What was the device called which Faber had given Montag in order to communicate with him?

In Part Two "The Sieve and the Sand" of the novel Fahrenheit 451, Montag travels to Faber's house trying to find meaning in the texts he is reading. Faber is hesitant to help Montag because he fears that the government will arrest him. Montag suggests that they make copies of books and distribute them. Then, Faber makes the suggestion that they should "plant" the books in the homes of firemen to destroy the entire system. Faber tells Montag he is only joking, and then admits to him that he is a complete coward. Before Montag leaves, he asks Faber if there is any way he can help him with Captain Beatty. Faber opens his bedroom door and leads Montag down a small hallway to a room with tools, gadgets, and various mechanical devices. Faber gives Montag his two-way listening device called the "green bullet." The green bullet resembles a Seashell radio and allows Faber to not only communicate with Montag but also listen to his conversations. Later that night, Faber reads Montag the book of Job via the green bullet.

What were the Corn Laws?

The Corn Laws placed restrictions on the importation of grain into Great Britain. Many members of Parliament were large (mostly absentee) landholders, and they profited from the production of grains on their estates. The Corn Laws were basically protective tariffs on agricultural goods. While they were good for the large landowners (and the dwindling number of small farmers) they were bad for the growing industrial workforce, who were forced to buy food at prices that many argued were artificially high. The laws met with significant and long-standing opposition from many reformers, among both the growing population of working-class radicals and moderate liberal middle-class advocates of free trade. The protests became particularly fierce when domestic harvests were poor, and prices rose beyond the ability of the poor to buy flour and bread. The Corn Laws were finally repealed in the 1840s, partly in response to the outbreak of famine in Ireland, then part of Great Britain.  

The most common atomospheric gas is

The atmosphere refers to the layer of gases surrounding Earth.

The composition of the atmosphere contains the following gases. Nitrogen makes up 78 percent of the atmosphere which is its largest component. Next is oxygen which comprises 21 percent. The last 1 percent can be subdivided into the following gases-argon, carbon dioxide, neon and helium.

The atmosphere is very important because its layers each have significant features that help the Earth in various ways. The troposphere-layer nearest the Earth's surface is where weather events occur as well as winds. The stratosphere contains the ozone layer which protects Earth from harmful high-- energy radiation. The mesosphere has temperatures that decrease to the lowest in the atmosphere and the thermosphere has very hot temperatures nearly 1000 degrees C. Finally, there is the exosphere, the outermost layer which extends into outer space.

It is interesting to note that although carbon dioxide is a fraction of 1 percent of the atmosphere, it plays a role in keeping the planet warm and in recent years, the slight increase of carbon dioxide has led to global warming. It is also interesting to note that oxygen, which aerobic organisms depend on, is not the largest component of the atmosphere.

Is Napoleon a dictator or a reformer? Why is he a dictator? Why is he a reformer?

No person—even those as polarizing as Napoleon Bonaparte—can be classified as only on specific kind of person. So, is Napoleon a reformer or a dictator? The short answer is he was both.

Those who view Napoleon as a dictator can point to his involvement with how he came into power in France. What started as a parliamentary coup that installed Napoleon as first consul in the three-member Consulate soon escalated into a military coup. This—along with Napoleon's absolute and unrestricted control of the government—cement his role as a dictator.

Historians who focus on Napoleon's role as a reformer are likely to mention the fact that he instituted multiple reforms that had major effects on France at the time and continue to this day. Napoleon instituted banking and education reforms and was a solid supporter of the arts and science. The Napoleonic Code streamlined the legal system in France and is still part of French law today.

In a detailed reference, how does Harper Lee give the reader an insight into the black community through the character Reverend Sykes?

Reverend Sykes is definitely a respected leader in the black community, so he would be their go-to-guy with any of their concerns. Also, with him leading church every Sunday, he is the source of information about those who are sick, afflicted, or sinners. During his Sunday sermon which Jem and Scout attend, Reverend Sykes calls the sinners to repentance, but this also gives the reader a look into the types of lives his flock is living.

"His sermon was a forthright denunciation of sin, . . . he warned his flock against the evils of heady brews, gambling, and strange women. Bootleggers caused enough trouble in the Quarters, but women were worse" (122).

It would seem that the Reverend's concerns around their black community deals with drinking, gambling, and casual relationships with women. He even goes on to call individuals out on their sins as follows:

"Jim Hardy had been absent from church five Sundays and he wasn't sick; Constance Jackson had better watch her ways--she was in grave danger for quarreling with her neighbors; she had erected the only spite fence in the history of the Quarters" (122).

It would almost seem like the Reverend had become a little bit of a gossip, but his warning calls certainly give insight into how the community is interacting with each other and what vices they struggle with. On a more sober note, though, it is interesting that it was so difficult for the Reverend to collect $10.00 for Helen Robinson. Reverend Sykes doesn't dismiss the congregation until they have collected money enough to help Helen. There are a couple of reasons why it is difficult to raise the money: either the community dismisses her because of her husband's trouble and they don't want to help, or the community is just so poor that they can barely sustain themselves let alone help a local family in trouble. The second is more likely the situation due to fact that they are in the middle of The Great Depression. But Calpurnia does answer Scout when the question is asked why Helen can't get work:

"It's because of what folks say Tom's done, . . . Folks aren't anxious to--to have anything to do with any of his family" (123).

The worst case scenario is that the black community would shun one of their own during a time of crisis. The allegations against Tom Robinson are deeply insulting and no one wants to be associated with helping out the family of a possible rapist. Based on the support the community gives Tom on his day in court, though, it's probably more likely that Helen couldn't get work because white people don't want to hire her, not because black people won't. Again, the black community is probably just too poor to be able to donate more than what Reverend Sykes asks for. 

In To Kill a Mockingbird, Jem comes up with his own categories for people in the world--his own definition of background. How does he define the...

This is in Chapter 23. The conversation comes about because Aunt Alexandra has just told Scout that she cannot ever invite Walter Cunningham over because "he--is--trash" (256). Scout is about to explode, but Jem stops her, catching her by the shoulders, putting his arm around her, and guiding her to his bedroom. She is furious. She tells him, "That boy's not trash, Jem. He ain't like the Ewells" (257). This is what leads to Jem's insights about the "four kinds of folks in the world." 

He says, "There's the ordinary kind like us and the neighbors, there's the kind like the Cunninghams out in the woods, the kind like the Ewells down at the dump, and the Negroes" (258). Scout forces him to clarify what he means by the four types of people in Maycomb County. They discuss it a while longer, and Jem finally says, "Background doesn't mean Old Family. I think it's how long your family's been readin' and writin'" (258). 

What is Andrew Jackson's idea of being common man and tyrant?

Andrew Jackson represented the interests of the common man. His detractors also called him a tyrant. Andrew Jackson believed the common man’s interests weren’t being represented in the government. While he was President, nominating conventions were used to choose the party’s candidates instead of party caucuses. This meant party members chose the party's candidates instead of just the party leaders. President Jackson began the spoils system. This allowed him to give government jobs to his supports. This gave common people at a better chance of getting government jobs.

Those who disliked him called him a tyrant. He was nicknamed “King Andrew” by his detractors. They believed Andrew Jackson acted like a king. They didn’t like how he tried to “kill” the national bank by transferring federal money into state banks. He wanted the banks to stop being an economic force before the bank’s charter ended in 1836. President Jackson refused to enforce a Supreme Court decision allowing the Cherokee tribe to remain in Georgia. To his detractors, he appeared as a person that didn’t respect the Constitution and acted like a tyrant would act.

Thus, his enemies perceived Andrew Jackson as a tyrant. His supporters viewed him as a common man who protected their interests.

Why would a contemporary audience find Mark Twain's The Adventures of Tom Sawyer an entertaining and rewarding experience?

In his brief preface to The Adventures of Tom Sawyer, Samuel Langhorne Clemens, aka Mark Twain, acknowledged that the future audience for his novel about a young mischievous boy in the American South of the mid-19th century was written primarily, but not solely, with children in mind:

"Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shunned by men and women on that account, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what queer enterprises they sometimes engaged in."

Twain's novel has remained popular, although not as much so as the sequel about one of Tom's friends from this first book, Huck Finn. The reasons for the enduring appeal of Twain's novels, including The Adventures of Tom Sawyer, are their depiction of a time and a place no better captured by any other author of prominence, by their portrayal of adventuresome children getting into and out of trouble, and, most importantly, because of a respect and admiration for the author that has transcended time. Tom Sawyer is certainly not among the finest works of fiction in the history of American literature. In many ways, it is really nothing special. What makes it worth reading more than a century after its publication is its reflection of Twain's own life and of his imagination and ability to spin a good yarn. Twain is rightly considered a giant of American letters, and his biography is filled with fascinating details about his life and travels. One would not be wasting one's time to read his Autobiography of Mark Twain, which exhibits his humor and story-telling ability better than any of his works of fiction. Note, for instance, the following passage from Chapter One of his autobiography. Referencing the tiny community in which his parents had settled and in which he was conceived, Twain wrote: "The village contained a hundred people and I increased the population by one per cent. It is more than many of the best men in history could have done for a town." That The Adventures of Tom Sawyer was drawn from his own childhood experiences, then, only enhances the appeal of his novel. In the story of Tom Sawyer, a character who was a composite of several of the author's childhood friends, Twain's autobiography does run parallel to his fiction. Early in the novel, Twain's narrator makes this observation regarding the titular character: "He was not the Model Boy of the village. He knew the model boy very well though — and loathed him." This brief description can be read in the context of any number of childhood adventures experienced by the author during his early life. Read, for instance, in Chapter 15 of the autobiography Twain's remembrances of the efforts he invested in sidling up close to Will Bowen, another boy in his small town, for the express purpose of exposing himself to the other child's case of measles. Twain's description of his efforts at contracting this disease could easily have been a chapter in Tom Sawyer.

While The Adventures of Huckleberry Finn stands as his most enduring novel, even more so than The Prince and the Pauper and A Connecticut Yankee in King Arthur's Court, because of its brilliant depiction of life along the Mississippi and the importance of that river in sustaining life and in symbolizing freedom, it remains the public's fascination with Mark Twain the American author that keeps readers coming back to his novels. And it is that fascination with Twain that makes The Adventures of Tom Sawyer so enduringly appealing. Twain succeeded in creating a figure that has survived the ages precisely because his young protagonist is so rebellious, within certain limits, and yet so innocent -- possibly a literary metaphor for the nation that spawned this remarkable author. Tom is a child, and so capable of any number of infractions against societal norms. As Twain suggested in the above passage from his "Preface," the book certainly appeals more the children than to adults, but it adults who are capable of reading it within the context in which it was written.

`5x - 3y + 2z = 3, 2x + 4y - z = 2, x + y - z = -1` Solve the system of linear equations and check any solutions algebraically.

Eq. 1 : `5x-3y+2z=3`

Eq. 2 : `2x+4y-z=2`

Eq. 3 : `x+y-z=-1`

Multiply Eq. 2 by 2 and add Eq. 1,

`4x+8y-2z=4`

`5x-3y+2z=3`

Eq.4 : `9x+5y=7`

Subtract Eq. 3 from Eq. 2,

Eq.5 : `x+3y=3`

Now let's solve Eq.4 and Eq.5 by substitution method,

From Eq.5 ,

`x=3-3y`

Substitute the above expression of x in the Eq.4,

`9(3-3y)+5y=7`

`27-27y+5y=7`

`27-22y=7`

`-22y=7-27`

`-22y=-20`

`y=(-20)/-22`

`y=10/11`

Plug in the value of y in the expression of x,

`x=3-3y`

`x=3-3(10/11)`

`x=3-30/11`

`x=(33-30)/11`

`x=3/11`

Plug in the values of x and y in the Eq.3,

`3/11+10/11-z=-1`

`13/11-z=-1`

`-z=-1-13/11`

`-z=(-11-13)/11`

`-z=(-24)/11`

`z=24/11`

Solutions of the equations are x=3/11 , y=10/11 and z=24/11