What barriers can hinder proper implementation of formal curriculum?

There are various factors that could hinder the proper implementation of formal curriculum. One factor could be a lack of resources. It takes money to develop and implement a curriculum. If resources are lacking, there may be issues in developing the curriculum, training educators about the curriculum, and actually implementing it.
Another factor is that there might be resistance to change. Some people might not want to change the curriculum. Other people may have issues with the new curriculum. These factors might make it more difficult to implement it.
There may be political issues that hinder the proper implementation of the formal curriculum. Political leaders may oppose the curriculum and prevent its implementation. They may also withhold the money that is needed for proper implementation. Political leaders could threaten to take over the curriculum development process if certain changes aren’t made to the curriculum.
Leadership and facilities are factors that could impact implementation of the curriculum. If the proper educational facilities are lacking, it might be very hard to implement the curriculum. Classrooms, laboratories, and technology are some things that are needed to implement a curriculum properly. Having good leaders will help implement a new curriculum. However, if that leadership is lacking, the curriculum might not be properly implemented.
There are various factors that could hinder the proper implementation of the formal curriculum.
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Precalculus, Chapter 9, 9.4, Section 9.4, Problem 71

You need to remember what a quadratic model is, such that:
a_n = f(n) = a*n^2 + b*n + c
The problem provides the following information, such that:
a_0 = -3 => f(0) = a*0^2 + b*0 + c => c = -3
a_2 = 1 => f(2) = a*2^2 + b*2 + c => 4a + 2b + c =1
a_4 = 9 => f(4) = a*4^2 + b*4 + c => 16a + 4b + c = 9
You need to replace -3 for c in equation 4a + 2b + c =1:
4a + 2b - 3 = 1 => 4a + 2b = 4 => 2a + b = 2
You need to replace -3 for c in equation 16a + 4b + c = 9 :
16a + 4b - 3 = 9 => 16a + 4b = 12 => 4a + b = 3
Subtract 2a + b = 2 from 4a + b = 3, such that:
4a + b - 2a - b = 3 - 2
2a = 1=> a = 1/2
Replace 1/2 for a in equation 2a + b = 2 such that:
2*(1/2) + b = 2 => 1 + b = 2 => b = 1
Hence, the quadratic model for the given sequence is a_n = (1/2)n^2+ n - 3.

What is Rome's most ancient monument?

Rome’s most ancient monument is the Cloaca Maxima, an ancient sewage system that the Romans began building under the Etruscan kings in the 6th century B.C.E. It continues to serve Rome to this day. According to a historical study of it undertaken by John N.N. Hopkins of the University of Texas:

The Cloaca began as a monumental, open-air, fresh water canal…. [I]t served a vital role in changing the physical space of central Rome and came to signify the power of Romans who built it. (Hopkins 2007)

The Cloaca drained overflow water from the central Rome area. Before its construction, water from the river Tiber and from streams in the Roman hills inundated the valley every spring and flooded the site of the future Roman forum (ibid. p. 6). This regular flooding prevented the emergence of a coherent urban space. The sewage system enabled the integration of hill settlements into a single city. The Cloaca’s masonry includes archaic, mid-Republican, late Republican and Imperial strata.

Discuss the character of Mrs. Malaprop.

Mrs. Malaprop is a comic character in Sheridan's The Rivals. The most notable thing about her is the way she uses incorrect words to express herself, words that sound similar to the appropriate word but which have a completely different meaning. Mrs. Malaprop's struggles with the English language gave rise to a new literary term—malapropisms, of which there are numerous examples in The Rivals. To name but two:

The pineapple of politeness. [She really means the pinnacle of politeness].
She's as headstrong as an allegory on the banks of the Nile [She's thinking of an alligator].

Mrs. Malaprop's verbal gaffes undercut her status as an authority figure in the play. She's a rather pompous, self-important woman, forever dispensing matronly advice to her niece Lydia. Yet her ignorance of the very words she speaks means that she can't be taken seriously. She's also more than a tad hypocritical, as the following line makes painfully clear:

I would have her instructed in geometry, that she might know something of the contagious countries;—but above all, Sir Anthony, she should be mistress of orthodoxy, that she might not mis-spell, and mis-pronounce words so shamefully as girls usually do; and likewise that she might reprehend the true meaning of what she is saying [emphasis added].

Here is Mrs. Malaprop using a malapropism to warn against the dangers of malapropisms. Self-awareness is evidently not one of her strong points.
Sheridan is making a rather subtle satirical point through the character of Mrs. Malaprop. It says something about so-called respectable society that someone as ignorant and as ludicrous as Mrs. Malaprop can presume to exert moral authority over others. Sheridan also seems to be suggesting the need for a broad, systematic education for those who would engage in polite society. Mrs. Malaprop, like the hapless Captain Le Brush, lacks the benefit of a decent education, and the consequences are painfully obvious each time they open their mouths.

Why does Leper signing up for the war make the war seem more unrealistic to Finny? A. Leper does not have the training or strength for the war B.The war truly is not real to Leper C. Leper has always advocated for peace D. Leper always planned on getting his degree

Option A seems to be the closest explanation for why Finny thinks Leper's involvement in the war makes the war seem unrealistic. World War II serves as a backdrop for Knowles's A Separate Peace, but the war creeps gradually into our main characters' lives as the story progresses. Finny is described as the most athletic and physically graceful of the boys at Devon. However, he is critically injured in an accident (that perhaps his best friend Gene engineered or caused) and cannot participate in the war. World War II was a time when citizens felt it was their duty to contribute in some way to the war effort. Finny would have been an excellent soldier, yet he cannot fight. This fact makes the war unreal to him. Further, the school's distance from the front, its relatively peaceful and idyllic setting, and the young age of its pupils who cannot yet enlist add to the sense of surrealism. However, when Leper enlists, the war seems even absurd. Leper is somewhat shy and doesn't seem preoccupied with asserting his masculinity to his classmates the way some of the other boys do. He could be described as "peaceful," so option C would also work as an answer to this question. I choose A, though, because I think that Leper's enlistment is utterly unlikely; he seems like the least prepared or open to participate in war. His choice to join the army is ironic when you consider that other of the more traditionally masculine, aggressive students like Brinker, do not act similarly (despite proclamations to the contrary). It makes sense that Leper deserts and suffers from severe PTSD in the aftermath of his war experiences.

In August Wilson's Fences, how have circumstances helped to make Troy the man he is? How might his life have been different had he turned fifty-three in either 1947 or 1967, or had he been white?

The whole point of August Wilson's play Fences is that circumstances beyond his main character's control have conspired to destroy whatever chances that character may have had to enjoy life and live prosperously. Troy Maxson is a garbageman, a profession historically if unfairly associated with poverty and ignorance. He is also a middle-aged African American whose prospects as a professional athlete—specifically, as a baseball player—were dashed by virtue of his ethnicity. Wilson's play begins in 1957, ten years after Major League Baseball became an integrated sport. Troy is 53 years old. His best years are behind him and he knows it. Forced by virtue of the institutionalized segregation that kept African Americans out of many professions and that condemned them to an inferior socioeconomic status, Troy, as with many other African American ballplayers, had to be content throughout his peak physical years playing in the Negro Leagues for much less money and much less fame. Early in Fences, Troy and his far more pragmatic wife Rose argue about what could have been had racism not proven such an overwhelming obstacle to success. Ten years before the play opens, Jackie Robinson has broken the color barrier as the first African American to sign with a major league team. Responding to Rose's pride over the symbolism of Robinson's accomplishment, Troy states the following:




"I done seen a hundred niggers play baseball better than Jackie Robinson. Hell, I know some teams Jackie Robinson couldn’t even make! What you talking about Jackie Robinson. Jackie Robinson wasn’t nobody. I’m talking about if you could play ball then they ought to have let you play. Don’t care what color you were. Come telling me I come along too early. If you could play . . . then they ought to have let you play."

Fences is driven by Troy's sense of disappointment in having been unable to realize his potential as a baseball player solely on account of the color of his skin. What makes the play such a tragedy, however, is how Troy's inability to make it to the major leagues has left him eternally bitter, and it is this bitterness and resentment of those who are now able to prosper, like Jackie Robinson, that drives him to sabotage the prospects of his son Cory.
Had Troy been born ten years later, he might have benefited from Branch Rickey's liberal attitudes towards race. Rickey was the real-life owner of the Brooklyn Dodgers who took a chance and signed the African American Robinson, thereby integrating what was known as "America's pastime." Any period of time subsequent to 1947 would have been preferential for an African American ballplayer aspiring to join the big leagues. While segregation continued into the 1950s, and while the civil rights movement would have to continue its struggle throughout the 1960s, black athletes were finally being celebrated in professional sports. Troy Maxson would have been a successful athlete, and his life and that of his family would have been very different.
Had Troy been white, then Wilson's story would have been entirely different. Troy would not have confronted racial barriers and his talent and hard-work would have been amply rewarded. 

What are some textual examples of societal expectations for marriage in Jane Austen's Emma?

The social expectation in Emma is that women will marry. Anything else is unacceptable. Women are also expected to marry a person of their own class.
Harriet shows how unacceptable it is for a woman not to marry when she expresses deep shock at Emma's declaration that she will never marry. To be an old maid like Miss Bates is, to Harriet, a terrible fate. Emma actually agrees with her, saying it is ridiculous to be unmarried and poor, but that she, Emma, will be an unmarried older woman with money, so people will fear and respect her. But in the end, threatened with spinsterhood when she finds out the Jane Fairfax is marrying Frank and when she fears Mr. Knightley will marry Harriet, she wants desperately to marry Mr. Knightley herself. Partly this is recognition of her love for him, but it is also evidence of her acceptance that marriage really is the only path for a woman.
In the beginning of the novel, much of the laugh-out-loud comedy can be lost on a modern audience: Mr. Woodhouse's repeated pity and mourning that "poor Miss Taylor" is marrying is the equivalent of someone mourning that a friend won the lottery or had an unexpected inheritance and is moving to a mansion in Palm Beach. For a governess like Miss Taylor to make such a good marriage is an amazing windfall, not something to mourn.
Nearer to the end of the novel, Jane Fairfax's seemingly inevitable fate of becoming a governess is universally pitied. To become a governess rather than marry is to fall down the social ladder, to "sink." Jane herself compares it to slavery. When her secret engagement to marry Frank becomes public, her status is enhanced and secured.
Much of the plot surrounding Harriet's marriage revolves around class expectations. She is illegitimate and doesn't have money, yet Emma can't tolerate the idea of her marrying Mr. Martin, a farmer. Mr. Knightley, however, insists it is a good match for Harriet, the best she can expect. We see through Harriet how much birth and money determine expectations about the person one will marry. That is the case too with Jane Fairfax—nobody expects that a poor, powerless (though accomplished and beautiful) woman like her could marry Frank Churchill—though in this case, as in "poor Miss Taylor's," she is able to marry well.