Napoleon Bonaparte had a contradictory character. He had an unusual personality. The writer Germaine de Staël described him as being ‘neither good nor violent, neither gentle nor cruel’, which denotes that he was <em>neutral</em>, a<em> calm </em>and <em>calculated/prudent </em>person. he was considered<em> unique </em>and <em>very special </em>for the actions he took and the thinking he put into taking decisions. By the French writer Stendhal, he was seen as <em>very </em><span><em>ambitious</em> (''endowed with amazing abilities and a dangerous ambition’'). He was very <em>firm</em> when it was about facing his <span>opponents. Even more, he could get even mad when his passions had to face disputes. He was a very difficult person, but that made him more <em>powerful </em>than the others. Also, it is said that ''his diversity (<em>diverse</em>) made him <em>fascinating''</em>. He was hostile to his older brother. He had a military, legislative and <span>diplomatic talent. |He was<em> popular</em>, but his more of defects were: picky (<span>squeamish), selfish, egocentric.</span></span></span></span>
The correct answer is It expresses a hopelessness about life.
Gertrude Stein, who invented this term, used it to name a group of artists who were in France in the final years of the First World War, using the country as a refuge for their creative manifestations, philosophical discussions and literary creations. The Lost Generation became popular in a Hemingway novel called The Sun Also Rises and in his memoir, A Moveable Feast.
Although formed by several artists, the group was best known for the literary works that it produced in the period. On the list of famous authors of the Lost Generation are T. S. Eliot, John Dos Passos, Waldo Peirce, Sherwood Anderson, Ezra Pound, F. Scott Fitzgerald and Ernest Hemingway. In addition to them, another personality mentioned as part of this generation is James Joyce, who has his novel Ulysses as one of the most important at this time. Within this generation, there is a lot of influence of jazz on literary compositions, as this musical style was emerging in the United States and influencing other countries.
The correct answer to this open question is the following.
The reasons and historical events that led to the creation of the United Nations were the following.
The historical events can be traced back to the end of World War II, after the Allied forces defeated Germany, Japan, and Italy. The world witnessed too much suffering and destruction like never before seen. Even more, with the launching of the atomic bombs over Hiroshima and Nagasaki, Japan.
There were some previous charters, treaties, and agreements that inspired the foundation of the United Nations. We are talking about the Declaration of St. James Palace of 1941, teh Atlantic Charter of 1941, the Yalta Conference of 1945, and in the same year, the San Francisco, California Conference in the United States. All these works served to establish the foundation of the United Nations on October 24, 1945.
The United Nations differed from the League of Nations in that teh League of Nations was the result of the agreement between the main European superpowers after World War I, without the participation of the United States. Meanwhile, the United Nations was the result of the idea of 50 nations during the conference of San Francisco, California. There was a plurality of ideas that enriched the agreements to create the United Nations. Another important aspect of the UN that did no have the League of Nations, was the capacity of the UN to come up with resolutions that could be enforced. And this was not the case of the League of Nations. Another important consideration is that the United Nations promotes peace around the world, supports the progress of societies in all nations, and invites for the respect of human rights.
The Brown vs. Board ruling stated "separate but equal" schools were inherently unequal. In Brown II, the court ruled that states must do this with "all deliberate speed."
Even though this was the case, many southern politicians tried to stop desegregation. A perfect example would be the Little Rock 9. This group of nine African-American citizens tried to enter Central High School, a previously all white school. When they were about to enter for their first day, the Arkansas National Guard refused to allow them enter the school.This was one way in which state governments tried to prevent desegregation.
In response to this, President Eisenhower sent in the National Guard to escort the Little Rock 9 into Central High School.
