A.\(\mathbb{R}\backslash \left\{ {\dfrac{1}{2};2} \right\}\)
B.\(\left( {1; + \infty } \right)\backslash \left\{ 2 \right\}\)
C.\(\left( {2; + \infty } \right)\)
D.\(\left( { - \infty ;\dfrac{1}{2}} \right) \cup \left( {2; + \infty } \right)\)

A.\(S = 6{a^2}\)
B.\(S = 4{a^2}\)
C.\(S = 8{a^2}\)
D.\(S = 10{a^2}\)

A.\(f\left( 2 \right) =  - 4\)
B.\(f\left( 2 \right) =  - 3\)
C.\(f\left( 2 \right) =  - 2\)
D.\(f\left( 2 \right) = 4\)

A.\(a + b + R = 12\)
B.\(a + b + R =  - 2\)
C.\(a + b + R = 7 + \sqrt 5 \)
D.\(a + b + R =  - 7 + \sqrt 5 \)

A.Many universities worldwide have switched to virtual platforms for learning and teaching.
B.Moira Jones is not positive about the potential of the Internet in general knowledge acquisition.
C.When it comes to IQ tests, the ability to recall factual information is of little importance.
D.David Swift believes that informal acquisition of knowledge has been overrated these days.

A.Young people do not seem to bother themselves with memorising factual information.
B.General knowledge tends to have been mainly acquired through formal schooling.
C.The majority of undergraduates are reluctant to look for answers to factual questions online.
D.On being offered the gift of writing, the king of Egypt was hopeful about its potential.

A.companions
B.restrictions
C.expenses
D.destinations

A.instead
B.therefore
C.moreover
D.however

A.much
B.every
C.another
D.many

A.much
B.every
C.another
D.many