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The track-and-field coach wants to know whether the students in the entire school prefer track races or field events. The coach draws a random sample from the following groups:
All students in each grade
All teachers in the school
All boys in each grade in the school
All students on the track-and-field team

Which group best represents the population she should take a random sample from to get the best results for her survey? (5 points)

{A} All students in each grade
{B} All teachers in the school
{C} All boys in each grade in the school
{D} All students on the track-and-field team

Answers

Answer 1
A, because she is measuring opinions that revolve around the entire school. That said, A would be a reasonable answer.
Answer 2

The  track-and-field coach should select the group which contains all students in each grade to take a random sample to get the best results for her survey.

We have a situation in which track-and-field coach wants to know whether the students in the entire school prefer track races or field events. In order to do so she draws a random sample from the following groups:

• All teachers in the school

• All boys in each grade

• All students in the track-and-field team

• All students in each grade

We have to find the best group from which she should take a random sample of the above mentioned to get the best results for her survey.

What is the condition for Set A to be a Superset of Set B?

Set A is superset of Set B if Set A contains all the elements of Set B.

In our question, we have four groups in the form of four sets as -

• Set of all teachers in school (say Set T)

• Set of all boys in each grade (say Set B)

• Set of All students in track-and-field team (Say Set C)

• Set of all students in each grade (Say Set S)

Since the art teacher wants to know the opinion of students, therefore Set T is not correct. Set B contains all boys in each grade, but it would exclude the girls in each grade, therefore it is also not correct. Set C consists of all students in track-and-field team, but it would exclude students who are not in track and field team, therefore incorrect. Set S consist of all Students in each grade, this means that Set S is the superset of Set B and Set C and contains all the students of the school.

Hence, the group that contains all students in each grade should be selected to take a random sample to get the best results for her survey.

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Related Questions

Help please Math Geometry

Answers

Hello

5.7+70
=???

Hope this helps
This is an isosceles triangle which means the triangle will have 2 of the same angles and sides. The sum of interior angles of a triangle is 180 degrees. 180-70= 110 then you divide by 2 since there are 2 angles you still need to find out. 110/2=55. Therefore, x=55 degrees

Please solve both and tell me how!

Answers

PART A:
To determine k, you need to throw x + 3 into the original function:

[tex]f(x)= x^{2} -2x-24[/tex]

So, [tex]f(x+3)[/tex] would be:

[tex]f(x+3)= (x+3)^{2} -2(x+3)-24[/tex]

Doing some FOILing/distributing, we get:

[tex]f(x+3)= (x^{2}+6x+9) -2x-6-24[/tex]

Doing some clean up/combining like terms, we get:

[tex]f(x+3)= x^{2}+4x-21[/tex]

Now, it should be clear that k=4, since k is the coefficient in front of the x term (it's the "b" in [tex]ax^2+bx+c[/tex]).

PART B:
There are several ways to find the zeros, but perhaps the easiest is to factor the result from Part A:

[tex]f(x+3)= x^{2}+4x-21=(x+7)(x-3)[/tex]

From those factors, we know that zeros occur at x = -7 and x = 3 (answers A and E). 

By the way, you can check the logic of these zeros if you know about shifts/translations. [tex]f(x+3)[/tex] is a 3 unit left shift from the original function, which has zeros at x = -4 and x = 6. Well, x = -7 is 3 units to the left of x = -4. And x = 3 is 3 units to the left of x = 6. So everything seems to check out. 

Which choice represents the best rational approximation for *square root symbol* 3? A) 14/9 B) 15/13 C) 17/10 D) 6/5

Answers

A rational number is a number which is in the form [tex]\frac{p}{q} ,q \neq 0[/tex]

Now, the value of the number [tex]\sqrt 3 = 1.73[/tex]

Now let us evaluate each given rational number in decimal form.

[tex]\frac{14}{9} = 1.6\\ \\ \frac{15}{13} = 1.2\\ \\ \frac{17}{10} = 1.7\\ \\ \frac{6}{5} = 1.2[/tex]

Therefore, among these numbers, the best approximation is option c i.e. 17/10.

C is the correct option.

Answer:

C) [tex]\frac{17}{10}[/tex]

Step-by-step explanation:

[tex]1,732050808 ≈ \sqrt{3} \\ \\ 1,73 ≈ \sqrt{3}[/tex]

Therefore answer choice C) would be the best approximate answer to this:

* [tex]1\frac{7}{10} = 1,7[/tex]

I am joyous to assist you anytime.

The tires on your bicycle have a radius of 8 inches. How many rotations does each tire make when you travel 700 feet? Round your answer to the nearest whole number. Please help me

Answers

"One rotation" would be the circumference of the wheel, which is

C = 2*pi*r, or  (here)  C = 2*pi*(8 inches) = 16*pi inches.

                                                                       1 ft
Convert this to feet:  16*pi inches  times  ---------------
                                                                   12 inches

Here "inches" cancels out and you are left with (4/3)pi ft.

So, one rotation of the wheel moves you and your bike forward (4/3)pi ft.

Divide this into 700 feet:

700 ft            2100 
------------- = --------- rotations = 525 rotations (answer)
(4/3) pi ft        4

Jason and Kyle both choose a number from 1 to 10 at random. What is the probability that both numbers are odd?

Answers

10/20 or 1/2 i think i hope this answer satisfies you
All numbers 1-10 are equally likely to be chosen.  Of these 10 numbers, 5 are odd.  Thus, the chances that an odd number will be chosen by either boy is 0.5.  The chances that both boys will pick an odd number is 0.5*0.5 = 0.25.

how do I find the area of this shape

Answers

there's two ways, you can either multiply 11 and 7 to get 77 and then divide by 2, OR, you can divide 11 by 2 and get 5.5 and multiply that by 7, hope this makes sense, if you don't understand just comment and I'll explain it more :)

calculate length of x

Answers

x^2 = 24^2 - (9.5)^2
x^2 = 576 - 90.25
x^2 = 485.75
   x = √485.75
   x = 22.04 cm





1. How many parts does each complex number have? What are they?

2. What kind of numbers are a and b in a complex number?

3. Give 4 examples of complex numbers. Identify the real numbers (a and b) (not parts) in your examples.

4. In a complex number in the form a + bi, what is the real coefficient of i?

5. Show and explain how you can write real numbers, such as 6, or -7.2 as complex numbers.

6. Give 2 examples of real numbers written in complex form.

7. Show and explain how you can write imaginary numbers, such as 23i or -0.24i as complex numbers.

8. Give two examples of imaginary numbers written in complex form.

9. What is the modulus of 5 - 3i ?

Will give more points once answered fully and correctly

Answers

1. A complex number is expressed in the form a + bi, and it has 2 parts, the real and the imaginary parts.

2. a is the real part of a complex number, while bi is the imaginary part.

3. 1+3i, where a = 1 and b = 3.
5 - 6i, where a = 5 and b = -6.
-2 + 4i, where a = -2 and b = 4.
-1 - i, where a = -1 and b = -1.

4. In a + bi, the real coefficient of i is b.

5. 6 is basically 6 + 0i, where a = 6, b = 0. Similarly, -7.2 is the same as -7.2 + 0i, where a = -7.2 and b = 0. Real numbers are just complex numbers with b = 0.

6. 2 + 0i and 8 + 0i are real numbers (2 and 8) written in complex form.

7. 23i is the same as 0 + 23i, where a = 0 and b = 23. Similarly, -0.24i is the same as a = 0 and b = -0.24. A purely imaginary number is simply a complex number with a = 0.

8. 0 + i and 0 - 4i are examples of imaginary numbers in complex form.

9. The modulus is calculated as sqrt(a^2 + b^2), so in this case, a = 5 and b = -3, so the modulus is sqrt(25 + 9) = sqrt(34).

Find the area of the figure

Answers

The area is 128 yards squared

If the spinner is spun 100 times, how many times would you expect it to land in region E? Explain.

Answers

The probability that the spinner will land on Region E is:

Count of pieces in Region E                    4                   4
----------------------------------------- = ------------------- = ---------- = 1/3, or 0.333...
Total # of pieces in all regions        2+2+3+1+4        12

Thus in 100 spins, the spinner will land in Region E approx. (1/3)(100) times, or
33 times.

List the theorems for finding zeros of higher degree polynomial functions?

Answers

 

Rational Root Theorem

Final answer:

The theorems for finding zeros of higher degree polynomials include the Fundamental Theorem of Algebra, which guarantees n roots for an nth degree polynomial, the quadratic formula for second-order polynomials, and Euler's Theorem for Homogeneous Functions. These tools and theorems assist us in identifying possible roots and understanding the behavior of polynomial functions.

Explanation:

Theorems for Finding Zeros of Higher Degree Polynomial Functions

There are several important theorems relevant to finding zeros or solutions of higher degree polynomial functions. One key theorem is the Fundamental Theorem of Algebra, which states that every nth-degree polynomial has exactly n complex roots, which may include repeated roots. Additionally, polynomials are continuous and differentiable, so finding points where the derivative is zero leads to identifying potential maxima and minima.

The quadratic formula is used to find the zeros of second-order polynomials, revealing up to two roots, which may be real or complex numbers. Another relevant theorem is Euler's Theorem for Homogeneous Functions, which pertains to homogeneous functions of a certain degree and their properties. In the case of polynomials, it can be applied to determine certain types of symmetries and relationships amongst the coefficients.

Regarding polynomials of odd degrees, these always have at least one real root. Furthermore, since real-world numbers are approximations, tiny changes in the coefficients of a polynomial can lead to distinct roots. It's also worth noting that for any nth degree polynomial, differentiation yields an n-1 degree polynomial, which guides us in understanding the number of maxima or minima the function can possess. This is illustrated by the derivative of a third-order polynomial being a second-order polynomial, which can have at most two real roots.

A father is ten times as old as his daughter. In 5 years he will be just five times as old as she will be. How old are they now? HELP PLEASEEE

Answers

she is four years old which makes her father 40 that's ten times her age in five years she'll be 9 and he will be 45 which is 5 times her age. hope that helped you out.
Final answer:

The given problem is an algebraic equation where the daughter's age is denoted as 'x' and the father's age as '10x'. An equation is formulated to solve for 'x' based on future ages. The solution to the problem is that the daughter is 5 years old, and the father is 50 years old.

Explanation:

The problem asked is a classic example of algebra problem solving. We are told that a father is 'ten times as old as his daughter', and in five years, 'he will be just five times as old as she will be'. Let's denote the daughter's current age as 'x'. Therefore, the father's current age will be '10x'.

In five years, the daughter will be 'x+5' and the father will be '10x+5'. At this future moment, the father is 'five times as old as the daughter', so we can create the equation: 10x + 5 = 5(x + 5). Solving this equation leads to 'x=5'. So, the daughter is 5 years old and the father is 50 years old.

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Change this decimal to a fraction

Answers

The answer would be 123/100
Please mark as Brainliset
:)

The repeating decimal [tex]\(0.1 \overline{23}\)[/tex] is equivalent to the fraction [tex]\(\frac{611}{5000}\)[/tex].

To convert the repeating decimal [tex]\(0.1 \overline{23}\)[/tex] to a fraction, let's denote it as x:

[tex]\[ x = 0.1 \overline{23} \][/tex]

Now, we can manipulate the decimal to eliminate the repeating part. Multiply both sides of the equation by an appropriate power of 10 to shift the decimal:

[tex]\[ 100x = 12.323232\ldots \][/tex]

Now, subtract the original equation from the manipulated equation to eliminate the repeating part:

[tex]\[ 100x - x = 12.323232\ldots - 0.1 \overline{23} \][/tex]

Simplify:

[tex]\[ 99x = 12.22 \][/tex]

Now, solve for x:

[tex]\[ x = \frac{12.22}{99} \][/tex]

To simplify the fraction, find the greatest common divisor (GCD) of 12.22 and 99, which is 1. Divide both the numerator and denominator by the GCD:

[tex]\[ x = \frac{12.22}{99} = \frac{611}{5000} \][/tex]

So, [tex]\(0.1 \overline{23}\)[/tex] as a fraction is [tex]\(\frac{611}{5000}\)[/tex].

The table shows the results of drawing letter tiles from a bag. What is the probability that the next title drawn will have the letter C on it?

Outcome. Number of times drawn
A. 12
B. 5
C. 18
D. 15

A) 1/18

B)6/25

C)9/25

D)18/25

Answers

number of draws:  12 + 5 + 18 + 15 = 50
number of times C has already been drawn: 18

probability of getting a C is 18/50 which reduces to 9/25

The answer is C

Two angles are complementary. If one angle measures 32 degrees, what is the measure of the second angle?

Answers

Hoi!

Complementary angles = 90°
Supplementary angles = 180°

To calculate the measure of the second angle, subtract 32 from 90.

90 - 32 = 58

The measure of the second angle is 58°. :)
Final answer:

If one angle measures 32 degrees, the measure of the second angle can be found by subtracting 32 from 90. Therefore, the second angle is 58 degrees.

Explanation:

Complementary angles are two angles whose sum is 90 degrees. So, if one angle measures 32 degrees, we can find the measure of the second angle by subtracting 32 from 90:

Second angle = 90 - 32

Second angle = 58 degrees

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Jean's bedroom is 14 feet by 13 feet. She has chosen a carpet which costs $30.90 per square yard. This includes installation.

Determine her cost to carpet her room. $

Answers

It would be $1,884.90 to carpet her floor.

Finding theoretical probability throwing a dart in a 3x3 yellow square that is centered inside a 6x6 blue square

Answers

The probability of hitting the yellow square is 1/4.

The area of the yellow square is given by 3*3 = 9.
The area of the blue square is given by 6*6 = 36.

You have a 9/36 chance of hitting the yellow square; 9/36=1/4.

WILL MARK BRAINLIEST!!!
PLEASE JUST HELP!!!!
END OF UNIT ASSESSMENT TEST QUESTION!!!!
The table shows the results of a random survey of children between the ages of 10 and 15 about their favorite food.
Pizza Hamburger Chicken fingers Hot dogs Mac and cheese
67 42 59 14 24

Based on these results, if 375 children are asked about their favorite food, how many children will prefer pizza?

Answers

The answer is 122. If this is correct, please mark me brainliest.

Antoine is wrapping a block of cheese that is 22 centimeters long by 6 centimeters high by 10 centimeters wide with plastic wrap. What is the surface area of the cheese box?

Answers

The answer would be 824 sq. Centimeters
length = 22 cm
width = 10 cm
height = 6 cm

Surface area of a rectangular prism (cheese box) = 2B + PH
Word form ⇒ 2(Area of base) + (perimeter of base)(height)

Find the measurements needed for the formula.
Area of base = 22 × 10 = 220 cm²

Perimeter of base = 22 + 10 + 22 + 10 = 64 cm 

Height = 22 cm

Plug these into the formula.
2(220) + (64)(22) = 1,848

The SA of the cheese box is 1,848 cm².

14/40 in simplest form

Answers

7/20 they have a gcf Of 2 So 14 divide by 2 is 7 and 40 divide by 2 is 20
Hey there!

The correct answer is 7/20.

Here is how:

You would need to find out what number goes into both numbers (the denominator and numerator) equally.

The number 2 goes into the numbers 7 and 20 equally. . .

14 ÷ 2 = 7

40 ÷ 2 = 20

= 7/20

[tex]Answer = 7/20[/tex]

I hope this helps you.
Have a great day! :)

A bag has 10 marbles and 4 are black. Joseph picks 2 marbles without replacing the first. What is the probability that both are black?

Answers

Final answer:

To find the probability that both marbles drawn by Joseph are black, you need to consider the number of ways he can draw 2 black marbles out of the 4 black marbles in the bag, divided by the total number of ways he can draw 2 marbles from the 10 marbles in the bag without replacement. The probability is 2/15.

Explanation:

To find the probability that both marbles drawn by Joseph are black, we need to consider the number of ways he can draw 2 black marbles out of the 4 black marbles in the bag, divided by the total number of ways he can draw 2 marbles from the 10 marbles in the bag without replacement.


Let's calculate:

Number of ways to choose 2 black marbles out of 4: C(4,2) = 6.Number of ways to choose 2 marbles out of 10 without replacement: C(10,2) = 45.


Therefore, the probability that both marbles are black is 6/45, which simplifies to 2/15.

Mr. Baker’s fifth grade class of buried a time capsule in the field behind the school they drew a map and mark the location of the capsule with an ax so that his class can dig it up in 10 years what could Mr. Baker’s class have done to make the capsule easier to find

Answers

They could have added measurements on the map so they know the exact distance of the capsule from other objects around the school.

The could have create an actual physical marker on the ground at the location of a capsule, like a sign, rock or flag.

given the function f(x)=2x^2-3x, calculate f(a+h)-f(a)/h

Answers

[tex]f(x)=2x^2-3x[/tex]

[tex] \dfrac{ f(a+h)-f(a)}{h} [/tex]

[tex]= \dfrac{2(a + h)^2 - 3(a + h) - (2a^2 - 3a)}{h} [/tex]

[tex]= \dfrac{2(a^2 + 2ah + h^2) - 3a - 3h - 2a^2 + 3a}{h}}[/tex]

[tex]= \dfrac{2a^2 + 4ah + 2h^2 - 3a - 3h - 2a^2 + 3a}{h}}[/tex]

[tex]= \dfrac{4ah + 2h^2 - 3h}{h}}[/tex]

[tex]= \dfrac{h(4a + 2h - 3)}{h}}[/tex]

[tex]= 4a + 2h - 3[/tex]

if triangle ABC is rotated 180 degrees about the origin, what are the coordinates of A?

Answers

Answer:

The coordinates of A is  [tex](-x_1,-y_1)[/tex].

Step-by-step explanation:

We are given that a triangle ABC is rotated 180 degrees about the origin .

We have to find the coordinates of A.

Let vertices of triangle ABC [tex]A(x_1,y_1),B(x_2,y_2) ,C(x_3,y_3)[/tex]

When we rotate the about 180 degrees then the coordinates changes like as

[tex](x,y)\rightarrow (-x,-y)[/tex]

When we rotate triangle ABC about 180 degrees then its vertices Ais ([tex]x_1,y_1)[/tex] change into [tex](-x_1,-y_1)[/tex]

Hence, the coordinates of A is  [tex](-x_1,-y_1)[/tex].

Final answer:

After rotating triangle ABC 180 degrees about the origin, the coordinates of point A, initially at the origin (0, 0), remain unchanged at (0, 0).

Explanation:

If triangle ABC is rotated 180 degrees about the origin, the coordinates of point A after the rotation can be determined by applying the rules of rotation in the Cartesian coordinate system. Since point A is at the origin, its initial coordinates are (0,0). A rotation of 180 degrees about the origin will essentially reflect a point over both the x-axis and y-axis, but the location of point A will remain unchanged because it is located at the center of rotation. Therefore, the rotated coordinates of point A will still be (0, 0).

Segment KL is tangent to ⊙ J. If KL¯¯¯¯¯¯≅JK¯¯¯¯¯, what is m∠J? The image is of a circle with centre P and having a sector KJM. KL is tangent to the circle. Points J, M and L are joined to form a horizontal line and thus a triangle KJL is formed.

Answers

I am confused by your description can you add aa picture? do you mean a vertical line? whT order are Kim? the way you describe it there is no angle J aa it is in the middle of the sector it is just 180

That’s what it looks like. Im not sure how to solve it either though.

What is the axis of symmetry for
Y=5x^2+12x+2

Answers

5x^2 + 12x + 2 = 5(x + 6/5)^2 - 26/5

The axis of symmetry is x = -6/5.

Alexis said the area of 1/3 of the trapezoid is greater than the area of 1/6 of the hexagon because 1/3 >1/6. does her statement make sense?

Answers

While Alexis is right in saying that 1/3 is greater than 1/6, she is NOT RIGHT in saying that the area of 1/3 of the trapezoid is greater than 1/6 of the hexagon.

We do not know the size (area) of these shapes. It could be that the trapezoid is terribly tiny and the hexagon is huge. The only way we can compare 1/3 of this to 1/5 of that is if the sizes of this and that are the same.

As an example, is eating 1/2 a pizza a lot? Well, whatever you believe about how much one should eat, the answer also has a lot to do with the size of the pizza. 1/2 of a personal pizza meant for one person is quite different that 1/2 of a large 8-slice restaurant-style pizza. What this means is that we cannot simply compare the fractions (1/3 and 1/6 or with the pizza 1/2 to 1/2), we have to keep in mind the areas (the size) of the figures (hexagon, trapezoid or whatever the pizza is...usually round) involved.

Alexis's comparison of fractions does not suffice to determine which shape's fractional area is greater without knowing the total areas of the trapezoid and hexagon. The areas of shapes are calculated differently and must be considered before applying fractional parts to compare.

Alexis's statement does not necessarily make sense because the comparison she is making is only between the fractions
1/3 and 1/6, not the actual areas of the shapes. The area of a fraction of a shape depends on the total area of that shape. Therefore, without knowing the specific areas of the trapezoid and hexagon, we cannot conclude that
1/3 of the trapezoid has a greater area than 1/6 of the hexagon simply because 1/3 is greater than 1/6. To correctly compare the areas, one would need to know the total area of both shapes before fractions are applied.

Furthermore, when discussing the properties of shapes and areas, it is important to remember that the area of a trapezoid is calculated differently from the area of a hexagon. The area of a trapezoid is the average of the two bases multiplied by the height, whereas the area of a regular hexagon can be found by dividing it into equilateral triangles and calculating the area of those. Thus, the total area of each shape before fractions are considered plays a crucial role in determining if Alexis's statement is true or false.

Billy is flying his new radio-controlled helicopter around town. He is using a map in which each grid line is equivalent to 100 feet. Billy releases the helicopter from the library parking lot, at (2, 6) on the map. He gets it to cruising altitude and then starts measuring its flight. Billy flies the helicopter in a direct line to the town pool, at (6, 9) on the map. How far has the helicopter flown?

Answers

Billy flew his helicopter 200 Feet. because if you do the distance formula which is (x-x)/(y-y) you add in your numbers which gives you (6-2)/(9-7) which gives you 4/2 which simplifies to 2 and you multiply 2 by 100 ft and you get 200 ft
Final answer:

The helicopter has flown a distance of 500 feet as calculated using the Euclidean distance formula for two points on a grid.

Explanation:

To find the distance the helicopter has flown, we need to calculate the Euclidean distance between the two points (2,6) and (6,9) on the grid map. We can use the formula: Distance = √[(x₂ - x₁)² + (y₂ - y₁)²], where (x₁, y₁) and (x₂, y₂) are the coordinates of the two points. Substituting the given points into the formula, we have:

Distance = √[(6 - 2)² + (9 - 6)²] = √[(4)² + (3)²] = √[16 + 9] = √25 = 5 grid lines.

Given that each grid line is equivalent to 100 feet, the helicopter has traveled 5 grid lines * 100 feet/grid line = 500 feet.

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What is the attribute being measured?

A. Psi
B. Stress
C. glass rods
D. number of rods

Answers

The amount of stress which is kind of confusing so therefore i would go with psi even though stress would also be an option.

Answer:

B. Stress

Step-by-step explanation:

Did the usa prept test :)

verify the identity sec(theta)sin(theta)cot(theta) = 1

Answers

secant = hypotenuse / adjacent
sine = opposite / hypotenuse
cotangent = adjacent / opposite

So, if we multiply all three we have a numerator of
hypotenuse * opposite * adjacent and a denominator of
adjacent * hypotenuse * opposite

Notice that "hypotenuse", "opposite", and "adjacent" appear exactly once in the numerator AND the denominator.

When numerator = denominator, then a fraction equals ONE.





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