Critically analyse the convergences and divergences between feminist theory and ‘green’ (or ecocritical) theory. Illustrate your answer through reference to The Word for World is Forest.

Elements of feminist and eco-critical theories both apply to analyzing Ursula K. LeGuin’s The Word for World Is Forest. Through science fiction set on another planet, LeGuin shines a harsh light on devastating human practices that jeopardize Earth and implies that our chances will improve only if we cease and desist our destructive ways. The theme of domination by men of the environment and all creatures in it, and of women with whom they share humanity, joins the ecological and feminist perspectives in ecofeminism.
Because the story emphasizes conflict between the Terrans, colonizing humans from Earth and Asthsheans, beings those native to another planet, and between loggers and hunter-gatherers, the ecological aspects are most readily identifiable. The disagreements about the humanity of the Astheans, as some of the Terrans not only denigrate them as animals but claim that animals do not matter, likewise support eco-theorizing. Respect for the whole planet, expressed through promoting sustainability—engaging in lifeways that use but do not deplete natural resources—is a cornerstone of ecological theories. Yet ecocritical theorists often promote not just passively social but actively political perspectives, associating the ravaging of natural resources with capitalism. Probing the underlying political-economic framework of the Terrans’ intended and actual exploitation of the Asthshean forests supports that aspect of ecocritiques. The character of Davidson inverts traditional views of pastoral paradise, equating Eden with the productive realm where logs, not trees, are what matter.
The Terran humans, operate along polarized gender lines; in their patriarchal social order, males are the primary aggressors who identify females as their subordinates. Feminist theory aids in interpreting how the authors contrast that rigidity to the fluid gender lines of the other world’s beings, the Athsheans, who have female leaders and value emotion. In particular, the misogynist Davidson epitomizes masculine contempt for women, calling them breeding stock. Inverting that equation, however, some feminist theories support nurturing attitudes toward nature write large with women’s natural role as birth-givers, and related confidence in the capacity of female leaders for environmental stewardship.

Feminist and eco-critical theory are both important lenses through which to analyze this 1972 novella, which was quite controversial when it was published. It is a sort of hybrid work of science fiction and speculative fiction, positing a world where Earth has been made uninhabitable because of environmental degradation.
The story's main protagonist, who is a hugely unlikeable character, is Captain Davidson, a mercenary military employee who oversees a logging camp on a planet being colonized and deforested by Earth. The planet is inhabited by highly intelligent humanoids, called Athsheans, who are tree-dwellers and nocturnal. They have green skin, which may be seen as a symbol of their Otherness, a racial identifier. They have being enslaved by the humans, and Davidson thinks of them as subhuman. When it is learned he raped and murdered one of the female Athsheans, Davidson is the target of a revolt by the natives.
As a man who brutalizes women, Davidson's story arc can be significant in tracing the story's feminist themes. Because he oversees the efforts to literally cut down the world the Athsheans live in, he is a force of colonialism and oppression, symbolizing the greedy and dehumanizing tendencies of patriarchal cultures. Davidson's disregard for the forest and for the female inhabitants of the planet he is a mere visitor to serves as a powerful metaphorical critique of western civilization and imperialism, which has led to widespread oppression of women and environmental degradation.

The significance of Chris's star in All My Sons

In Act 3 Jim tells Kate that everyone has what he calls their own star—the star of one's honesty. At this point in the play, Chris has come to realize the terrible truth of his father's immoral behavior: shipping defective machine parts that caused the death of pilots in the war. Chris needs to go away and think through the consequences of his father's actions. But Jim's sure that when Chris's star has faded, he'll return and understand what his father did; he'll understand how complicated life is and how moral purity is virtually impossible in a world where you often have to compromise to get by. Chris wants to hang on to his little star of honesty for as long as possible, clinging to his illusions until he finally realizes that the world isn't as honest as he'd like it to be, and that it never will be.

In the chapter of The Adventures of Tom Sawyer titled "Strong Temptations," what is the setting, outline, and conflict of the story?

The setting of chapter 2 of The Adventures of Tom Sawyer is described lyrically. It is a perfect summer day of blooming trees, fragrant blossoms and green grass. Tom is on the sidewalk outside his aunt's house, eying all this sunlit perfection with the melancholy of a captive.
The outline of the story is perhaps the most famous in American literature. Tom has been sentenced to whitewash the fence on a Saturday. He is upset because he has to work instead of playing and because other boys are certain to laugh at him. When Ben Rogers does just that, Tom hits upon the brilliant idea of pretending that whitewashing the fence is an honor and a privilege. He charges a sequence of boys for the opportunity to whitewash the fence for him and is able to lounge around in the shade while they work, amassing a vast collection of odds and ends which they offer as payment.
The genius of this system is that, once Tom has hit upon his solution, there is no further conflict. Everyone gets exactly what he wants, although the other boys did not realize that what they wanted was to whitewash a fence until Tom informed them of the fact. He has to pretend to a little conflict in order to make the boys want to whitewash the fence, since, as Twain observes, "in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain." For the purposes of doing business, however, this apparent conflict is swiftly overcome.

The setting is a beautiful, glorious Saturday morning. It is the kind of day when a boy like Tom wants to be out playing but instead has been punished by Aunt Polly. He has been set to work in front of her house to whitewash her picket fence.
The conflict is that Tom doesn't want to be doing this menial labor when he could be enjoying himself. Therefore, in an iconic and very famous scene, he uses his wits to persuade other boys that whitewashing a fence is an enviable task. He accomplishes this by acting as if the whitewashing is great fun and by showing extreme unwillingness to let others help. The text notes:

Tom gave up the brush with reluctance in his face, but alacrity [quick happiness] in his heart. And while the late steamer Big Missouri worked and sweated in the sun, the retired artist sat on a barrel in the shade close by, dangled his legs, munched his apple, and planned the slaughter of more innocents.

Tom realizes that by withholding an activity from others it becomes desirable. Eventually, boys are trading him things for the "privilege" of painting. The narrator tells us:

If he [Tom] had been a great and wise philosopher, like the writer of this book, he would now have comprehended that Work consists of whatever a body is obliged to do, and that Play consists of whatever a body is not obliged to do.

In Chapter 2 of The Adventures of Tom Sawyer (entitled "Strong Temptations"), Tom is living with his Aunt Polly in a town in Missouri. His aunt assigns Tom the task of whitewashing the fence for having come home in dirty clothes the day before.
After giving the fence a couple of swipes with the whitewash, Tom decides he does not want to paint. Here lies his conflict. When the slave boy Jim passes by, Tom offers to fetch the water for him if he will paint for the time he is gone. But Jim will not agree to this deal, saying that he is afraid of his mistress. Then, Ben passes Tom as he pretends to be a steamboat with the engine roaring and bells ringing. Rather than pay attention to Ben, Tom pretends to be completely uninterested; instead, he focuses on the fence. After watching Tom seem to enjoy what he is doing, Ben asks Tom if he can paint. Tom ponders this offer; he then tells Ben that Jim longed to paint, as did Sid, but his aunt only wants him to do this painting. He acts reluctant to pass the fence job to anyone else for fear something will happen to it. "Oh, shucks," says Tom, and he gives Ben the "privilege" after Ben insists that Tom have the apple he has been carrying. "Tom gave up the brush with reluctance in his face, but alacrity in his heart."
When other boys happen along, Tom uses the same tactics on them, and by mid-afternoon, Tom has traded the next chance to paint to enough boys that the entire fence acquires three coats of whitewash. Tom has discovered a "great law of human nature"; namely,"in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain." He has also discovered that "work consists of whatever a body is obliged to do, and that play consists of whatever a body is not obliged to do." Tom has solved his conflict of not wishing to paint by making the others believe that they were engaged in something pleasurable as they painted for him.

Why are Santha and Premila sent to the english school?

They're sent to a British school mainly for practical reasons. Santha and Premila used to be home-schooled by their mother. She did this for two reasons: first, because she didn't think that Indian schools were good enough; and second, because she felt that her daughters would lose their identity in a British school. But when their mother falls ill and their father is away on a long business trip, Santha and Premila are sent to a British school after all.
After the girls start school, their mother's worst fears are realized. At school, the English headmistress—who can't speak the native language—changes the girls' names to the more English-sounding Cynthia and Pamela. The girls are forced to wear the same kind of uniform as the British children; they're also forbidden from eating Indian food. To add further insult, the girls are told that Indian students must sit with one desk between them when taking a test. The reason? Because, according to the headmistress, "Indians cheat."

Was the Louisiana Purchase a moral dilemma for President Jefferson?

The issue of whether to purchase Louisiana from France was something of a moral issue for President Thomas Jefferson. It was a moral issue because it challenged his beliefs about the Constitution. In the end, Jefferson put aside his moral qualms and completed the purchase.
Thomas Jefferson believed in what is called “strict construction” of the Constitution. That is, he believed the United States government could only do things the Constitution specifically said it could do. Jefferson believed this because he believed it was dangerous for the national government to have a lot of power. Because the government was dangerous, it was necessary to limit its powers to those explicitly spelled out in the Constitution. 
This was a problem for Jefferson when he had the opportunity to buy Louisiana from France. Buying this huge mass of land would clearly help the United States greatly, but there was nothing in the Constitution that said the president could buy land from a foreign country. That meant making the purchase would be, in Jefferson’s eyes, unconstitutional. Because of this, Jefferson had a moral dilemma. Did he stick with his beliefs, or did he make this purchase that would clearly benefit his country? 
In the end, Jefferson went ahead and bought Louisiana. He had to confront a moral dilemma when deciding whether to do so, though.
https://www.gilderlehrman.org/user/login?destination=node/82074

https://www.monticello.org/thomas-jefferson/louisiana-lewis-clark/the-louisiana-purchase/

What nation in Africa did Mussolini first invade?

At the end of World War I, there were some nations that were unhappy with the terms of the Versailles Treaty. Germany and Italy were two of these countries. Germany believed the treaty was too harsh on them. Italy believed they didn’t get as much land as they thought they should have received from the treaty. The leaders of both countries wanted to get revenge for the poor treatment they believed each country received.
Benito Mussolini became the leader of Italy. He wanted to return Italy to the glory days of the Roman Empire. One of the things he did was begin to take aggressive actions toward other countries. In 1935, Italy invaded the African country of Ethiopia. Mussolini hoped to expand Italy’s empire. He also wanted to get resources from Ethiopia that could be used to help the Italian economy. Mussolini later went on to invade Albania in 1939. Italy, Germany, and Japan were allies during World War II. Italy’s invasion of Ethiopia was one of many aggressive actions by these countries before the start of World War II.

5000/(1 + e^(2x)) = 2 Use the derivative to determine whether the function is strictly monotonic on its entire domain and therefore has an inverse function.

We are asked to use the derivative of y=5000/(1+e^(2x)) to determine if the function has an inverse. There is a theorem that states that if a function is monotonic (meaning the function is always non-increasing or non-decreasing) then it has an inverse. So, to show a function is monotonic, we need to check if its derivative is either positive or negative for all values in the domain.
By the quotient rule, the derivative is: 
y'=(-5000(2e^(2x)))/(1+e^(2x))^2
The denominator is positive for all x. The 2e^(2x) term is positive for all x so the numerator is negative for all x. Therefore the derivative is always negative and the function decreases on its entire domain.
Thus the function has an inverse.
The graph of the function (black):

 
http://www.sosmath.com/calculus/diff/der12/der12.html