के लिए 27-12=15, अर्थात् O।\nइस प्रकार DL : WO बनता है, अतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6244,"n":44,"subject":"General Intelligence","stem":"Find the next element that replace the ? Logically\n8, 25, 59, 127, ?","stemHi":"तर्कसंगत रूप से ? के स्थान पर आने वाला अगला पद ज्ञात कीजिए।\n8, 25, 59, 127, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"253","textHi":null,"imageUrl":null},{"key":"b","text":"263","textHi":null,"imageUrl":null},{"key":"c","text":"274","textHi":null,"imageUrl":null},{"key":"d","text":"265","textHi":null,"imageUrl":null}],"correct":"b","sol":"Number series\nCompare each term with the one before it:

8 \times 2 + 9 = 25

.\n

25 \times 2 + 9 = 59

and

59 \times 2 + 9 = 127

, so the rule is: double the term and add 9.\n $\"figure\"/$ \nThe missing term is

127 \times 2 + 9 = 254 + 9 = 263

.\nHence option (b) is correct.","solHi":"संख्या शृंखला\nप्रत्येक पद की तुलना उससे पहले वाले पद से कीजिए:

8 \times 2 + 9 = 25

।\n

25 \times 2 + 9 = 59

तथा

59 \times 2 + 9 = 127

, अतः नियम है - पद को दोगुना कीजिए और 9 जोड़िए।\n $\"figure\"/$ \nअभीष्ट पद

= 127 \times 2 + 9 = 254 + 9 = 263

।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6245,"n":45,"subject":"General Intelligence","stem":"Find the next element that replace the? Logically\n11, 30, 68, 144, ?","stemHi":"तर्कसंगत रूप से ? के स्थान पर आने वाला अगला पद ज्ञात कीजिए।\n11, 30, 68, 144, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"311","textHi":null,"imageUrl":null},{"key":"b","text":"296","textHi":null,"imageUrl":null},{"key":"c","text":"291","textHi":null,"imageUrl":null},{"key":"d","text":"303","textHi":null,"imageUrl":null}],"correct":"b","sol":"Number series\nCheck the step from the first term to the second:

11 \times 2 + 8 = 30

.\n

30 \times 2 + 8 = 68

and

68 \times 2 + 8 = 144

, so every term is twice the previous term plus 8.\n $\"figure\"/$ \nTherefore the missing term is

144 \times 2 + 8 = 288 + 8 = 296

.\nHence option (b) is correct.","solHi":"संख्या शृंखला\nपहले पद से दूसरे पद तक का चरण जाँचिए:

11 \times 2 + 8 = 30

।\n

30 \times 2 + 8 = 68

तथा

68 \times 2 + 8 = 144

, अतः प्रत्येक पद पिछले पद का दोगुना करके 8 जोड़ने से बनता है।\n $\"figure\"/$ \nइसलिए अभीष्ट पद

= 144 \times 2 + 8 = 288 + 8 = 296

।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6246,"n":46,"subject":"General Intelligence","stem":"Find the next element that replace the ? Logically\n20, 31, 64, 163, ?","stemHi":"तर्कसंगत रूप से ? के स्थान पर आने वाला अगला पद ज्ञात कीजिए।\n20, 31, 64, 163, ?","context":null,"contextHi":null,"options":[{"key":"a","text":"461","textHi":null,"imageUrl":null},{"key":"b","text":"453","textHi":null,"imageUrl":null},{"key":"c","text":"460","textHi":null,"imageUrl":null},{"key":"d","text":"474","textHi":null,"imageUrl":null}],"correct":"c","sol":"Number series\nTake the differences of consecutive terms: 31-20=11, 64-31=33 and 163-64=99.\nEach difference is three times the one before it, since

11 \times 3 = 33

and

33 \times 3 = 99

.\n $\"figure\"/$ \nSo the next difference is

99 \times 3 = 297

.\nThe missing term is 163+297=460.\nHence option (c) is correct.","solHi":"संख्या शृंखला\nक्रमागत पदों का अंतर लीजिए: 31-20=11, 64-31=33 तथा 163-64=99।\nप्रत्येक अंतर पिछले अंतर का तीन गुना है, क्योंकि

11 \times 3 = 33

तथा

33 \times 3 = 99

है।\n $\"figure\"/$ \nअतः अगला अंतर

= 99 \times 3 = 297

होगा।\nअभीष्ट पद =163+297=460।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6247,"n":47,"subject":"General Intelligence","stem":"In three of the following pairs are same by same pattern except one pair. Which pair does not follow this pattern ?","stemHi":"निम्नलिखित युग्मों में से तीन युग्म एक ही प्रतिरूप के अनुसार समान हैं, केवल एक युग्म को छोड़कर। कौन-सा युग्म इस प्रतिरूप का पालन नहीं करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"20 : 17","textHi":null,"imageUrl":null},{"key":"b","text":"40 : 28","textHi":null,"imageUrl":null},{"key":"c","text":"

36 : 31

","textHi":null,"imageUrl":null},{"key":"d","text":"25 : 33","textHi":null,"imageUrl":null}],"correct":"b","sol":"$28","solHi":"$29","pos":2,"neg":0.5},{"id":6248,"n":48,"subject":"General Intelligence","stem":"You observe that a team member who was previously very enthusiastic has recently become disengaged and avoids interaction. What is the most socially intelligent response ?","stemHi":"आप देखते हैं कि टीम का एक सदस्य, जो पहले बहुत उत्साही था, हाल ही में कार्य से विरक्त हो गया है तथा बातचीत से बचता है। सामाजिक रूप से सर्वाधिक बुद्धिमत्तापूर्ण प्रतिक्रिया क्या होगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Privately talk to them, express concern, and offer help","textHi":"उनसे निजी तौर पर बात करें, चिंता व्यक्त करें तथा सहायता की पेशकश करें","imageUrl":null},{"key":"b","text":"Call them out during a team meeting for lack of participation","textHi":"भागीदारी की कमी के लिए टीम की बैठक में सबके सामने उनका नाम लें","imageUrl":null},{"key":"c","text":"Ignore the behavior and focus only on your own work","textHi":"इस व्यवहार की उपेक्षा करें और केवल अपने कार्य पर ध्यान दें","imageUrl":null},{"key":"d","text":"Immediately report them to senior management","textHi":"तुरंत उनकी शिकायत वरिष्ठ प्रबंधन से करें","imageUrl":null}],"correct":"a","sol":"Social intelligence\nThe sudden change in an enthusiastic colleague's behaviour is a signal that something is wrong; it is not yet a matter of discipline.\nA socially intelligent response first tries to understand the cause, and it does so without embarrassing the person.\n $\"figure\"/$ \nSpeaking to them privately shows concern, keeps their dignity intact and gives them room to explain the real difficulty.\nNaming them in a meeting humiliates them, ignoring the change abandons a colleague who may need help, and reporting them at once punishes before the cause is even known.\nHence option (a) is correct.","solHi":"सामाजिक बुद्धिमत्ता\nकिसी उत्साही सहकर्मी के व्यवहार में आया अचानक परिवर्तन इस बात का संकेत है कि कुछ गड़बड़ है; यह अभी अनुशासन का विषय नहीं है।\nसामाजिक रूप से बुद्धिमत्तापूर्ण प्रतिक्रिया सबसे पहले कारण जानने का प्रयास करती है, और वह भी व्यक्ति को लज्जित किए बिना।\n $\"figure\"/$ \nनिजी तौर पर बात करने से चिंता प्रकट होती है, उनका आत्मसम्मान बना रहता है और उन्हें अपनी वास्तविक कठिनाई बताने का अवसर मिलता है।\nबैठक में सबके सामने नाम लेना उन्हें अपमानित करता है, उपेक्षा करना ऐसे सहकर्मी को अकेला छोड़ देता है जिसे सहायता की आवश्यकता हो सकती है, तथा तुरंत शिकायत करना कारण जाने बिना ही दंड दे देता है।\nअतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6249,"n":49,"subject":"General Intelligence","stem":"Select the option that represents the correct order of the given words as they would appear in an English dictionary.\n1. Damocloids\n2. Damnifying\n3. Daltonisms\n4. Darwinized\n5. Dasymeters","stemHi":"उस विकल्प का चयन कीजिए जो दिए गए शब्दों को अंग्रेजी शब्दकोश में आने वाले सही क्रम में दर्शाता है।\n1. Damocloids\n2. Damnifying\n3. Daltonisms\n4. Darwinized\n5. Dasymeters","context":null,"contextHi":null,"options":[{"key":"a","text":"5, 1, 2, 4, 3","textHi":null,"imageUrl":null},{"key":"b","text":"3, 2, 1, 4, 5","textHi":null,"imageUrl":null},{"key":"c","text":"3, 1, 4, 2, 5","textHi":null,"imageUrl":null},{"key":"d","text":"3, 1, 5, 4, 2","textHi":null,"imageUrl":null}],"correct":"b","sol":"Dictionary order\nAll five words begin with 'Da', so compare the third letter: Daltonisms has 'l', Damocloids and Damnifying have 'm', Darwinized has 'r' and Dasymeters has 's'.\nSince l < m < r < s, Daltonisms comes first, and Darwinized then Dasymeters come last.\nFor the two 'Dam' words compare the fourth letter: Damnifying has 'n' and Damocloids has 'o', and n comes before o.\n $\"figure\"/$ \nSo the order is Daltonisms → Damnifying → Damocloids → Darwinized → Dasymeters, that is 3, 2, 1, 4, 5.\nHence option (b) is correct.","solHi":"शब्दकोश क्रम\nसभी पाँच शब्द 'Da' से आरंभ होते हैं, अतः तीसरा अक्षर देखिए: Daltonisms में 'l', Damocloids तथा Damnifying में 'm', Darwinized में 'r' और Dasymeters में 's' है।\nचूँकि l < m < r < s है, अतः Daltonisms सबसे पहले तथा उसके बाद अंत में Darwinized और फिर Dasymeters आएँगे।\n'Dam' वाले दोनों शब्दों में चौथा अक्षर देखिए: Damnifying में 'n' तथा Damocloids में 'o' है, और n, o से पहले आता है।\n $\"figure\"/$ \nअतः क्रम है - Daltonisms → Damnifying → Damocloids → Darwinized → Dasymeters, अर्थात् 3, 2, 1, 4, 5।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6250,"n":50,"subject":"General Intelligence","stem":"Select the option that represents the correct order of the given words as they would appear in an English dictionary.\n6. Production\n7. Progress\n8. Program\n9. Project\n10. Profit\n11. Producer","stemHi":"उस विकल्प का चयन कीजिए जो दिए गए शब्दों को अंग्रेजी शब्दकोश में आने वाले सही क्रम में दर्शाता है।\n6. Production\n7. Progress\n8. Program\n9. Project\n10. Profit\n11. Producer","context":null,"contextHi":null,"options":[{"key":"a","text":"6, 1, 5, 3, 2, 4","textHi":null,"imageUrl":null},{"key":"b","text":"6, 1, 5, 2, 3, 4","textHi":null,"imageUrl":null},{"key":"c","text":"6, 5, 1, 2, 3, 4","textHi":null,"imageUrl":null},{"key":"d","text":"6, 5, 2, 4, 3, 1","textHi":null,"imageUrl":null}],"correct":"a","sol":"Dictionary order\nEvery word begins with 'Pro', so compare the fourth letter: Producer and Production have 'd', Profit has 'f', Program and Progress have 'g', and Project has 'j'.\nSince d < f < g < j, the blocks fall in the order Produc… , Profit, Prog… , Project.\nProducer and Production agree up to 'Produc'; the next letters are 'e' and 't', and e < t, so Producer comes first.\nProgram and Progress agree up to 'Progr'; the next letters are 'a' and 'e', so Program comes first.\n $\"figure\"/$ \nThe dictionary order is Producer → Production → Profit → Program → Progress → Project, that is 6, 1, 5, 3, 2, 4.\nHence option (a) is correct.","solHi":"शब्दकोश क्रम\nप्रत्येक शब्द 'Pro' से आरंभ होता है, अतः चौथा अक्षर देखिए: Producer तथा Production में 'd', Profit में 'f', Program तथा Progress में 'g' और Project में 'j' है।\nचूँकि d < f < g < j है, अतः क्रम इस प्रकार बनेगा - Produc…, Profit, Prog…, Project।\nProducer तथा Production 'Produc' तक समान हैं; इसके आगे 'e' और 't' आते हैं, और e < t है, अतः Producer पहले आएगा।\nProgram तथा Progress 'Progr' तक समान हैं; इसके आगे 'a' और 'e' आते हैं, अतः Program पहले आएगा।\n $\"figure\"/$ \nशब्दकोश क्रम है - Producer → Production → Profit → Program → Progress → Project, अर्थात् 6, 1, 5, 3, 2, 4।\nअतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6251,"n":51,"subject":"Quantitative Aptitude","stem":"If

A + B + C = 0

, and

A^{2} + B^{2} + C^{2} =

64 , then find the value of

A B + B C + C A

","stemHi":"यदि

A + B + C = 0

है, तथा

A^{2} + B^{2} + C^{2} =

64 है, तो

A B + B C + C A

का मान ज्ञात कीजिए।","context":null,"contextHi":null,"options":[{"key":"a","text":"-32","textHi":null,"imageUrl":null},{"key":"b","text":"32","textHi":null,"imageUrl":null},{"key":"c","text":"-64","textHi":null,"imageUrl":null},{"key":"d","text":"64","textHi":null,"imageUrl":null}],"correct":"a","sol":"$2a","solHi":"$2b","pos":2,"neg":0.5},{"id":6252,"n":52,"subject":"Quantitative Aptitude","stem":"P, Q, and R invest in a business with their capitals in the ratio 4 : 5 : 6. After 8 months, P increases his capital by

50 %

. At the end of 2 years, the total profit earned is ₹1,40,000. How much profit does P receive?","stemHi":"P, Q तथा R किसी व्यवसाय में 4 : 5 : 6 के अनुपात में पूँजी निवेश करते हैं। 8 महीने बाद P अपनी पूँजी

50 %

बढ़ा देता है। 2 वर्ष के अंत में अर्जित कुल लाभ ₹1,40,000 है। P को कितना लाभ प्राप्त होता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rs. 58,000","textHi":null,"imageUrl":null},{"key":"b","text":"Rs. 40,456.78","textHi":null,"imageUrl":null},{"key":"c","text":"Rs. 42,000","textHi":null,"imageUrl":null},{"key":"d","text":"Rs. 45,714.28","textHi":null,"imageUrl":null}],"correct":"d","sol":"$2c","solHi":"$2d","pos":2,"neg":0.5},{"id":6253,"n":53,"subject":"Quantitative Aptitude","stem":"If

\sin A = \frac{15}{17}

and

\cos B = \frac{8}{17}

, find

\cos A \cos B + \sin A \sin B

","stemHi":"यदि

\sin A = \frac{15}{17}

तथा

\cos B = \frac{8}{17}

है, तो

\cos A \cos B + \sin A \sin B

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

\frac{120}{289}

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

\frac{17}{289}

","textHi":null,"imageUrl":null},{"key":"c","text":"1","textHi":null,"imageUrl":null},{"key":"d","text":"

\frac{8}{17}

","textHi":null,"imageUrl":null}],"correct":"c","sol":"$2e","solHi":"$2f","pos":2,"neg":0.5},{"id":6254,"n":54,"subject":"Quantitative Aptitude","stem":"A vendor buys apples at 6 for ₹80 and sells them at 4 for ₹90. What is his profit or loss percentage?","stemHi":"एक विक्रेता 6 सेब ₹80 में खरीदता है तथा 4 सेब ₹90 में बेचता है। उसका लाभ अथवा हानि प्रतिशत क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"64.75% profit","textHi":"64.75% लाभ","imageUrl":null},{"key":"b","text":"65.65% loss","textHi":"65.65% हानि","imageUrl":null},{"key":"c","text":"67.50% loss","textHi":"67.50% हानि","imageUrl":null},{"key":"d","text":"68.75% profit","textHi":"68.75% लाभ","imageUrl":null}],"correct":"d","sol":"$30","solHi":"$31","pos":2,"neg":0.5},{"id":6255,"n":55,"subject":"Quantitative Aptitude","stem":"P and Q together have Rs. 12000. If

\frac{5}{11}

P^{'}

s amount is equal to

\frac{4}{7}

Q^{'}

s amount, how much amount does P have?","stemHi":"P तथा Q के पास मिलाकर Rs. 12000 हैं। यदि

\frac{5}{11}

गुना

P^{'}

की राशि,

\frac{4}{7}

गुना

Q^{'}

की राशि के बराबर है, तो P के पास कितनी राशि है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rs. 6683.5","textHi":null,"imageUrl":null},{"key":"b","text":"Rs. 7000","textHi":null,"imageUrl":null},{"key":"c","text":"Rs. 5016","textHi":null,"imageUrl":null},{"key":"d","text":"Rs. 5498.5","textHi":null,"imageUrl":null}],"correct":"a","sol":"$32","solHi":"$33","pos":2,"neg":0.5},{"id":6256,"n":56,"subject":"Quantitative Aptitude","stem":"An amount is said to double in 8 years with compound interest. How many years will it take for the amount to grow to 16 times its original value ?","stemHi":"चक्रवृद्धि ब्याज पर कोई धनराशि 8 वर्षों में दोगुनी हो जाती है। उसी धनराशि को अपने मूल मान का 16 गुना होने में कितने वर्ष लगेंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"35","textHi":null,"imageUrl":null},{"key":"b","text":"30","textHi":null,"imageUrl":null},{"key":"c","text":"32","textHi":null,"imageUrl":null},{"key":"d","text":"20","textHi":null,"imageUrl":null}],"correct":"c","sol":"Compound interest doubling\nUnder compound interest the amount is multiplied by the same factor in every equal interval of time.\nThe amount becomes 2 times in 8 years, so in 8n years it becomes

2^{n}

times.\n $\"figure\"/$ \nWe need 16 times, and

16 = 2^{4}

, so n=4.\nRequired time

= 4 \times 8 = 32

years.\nHence option (c) is correct.","solHi":"चक्रवृद्धि ब्याज - दोगुना होना\nचक्रवृद्धि ब्याज में प्रत्येक समान समय-अंतराल में मिश्रधन उसी गुणक से गुणित होता रहता है।\nधन 8 वर्ष में 2 गुना हो जाता है, अतः 8n वर्ष में यह

2^{n}

गुना हो जाएगा।\n $\"figure\"/$ \nहमें 16 गुना चाहिए और

16 = 2^{4}

है, अतः n=4।\nअभीष्ट समय

= 4 \times 8 = 32

वर्ष।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6257,"n":57,"subject":"Quantitative Aptitude","stem":"The ratio of the speeds of a bike and a car is

5 : 7

. If the bike travels 180 km in 6 hours, how far will the car travel in 8 hours ?","stemHi":"एक बाइक तथा एक कार की चालों का अनुपात

5 : 7

है। यदि बाइक 6 घंटे में 180 km की दूरी तय करती है, तो कार 8 घंटे में कितनी दूरी तय करेगी?","context":null,"contextHi":null,"options":[{"key":"a","text":"300 km","textHi":null,"imageUrl":null},{"key":"b","text":"336 km","textHi":null,"imageUrl":null},{"key":"c","text":"350 km","textHi":null,"imageUrl":null},{"key":"d","text":"380 km","textHi":null,"imageUrl":null}],"correct":"b","sol":"Ratio of speeds\nSpeed of the bike

= \frac{180}{6} = 30

km/h.\nLet the speeds be 5x and 7x; then 5x=30, so x=6.\nSpeed of the car

= 7 \times 6 = 42

km/h.\nDistance covered by the car in 8 hours

= 42 \times 8 = 336

km.\nHence option (b) is correct.","solHi":"चालों का अनुपात\nबाइक की चाल

= \frac{180}{6} = 30

km/h।\nमाना कि चालें 5x तथा 7x हैं; तब 5x=30, अर्थात् x=6।\nकार की चाल

= 7 \times 6 = 42

km/h।\nकार द्वारा 8 घंटे में तय की गई दूरी

= 42 \times 8 = 336

km।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6258,"n":58,"subject":"Quantitative Aptitude","stem":"The average marks of 40 students is 66 . If one student who scored 50 is replaced by another who scored 90 , what will be the new average ?","stemHi":"40 छात्रों के औसत अंक 66 हैं। यदि 50 अंक प्राप्त करने वाले एक छात्र के स्थान पर 90 अंक प्राप्त करने वाला दूसरा छात्र आ जाए, तो नया औसत क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"67","textHi":null,"imageUrl":null},{"key":"b","text":"68","textHi":null,"imageUrl":null},{"key":"c","text":"60","textHi":null,"imageUrl":null},{"key":"d","text":"65","textHi":null,"imageUrl":null}],"correct":"a","sol":"Average after replacement\nTotal marks of the 40 students

= 40 \times 66 = 2640

.\nReplacing the student who scored 50 by one who scored 90 changes the total by 90-50=40.\nNew total =2640+40=2680.\nNew average

= \frac{2680}{40} = 67

.\nHence option (a) is correct.","solHi":"प्रतिस्थापन के बाद औसत\n40 छात्रों के कुल अंक

= 40 \times 66 = 2640

।\n50 अंक पाने वाले छात्र के स्थान पर 90 अंक पाने वाला छात्र आने से कुल अंकों में 90-50=40 का परिवर्तन होता है।\nनया योग =2640+40=2680।\nनया औसत

= \frac{2680}{40} = 67

।\nअतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6259,"n":59,"subject":"Quantitative Aptitude","stem":"Which of the following is the smallest number divisible by 11,15 , and 24 and leaves a remainder of 5 in each case ?","stemHi":"निम्नलिखित में से कौन-सी सबसे छोटी संख्या है, जो 11, 15 तथा 24 से भाग देने पर प्रत्येक स्थिति में शेषफल 5 छोड़ती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"1320","textHi":null,"imageUrl":null},{"key":"b","text":"1325","textHi":null,"imageUrl":null},{"key":"c","text":"1250","textHi":null,"imageUrl":null},{"key":"d","text":"1300","textHi":null,"imageUrl":null}],"correct":"b","sol":"$34","solHi":"$35","pos":2,"neg":0.5},{"id":6260,"n":60,"subject":"Quantitative Aptitude","stem":"The price of a shirt is increased by

30 %

and then again increased by

20 %

. What is the net percentage increase in price?","stemHi":"एक शर्ट की कीमत

30 %

बढ़ा दी जाती है और फिर उसे पुनः

20 %

बढ़ा दिया जाता है। कीमत में शुद्ध प्रतिशत वृद्धि क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"50%","textHi":null,"imageUrl":null},{"key":"b","text":"56%","textHi":null,"imageUrl":null},{"key":"c","text":"51%","textHi":null,"imageUrl":null},{"key":"d","text":"53%","textHi":null,"imageUrl":null}],"correct":"b","sol":"Successive percentage increase\nTake the original price as ₹100.\nAfter the first rise the price is

100 \times \frac{130}{100} = 130

.\nAfter the second rise it is

130 \times \frac{120}{100} = 156

.\nNet increase =156-100=56 on 100, that is 56%.\nShortcut:

30 + 20 + \frac{30 \times 20}{100} = 56

.\nHence option (b) is correct.","solHi":"क्रमिक प्रतिशत वृद्धि\nमूल कीमत ₹100 मानिए।\nपहली वृद्धि के बाद कीमत

= 100 \times \frac{130}{100} = 130

।\nदूसरी वृद्धि के बाद कीमत

= 130 \times \frac{120}{100} = 156

।\nशुद्ध वृद्धि =156-100=56 प्रति 100, अर्थात् 56%।\nसंक्षिप्त विधि:

30 + 20 + \frac{30 \times 20}{100} = 56

।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6261,"n":61,"subject":"Quantitative Aptitude","stem":"P can complete a task in 20 days and ,

Q

can finish a task in 30 days respectively.

P

starts the work and works for 8 days, after which

Q

joins P. How many more days will they take to complete the task ?","stemHi":"P एक कार्य को 20 दिनों में और

Q

एक कार्य को क्रमशः 30 दिनों में पूरा कर सकता है।

P

कार्य आरंभ करता है और 8 दिनों तक कार्य करता है, जिसके बाद

Q

भी P के साथ कार्य में जुड़ जाता है। शेष कार्य पूरा करने में उन्हें और कितने दिन लगेंगे?","context":null,"contextHi":null,"options":[{"key":"a","text":"7.2 days","textHi":"7.2 दिन","imageUrl":null},{"key":"b","text":"7.5 days","textHi":"7.5 दिन","imageUrl":null},{"key":"c","text":"7.8 days","textHi":"7.8 दिन","imageUrl":null},{"key":"d","text":"7.4 days","textHi":"7.4 दिन","imageUrl":null}],"correct":"a","sol":"$36","solHi":"$37","pos":2,"neg":0.5},{"id":6262,"n":62,"subject":"Quantitative Aptitude","stem":"A fan's cost price is unknown. A retailer marks it up so that its marked price is ₹8,000. They offer a 25% discount on this marked price. Even after the discount, they make a profit of 20%. What was the original cost price of the fan for the retailer ?","stemHi":"एक पंखे का क्रय मूल्य ज्ञात नहीं है। एक फुटकर विक्रेता उस पर इस प्रकार मूल्य अंकित करता है कि उसका अंकित मूल्य ₹8,000 हो जाता है। वह इस अंकित मूल्य पर 25% की छूट देता है। छूट देने के बाद भी उसे 20% का लाभ होता है। फुटकर विक्रेता के लिए पंखे का मूल क्रय मूल्य कितना था?","context":null,"contextHi":null,"options":[{"key":"a","text":"₹5,000","textHi":null,"imageUrl":null},{"key":"b","text":"₹5,500","textHi":null,"imageUrl":null},{"key":"c","text":"₹5,200","textHi":null,"imageUrl":null},{"key":"d","text":"₹5,000","textHi":null,"imageUrl":null}],"correct":"d","sol":"$38","solHi":"$39","pos":2,"neg":0.5},{"id":6263,"n":63,"subject":"Quantitative Aptitude","stem":"A sum of money amounts to ₹8,840 in 7 years and to ₹9,880 in 9 years at a certain rate of simple interest. What is the annual rate of interest?","stemHi":"एक धनराशि साधारण ब्याज की किसी निश्चित दर पर 7 वर्षों में ₹8,840 और 9 वर्षों में ₹9,880 हो जाती है। ब्याज की वार्षिक दर कितनी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"12%","textHi":null,"imageUrl":null},{"key":"b","text":"15%","textHi":null,"imageUrl":null},{"key":"c","text":"10%","textHi":null,"imageUrl":null},{"key":"d","text":"13%","textHi":null,"imageUrl":null}],"correct":"c","sol":"$3a","solHi":"$3b","pos":2,"neg":0.5},{"id":6264,"n":64,"subject":"Quantitative Aptitude","stem":"Find the value of\n

\sqrt{15 + \sqrt{15 + \sqrt{15 + \dots}}}

","stemHi":"निम्नलिखित का मान ज्ञात कीजिए:\n

\sqrt{15 + \sqrt{15 + \sqrt{15 + \dots}}}

","context":null,"contextHi":null,"options":[{"key":"a","text":"5","textHi":null,"imageUrl":null},{"key":"b","text":"3","textHi":null,"imageUrl":null},{"key":"c","text":"8","textHi":null,"imageUrl":null},{"key":"d","text":"15","textHi":null,"imageUrl":null}],"correct":"a","sol":"$3c","solHi":"$3d","pos":2,"neg":0.5},{"id":6265,"n":65,"subject":"Quantitative Aptitude","stem":"A drum contains 120 litres of a

80 %

pure acid solution. If 16 litres of this solution are removed and replaced with 16 litres of pure water, what is the new percentage of acid in the solution ?","stemHi":"एक ड्रम में

80 %

शुद्ध अम्ल वाले विलयन के 120 लीटर हैं। यदि इस विलयन में से 16 लीटर निकालकर उसके स्थान पर 16 लीटर शुद्ध जल मिला दिया जाए, तो विलयन में अम्ल का नया प्रतिशत क्या होगा?","context":null,"contextHi":null,"options":[{"key":"a","text":"60.33%","textHi":null,"imageUrl":null},{"key":"b","text":"61 %","textHi":null,"imageUrl":null},{"key":"c","text":"69.33%","textHi":null,"imageUrl":null},{"key":"d","text":"65%","textHi":null,"imageUrl":null}],"correct":"c","sol":"$3e","solHi":"$3f","pos":2,"neg":0.5},{"id":6266,"n":66,"subject":"Quantitative Aptitude","stem":"A chord of a circle measures 24 cm in length, and the perpendicular distance from the center of the circle to the chord is 9 cm . What is the radius of the circle ?","stemHi":"एक वृत्त की जीवा की लंबाई 24 cm है तथा वृत्त के केंद्र से उस जीवा पर डाली गई लंब दूरी 9 cm है। वृत्त की त्रिज्या कितनी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"15 cm","textHi":null,"imageUrl":null},{"key":"b","text":"16 cm","textHi":null,"imageUrl":null},{"key":"c","text":"20 cm","textHi":null,"imageUrl":null},{"key":"d","text":"24 cm","textHi":null,"imageUrl":null}],"correct":"a","sol":"$40","solHi":"$41","pos":2,"neg":0.5},{"id":6267,"n":67,"subject":"Quantitative Aptitude","stem":"A 8 cm-radius solid metal sphere is melted and reshaped into smaller spheres, each with a 2 cm radius. From the original sphere, how many smaller spheres can be created ?","stemHi":"8 cm त्रिज्या वाले एक ठोस धातु के गोले को पिघलाकर 2 cm त्रिज्या वाले छोटे गोले बनाए जाते हैं। मूल गोले से ऐसे कितने छोटे गोले बनाए जा सकते हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"63","textHi":null,"imageUrl":null},{"key":"b","text":"66","textHi":null,"imageUrl":null},{"key":"c","text":"64","textHi":null,"imageUrl":null},{"key":"d","text":"65","textHi":null,"imageUrl":null}],"correct":"c","sol":"$42","solHi":"$43","pos":2,"neg":0.5},{"id":6268,"n":68,"subject":"Quantitative Aptitude","stem":"A solid spherical block is melted and recast into a cylinder of the same radius. The height of the cylinder is what fraction of the radius of the sphere ?","stemHi":"एक ठोस गोलाकार ब्लॉक को पिघलाकर उसी त्रिज्या का एक बेलन बनाया जाता है। बेलन की ऊँचाई, गोले की त्रिज्या का कितना भाग है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

\frac{4}{3}

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

\frac{3}{4}

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

\frac{5}{4}

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

\frac{3}{5}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$44","solHi":"$45","pos":2,"neg":0.5},{"id":6269,"n":69,"subject":"Quantitative Aptitude","stem":"What is the value of

(4.5)^{2} + \sqrt{2.25} - (6.5 \div 1.3)

?","stemHi":"

(4.5)^{2} + \sqrt{2.25} - (6.5 \div 1.3)

का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"20.45","textHi":null,"imageUrl":null},{"key":"b","text":"21.25","textHi":null,"imageUrl":null},{"key":"c","text":"20","textHi":null,"imageUrl":null},{"key":"d","text":"16.75","textHi":null,"imageUrl":null}],"correct":"d","sol":"Decimal simplification\nWork out each part separately and then apply BODMAS.\n

{(4.5)}^{2} = 4.5 \times 4.5 = 20.25

\sqrt{2.25} = \sqrt{\frac{225}{100}} = \frac{15}{10} = 1.5

6.5 \div 1.3 = \frac{65}{13} = 5

\nSo the expression =20.25+1.5-5=16.75.\nHence the correct option is (d).","solHi":"दशमलव सरलीकरण\nप्रत्येक भाग का मान अलग-अलग निकालिए और फिर BODMAS लागू कीजिए।\n

{(4.5)}^{2} = 4.5 \times 4.5 = 20.25

\sqrt{2.25} = \sqrt{\frac{225}{100}} = \frac{15}{10} = 1.5

6.5 \div 1.3 = \frac{65}{13} = 5

\nअतः व्यंजक =20.25+1.5-5=16.75।\nअतः सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":6270,"n":70,"subject":"Quantitative Aptitude","stem":"Simplify:

\frac{1}{\sqrt{7} - \sqrt{6}} + \frac{1}{\sqrt{7} + \sqrt{6}}

","stemHi":"सरल कीजिए:

\frac{1}{\sqrt{7} - \sqrt{6}} + \frac{1}{\sqrt{7} + \sqrt{6}}

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

2 \sqrt{7}

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

\sqrt{6}

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

\sqrt{7}

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

2 \sqrt{6}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$46","solHi":"$47","pos":2,"neg":0.5},{"id":6271,"n":71,"subject":"Quantitative Aptitude","stem":"A line passes through the point

(6, 8)

and has a slope of -3 . What is the equation of the line ?","stemHi":"एक रेखा बिंदु

(6, 8)

से होकर जाती है और उसकी प्रवणता (ढाल) -3 है। उस रेखा का समीकरण क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"

y = - 3 x + 26

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

y = - 3 x + 24

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

y = - 3 x - 26

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

y = - x + 26

","textHi":null,"imageUrl":null}],"correct":"a","sol":"Equation of a line\nPoint-slope form:

y - y_{1} = m (x - x_{1})

.\nHere m=-3,

x_{1} = 6

and

y_{1} = 8

.\ny-8=-3(x-6)\ny-8=-3x+18\ny=-3x+26\nCheck: putting x=6 gives y=-18+26=8, so the point (6,8) does lie on it.\nHence the correct option is (a).","solHi":"रेखा का समीकरण\nबिंदु-प्रवणता रूप:

y - y_{1} = m (x - x_{1})

।\nयहाँ m=-3,

x_{1} = 6

तथा

y_{1} = 8

है।\ny-8=-3(x-6)\ny-8=-3x+18\ny=-3x+26\nजाँच: x=6 रखने पर y=-18+26=8 आता है, अतः बिंदु (6,8) इस रेखा पर स्थित है।\nअतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6272,"n":72,"subject":"Quantitative Aptitude","stem":"Find the value of

k

such that the quadratic equation

y^{2} + k y + 36 = 0

has real and distinct roots.","stemHi":"

k

का वह मान ज्ञात कीजिए जिसके लिए द्विघात समीकरण

y^{2} + k y + 36 = 0

के मूल वास्तविक और भिन्न हों।","context":null,"contextHi":null,"options":[{"key":"a","text":"

k > 12

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

k > 10

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

k < - 15

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

k < - 11

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$48","solHi":"$49","pos":2,"neg":0.5},{"id":6273,"n":73,"subject":"Quantitative Aptitude","stem":"Simplify:\n

\frac{1 + \cot^{2} (x)}{1 + \tan^{2} (x)} \times \frac{cosec (x) - \cot (x)}{cosec (x) + \cot (x)}

","stemHi":"सरल कीजिए:\n

\frac{1 + \cot^{2} (x)}{1 + \tan^{2} (x)} \times \frac{cosec (x) - \cot (x)}{cosec (x) + \cot (x)}

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

\frac{1}{1 + \cos (x)}

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

\frac{\cot^{2} (x)}{1 + \cos (x)}

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

\frac{1 - \cos (x)}{1 + \cos (x)}

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

\frac{\cot^{2} (x) [1 - \cos (x)]}{1 + \cos (x)}

","textHi":null,"imageUrl":null}],"correct":"d","sol":"$4a","solHi":"$4b","pos":2,"neg":0.5},{"id":6274,"n":74,"subject":"Quantitative Aptitude","stem":"If

\cos θ = \frac{8}{27}

find

\sin^{2} θ

.","stemHi":"यदि

\cos θ = \frac{8}{27}

है, तो

\sin^{2} θ

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

\frac{665}{729}

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

\frac{793}{729}

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

\frac{625}{729}

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

\frac{650}{729}

","textHi":null,"imageUrl":null}],"correct":"a","sol":"$4c","solHi":"$4d","pos":2,"neg":0.5},{"id":6275,"n":75,"subject":"Quantitative Aptitude","stem":"In a right triangle

A B C

, right-angled at

B

, if

\cot B = 1

, what is the value of

2 \sin B \cos B

?","stemHi":"एक समकोण त्रिभुज

A B C

में, जिसका समकोण

B

पर है, यदि

\cot B = 1

है, तो

2 \sin B \cos B

का मान क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"3","textHi":null,"imageUrl":null},{"key":"b","text":"4","textHi":null,"imageUrl":null},{"key":"c","text":"1","textHi":null,"imageUrl":null},{"key":"d","text":"6","textHi":null,"imageUrl":null}],"correct":"c","sol":"$4e","solHi":"$4f","pos":2,"neg":0.5},{"id":6276,"n":76,"subject":"General Awareness","stem":"An Indian woman athlete created history by competing in fencing at the Tokyo Olympic Games. Who was she?","stemHi":"एक भारतीय महिला खिलाड़ी ने टोक्यो ओलंपिक खेलों में तलवारबाज़ी (फेंसिंग) में भाग लेकर इतिहास रच दिया। वह कौन थीं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Bhavani Devi","textHi":"भवानी देवी","imageUrl":null},{"key":"b","text":"P. V. Sindhu","textHi":"पी. वी. सिंधु","imageUrl":null},{"key":"c","text":"Manu Bhaker","textHi":"मनु भाकर","imageUrl":null},{"key":"d","text":"Dipa Karmakar","textHi":"दीपा करमाकर","imageUrl":null}],"correct":"a","sol":"Indians at the Olympics\nC. A. Bhavani Devi of Tamil Nadu became the first Indian fencer ever to qualify for the Olympic Games and competed in the women's sabre event at Tokyo 2020, held in 2021.\nShe won her opening bout against Nadia Ben Azizi of Tunisia before going out to France's Manon Brunet, and she is also an Asian Fencing Championship medallist.\n $\"figure\"/$ \nFencing is fought with three weapons - foil, epee and sabre - and rewards speed, reflexes and tactics.\nP. V. Sindhu plays badminton, Manu Bhaker is a shooter and Dipa Karmakar is a gymnast, so option (a) is the answer.","solHi":"ओलंपिक में भारतीय\nतमिलनाडु की सी. ए. भवानी देवी ओलंपिक खेलों के लिए क्वालीफाई करने वाली पहली भारतीय तलवारबाज़ बनीं और उन्होंने 2021 में आयोजित टोक्यो 2020 खेलों की महिला सेबर स्पर्धा में भाग लिया।\nउन्होंने अपना पहला मुकाबला ट्यूनीशिया की नादिया बेन अजीजी के विरुद्ध जीता और फिर फ्रांस की मैनन ब्रुनेट से हार गईं; वे एशियाई तलवारबाज़ी चैंपियनशिप की पदक विजेता भी हैं।\n $\"figure\"/$ \nतलवारबाज़ी तीन हथियारों - फ़ॉइल, एपी और सेबर - से खेली जाती है और इसमें गति, प्रतिवर्त तथा रणनीति की परख होती है।\nपी. वी. सिंधु बैडमिंटन खिलाड़ी हैं, मनु भाकर निशानेबाज़ हैं तथा दीपा करमाकर जिम्नास्ट हैं, अतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6277,"n":77,"subject":"General Awareness","stem":"In May 2025, who was holding the position of Chairman of the Bar Council of India ?","stemHi":"मई 2025 में भारतीय विधिज्ञ परिषद (Bar Council of India) के अध्यक्ष पद पर कौन आसीन थे?","context":null,"contextHi":null,"options":[{"key":"a","text":"Kapil Sibal","textHi":"कपिल सिब्बल","imageUrl":null},{"key":"b","text":"Manan Mishra","textHi":"मनन मिश्रा","imageUrl":null},{"key":"c","text":"Dushyant Dave","textHi":"दुष्यंत दवे","imageUrl":null},{"key":"d","text":"Harish Salve","textHi":"हरीश साल्वे","imageUrl":null}],"correct":"b","sol":"Bar Council of India\nSenior advocate Manan Kumar Mishra was the Chairman of the Bar Council of India in May 2025, having been re-elected to the post in February 2025 for a seventh consecutive term.\n $\"figure\"/$ \nThe Bar Council of India is a statutory body set up under the Advocates Act, 1961; it is headquartered in New Delhi, regulates the professional conduct of advocates and lays down the standards of legal education for law colleges.\nKapil Sibal is a senior advocate and politician who headed the Supreme Court Bar Association, Dushyant Dave is a former SCBA president and Harish Salve a former Solicitor General, but none of them chaired the BCI.\nSo option (b) is the answer.","solHi":"भारतीय विधिज्ञ परिषद\nवरिष्ठ अधिवक्ता मनन कुमार मिश्रा मई 2025 में भारतीय विधिज्ञ परिषद के अध्यक्ष थे; फरवरी 2025 में वे लगातार सातवीं बार इस पद पर पुनर्निर्वाचित हुए थे।\n $\"figure\"/$ \nभारतीय विधिज्ञ परिषद अधिवक्ता अधिनियम, 1961 के अंतर्गत गठित एक सांविधिक निकाय है; इसका मुख्यालय नई दिल्ली में है, यह अधिवक्ताओं के व्यावसायिक आचरण का नियमन करती है और विधि महाविद्यालयों के लिए विधिक शिक्षा के मानक निर्धारित करती है।\nकपिल सिब्बल वरिष्ठ अधिवक्ता एवं राजनेता हैं जो उच्चतम न्यायालय बार एसोसिएशन के अध्यक्ष रह चुके हैं, दुष्यंत दवे भी SCBA के पूर्व अध्यक्ष हैं तथा हरीश साल्वे पूर्व सॉलिसिटर जनरल हैं, किंतु इनमें से कोई BCI का अध्यक्ष नहीं रहा।\nइसलिए सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6278,"n":78,"subject":"General Awareness","stem":"The programme titled "EmpowHER Biz - Sapno Ki Udaan" was introduced to support women entrepreneurs under WEP in collaboration with which entity?","stemHi":"महिला उद्यमियों को सहायता देने के लिए WEP के अंतर्गत "EmpowHER Biz - Sapno Ki Udaan" नामक कार्यक्रम किस संस्था के सहयोग से आरंभ किया गया था?","context":null,"contextHi":null,"options":[{"key":"a","text":"New Shop","textHi":null,"imageUrl":null},{"key":"b","text":"SEWA Bharat","textHi":null,"imageUrl":null},{"key":"c","text":"Tata Group","textHi":null,"imageUrl":null},{"key":"d","text":"Amazon India","textHi":null,"imageUrl":null}],"correct":"a","sol":"Women Entrepreneurship Platform\n"EmpowHER Biz - Sapno Ki Udaan" was launched in January 2025 by the Women Entrepreneurship Platform (WEP) of NITI Aayog in partnership with New Shop, a convenience retail chain.\n $\"figure\"/$ \nThe programme trains and funds women who wish to run retail stores, offering mentorship, market linkage and franchise support so that they can own an outlet of their own.\nWEP itself was set up by NITI Aayog in 2018 and works on the three pillars of Iccha Shakti, Gyan Shakti and Karma Shakti.\nSEWA Bharat is a federation of women's cooperatives, the Tata Group is a conglomerate and Amazon India an e-commerce firm, so option (a) is the answer.","solHi":"महिला उद्यमिता मंच\n"EmpowHER Biz - Sapno Ki Udaan" जनवरी 2025 में नीति आयोग के महिला उद्यमिता मंच (WEP) द्वारा सुविधा-खुदरा शृंखला New Shop के सहयोग से आरंभ किया गया था।\n $\"figure\"/$ \nयह कार्यक्रम खुदरा दुकान चलाने की इच्छुक महिलाओं को प्रशिक्षण एवं वित्तीय सहायता देता है तथा मार्गदर्शन, बाज़ार से जुड़ाव और फ्रैंचाइज़ी सहयोग उपलब्ध कराता है, जिससे वे अपनी दुकान की स्वामी बन सकें।\nWEP की स्थापना नीति आयोग द्वारा 2018 में हुई थी और यह इच्छा शक्ति, ज्ञान शक्ति तथा कर्म शक्ति - इन तीन स्तंभों पर कार्य करता है।\nSEWA Bharat महिला सहकारी समितियों का संघ है, Tata Group एक औद्योगिक समूह है तथा Amazon India एक ई-कॉमर्स कंपनी है, अतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6279,"n":79,"subject":"General Awareness","stem":"As proposed in the Union Budget 2025-26, what is the main aim of the National Geospatial Mission?","stemHi":"केंद्रीय बजट 2025-26 में प्रस्तावित राष्ट्रीय भू-स्थानिक मिशन (National Geospatial Mission) का मुख्य उद्देश्य क्या है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Establishing a unified geospatial framework to support governance, planning, and development","textHi":"शासन, नियोजन और विकास में सहायता के लिए एक एकीकृत भू-स्थानिक ढाँचा तैयार करना","imageUrl":null},{"key":"b","text":"Encouraging private companies to launch satellites","textHi":"निजी कंपनियों को उपग्रह प्रक्षेपित करने के लिए प्रोत्साहित करना","imageUrl":null},{"key":"c","text":"Offering free GPS navigation services in rural regions","textHi":"ग्रामीण क्षेत्रों में निःशुल्क GPS नेविगेशन सेवाएँ उपलब्ध कराना","imageUrl":null},{"key":"d","text":"Tracking climate change only through satellite imagery","textHi":"केवल उपग्रह चित्रों के माध्यम से जलवायु परिवर्तन पर निगरानी रखना","imageUrl":null}],"correct":"a","sol":"Union Budget 2025-26\nThe National Geospatial Mission, announced in the Union Budget 2025-26, is meant to build a single, unified geospatial infrastructure - foundational maps, land records and spatial data shared across ministries.\n $\"figure\"/$ \nSuch a common framework helps in urban and infrastructure planning, land administration, disaster management and evidence-based policy making, and it feeds directly into Digital India and PM Gati Shakti.\nIt is a data and mapping mission, not a satellite-launch scheme (option b), not a free navigation service (option c) and not limited to climate monitoring (option d).\nSo option (a) is the answer.","solHi":"केंद्रीय बजट 2025-26\nकेंद्रीय बजट 2025-26 में घोषित राष्ट्रीय भू-स्थानिक मिशन का उद्देश्य एक एकीकृत भू-स्थानिक अवसंरचना तैयार करना है - आधारभूत मानचित्र, भूमि अभिलेख तथा स्थानिक आँकड़े जो सभी मंत्रालयों में साझा हों।\n $\"figure\"/$ \nऐसा साझा ढाँचा नगरीय एवं अवसंरचना नियोजन, भूमि प्रशासन, आपदा प्रबंधन और साक्ष्य-आधारित नीति-निर्माण में सहायक होता है तथा यह डिजिटल इंडिया और पीएम गति शक्ति से सीधे जुड़ता है।\nयह आँकड़ों एवं मानचित्रण से जुड़ा मिशन है, न कि उपग्रह प्रक्षेपण की योजना (विकल्प b), न निःशुल्क नेविगेशन सेवा (विकल्प c) और न ही केवल जलवायु निगरानी तक सीमित (विकल्प d)।\nइसलिए सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6280,"n":80,"subject":"General Awareness","stem":"Which index in 2025 reported that account ownership in India has increased to

89 %

since 2011 ?","stemHi":"2025 में किस सूचकांक ने बताया कि भारत में खाता-स्वामित्व 2011 से बढ़कर

89 %

हो गया है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Fiscal Health Index 2025","textHi":null,"imageUrl":null},{"key":"b","text":"Gross Financial Index 2025","textHi":null,"imageUrl":null},{"key":"c","text":"Global Findex 2025","textHi":null,"imageUrl":null},{"key":"d","text":"National Strategy for Financial Education","textHi":null,"imageUrl":null}],"correct":"c","sol":"Financial inclusion report\nThe Global Findex 2025 reported that account ownership in India has risen to about 89% of adults, a sharp jump from the level of 2011.\n $\"figure\"/$ \nGlobal Findex is the World Bank's database on financial inclusion; it tracks account ownership, digital payments, savings and borrowing across more than 140 economies.\nIndia's jump is credited largely to the Pradhan Mantri Jan Dhan Yojana, Aadhaar-based e-KYC and UPI - together called the JAM trinity.\nThe Fiscal Health Index is a NITI Aayog ranking of state finances and the National Strategy for Financial Education is an RBI-led plan, not a report of this kind, so option (c) is the answer.","solHi":"वित्तीय समावेशन रिपोर्ट\nGlobal Findex 2025 ने बताया कि भारत में वयस्कों के बीच खाता-स्वामित्व बढ़कर लगभग 89% हो गया है, जो 2011 के स्तर से बहुत बड़ी छलाँग है।\n $\"figure\"/$ \nGlobal Findex विश्व बैंक का वित्तीय समावेशन संबंधी आँकड़ा-कोश है; यह 140 से अधिक अर्थव्यवस्थाओं में खाता-स्वामित्व, डिजिटल भुगतान, बचत और ऋण की स्थिति पर नज़र रखता है।\nभारत की इस छलाँग का श्रेय मुख्यतः प्रधानमंत्री जन धन योजना, आधार आधारित e-KYC तथा UPI को जाता है, जिन्हें मिलाकर JAM त्रयी कहा जाता है।\nFiscal Health Index नीति आयोग द्वारा राज्यों की वित्तीय स्थिति की रैंकिंग है और National Strategy for Financial Education भारतीय रिज़र्व बैंक के नेतृत्व वाली योजना है, इस प्रकार की रिपोर्ट नहीं, अतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6281,"n":81,"subject":"General Awareness","stem":"Which conservation initiative is recognised as the world's first inter-continental translocation of a large wild carnivore, involving the movement of animals between continents?","stemHi":"कौन-सी संरक्षण पहल विश्व के पहले अंतर-महाद्वीपीय बृहत् वन्य मांसाहारी स्थानांतरण के रूप में मान्यता प्राप्त है, जिसमें पशुओं को एक महाद्वीप से दूसरे महाद्वीप तक ले जाया गया?","context":null,"contextHi":null,"options":[{"key":"a","text":"Project Tiger","textHi":"प्रोजेक्ट टाइगर","imageUrl":null},{"key":"b","text":"Project Cheetah","textHi":"प्रोजेक्ट चीता","imageUrl":null},{"key":"c","text":"Project Crocodile","textHi":"प्रोजेक्ट क्रोकोडाइल","imageUrl":null},{"key":"d","text":"Project Panther","textHi":"प्रोजेक्ट पैंथर","imageUrl":null}],"correct":"b","sol":"Wildlife conservation projects\nProject Cheetah began on 17 September 2022, when eight cheetahs flown in from Namibia were released at Kuno National Park in Madhya Pradesh.\nTwelve more cheetahs were brought from South Africa in February 2023.\n $\"figure\"/$ \nBecause the animals were carried from Africa to Asia, the programme is recognised as the world's first inter-continental translocation of a large wild carnivore.\nThe cheetah had been declared extinct in India in 1952, so this was the reintroduction of a lost species and not a shift within the country.\nProject Tiger (1973) and Project Crocodile (1975) operate only inside India, and there is no national programme called Project Panther.\nHence option (b) is correct.","solHi":"वन्यजीव संरक्षण परियोजनाएँ\nप्रोजेक्ट चीता 17 सितंबर 2022 को आरंभ हुआ, जब नामीबिया से लाए गए आठ चीतों को मध्य प्रदेश के कूनो राष्ट्रीय उद्यान में छोड़ा गया।\nफरवरी 2023 में दक्षिण अफ्रीका से बारह और चीते लाए गए।\n $\"figure\"/$ \nचूँकि पशुओं को अफ्रीका से एशिया तक लाया गया, इसलिए यह कार्यक्रम विश्व का पहला अंतर-महाद्वीपीय बृहत् वन्य मांसाहारी स्थानांतरण माना जाता है।\nभारत में चीते को 1952 में विलुप्त घोषित किया जा चुका था, अतः यह एक लुप्त प्रजाति का पुनःप्रवेश था, न कि देश के भीतर का स्थानांतरण।\nप्रोजेक्ट टाइगर (1973) तथा प्रोजेक्ट क्रोकोडाइल (1975) केवल भारत के भीतर संचालित होते हैं, और प्रोजेक्ट पैंथर नाम का कोई राष्ट्रीय कार्यक्रम नहीं है।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6282,"n":82,"subject":"General Awareness","stem":"Manu Joseph has written which of the following books?","stemHi":"Manu Joseph ने निम्नलिखित में से कौन-सी पुस्तक लिखी है?","context":null,"contextHi":null,"options":[{"key":"a","text":"The Inheritance of Loss","textHi":null,"imageUrl":null},{"key":"b","text":"Clear Light of Day","textHi":null,"imageUrl":null},{"key":"c","text":"The Illicit Happiness of Other People","textHi":null,"imageUrl":null},{"key":"d","text":"The God of Small Things","textHi":null,"imageUrl":null}],"correct":"c","sol":"Indian authors and books\n'The Illicit Happiness of Other People' (2012) is a semi-comic psychological mystery set in Madras, written by the journalist-novelist Manu Joseph.\n $\"figure\"/$ \nManu Joseph's debut novel 'Serious Men' (2010) won the PEN/Open Book Award and was later filmed, so the two titles are usually asked together.\nThe remaining three novels belong to entirely different writers, as the table shows.\nHence option (c) is correct.","solHi":"भारतीय लेखक एवं पुस्तकें\n'The Illicit Happiness of Other People' (2012) मद्रास की पृष्ठभूमि पर लिखा गया अर्ध-हास्यपूर्ण मनोवैज्ञानिक रहस्य-उपन्यास है, जिसके लेखक पत्रकार एवं उपन्यासकार Manu Joseph हैं।\n $\"figure\"/$ \nManu Joseph का पहला उपन्यास 'Serious Men' (2010) है, जिसे PEN/Open Book पुरस्कार मिला और बाद में उस पर फ़िल्म भी बनी; इसीलिए ये दोनों कृतियाँ प्रायः साथ पूछी जाती हैं।\nशेष तीनों उपन्यास बिल्कुल भिन्न लेखकों की कृतियाँ हैं, जैसा कि सारणी में दिखाया गया है।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6283,"n":83,"subject":"General Awareness","stem":"Abhanga Vanis are devotional folk songs traditionally associated with which Indian state?","stemHi":"अभंग वाणियाँ भक्ति लोकगीत हैं, जो पारंपरिक रूप से भारत के किस राज्य से संबंधित हैं?","context":null,"contextHi":null,"options":[{"key":"a","text":"Karnataka","textHi":"कर्नाटक","imageUrl":null},{"key":"b","text":"Gujarat","textHi":"गुजरात","imageUrl":null},{"key":"c","text":"Maharashtra","textHi":"महाराष्ट्र","imageUrl":null},{"key":"d","text":"Odisha","textHi":"ओडिशा","imageUrl":null}],"correct":"c","sol":"Bhakti folk traditions\nAbhanga is a form of devotional verse sung in praise of Lord Vitthal (Vithoba) of Pandharpur.\nThe Abhanga Vanis belong to the Varkari tradition of Maharashtra and were composed by Bhakti saints such as Sant Dnyaneshwar, Sant Namdev and Sant Tukaram.\nThe word 'abhanga' means 'unbroken', suggesting devotion and metre that never break; pilgrims sing these songs on the wari march to Pandharpur.\nKarnataka's parallel forms are the Vachanas and Haridasa kirtanas, Gujarat has bhajans and garba songs, and Odisha has the Jagannath devotional tradition.\nHence option (c) is correct.","solHi":"भक्ति लोक-परंपराएँ\nअभंग भक्ति-काव्य का वह रूप है जो पंढरपुर के भगवान विट्ठल (विठोबा) की स्तुति में गाया जाता है।\nअभंग वाणियाँ महाराष्ट्र की वारकरी परंपरा से जुड़ी हैं तथा इनकी रचना संत ज्ञानेश्वर, संत नामदेव और संत तुकाराम जैसे भक्ति संतों ने की थी।\n'अभंग' शब्द का अर्थ है 'जो टूटे नहीं', अर्थात् अखंड भक्ति; पंढरपुर की वारी में चलते हुए तीर्थयात्री ये गीत गाते हैं।\nकर्नाटक में इसके समतुल्य रूप वचन तथा हरिदास कीर्तन हैं, गुजरात में भजन एवं गरबा गीत हैं, और ओडिशा में जगन्नाथ भक्ति परंपरा है।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6284,"n":84,"subject":"General Awareness","stem":"In Uttarakhand, which of the following traditional dances is performed on the full moon night of Holi?","stemHi":"उत्तराखंड में निम्नलिखित में से कौन-सा पारंपरिक नृत्य होली की पूर्णिमा की रात को किया जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Dandiya","textHi":"डांडिया","imageUrl":null},{"key":"b","text":"Yakshagana","textHi":"यक्षगान","imageUrl":null},{"key":"c","text":"Jhoda","textHi":"झोड़ा","imageUrl":null},{"key":"d","text":"Dollu Kunitha","textHi":"डोल्लू कुनिथा","imageUrl":null}],"correct":"c","sol":"Folk dances of Uttarakhand\nJhoda is a folk dance of the Kumaon region of Uttarakhand in which men and women link hands and move in a large circle to the beat of the dhol and damau.\nIt is performed at fairs, weddings and community gatherings, and traditionally on the full moon night of Holi.\nThe dancers sing jhoda couplets in a call-and-response pattern, which is why the dance is named after the song form itself.\nDandiya belongs to Gujarat, while Yakshagana and Dollu Kunitha are art forms of Karnataka.\nHence option (c) is correct.","solHi":"उत्तराखंड के लोकनृत्य\nझोड़ा उत्तराखंड के कुमाऊँ क्षेत्र का लोकनृत्य है, जिसमें स्त्री-पुरुष हाथ पकड़कर ढोल-दमाऊ की ताल पर बड़े घेरे में नाचते हैं।\nयह मेलों, विवाहों तथा सामूहिक आयोजनों में और परंपरागत रूप से होली की पूर्णिमा की रात को किया जाता है।\nनर्तक प्रश्नोत्तर शैली में झोड़ा छंद गाते हैं, इसी गीत-रूप के नाम पर इस नृत्य का नाम पड़ा है।\nडांडिया गुजरात का है, जबकि यक्षगान तथा डोल्लू कुनिथा कर्नाटक की कला-विधाएँ हैं।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6285,"n":85,"subject":"General Awareness","stem":"A satellite that moves in the equatorial plane, has zero orbital inclination, and revolves around the Earth at an altitude close to

36, 000 km

is classified under which orbit type?","stemHi":"जो उपग्रह विषुवतीय तल में गति करता है, जिसका कक्षीय झुकाव शून्य है तथा जो पृथ्वी के चारों ओर लगभग

36, 000 km

की ऊँचाई पर परिक्रमा करता है, उसे किस कक्षा-प्रकार के अंतर्गत वर्गीकृत किया जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Low Earth Orbit (LEO)","textHi":"निम्न भू-कक्षा (LEO)","imageUrl":null},{"key":"b","text":"Medium Earth Orbit (MEO)","textHi":"मध्यम भू-कक्षा (MEO)","imageUrl":null},{"key":"c","text":"Geostationary Orbit","textHi":"भू-स्थिर कक्षा (Geostationary Orbit)","imageUrl":null},{"key":"d","text":"Highly Elliptical Orbit (HEO)","textHi":"उच्च दीर्घवृत्तीय कक्षा (HEO)","imageUrl":null}],"correct":"c","sol":"Satellite orbits\nA satellite that stays in the equatorial plane has an orbital inclination of

0^{\circ}

.\nAt an altitude of about 35,786 km — nearly 36,000 km — its orbital period becomes equal to the Earth's rotation period, T = 24 hours.\n $\"figure\"/$ \nMoving eastward with the same angular speed as the ground below, such a satellite appears fixed over one spot, so dish antennas pointed at INSAT and GSAT satellites need no tracking.\nLEO lies roughly between 160 km and 2,000 km and MEO between 2,000 km and 35,786 km, while a highly elliptical orbit has a large eccentricity instead of a circular equatorial path.\nHence option (c) is correct.","solHi":"उपग्रह कक्षाएँ\nजो उपग्रह विषुवतीय तल में ही रहता है, उसका कक्षीय झुकाव

0^{\circ}

होता है।\nलगभग 35,786 किमी — अर्थात् लगभग 36,000 किमी — की ऊँचाई पर उसका कक्षीय आवर्तकाल पृथ्वी के घूर्णन काल के बराबर हो जाता है, T = 24 घंटे।\n $\"figure\"/$ \nनीचे की भूमि के समान कोणीय चाल से पूर्व दिशा में घूमने के कारण ऐसा उपग्रह एक ही स्थान के ऊपर स्थिर प्रतीत होता है, इसीलिए INSAT तथा GSAT की ओर लगे डिश एंटीना को घुमाना नहीं पड़ता।\nLEO लगभग 160 किमी से 2,000 किमी के बीच तथा MEO लगभग 2,000 किमी से 35,786 किमी के बीच होती है, जबकि उच्च दीर्घवृत्तीय कक्षा में वृत्ताकार विषुवतीय पथ के स्थान पर अधिक उत्केंद्रता होती है।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6286,"n":86,"subject":"General Awareness","stem":"The rate of evaporation depends on factors such as exposed surface, air movement, and moisture in the air.\nWhich of the following does NOT significantly influence the rate of evaporation?","stemHi":"वाष्पन की दर खुली सतह, वायु की गति तथा वायु में उपस्थित नमी जैसे कारकों पर निर्भर करती है।\nनिम्नलिखित में से कौन वाष्पन की दर को उल्लेखनीय रूप से प्रभावित नहीं करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Temperature of the surroundings","textHi":"परिवेश का तापमान","imageUrl":null},{"key":"b","text":"Air flow over the surface","textHi":"सतह के ऊपर वायु का प्रवाह","imageUrl":null},{"key":"c","text":"Buoyant force","textHi":"उत्प्लावन बल","imageUrl":null},{"key":"d","text":"Moisture content of air","textHi":"वायु की नमी की मात्रा","imageUrl":null}],"correct":"c","sol":"Rate of evaporation\nEvaporation is a surface phenomenon: the faster-moving molecules at the free surface of a liquid escape into the air.\nIt therefore speeds up with a larger exposed surface area, a higher temperature, faster air flow over the surface, and lower humidity of the surrounding air.\nBuoyant force is the upward thrust a fluid exerts on a body immersed in it; it decides whether an object floats or sinks and has nothing to do with molecules leaving a surface.\nOptions (a), (b) and (d) are exactly the temperature, air-movement and moisture factors named in the question, so only buoyant force is the odd one out.\nHence option (c) is correct.","solHi":"वाष्पन की दर\nवाष्पन एक पृष्ठीय परिघटना है: द्रव की मुक्त सतह पर उपस्थित तीव्रगामी अणु वायु में निकल जाते हैं।\nअतः खुली सतह का क्षेत्रफल अधिक होने, ताप बढ़ने, सतह के ऊपर वायु का प्रवाह तेज़ होने तथा आसपास की वायु में आर्द्रता कम होने पर वाष्पन की दर बढ़ जाती है।\nउत्प्लावन बल वह ऊर्ध्वमुखी बल है जो द्रव में डूबी वस्तु पर लगता है; वह वस्तु के तैरने या डूबने को तय करता है, सतह से अणुओं के निकलने को नहीं।\nविकल्प (a), (b) तथा (d) ठीक वही ताप, वायु-गति एवं आर्द्रता संबंधी कारक हैं जिनका उल्लेख प्रश्न में है, अतः केवल उत्प्लावन बल ही असंगत है।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6287,"n":87,"subject":"General Awareness","stem":"The energy stored in an object due to its position above the ground is known by which term?","stemHi":"किसी वस्तु में भूमि से उसकी ऊँचाई के कारण संचित ऊर्जा किस नाम से जानी जाती है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Kinetic energy","textHi":"गतिज ऊर्जा","imageUrl":null},{"key":"b","text":"Gravitational potential energy","textHi":"गुरुत्वीय स्थितिज ऊर्जा","imageUrl":null},{"key":"c","text":"Chemical energy","textHi":"रासायनिक ऊर्जा","imageUrl":null},{"key":"d","text":"Thermal energy","textHi":"ऊष्मीय ऊर्जा","imageUrl":null}],"correct":"b","sol":"Potential energy\nThe energy a body stores merely because it stands at a height above the ground is called gravitational potential energy.\nIt equals the work done against gravity while raising the body, E = mgh, where m is the mass, g the acceleration due to gravity and h the height.\nSo a 2 kg brick lifted 5 m stores

E = 2 \times 9.8 \times 5 = 98

J, which is released the moment it falls.\nKinetic energy needs motion,

\frac{1}{2} m v^{2}

; chemical energy is locked in bonds and thermal energy lies in the random motion of particles — none of these depends on position alone.\nHence option (b) is correct.","solHi":"स्थितिज ऊर्जा\nकिसी वस्तु में केवल इसलिए संचित ऊर्जा कि वह भूमि से कुछ ऊँचाई पर है, गुरुत्वीय स्थितिज ऊर्जा कहलाती है।\nयह वस्तु को ऊपर उठाने में गुरुत्व के विरुद्ध किए गए कार्य के बराबर होती है, E = mgh, जहाँ m द्रव्यमान, g गुरुत्वीय त्वरण तथा h ऊँचाई है।\nअतः 5 मीटर ऊपर उठाई गई 2 किग्रा की ईंट में

E = 2 \times 9.8 \times 5 = 98

जूल ऊर्जा संचित होती है, जो गिरते ही मुक्त हो जाती है।\nगतिज ऊर्जा के लिए गति आवश्यक है,

\frac{1}{2} m v^{2}

; रासायनिक ऊर्जा बंधों में तथा ऊष्मीय ऊर्जा कणों की यादृच्छिक गति में निहित होती है — इनमें से कोई भी केवल स्थिति पर निर्भर नहीं करती।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6288,"n":88,"subject":"General Awareness","stem":"In October 2024, India's first airport-based, self-powered indoor air quality monitoring facility, named Pavana Chitra, was inaugurated at which location?","stemHi":"अक्टूबर 2024 में, भारत की पहली हवाई अड्डा-आधारित, स्वयं-ऊर्जित इनडोर वायु गुणवत्ता निगरानी सुविधा, जिसका नाम पवन चित्र (Pavana Chitra) है, किस स्थान पर उद्घाटित की गई थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"Rajiv Gandhi International Airport, Hyderabad","textHi":"राजीव गांधी अंतरराष्ट्रीय हवाई अड्डा, हैदराबाद","imageUrl":null},{"key":"b","text":"Thiruvananthapuram International Airport","textHi":"तिरुवनंतपुरम अंतरराष्ट्रीय हवाई अड्डा","imageUrl":null},{"key":"c","text":"Cochin International Airport","textHi":"कोचीन अंतरराष्ट्रीय हवाई अड्डा","imageUrl":null},{"key":"d","text":"Sardar Vallabhbhai Patel International Airport, Ahmedabad","textHi":"सरदार वल्लभभाई पटेल अंतरराष्ट्रीय हवाई अड्डा, अहमदाबाद","imageUrl":null}],"correct":"b","sol":"Current affairs: science facility\n'Pavana Chitra' is India's first airport-based, self-powered indoor air quality monitoring facility.\nIt was dedicated to the nation in October 2024 by Union Minister of State for Science and Technology Dr Jitendra Singh at Thiruvananthapuram International Airport, Kerala.\nThe unit works off-grid on indigenous indoor solar cells developed by CSIR-NIIST, Thiruvananthapuram, and displays terminal air quality in real time.\nThe name itself is a memory hook: 'Pavana' means air and 'Chitra' means picture, so it gives a live picture of the air inside the terminal.\nHence option (b) is correct.","solHi":"समसामयिकी: वैज्ञानिक सुविधा\n'पवन चित्र' (Pavana Chitra) भारत की पहली हवाई अड्डा-आधारित, स्वयं-ऊर्जित इनडोर वायु गुणवत्ता निगरानी सुविधा है।\nइसे अक्टूबर 2024 में विज्ञान एवं प्रौद्योगिकी राज्य मंत्री डॉ. जितेंद्र सिंह ने केरल के तिरुवनंतपुरम अंतरराष्ट्रीय हवाई अड्डे पर राष्ट्र को समर्पित किया।\nयह इकाई CSIR-NIIST, तिरुवनंतपुरम द्वारा विकसित स्वदेशी इनडोर सोलर सेलों से ग्रिड के बिना चलती है और टर्मिनल की वायु गुणवत्ता वास्तविक समय में दर्शाती है।\nनाम स्वयं स्मरण-सूत्र है: 'पवन' अर्थात् वायु और 'चित्र' अर्थात् तस्वीर, अर्थात् टर्मिनल के भीतर की वायु का सजीव चित्र।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6289,"n":89,"subject":"General Awareness","stem":"In August 2025, which Indian railway zone became the first to replace single-use plastics with compostable bioplastics on trains?","stemHi":"अगस्त 2025 में, कौन-सा भारतीय रेलवे ज़ोन गाड़ियों में एकल-उपयोग प्लास्टिक के स्थान पर कंपोस्टेबल बायोप्लास्टिक अपनाने वाला पहला ज़ोन बना?","context":null,"contextHi":null,"options":[{"key":"a","text":"Eastern Railway","textHi":"पूर्व रेलवे","imageUrl":null},{"key":"b","text":"Northeast Frontier Railway","textHi":"पूर्वोत्तर सीमांत रेलवे","imageUrl":null},{"key":"c","text":"Central Railway","textHi":"मध्य रेलवे","imageUrl":null},{"key":"d","text":"South Western Railway","textHi":"दक्षिण पश्चिम रेलवे","imageUrl":null}],"correct":"b","sol":"Current affairs: Indian Railways\nIn August 2025 the Northeast Frontier Railway (NFR) became the first Indian railway zone to replace single-use plastics on its trains with compostable bioplastics.\nNFR tied up with IIT Guwahati, whose ISO 17088-compliant compostable bags took the place of the plastic covers used for bed-roll and linen distribution.\nSuch bioplastic breaks down into compost instead of lying along the tracks for decades, which supports the Railways' single-use-plastic-free target.\nNFR, with its headquarters at Maligaon, Guwahati, serves the whole North-East and is often the testing ground for such green initiatives.\nHence option (b) is correct.","solHi":"समसामयिकी: भारतीय रेल\nअगस्त 2025 में पूर्वोत्तर सीमांत रेलवे (NFR) अपनी गाड़ियों में एकल-उपयोग प्लास्टिक के स्थान पर कंपोस्टेबल बायोप्लास्टिक अपनाने वाला पहला भारतीय रेलवे ज़ोन बना।\nNFR ने IIT गुवाहाटी के साथ भागीदारी की, जिसके ISO 17088 अनुरूप कंपोस्टेबल थैलों ने बिस्तर एवं लिनेन वितरण में प्रयुक्त प्लास्टिक कवरों का स्थान ले लिया।\nऐसा बायोप्लास्टिक दशकों तक पटरियों के किनारे पड़ा रहने के बजाय खाद में बदल जाता है, जिससे रेलवे का एकल-उपयोग-प्लास्टिक-मुक्त लक्ष्य सुदृढ़ होता है।\nमालीगाँव, गुवाहाटी में मुख्यालय वाला NFR पूरे पूर्वोत्तर की सेवा करता है और ऐसी हरित पहलों की प्रायः प्रयोगभूमि रहा है।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6290,"n":90,"subject":"General Awareness","stem":"Which of the following rulers were assassinated by their own nobles?\nI. Farrukh Siyar\nII. Alamgir II\nIII. Pushyamitra Shunga","stemHi":"निम्नलिखित में से किन शासकों की हत्या उनके अपने ही अमीरों द्वारा की गई थी?\nI. फर्रुखसियर\nII. आलमगीर II\nIII. पुष्यमित्र शुंग","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I","textHi":"केवल I","imageUrl":null},{"key":"b","text":"Only II","textHi":"केवल II","imageUrl":null},{"key":"c","text":"Both I and II","textHi":"I और II दोनों","imageUrl":null},{"key":"d","text":"Neither I nor III","textHi":"न तो I और न ही III","imageUrl":null}],"correct":"c","sol":"Rulers killed by nobles\nFarrukh Siyar was raised to the Mughal throne in 1713 by the Sayyid brothers, Abdullah Khan and Hussain Ali Khan, the 'kingmakers' of the period.\nWhen he tried to shake off their control they blinded, deposed and killed him in 1719, so statement I is correct.\n $\"figure\"/$ \nAlamgir II was placed on the throne in 1754 by his wazir Imad-ul-Mulk and was murdered by that same noble's conspiracy at Kotla Fateh Shah in 1759, so statement II is also correct.\nPushyamitra Shunga is the opposite case: he was the commander who killed the Mauryan king Brihadratha and founded the Shunga dynasty; he himself died a natural death after a long reign.\nBoth I and II are therefore true, and hence option (c) is correct.","solHi":"अमीरों द्वारा मारे गए शासक\nफर्रुखसियर को 1713 में सैयद बंधुओं — अब्दुल्ला खाँ तथा हुसैन अली खाँ — ने मुगल सिंहासन पर बैठाया था, जो उस काल के 'बादशाह-निर्माता' कहलाते थे।\nजब उसने उनके नियंत्रण से मुक्त होने का प्रयास किया, तो उन्होंने 1719 में उसे अंधा कर, अपदस्थ कर मरवा दिया; अतः कथन I सही है।\n $\"figure\"/$ \nआलमगीर II को 1754 में उसके वज़ीर इमाद-उल-मुल्क ने गद्दी पर बैठाया और उसी अमीर के षड्यंत्र से 1759 में कोटला फतेह शाह में उसकी हत्या कर दी गई; अतः कथन II भी सही है।\nपुष्यमित्र शुंग का मामला उल्टा है: वह स्वयं वह सेनापति था जिसने मौर्य शासक बृहद्रथ का वध कर शुंग वंश की स्थापना की; लंबे शासन के बाद उसकी स्वाभाविक मृत्यु हुई।\nइस प्रकार I और II दोनों सत्य हैं, अतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6291,"n":91,"subject":"General Awareness","stem":"In Microeconomics, the diagram that shows the relationship between price and quantity demanded is called:","stemHi":"सूक्ष्म अर्थशास्त्र में, कीमत तथा माँगी गई मात्रा के बीच संबंध दर्शाने वाला आरेख कहलाता है:","context":null,"contextHi":null,"options":[{"key":"a","text":"Price-Quantity Line","textHi":"कीमत-मात्रा रेखा","imageUrl":null},{"key":"b","text":"Demand Curve","textHi":"माँग वक्र","imageUrl":null},{"key":"c","text":"Supply Schedule","textHi":"पूर्ति अनुसूची","imageUrl":null},{"key":"d","text":"Seller Graph","textHi":"विक्रेता ग्राफ","imageUrl":null}],"correct":"b","sol":"Demand curve\nThe demand curve is the graphical picture of the relation between the price of a good and the quantity demanded of it, other things remaining equal.\nPrice is taken on the vertical axis and quantity demanded on the horizontal axis.\n $\"figure\"/$ \nIt slopes downward from left to right, which is the law of demand: a rise in price lowers the quantity demanded and a fall in price raises it.\nA supply schedule is only a table of prices and quantities supplied, while 'Price-Quantity Line' and 'Seller Graph' are not terms used in economics at all.\nHence option (b) is correct.","solHi":"माँग वक्र\nमाँग वक्र किसी वस्तु की कीमत तथा उसकी माँगी गई मात्रा के बीच के संबंध का ग्राफीय चित्रण है, जबकि अन्य बातें समान रहती हैं।\nकीमत को ऊर्ध्वाधर अक्ष पर तथा माँगी गई मात्रा को क्षैतिज अक्ष पर लिया जाता है।\n $\"figure\"/$ \nयह बाएँ से दाएँ नीचे की ओर ढलान लिए होता है, यही माँग का नियम है: कीमत बढ़ने पर माँगी गई मात्रा घटती है और कीमत घटने पर बढ़ती है।\nपूर्ति अनुसूची तो केवल कीमतों एवं पूर्ति की गई मात्राओं की एक सारणी है, जबकि 'Price-Quantity Line' तथा 'Seller Graph' अर्थशास्त्र में प्रयुक्त पद ही नहीं हैं।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6292,"n":92,"subject":"General Awareness","stem":"India launched the National Infrastructure Pipeline (NIP) to boost long-term infrastructure investment in which year?","stemHi":"भारत ने दीर्घकालिक अवसंरचना निवेश को बढ़ावा देने के लिए राष्ट्रीय अवसंरचना पाइपलाइन (NIP) किस वर्ष में आरंभ की थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"2018","textHi":null,"imageUrl":null},{"key":"b","text":"2019","textHi":null,"imageUrl":null},{"key":"c","text":"2020","textHi":null,"imageUrl":null},{"key":"d","text":"2021","textHi":null,"imageUrl":null}],"correct":"b","sol":"National Infrastructure Pipeline\nThe National Infrastructure Pipeline (NIP) was launched on 31 December 2019 by Finance Minister Nirmala Sitharaman.\nA task force under Atanu Chakraborty had been set up in September 2019 to draw up the project list, and its final report came in April 2020.\nThe pipeline began with projects worth about ₹102 lakh crore for FY 2019-20 to FY 2024-25, later enlarged to about ₹111 lakh crore.\nEnergy, roads, railways, urban and digital infrastructure account for the bulk of the outlay, shared between the Centre, the States and the private sector.\nHence option (b) is correct.","solHi":"राष्ट्रीय अवसंरचना पाइपलाइन\nराष्ट्रीय अवसंरचना पाइपलाइन (NIP) का शुभारंभ 31 दिसंबर 2019 को वित्त मंत्री निर्मला सीतारमण ने किया था।\nपरियोजनाओं की सूची तैयार करने के लिए सितंबर 2019 में अतनु चक्रवर्ती की अध्यक्षता में कार्यबल गठित किया गया था, जिसकी अंतिम रिपोर्ट अप्रैल 2020 में आई।\nयह पाइपलाइन वित्त वर्ष 2019-20 से 2024-25 के लिए लगभग ₹102 लाख करोड़ की परियोजनाओं से आरंभ हुई, जिसे बाद में बढ़ाकर लगभग ₹111 लाख करोड़ किया गया।\nऊर्जा, सड़क, रेलवे, शहरी तथा डिजिटल अवसंरचना पर सर्वाधिक व्यय है, जिसे केंद्र, राज्य तथा निजी क्षेत्र मिलकर वहन करते हैं।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6293,"n":93,"subject":"General Awareness","stem":"Abhijit Sen chaired the committee on the Wholesale Price Index (WPI), which submitted its recommendations in which year?","stemHi":"अभिजीत सेन ने थोक मूल्य सूचकांक (WPI) संबंधी समिति की अध्यक्षता की थी, जिसने अपनी संस्तुतियाँ किस वर्ष में प्रस्तुत की थीं?","context":null,"contextHi":null,"options":[{"key":"a","text":"2006","textHi":null,"imageUrl":null},{"key":"b","text":"2008","textHi":null,"imageUrl":null},{"key":"c","text":"2009","textHi":null,"imageUrl":null},{"key":"d","text":"2011","textHi":null,"imageUrl":null}],"correct":"b","sol":"WPI revision committee\nThe Working Group set up to revise the Wholesale Price Index was chaired by Prof. Abhijit Sen, then a member of the Planning Commission.\nIt submitted its recommendations in 2008.\nIts central proposal was to shift the WPI base year from 1993-94 to 2004-05 and to widen the commodity basket so that the index would mirror the changed structure of the economy.\nActing on the report, the new WPI series with base 2004-05 was released in September 2010, raising the number of items to 676.\nHence option (b) is correct.","solHi":"WPI संशोधन समिति\nथोक मूल्य सूचकांक के संशोधन हेतु गठित कार्यसमूह की अध्यक्षता तत्कालीन योजना आयोग सदस्य प्रो. अभिजीत सेन ने की थी।\nइस समिति ने अपनी संस्तुतियाँ 2008 में प्रस्तुत कीं।\nइसका मुख्य सुझाव था कि WPI का आधार वर्ष 1993-94 से बदलकर 2004-05 किया जाए तथा वस्तु-समूह का विस्तार किया जाए, ताकि सूचकांक अर्थव्यवस्था के बदले ढाँचे को दर्शा सके।\nइसी रिपोर्ट के आधार पर आधार वर्ष 2004-05 वाली नई WPI शृंखला सितंबर 2010 में जारी की गई, जिसमें वस्तुओं की संख्या बढ़ाकर 676 कर दी गई।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6294,"n":94,"subject":"General Awareness","stem":"Which of the following topics is included in the Concurrent List of the Indian Constitution, where both Parliament and State Legislatures have the power to make laws?","stemHi":"भारतीय संविधान की समवर्ती सूची में, जिसमें संसद तथा राज्य विधानमंडल दोनों को विधि बनाने की शक्ति प्राप्त है, निम्नलिखित में से कौन-सा विषय सम्मिलित है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Defence","textHi":"रक्षा","imageUrl":null},{"key":"b","text":"Criminal Matters","textHi":"आपराधिक मामले","imageUrl":null},{"key":"c","text":"Broadcasting (Radio & Television)","textHi":"प्रसारण (रेडियो एवं टेलीविजन)","imageUrl":null},{"key":"d","text":"Foreign Affairs","textHi":"विदेशी मामले","imageUrl":null}],"correct":"b","sol":"Concurrent List subjects\nThe Concurrent List is List III of the Seventh Schedule and carries the subjects on which both Parliament and the State Legislatures may make laws.\nCriminal law is Entry 1 and criminal procedure is Entry 2 of this list, so criminal matters are a concurrent subject.\n $\"figure\"/$ \nDefence (Entry 1) and foreign affairs (Entry 10) touch national sovereignty, and broadcasting comes under Entry 31 of the Union List, so all three belong to Parliament alone.\nIf a Union law and a State law on a concurrent subject clash, Article 254 makes the Union law prevail.\nHence option (b) is correct.","solHi":"समवर्ती सूची के विषय\nसमवर्ती सूची सातवीं अनुसूची की सूची III है, जिसमें वे विषय हैं जिन पर संसद तथा राज्य विधानमंडल दोनों विधि बना सकते हैं।\nआपराधिक विधि इस सूची की प्रविष्टि 1 तथा दंड प्रक्रिया प्रविष्टि 2 है, अतः आपराधिक मामले समवर्ती विषय हैं।\n $\"figure\"/$ \nरक्षा (प्रविष्टि 1) तथा विदेशी मामले (प्रविष्टि 10) राष्ट्रीय संप्रभुता से जुड़े हैं और प्रसारण संघ सूची की प्रविष्टि 31 में आता है, अतः ये तीनों केवल संसद के अधिकार-क्षेत्र में हैं।\nसमवर्ती विषय पर संघ की विधि और राज्य की विधि में टकराव होने पर अनुच्छेद 254 के अनुसार संघ की विधि अभिभावी होती है।\nअतः सही विकल्प (b) है।","pos":2,"neg":0.5},{"id":6295,"n":95,"subject":"General Awareness","stem":"Which of the following is not considered a main cropping season in India?","stemHi":"निम्नलिखित में से किसे भारत का एक प्रमुख फसल-मौसम नहीं माना जाता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Summer-sown","textHi":"ग्रीष्म-बोई (समर-सोन)","imageUrl":null},{"key":"b","text":"Zaid","textHi":"ज़ायद","imageUrl":null},{"key":"c","text":"Rabi","textHi":"रबी","imageUrl":null},{"key":"d","text":"Kharif","textHi":"खरीफ","imageUrl":null}],"correct":"a","sol":"Cropping seasons of India\nIndian agriculture is organised around three main cropping seasons — Kharif, Rabi and Zaid.\n $\"figure\"/$ \nKharif crops are sown with the arrival of the south-west monsoon and harvested in September-October, while Rabi crops are sown in the winter months and harvested in spring.\nZaid is the short season between Rabi and Kharif, that is, the summer months, so the summer crop already has a recognised name.\n'Summer-sown' is therefore not a separate cropping season in Indian agricultural classification.\nHence option (a) is correct.","solHi":"भारत के फसल-मौसम\nभारतीय कृषि तीन प्रमुख फसल-मौसमों — खरीफ, रबी तथा ज़ायद — के आधार पर व्यवस्थित है।\n $\"figure\"/$ \nखरीफ फसलें दक्षिण-पश्चिम मानसून के आगमन के साथ बोई जाती हैं और सितंबर-अक्टूबर में काटी जाती हैं, जबकि रबी फसलें शीत ऋतु में बोई जाकर वसंत में काटी जाती हैं।\nज़ायद रबी और खरीफ के बीच का लघु मौसम है, अर्थात् ग्रीष्म काल, अतः ग्रीष्मकालीन फसल का नाम पहले से ही निर्धारित है।\nइसलिए 'ग्रीष्म-बोई' भारतीय कृषि वर्गीकरण में कोई पृथक् फसल-मौसम नहीं है।\nअतः सही विकल्प (a) है।","pos":2,"neg":0.5},{"id":6296,"n":96,"subject":"General Awareness","stem":"K.C. Pant served as the Deputy Chairman of the Planning Commission primarily during the formulation and launch of which Five-Year Plan?","stemHi":"के.सी. पंत मुख्य रूप से किस पंचवर्षीय योजना के निर्माण एवं शुभारंभ के समय योजना आयोग के उपाध्यक्ष के रूप में कार्यरत थे?","context":null,"contextHi":null,"options":[{"key":"a","text":"Eighth Five-Year Plan","textHi":"आठवीं पंचवर्षीय योजना","imageUrl":null},{"key":"b","text":"Ninth Five-Year Plan","textHi":"नौवीं पंचवर्षीय योजना","imageUrl":null},{"key":"c","text":"Tenth Five-Year Plan","textHi":"दसवीं पंचवर्षीय योजना","imageUrl":null},{"key":"d","text":"Eleventh Five-Year Plan","textHi":"ग्यारहवीं पंचवर्षीय योजना","imageUrl":null}],"correct":"c","sol":"Planning Commission and Plans\nK.C. Pant was Deputy Chairman of the Planning Commission from 1999 to 2004, under Prime Minister Atal Bihari Vajpayee.\nThe Tenth Five-Year Plan (2002-2007) was drafted, approved and launched during that tenure, so his name is attached to it.\nThe Ninth Plan (1997-2002) had already begun before he took charge, and the Eleventh Plan (2007-2012) was prepared under his successor Montek Singh Ahluwalia.\nThe Tenth Plan is remembered for its target of

8 %

annual growth and for the monitorable social targets it set, such as halving the poverty ratio by 2012.\nHence option (c) is correct.","solHi":"योजना आयोग एवं पंचवर्षीय योजनाएँ\nके.सी. पंत 1999 से 2004 तक प्रधानमंत्री अटल बिहारी वाजपेयी के कार्यकाल में योजना आयोग के उपाध्यक्ष रहे।\nदसवीं पंचवर्षीय योजना (2002-2007) का प्रारूप, अनुमोदन तथा शुभारंभ इसी अवधि में हुआ, इसलिए उनका नाम इसी योजना से जुड़ा है।\nनौवीं योजना (1997-2002) उनके कार्यभार संभालने से पहले ही आरंभ हो चुकी थी, तथा ग्यारहवीं योजना (2007-2012) उनके उत्तराधिकारी मोंटेक सिंह अहलूवालिया के अधीन तैयार हुई।\nदसवीं योजना अपने

8 %

वार्षिक वृद्धि के लक्ष्य तथा 2012 तक गरीबी अनुपात आधा करने जैसे मापनीय सामाजिक लक्ष्यों के लिए स्मरण की जाती है।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6297,"n":97,"subject":"General Awareness","stem":"In international trade, which of the following are classified as non-tariff measures used to regulate imports and protect domestic industries?\nI. Anti-dumping measures\nII. Technical barriers to trade\nIII. Export subsidies","stemHi":"अंतर्राष्ट्रीय व्यापार में, निम्नलिखित में से किन्हें आयात को नियंत्रित करने तथा घरेलू उद्योगों की रक्षा करने हेतु प्रयुक्त गैर-प्रशुल्क उपायों के रूप में वर्गीकृत किया जाता है?\nI. प्रतिपाटन-रोधी (एंटी-डंपिंग) उपाय\nII. व्यापार में तकनीकी बाधाएँ\nIII. निर्यात सब्सिडी","context":null,"contextHi":null,"options":[{"key":"a","text":"Only I","textHi":"केवल I","imageUrl":null},{"key":"b","text":"Only II","textHi":"केवल II","imageUrl":null},{"key":"c","text":"Both I and II","textHi":"I और II दोनों","imageUrl":null},{"key":"d","text":"All of the above","textHi":"उपर्युक्त सभी","imageUrl":null}],"correct":"c","sol":"Non-tariff measures\nNon-tariff measures are the trade-control tools other than customs duty that act on goods entering a country.\nAnti-dumping measures are duties imposed when imports are sold below their normal value; they curb imports without being an ordinary tariff, so statement I qualifies.\nTechnical barriers to trade — standards, testing, labelling and certification requirements — also restrict imports without any duty, so statement II qualifies.\n $\"figure\"/$ \nAn export subsidy is a payment to one's own exporters; it pushes goods out of the country rather than regulating goods coming in, so statement III does not belong to this group.\nHence option (c) is correct.","solHi":"गैर-प्रशुल्क उपाय\nगैर-प्रशुल्क उपाय वे व्यापार-नियंत्रण साधन हैं जो सीमा शुल्क के अतिरिक्त होकर देश में आने वाली वस्तुओं पर लागू होते हैं।\nप्रतिपाटन-रोधी (एंटी-डंपिंग) उपाय तब लगाए जाते हैं जब आयातित वस्तुएँ अपने सामान्य मूल्य से कम पर बेची जाती हैं; ये सामान्य प्रशुल्क हुए बिना आयात रोकते हैं, अतः कथन I उपयुक्त है।\nव्यापार में तकनीकी बाधाएँ — मानक, परीक्षण, लेबलिंग तथा अनुरूपता प्रमाणन की शर्तें — भी बिना किसी शुल्क के आयात को सीमित करती हैं, अतः कथन II भी उपयुक्त है।\n $\"figure\"/$ \nनिर्यात सब्सिडी अपने ही निर्यातकों को दी जाने वाली सहायता है; यह देश से वस्तुओं को बाहर भेजने को प्रोत्साहित करती है, आने वाली वस्तुओं को नियंत्रित नहीं करती, अतः कथन III इस वर्ग में नहीं आता।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6298,"n":98,"subject":"General Awareness","stem":"The decline in mortality rate in\nIndia between 1921 and 1951 was mainly due to which factor?","stemHi":"भारत में 1921 से 1951 के बीच मृत्यु दर में आई गिरावट मुख्य रूप से किस कारक के कारण थी?","context":null,"contextHi":null,"options":[{"key":"a","text":"World War II","textHi":"द्वितीय विश्वयुद्ध","imageUrl":null},{"key":"b","text":"Technological advancements in AI","textHi":"AI में तकनीकी प्रगति","imageUrl":null},{"key":"c","text":"Rise in fertility rates","textHi":"प्रजनन दर में वृद्धि","imageUrl":null},{"key":"d","text":"Better healthcare and sanitation","textHi":"बेहतर स्वास्थ्य सेवा एवं स्वच्छता","imageUrl":null}],"correct":"d","sol":"Population growth phases\nIndian demographers call 1921 the 'great divide' or the 'demographic divide': after that year deaths fell steadily while births stayed high, so the population began to grow fast.\nBetween 1921 and 1951 the mortality rate fell mainly because of better healthcare and sanitation — control of epidemics such as plague, cholera and influenza, wider vaccination, safer drinking water and improved medical facilities.\nThe Second World War and the Bengal famine of 1943 raised deaths rather than lowering them, a rise in fertility would affect births and not deaths, and AI did not exist in that period.\nHence option (d) is correct.","solHi":"जनसंख्या वृद्धि के चरण\nभारतीय जनसंख्या-विज्ञानी 1921 को 'महाविभाजक वर्ष' कहते हैं: उसके बाद मृत्यु दर लगातार घटती गई जबकि जन्म दर ऊँची बनी रही, जिससे जनसंख्या तेज़ी से बढ़ने लगी।\n1921 से 1951 के बीच मृत्यु दर मुख्यतः बेहतर स्वास्थ्य सेवा एवं स्वच्छता के कारण घटी — प्लेग, हैजा तथा इन्फ्लुएंज़ा जैसी महामारियों पर नियंत्रण, व्यापक टीकाकरण, सुरक्षित पेयजल और उन्नत चिकित्सा सुविधाएँ।\nद्वितीय विश्वयुद्ध तथा 1943 के बंगाल अकाल ने मृत्यु घटाने के बजाय बढ़ाई, प्रजनन दर में वृद्धि जन्म को प्रभावित करती है मृत्यु को नहीं, और उस काल में AI का अस्तित्व ही नहीं था।\nअतः सही विकल्प (d) है।","pos":2,"neg":0.5},{"id":6299,"n":99,"subject":"General Awareness","stem":"The temporary, finger-like extensions of an Amoeba's cell surface, used for movement and food intake, are called:","stemHi":"अमीबा की कोशिका-सतह के अस्थायी, अंगुली जैसे प्रवर्ध, जो गति तथा भोजन ग्रहण करने के लिए प्रयुक्त होते हैं, कहलाते हैं:","context":null,"contextHi":null,"options":[{"key":"a","text":"Microvilli","textHi":"सूक्ष्मांकुर (माइक्रोविलाई)","imageUrl":null},{"key":"b","text":"Filopodia","textHi":"फिलोपोडिया","imageUrl":null},{"key":"c","text":"Pseudopodia","textHi":"कूटपाद (स्यूडोपोडिया)","imageUrl":null},{"key":"d","text":"Lamellipodia","textHi":"लैमेलिपोडिया","imageUrl":null}],"correct":"c","sol":"Amoeba: pseudopodia\nAmoeba pushes out temporary, finger-like extensions of its cytoplasm called pseudopodia, a word that literally means 'false feet'.\nThey are formed and withdrawn as needed: the cytoplasm streams into a pseudopodium to drag the cell forward, which is amoeboid movement.\nThe same pseudopodia surround a food particle and fuse around it, so that food is taken in by phagocytosis into a food vacuole.\nMicrovilli are permanent absorptive folds of intestinal cells, while filopodia are thin spike-like and lamellipodia sheet-like projections of specialised animal cells, not the broad lobes of Amoeba.\nHence option (c) is correct.","solHi":"अमीबा: कूटपाद\nअमीबा अपने कोशिकाद्रव्य के अस्थायी, अंगुली जैसे प्रवर्ध बाहर निकालता है, जिन्हें कूटपाद (स्यूडोपोडिया) कहते हैं; इस शब्द का शाब्दिक अर्थ है 'झूठे पैर'।\nये आवश्यकतानुसार बनते और वापस खिंच जाते हैं: कोशिकाद्रव्य कूटपाद में बहकर कोशिका को आगे खींचता है, इसी को अमीबीय गति कहते हैं।\nयही कूटपाद भोजन-कण को घेरकर आपस में जुड़ जाते हैं, जिससे भोजन भक्षकाणुक्रिया (फैगोसाइटोसिस) द्वारा खाद्य रिक्तिका में ले लिया जाता है।\nसूक्ष्मांकुर (माइक्रोविलाई) आंत्र कोशिकाओं की स्थायी अवशोषक वलनें हैं, जबकि फिलोपोडिया पतले शूल-सदृश तथा लैमेलिपोडिया चादर-सदृश प्रवर्ध विशिष्ट प्राणी कोशिकाओं में होते हैं, अमीबा के चौड़े पालियों के रूप में नहीं।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5},{"id":6300,"n":100,"subject":"General Awareness","stem":"In Vedic philosophy, the term 'Moksha' in the fourfold aims of human life (Purusharthas) refers to:","stemHi":"वैदिक दर्शन में, मानव जीवन के चार लक्ष्यों (पुरुषार्थों) में से 'मोक्ष' शब्द किसे संदर्भित करता है?","context":null,"contextHi":null,"options":[{"key":"a","text":"Fulfillment of worldly desires","textHi":"सांसारिक इच्छाओं की पूर्ति","imageUrl":null},{"key":"b","text":"Attaining social recognition","textHi":"सामाजिक प्रतिष्ठा प्राप्त करना","imageUrl":null},{"key":"c","text":"Spiritual freedom","textHi":"आध्यात्मिक स्वतंत्रता","imageUrl":null},{"key":"d","text":"Material prosperity","textHi":"भौतिक समृद्धि","imageUrl":null}],"correct":"c","sol":"Purusharthas of life\nThe Purusharthas are the four aims of human life: Dharma, Artha, Kama and Moksha.\n $\"figure\"/$ \nMoksha stands for spiritual freedom — liberation from the cycle of birth and death (samsara) through knowledge of the true self.\nIt is placed last because the first three are pursued within worldly life, while Moksha is the final release from that life itself.\nThe other three options describe Kama, worldly recognition and Artha, none of which is the meaning of Moksha.\nHence option (c) is correct.","solHi":"जीवन के पुरुषार्थ\nपुरुषार्थ मानव जीवन के चार लक्ष्य हैं: धर्म, अर्थ, काम तथा मोक्ष।\n $\"figure\"/$ \nमोक्ष का अर्थ है आध्यात्मिक स्वतंत्रता — आत्मज्ञान के द्वारा जन्म-मरण के चक्र (संसार) से मुक्ति।\nइसे अंत में रखा गया है क्योंकि प्रथम तीन पुरुषार्थ सांसारिक जीवन के भीतर साधे जाते हैं, जबकि मोक्ष उसी जीवन से अंतिम मुक्ति है।\nशेष तीन विकल्प क्रमशः काम, सांसारिक प्रतिष्ठा तथा अर्थ का वर्णन करते हैं, इनमें से कोई भी मोक्ष का अर्थ नहीं है।\nअतः सही विकल्प (c) है।","pos":2,"neg":0.5}],"test":{"slug":"ssc-chsl-tier-1--12-nov-2025-shift-2","title":"SSC CHSL Tier-1 12 November 2025 Shift-2 Previous Year Paper","examName":"CHSL Tier-1","paperLabel":"12 November 2025 · Shift 2","sectionSubject":null,"durationMinutes":60,"format":"full_test"}}]