As is known from the "Sumerian Farmer's Almanac", after the flood season and after the Spring Equinox and the Akitu or New Year Festival, using the canals, farmers would flood their fields and then drain the water. Next they made oxen stomp the ground and kill weeds. They then dragged the fields with pickaxes. After drying, they plowed, harrowed, and raked the ground three times, and pulverized it with a mattock, before planting seed. Unfortunately the high evaporation rate resulted in a gradual increase in the salinity of the fields. By the Ur III period, farmers had switched from wheat to the more salt-tolerant barley as their principal crop.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): How many times did Sumerian farmers plow, harrow and rake the ground?
Ah, so.. three times

Although Ottoman madaris had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As İnalcık mentions: "Those which aid religion are good and sciences like astrology are bad." However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all centred around religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" – key word being "divine". İnalcık also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madaris – schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heftily religious and were not religiously pluralistic, but centred around Islam. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah." Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madaris were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): Why was philosophy taught in Ottoman madaris?
Ah, so.. confirm the doctrines of Islam

Some pesticides are considered too hazardous for sale to the general public and are designated restricted use pesticides. Only certified applicators, who have passed an exam, may purchase or supervise the application of restricted use pesticides. Records of sales and use are required to be maintained and may be audited by government agencies charged with the enforcement of pesticide regulations. These records must be made available to employees and state or territorial environmental regulatory agencies.
If it is possible to answer this question, answer it for me (else, reply "unanswerable"): What is something the public doesn't want the government to do to their finances?
Ah, so..
unanswerable