What is the overall message of "Master Harold" . . . And the Boys, and how does that relate to society?

I think there are a number of potential overall messages present in this play, and individual audience members will gravitate in slightly different directions regarding what the specific, overall message is. I think there is a message present in the play that teaches audiences about the potential dangers of speaking out in anger. Hally turned his anger over his mother and father back at Sam, and Hally said some very hurtful things. Hally eventually strained the relationship to the breaking point, and Sam warned Hally not to go any farther. Hally did, and the relationship was destroyed.
There's a message there about how to treat other people. There's a message there that shows how a single outburst can damage a lifelong relationship. The play also has a message to audiences about what a loving father looks like. Unexpectedly, Hally's father is not that ideal image. It is Sam. Sam pushes Hally to be better, he protects Hally, he jokes around with Hally, and so on. Sam fills the father role in Hally's life, and audiences are taught what a healthy father/son/adult/child relationship can look like.

Why are the youth “doomed”?

The youth in this poem are doomed because they have been called to a war—World War I—which will steal their childhood and innocence. In addition, these young boys are doomed to never truly grow into men, as they are fighting a war which will most likely take their lives. They will "die as cattle," only seen as one of the multitude of soldiers who have sacrificed their future to the hands of war.
At their passing on the battlefield, they will not even receive an honorable funeral or farewell. There will be no ceremonies at their death or speeches of their bravery. There will be no last prayers over their body or tender last moments with those whom they loved most. The only ceremony that they will get is the violent sounds of battle, such as the "monstrous anger of the guns." The only sounds of grief will be the jarring sounds of "wailing shells."
In this poem, Wilfred Owen uses these boys' tragic deaths to show the horror of war and expose just what this event steals from those who are called to participate in its brutality.

How would you describe the education in Maycomb?

The breakdown of systemic institutions goes even further in To Kill a Mockingbird. For instance, Scout’s teacher, Miss Caroline Fisher, prohibits her from reading at home with her father because it would interfere with the school system’s instruction. The education system is portrayed as a problematic place where creative thought and individualism are quashed.

What is a critical analysis of this quotation "Don't say that, Governor. Don't look at it that way. What am I, Governors both? I ask you, what am I? I’m one of the undeserving poor: that's what I am. Think of what that means to a man. It means that he's up agen middle class morality all the time. If there's anything going, and I put in for a bit of it, it’s always the same story: “You're undeserving; so you cant have it.” But my needs is as great as the most deserving widow’s that ever got money out of six different charities in one week for the death of the same husband. I don't need less than a deserving man: I need more. I don't eat less hearty than him; and I drink a lot more. I want a bit of amusement, cause I’m a thinking man. I want cheerfulness and a song and a band when I feel low. Well, they charge me just the same for everything as they charge the deserving. What is middle class morality? Just an excuse for never giving me anything. Therefore, I ask you, as two gentlemen, not to play that game on me. I’m playing straight with you. I ain't pretending to be deserving. I’m undeserving; and I mean to go on being undeserving. I like it; and that's the truth. Will you take advantage of a man’s nature to do him out of the price of his own daughter what hes brought up and fed and clothed by the sweat of his brow until she's growed big enough to be interesting to you two gentlemen? Is five pounds unreasonable? I put it to you; and I leave it to you."

Mr. Alfred Doolittle is a minor character in the famous 1912 play Pygmalion by George Bernard Shaw. Even though he appears in only two scenes, Mr. Doolittle is a character through whom Shaw conveys his social and political views. Thus, his monologues and dialogues, despite their comedic and humorous tone, usually carry a deeper meaning. An example of this would be the quote you’ve asked to be analyzed.
Shaw portrays Mr. Doolittle as an amoral drunkard, a working class dustman, a father, and a husband to at least six women; a poor, “undeserving” man who by the end of the play becomes a member of the one socioeconomic class he has always despised--the middle class. He says:

“I’m one of the undeserving poor: that’s what I am. Think of what that means to a man. It means that he’s up agen middle class morality all the time . . . What is middle class morality? Just an excuse for never giving me anything. Therefore, I ask you, as two gentlemen, not to play that game on me. I’m playing straight with you. I ain’t pretending to be deserving. I’m undeserving; and I mean to go on being undeserving. I like it; and that’s the truth.”

Having discovered that Professor Higgins and Colonel Pickering want to transform Eliza into a proper lady, Mr. Doolittle offers his daughter for mere five pounds and asks for the money only to buy more drinks and provide some amusement and cheerfulness for his soul.
With this particular quote, Shaw presents the concept of middle class morality--or the way a person must behave and think when they are a member of the middle class. The middle class must work in order to gain the wealth they deserve. Mr. Doolittle would rather be a poor man than belong in the middle class, because then he won’t have to live according to the morality and ethic of said class.
Being poor and undeserving of his wealth means that he won’t be required to provide for the other people of the society who’ll come to him asking for help and money, and he won’t have to change the way he speaks, the way he acts and the way he looks. He won’t have to worry about anything he does nor will he have any important societal responsibilities and obligations, because the rich and higher classes won’t even bother to acknowledge his existence. He’ll be living by his own rules, morals and principles simply because he can’t afford the morals of the middle class.
Essentially, Shaw portrays Doolittle as a representative of the entire lower class: those who live in poverty and those who must work to survive, and uses him as a platform to present the real meaning of morality and social equality.
Shaw was a Fabian socialist, meaning he believed that democratic socialism is an ideology and a political system that can be achieved gradually, through an evolutionary process, unlike the violent and revolutionary doctrines of Marxism. Through Mr. Doolittle’s monologue, Shaw expresses his own criticism of the society and his opinions on the socioeconomic classes, and explains how money and wealth can completely transform a person, both physically and psychologically.

What are some research ideas/topics for King's The Shining?

There are lots of interesting possibilities when it comes to potential research topics and ideas for The Shining. For example, you might explore the autobiographical elements to the story. Jack Torrance is said to be based to some extent on King himself. King, like Jack, was an alcoholic. King, like Jack, struggled financially (before he became a famous writer) to support his family. King also was living in Colorado when he wrote the book, which is where the story is set. In a memoir entitled, "On Writing: A Memoir of the Craft," published in 2000, King wrote: “I was the guy who had written The Shining without even realizing that I was writing about myself.”
Another possibility is to read the unpublished prologue that King wrote for the story (link below) and consider how the prologue might change one's interpretation of the novel. The prologue, entitled "Before The Play," describes Jack's relationship with his father, when Jack was still a boy. In scene 4 of the prologue, Jack, after being badly beaten by his father, thinks to himself, "What you see is what you’ll be, what you see is what you’ll be." From this prologue then, one might be able to better understand Jack's violence and madness in the story, as well as, of course, his abusive relationship with his own son. There was also an epilogue to the story which, likewise, wasn't included with the published novel. It might be interesting to research why King decided not to publish either the prologue or the epilogue and why he wrote them in the first instance. He presumably thought, initially, that both the prologue and epilogue added something important to the story. And perhaps he subsequently thought that they in fact, in some way, detracted from it. It would certainly be interesting to explore his thinking.
A third possibility might be to explore the similarities and differences between the book and the movie adaptation. King has criticized Stanley Kubrick's movie adaptation for trying to "psychologize the supernatural," and for thereby undermining the power of the Overlook Hotel. In Kubrick's adaptation, all of the supernatural occurrences are seemingly presented as a manifestation of Jack's own troubled mind. King has also criticized the lack of development in Jack's character in the movie, stating that, in the movie, "there’s no tragedy because there’s no real change." For these reasons and more, King has dismissively described Kubrick's movie as "like a big, beautiful Cadillac with no engine inside it." You might incorporate this quotation into an essay question, and explore whether or not you agree and, of course, why.
A fourth possible topic for research might be the connections between King's different novels. There are lots of theories about how all of King's novels are connected. For example, Dick Hallorann, the psychic cook in The Shining, also appears in It. In Misery, one of Annie Wilkes's victims, Andrew Pomeroy, tells her that he is writing a magazine article about the Overlook Hotel. It might be an interesting avenue of research to explore how these connections enhance the different stories, and how each story, The Shining included, fits into this multiverse created by King. I have included a second link below that you might like to start with if you decide to go down this route.
http://the-end-of-summer.blogspot.com/2012/02/before-play-prequel-to-shining.html

What is the point of view for chapter 14?

The Color of Water by James McBride is a unique memoir because the narration switches between McBride himself and his mother. Half of the chapters are from McBride's point of view reflecting on his childhood. The rest take on his mother's point of view in her own distinctive voice. The whole text is written in the first-person point of view; it's just that the narrator switches between McBride and his mother.
The odd chapters are his mother's perspective, while the even chapters are narrated by McBride. Chapter fourteen, called "The Chicken Man," is from the first-person point of view of James McBride. He tells the reader about how he got into trouble in school and with the law, so his mother, Ruth, sends him to his sister's house in Kentucky. There, he meets the Chicken Man who the chapter is named after.

How would I write a complete paragraph on the topic "A student miss classes with any two reasons"? The instructions are as follows: in one sentence that uses "who" and one sentence that uses "whom," use correct "indirect object with direct object" and "active voice"/"passive voice" sentences.

This question is a fairly interesting set-up because it sounds like it could be a creative writing prompt; however, it has various grammar requirements that will cause a writer to seriously think about the words that are going down on the page. It is up to the individual writer to figure out the various reasons why a student might come to class late. It is also up to an individual writer to decide on whether or not the paragraph is going to be narrative description only or have dialogue exist between the late student, fellow students, and/or the teacher. You also need to decide if this paragraph is going to be written from the first-person point of view or the third-person point of view. The first-person point of view could be fun to play around with because the first-person narrator doesn't have to be the student who walks in late. It could be another student in the class, or it could even be the teacher.
The paragraph could start out like the following.

I've been teaching for twenty minutes when I hear a knock at the door. Who could that be? Then my question is answered. The door is opened, and in walks Jimmy Dean. He's late as usual, so I wonder what his reason will be today. There's something goofy about this kid. He's actually someone with whom I would like to have a chat after class. That probably won't happen. He's always one of the first kids to leave the classroom. Before joining his classmates, Jimmy gives me his late note.

The above paragraph takes care of the requested grammatical structures; however, the paragraph doesn't complete the full assignment listed above. It is missing the information about why the student is late. The question states that the paragraph must include two reasons why the student arrived late to class. The above paragraph could easily incorporate those reasons. The teacher could read the note, or he could ask Jimmy to explain his tardiness in a little more detail. It depends on how creative you would like to get and whether or not dialogue is something that you want to include.
One recommendation that I do have about the paragraph is that it make minimal use of the passive voice. More often than not, teachers want things written in the active voice. This is because the active and passive voices emphasize different things. The active voice emphasizes the thing performing the action and (possibly) the recipient of the action. Passive sentences are different. The passive voice makes sense when the thing performing the action is not important. For example, "My car was broken into." It's not really important who did that. I care more about the fact that my car was broken into, and the passive voice sends that message. My own young kids have figured out when to use the passive voice to get out of punishments. They will say, "The window was broken" instead of "We broke the window."
Regarding the "who" versus "whom" conundrum, just remember that "who" is used to refer to the subject in a sentence, and "whom" should be used to refer to the object of a verb or preposition.