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\(% MathType!MTEF!2!1!+- % feaahqart1ev3aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbuLwBLn % hiov2DGi1BTfMBaeXatLxBI9gBaerbd9wDYLwzYbItLDharqqtubsr % 4rNCHbGeaGqiVu0Je9sqqrpepC0xbbL8F4rqqrFfpeea0xe9Lq-Jc9 % vqaqpepm0xbba9pwe9Q8fs0-yqaqpepae9pg0FirpepeKkFr0xfr-x % fr-xb9adbaqaaeGaciGaaiaabeqaamaabaabaaGcbaaeaaaaaaaaa8 % qacaqGjbGaaeOzaiaabckacaqG4bGaaeiOaiabgUcaRiaabckadaWc % aaWdaeaapeGaaGymaaWdaeaapeGaamiEaiabgkHiTiaaigdacaaIZa % aaaiabg2da9iaabckacaaIXaGaaGymaiaacYcacaqGGcGaaeiDaiaa % bIgacaqGLbGaaeOBaiaabckacaqGMbGaaeyAaiaab6gacaqGKbGaae % iOaiaabckacaqG0bGaaeiAaiaabwgacaqGGcGaaeODaiaabggacaqG % SbGaaeyDaiaabwgacaqGGcGaae4BaiaabAgacaqGGcWaaeWaa8aaba % WdbiaabIhacqGHsislcaaIXaGaaG4maaGaayjkaiaawMcaa8aadaah % aaWcbeqaa8qacaaI1aaaaOGaaeiOaiabgUcaRiaabckadaWcaaWdae % aapeGaaGymaaWdaeaapeWaaeWaa8aabaWdbiaadIhacqGHsislcaaI % XaGaaGymaaGaayjkaiaawMcaa8aadaahaaWcbeqaa8qacaaI1aaaaa % aakiaacckacaGGUaaaaa!70B8! {\rm{If\;x\;}} + {\rm{\;}}\frac{1}{{x - 13}} = {\rm{\;}}11,{\rm{\;then\;find\;\;the\;value\;of\;}}{\left( {{\rm{x}} - 13} \right)^5}{\rm{\;}} + {\rm{\;}}\frac{1}{{{{\left( {x - 11} \right)}^5}}}\;.\)\(% MathType!MTEF!2!1!+- % feaahqart1ev3aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbuLwBLn % hiov2DGi1BTfMBaeXatLxBI9gBaerbd9wDYLwzYbItLDharqqtubsr % 4rNCHbGeaGqiVu0Je9sqqrpepC0xbbL8F4rqqrFfpeea0xe9Lq-Jc9 % vqaqpepm0xbba9pwe9Q8fs0-yqaqpepae9pg0FirpepeKkFr0xfr-x % fr-xb9adbaqaaeGaciGaaiaabeqaamaabaabaaGcbaaeaaaaaaaaa8 % qacaqGjbGaaeOzaiaabckacaqG4bGaaeiOaiabgUcaRiaabckadaWc % aaWdaeaapeGaaGymaaWdaeaapeGaamiEaiabgkHiTiaaigdacaaIZa % aaaiabg2da9iaabckacaaIXaGaaGymaiaacYcacaqGGcGaaeiDaiaa % bIgacaqGLbGaaeOBaiaabckacaqGMbGaaeyAaiaab6gacaqGKbGaae % iOaiaabckacaqG0bGaaeiAaiaabwgacaqGGcGaaeODaiaabggacaqG % SbGaaeyDaiaabwgacaqGGcGaae4BaiaabAgacaqGGcWaaeWaa8aaba % WdbiaabIhacqGHsislcaaIXaGaaG4maaGaayjkaiaawMcaa8aadaah % aaWcbeqaa8qacaaI1aaaaOGaaeiOaiabgUcaRiaabckadaWcaaWdae % aapeGaaGymaaWdaeaapeWaaeWaa8aabaWdbiaadIhacqGHsislcaaI % XaGaaGymaaGaayjkaiaawMcaa8aadaahaaWcbeqaa8qacaaI1aaaaa % aakiaacckacaGGUaaaaa!70B8! {\rm{If\;x\;}} + {\rm{\;}}\frac{1}{{x - 13}} = {\rm{\;}}11,{\rm{\;then\;find\;\;the\;value\;of\;}}{\left( {{\rm{x}} - 13} \right)^5}{\rm{\;}} + {\rm{\;}}\frac{1}{{{{\left( {x - 11} \right)}^5}}}\;.\)\(% MathType!MTEF!2!1!+- % feaahqart1ev3aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbuLwBLn % hiov2DGi1BTfMBaeXatLxBI9gBaerbd9wDYLwzYbItLDharqqtubsr % 4rNCHbGeaGqiVu0Je9sqqrpepC0xbbL8F4rqqrFfpeea0xe9Lq-Jc9 % vqaqpepm0xbba9pwe9Q8fs0-yqaqpepae9pg0FirpepeKkFr0xfr-x % fr-xb9adbaqaaeGaciGaaiaabeqaamaabaabaaGcbaaeaaaaaaaaa8 % qacaqGjbGaaeOzaiaabckacaqG4bGaaeiOaiabgUcaRiaabckadaWc % aaWdaeaapeGaaGymaaWdaeaapeGaamiEaiabgkHiTiaaigdacaaIZa % aaaiabg2da9iaabckacaaIXaGaaGymaiaacYcacaqGGcGaaeiDaiaa % bIgacaqGLbGaaeOBaiaabckacaqGMbGaaeyAaiaab6gacaqGKbGaae % iOaiaabckacaqG0bGaaeiAaiaabwgacaqGGcGaaeODaiaabggacaqG % SbGaaeyDaiaabwgacaqGGcGaae4BaiaabAgacaqGGcWaaeWaa8aaba % WdbiaabIhacqGHsislcaaIXaGaaG4maaGaayjkaiaawMcaa8aadaah % aaWcbeqaa8qacaaI1aaaaOGaaeiOaiabgUcaRiaabckadaWcaaWdae % aapeGaaGymaaWdaeaapeWaaeWaa8aabaWdbiaadIhacqGHsislcaaI % XaGaaGymaaGaayjkaiaawMcaa8aadaahaaWcbeqaa8qacaaI1aaaaa % aakiaacckacaGGUaaaaa!70B8! {\rm{If\;x\;}} + {\rm{\;}}\frac{1}{{x - 13}} = {\rm{\;}}11,{\rm{\;then\;find\;\;the\;value\;of\;}}{\left( {{\rm{x}} - 13} \right)^5}{\rm{\;}} + {\rm{\;}}\frac{1}{{{{\left( {x - 11} \right)}^5}}}\;.\)\(% MathType!MTEF!2!1!+- % feaahqart1ev3aqatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbuLwBLn % hiov2DGi1BTfMBaeXatLxBI9gBaerbd9wDYLwzYbItLDharqqtubsr % 4rNCHbGeaGqiVu0Je9sqqrpepC0xbbL8F4rqqrFfpeea0xe9Lq-Jc9 % vqaqpepm0xbba9pwe9Q8fs0-yqaqpepae9pg0FirpepeKkFr0xfr-x % fr-xb9adbaqaaeGaciGaaiaabeqaamaabaabaaGcbaaeaaaaaaaaa8 % qacaqGjbGaaeOzaiaabckacaqG4bGaaeiOaiabgUcaRiaabckadaWc % aaWdaeaapeGaaGymaaWdaeaapeGaamiEaiabgkHiTiaaigdacaaIZa % aaaiabg2da9iaaigdacaaIXaGaaiilaiaabckacaqG0bGaaeiAaiaa % bwgacaqGUbGaaeiOaiaabAgacaqGPbGaaeOBaiaabsgacaqGGcGaae % iDaiaabIgacaqGLbGaaeiOaiaabAhacaqGHbGaaeiBaiaabwhacaqG % LbGaaeiOaiaab+gacaqGMbGaaeiOamaabmaapaqaa8qacaqG4bGaey % OeI0IaaGymaiaaiodaaiaawIcacaGLPaaapaWaaWbaaSqabeaapeGa % aGynaaaakiaabckacqGHRaWkcaqGGcWaaSaaa8aabaWdbiaaigdaa8 % aabaWdbmaabmaapaqaa8qacaWG4bGaeyOeI0IaaGymaiaaigdaaiaa % wIcacaGLPaaapaWaaWbaaSqabeaapeGaaGynaaaaaaGccaGGGcGaai % Olaaaa!6E72! {\rm{If\;x\;}} + {\rm{\;}}\frac{1}{{x - 13}} = 11,{\rm{\;then\;find\;the\;value\;of\;}}{\left( {{\rm{x}} - 13} \right)^5}{\rm{\;}} + {\rm{\;}}\frac{1}{{{{\left( {x - 11} \right)}^5}}}\;.\)If x + 1/(x - 13) = 11, then what will be the value of (x – 13)5 + 1/(x – 11)5?
Sequence the steps for computing gross annual value of income from house property: (A) Find out the rent actually received or receivable after excluding unrealised rent before deducting loss due to vacancy. (B) Find out the loss because of vacancy. (C) Find out the reasonable expected rent of the property. (D) Find out which one is the higher amount computed in (C) or (A). (E) (D) - (B) is gross annual value Choose the correct answer from the options given below:
In the following question, there are six sentences marked S1, S6, P, Q, R and S. The position of S1 and S6 are fixed. Choose one of the four options given below which would be the most logical sequence of the sentences in the passage. S1. A stamp is, to many people, just a slip of paper that takes a letter from one town or country to another. P. They are unable to understand why we stamp collectors find so much pleasure in collecting them and how we find the time in which to indulge in our hobby. Q. To them it seems a waste of time, a waste of effort and a waste of money. R. But they do not realise that there are many who do buy stamps, many who find the effort worth-while and many who, if they did not spend their time collecting stamps, would spend it less profitably. S. We all seek something to do in our leisure hours and what better occupation is there to keep us out of mischief than that of collecting stamps? S6. An album, a packet of hinges, a new supply of stamps, and the time passes swiftly and pleasantly.
Two quantities I and II are given in the following questions. You have to find the values of both I and II by using your knowledge of mathematics and choose the most suitable relation between quantity I and II from the given options. Quantity I: A and B working alone can complete a piece of work in ‘x – 2’ days and ‘x + 6’ days respectively and the ratio of efficiencies of B and C is 3 : 4. If B and C together can finish the work in 48/7 days, then find the value of x. Quantity II: When the sum of the first 50 factorials is divided by 7, the remainder will be R. Find the value of 2R. 
Given below are three quantities named 1, 2 and 3. Based on the given information, you have to determine the relation among the three quantities. You should use the given data and knowledge of Mathematics to choose between the possible answer. The options represent the relations among three quantities. A. < B. > C. ≤ D. ≥ E. = Quantity 1: A shopkeeper earns 20% profit by selling an item at Rs. P. If he increases the selling price by Rs. 90, he can make a profit of 35%. Find the value of P. Quantity 2: A shopkeeper earns x% profit even after allowing a discount of Rs. 126. Find the cost price of the article if the (x + 15)% profit is earned if no discount is offered. Quantity 3: When an article is sold for Rs. 984, the profit percentage is 4 times as much as when it is sold for Rs. 861. Find the cost price of the article. 
Study the following questions carefully and answer accordingly. Quantity - I) If the time taken by a boat to cover the same distance in upstream is 2 hours more than downstream. The downstream speed of the boat and the speed of current is 16 kmph and 4 kmph then find the total distance travelled by the boat? Quantity - II) If the time taken by the boat in upstream and in downstream is 16 hours and 10 hours to cover the same distance. Then find the speed of boat in still water is how much percent of the speed of stream? Quantity – III) If the length of rectangle is twice of its breadth and 3 times more than the side of square and the difference between the side of square and length of rectangle is 15 cm then find the area of rectangle ?
Questions below followed by three quantities. Find the relationship between them. Quantity I: In how many ways the letter of the word ‘MANUAL’ can be arranged so that vowels come together? Quantity II: Find the number of ways of forming a five number Team for a project from a group of 6 workers and 5 managers such that no odd numbers of managers are selected in the project? Quantity III: The letters of the word NATURE are to be arranged so that three vowels should not come together. Find the number of arrangement.
Find out which part has an error and mark it as your answer. If there is no error, mark ‘No error’ as your answer. Unfortunately, it's not so easy(1)/ to find an apartment in the city without an(2)/ agent, you might not be able to find all the available listings.(3)/ No error
Given below are three quantities named 1, 2 and 3. Based on the given information, you have to determine the relation between the three quantities. You should use the given data and knowledge of Mathematics to choose between the possible answer. Quantity 1: Manish can row at a speed of 4.5 km/h in still water and rows to a certain upstream point and back to the starting point in a river which flows at 1.5 km/hr. Find his average speed for total journey. Quantity 2: A man can row 6 km/h in still water. It takes him twice as long to row up as to row down the river. Find the rate of stream. Quantity 3: The rate of flow of river water is 4 km/h. A boat goes up 6 km and back to the starting point in 2 hour. Find the speed of the boat in still water.
In JEE mains examination. Elan Musk was unable to find the answer of one question, help him to find the answer. Find the value of tan A and tan B when it is given that sin A/sin B = p and cos A/cos B = q.