[Q]: Extract the answer to the question from the following context. Question: The man who made a system for describing plant life instructed which scientist? Context: The discipline of plant ecology was pioneered in the late 19th century by botanists such as Eugenius Warming, who produced the hypothesis that plants form communities, and his mentor and successor Christen C. Raunkiær whose system for describing plant life forms is still in use today. The concept that the composition of plant communities such as temperate broadleaf forest changes by a process of ecological succession was developed by Henry Chandler Cowles, Arthur Tansley and Frederic Clements. Clements is credited with the idea of climax vegetation as the most complex vegetation that an environment can support and Tansley introduced the concept of ecosystems to biology. Building on the extensive earlier work of Alphonse de Candolle, Nikolai Vavilov (1887–1943) produced accounts of the biogeography, centres of origin, and evolutionary history of economic plants.
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[A]: Eugenius Warming


[Q]: Extract the answer to the question from the following context. Question: Marshall was a? Context: From 1920, Eisenhower served under a succession of talented generals – Fox Conner, John J. Pershing, Douglas MacArthur and George Marshall. He first became executive officer to General Conner in the Panama Canal Zone, where, joined by Mamie, he served until 1924. Under Conner's tutelage, he studied military history and theory (including Carl von Clausewitz's On War), and later cited Conner's enormous influence on his military thinking, saying in 1962 that "Fox Conner was the ablest man I ever knew." Conner's comment on Eisenhower was, "[He] is one of the most capable, efficient and loyal officers I have ever met." On Conner's recommendation, in 1925–26 he attended the Command and General Staff College at Fort Leavenworth, Kansas, where he graduated first in a class of 245 officers. He then served as a battalion commander at Fort Benning, Georgia, until 1927.
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[A]: generals


[Q]: Extract the answer to the question from the following context. Question: The first institute of technology was built to address the needs of what industry? Context: The institutes of technology and polytechnics have been in existence since at least the 18th century, but became popular after World War II with the expansion of engineering and applied science education, associated with the new needs created by industrialization. The world's first institution of technology, the Berg-Schola (today its legal successor is the University of Miskolc) was founded by the Court Chamber of Vienna in Selmecbánya, Kingdom of Hungary in 1735 in order to train specialists of precious metal and copper mining according to the requirements of the industrial revolution in Hungary. The oldest German Institute of Technology is the Braunschweig University of Technology (founded in 1745 as "Collegium Carolinum"). Another exception is the École Polytechnique, which has educated French élites since its foundation in 1794. In some cases, polytechnics or institutes of technology are engineering schools or technical colleges.
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[A]: mining


[Q]: Extract the answer to the question from the following context. Question: What views does Scout have to contend with? Context: Just as Lee explores Jem's development in coming to grips with a racist and unjust society, Scout realizes what being female means, and several female characters influence her development. Scout's primary identification with her father and older brother allows her to describe the variety and depth of female characters in the novel both as one of them and as an outsider. Scout's primary female models are Calpurnia and her neighbor Miss Maudie, both of whom are strong willed, independent, and protective. Mayella Ewell also has an influence; Scout watches her destroy an innocent man in order to hide her desire for him. The female characters who comment the most on Scout's lack of willingness to adhere to a more feminine role are also those who promote the most racist and classist points of view. For example, Mrs. Dubose chastises Scout for not wearing a dress and camisole, and indicates she is ruining the family name by not doing so, in addition to insulting Atticus' intentions to defend Tom Robinson. By balancing the masculine influences of Atticus and Jem with the feminine influences of Calpurnia and Miss Maudie, one scholar writes, "Lee gradually demonstrates that Scout is becoming a feminist in the South, for with the use of first-person narration, she indicates that Scout/ Jean Louise still maintains the ambivalence about being a Southern lady she possessed as a child."
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[A]:
Scout/ Jean Louise