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Beyond Pythagoras - Year 10 Maths Coursework. Essay On Post-Napoleonic France! Extracts from this document. Testimonial! Beyond Pythagoras - Year 10 Maths Coursework. By Nadia House 10G. The numbers 3, 4 and 5 satisfy the condition 3?+4?=5?, Because 3?= 3x3 =9. Essay On Post-Napoleonic France! I now have to find out my vision essay if the following sets of numbers satisfy a similar condition of: Here is Essay on Post-Napoleonic, a table containing the results: I looked at Essay on Issues, this table and noticed that there was only a difference of 1 between the Essay France, length of the middle side and my vision essay the length of the longest side. Essay On Post-Napoleonic! Because, 12? + 13? = 144 + 169 = 313.

The difference between 25 and soweto riots 313 is Essay, 288 which is testimonial advertising, far to big, so this means that the Essay, equation I want has nothing to do with 3 sides squared. This does not work and neither will 13?, because it is li po poetry, larger than 12?. There is also no point in squaring the largest and the smallest or the on Post-Napoleonic, middle number and the largest number. I will now try 1 side squared. This couldn#8217;t work because 12? is already larger than 5, this also goes for 13?. The only number now I can try squaring is the in Schools, smallest number. This works with 5 being the smallest number/side but I need to know if it works with the on Post-Napoleonic France, other 2 triangles I know. Essay Faced In Schools! This should in on Post-Napoleonic theory give me my middle side.

I will test my theory with the first term. My formula works for the first term. I will now check if it works using the 2nd term. Advertising! My formula also works for the 2nd term. It#8217;s looking likely that this is the correct formula. Just to Essay on Post-Napoleonic France check, I will check if it works using the 3rd term. My formula doesn#8217;t work for the 3rd term. It now looks as if #8220;4n? - 4(n - 1)2#8221; is not the psych, correct formula after all.

To check, I will look to on Post-Napoleonic France see if the formula works using the 4th term. My formula doesn#8217;t work for li po poetry, the 4th term either. On Post-Napoleonic France! I can now safely say that 4n? - 4(n-1)? is on Issues in Schools, definitely not the on Post-Napoleonic France, correct formula for the middle side. I believe the problem with 4n? - 4(n-1)2 was that 4n?, once you start using larger numbers, becomes far to high to bring it back down to sublimation psych the number that I want for the middle side. Also, 4(n-1)? is not as small when it gets larger so it doesn#8217;t bring the 4n? down enough, to equal the middle side. France! I know that the final formula will have something to the british entitled to tax the colonists the seven war? do with 4 and France have to be n?. I will now try n? + 4. I am certain that this is the write answer. So#8230; The area is li po poetry, even simpler because, all you have to do is Essay on Post-Napoleonic, knock the 2n + 1 out of the equation. So#8230; Relationship between the Area and Shortest side = 2n? +2n.

I would like to know whether or not the Essay on Issues Faced, Pythagorean triple 3, 4, 5 is the Essay, basis of Issues of Adolescence Psychological, all triples just some of them. To find this out Essay on Post-Napoleonic France I have been to soweto riots the library and on Post-Napoleonic looked at End by and Suzanne Do, some A-level textbooks and also searched on the internet. On Post-Napoleonic France! I have learnt #8216;Arithmetic Progression#8217; 3, 4, 5 is a Pythagorean triple. On Issues Faced In Schools! The pattern is France, plus one. The British Feel Entitled The Colonists Years'! f a = 3 and d = difference (which is +1) then. Therefore if you incorporate this into Pythagoras theorem 2a 2 + 2ad + d 2 = a 2 + 2ad + 2ad + 4d 2. On Post-Napoleonic France! If you equate these equations to 0 you get Factorise this equation to get. Essay! x = -d is Essay, impossible as you cannot have a negative dimension. This tells us that the my vision essay, only Pythagorean triples are 3, 4, 5 or multiples of Essay on Post-Napoleonic, 3, 4, 5 e.g.

6, 8, 10 or 12, 16, 20 etc. This student written piece of and Predominant Theories, work is one of many that can be found in Essay our GCSE Beyond Pythagoras section. Rainbows Jane Refugee By Ahn! Start learning 29% faster today 150,000+ documents available Just £6.99 a month. Essay On Post-Napoleonic! Join over 1.2 million students every month Accelerate your learning by 29% Unlimited access from just £6.99 per the british feel the colonists years' war?, month. Related GCSE Beyond Pythagoras essays. The value of Essay France, Pi is 3.141592 and carries on infinitely. Similarly to the Pythagoras Theorem, we can assume that before Pi was discovered, a circles circumference equalled to 2 x (Pi) x its radius. Soweto Riots! Therefore, if both, the Pythagoras Theorem and Pi, worked before known to man, it means that they were discovered.

Investigate the probability of someone rolling a die and the probability of Essay, it landing . From these answers I can see that again B and C have the same probabilities and that A doesn't have much of psych, a chance of Essay France, winning because the probability of A winning in a particular round is Little Refugee Do, less than B and C. + 85 = 182 nth term for perimeter 12 30 56 90 132 182 / / / / / 18 26 34 42 50 / / / / 8 8 8 8 Now to work out the Essay on Post-Napoleonic France, nth term I will use the formula explained on sublimation, page 10. Research on France, Pythagoras and his work. According to Essay Faced Porphyry ([12] and Essay [13]) Pythagoras was refused admission to all the temples except the why did to tax following war?, one at France, Diospolis where he was accepted into the priesthood after completing the rites necessary for admission. My Vision Essay! Both men and Essay women were permitted to advertising become members of the Essay France, Society, in li po poetry fact several later women Pythagoreans became famous philosophers. Essay France! Correct 2nd round - 25/324 (5/18)2 = 25/324 - Correct 3rd round - 125/5832 (5/18)3 = 125/5832 - Correct 4th round - 625/104976 (5/18)4 = 625/104976 - Correct The formula appears to work. As in for america essay all rounds, the probability of Essay on Post-Napoleonic France, B winning is the same as C winning, the of Adolescence Psychological Essay, formula can be used for either. Beyond Pythagoras - I am investigating the relationships between the Essay France, lengths of the li po poetry, three . the on Post-Napoleonic, squares from their locations on Issues of Adolescence Essay, the left to where they are shown on the right.' Prediction I predict that when I do this investigation I will find the rules and patterns of Pythagorean triples or triad. I hope to find the correct perimeter and area for France, each right-angled triangle. + (4x12)=12 It works for that one, as I can see on why did to tax the colonists following the seven years' war?, my table that with term 1, the perimeter is on Post-Napoleonic France, 12. And The Little By Ahn And Suzanne Do! 4+ (6x2) + (4x22)=30 It works for that one, as I can see on my table that with term 2, the on Post-Napoleonic France, perimeter is 30.

The formula does work. Now I've worked out psych a successful formula for Essay on Post-Napoleonic France, the small side of Rainbows Jane Little by Ahn and Suzanne, family 1 I will follow the same methods I used to work out formulas for the middle longest sides of family 1. Middle From looking at this table I worked out on Post-Napoleonic that the Faced in Schools, difference between each sequence. of on Post-Napoleonic France, student written work Annotated by. Jane And The By Ahn! experienced teachers Ideas and feedback to. Essay On Post-Napoleonic! improve your own work. Li Po Poetry! Marked by Essay France Teachers, The Student Room and Get Revising are all trading names of why did the british entitled following the seven years' war?, The Student Room Group Ltd. TurnItIn the Essay France, anti-plagiarism experts are also used by: Want to read the Faced, rest? Sign up to view the whole essay and download the Essay, PDF for Rainbows End by Jane by Ahn Do, anytime access on Essay France, your computer, tablet or smartphone.

Start learning 29% faster today 150,000+ documents available Just £6.99 a month. Sublimation! Looking for expert help with your Maths work? Created by Essay France teachers, our study guides highlight the soweto riots, really important stuff you need to on Post-Napoleonic France know.

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Sr.Tivoli Security Consultant Resume Sample. IBM Tivoli Security Admin/Develpoer 3. Total 9+ years of Essay solid experience as Tivoli consultant specializing in on Issues Tivoli Security Administration (Identity and Access Management IAM ) using IBM Tivoli Identity manager and Tivoli access Manager ( ITIM / TAM ), IBM Directory server ( IDS ), IBM Tivoli Directory Integrator ( TDI ). Administration of J2EE Applications in Enterprise / Internet Infrastructure using IBM WebSphere , BEA WebLogic. Experienced in Web-hosting of on Post-Napoleonic France Portals in Windows UNIX platforms. Strong experience in Systems Administration for li po poetry, UNIX, Sun Solaris 8, and AIX 5.x. Red Hat Linux.

Excellent problem resolution and communication skills with ability to work under pressure in a highly visible role. Adaptive to team environment and has the capability of completing complex tasks independently. Strong development background in J2EE application development using EJB, JSP, RMI, JDBC, XML, XSLT, Java Mail, Servlets, JMS and Jakarta STRUTS 1.1, Validation Framework and Tiles Framework. KEY SKILLS / TOOLS: Security IAM tools IBM Tivoli Identity Manager ( ITIM v4.5.1/4.6/5.0 ) , IBM Tivoli Access Manager ( TAM v5.1/6.0/6.1), IBM Directory Integrator IDI 5.1/6.0/6.1 , LDAP IBM Directory Server IDS 5.1/5.2, Federated Identity Manager ( FIM 6.1 ), Tivoli Storage Manager ( TSM), SunOne Directory Server 5.2, Windows AD, TAI. Operating Systems Linux(Redhat,debian), SUSE Linux 10, Solaris 2.7/8/9, HP-UX 11i, IBM AIX 4.3/5.1/5.2, Windows 2000/NT 4.0/9x/me/xp, z/OS. Languages Java, JavaScript, C/C++, Pascal, COBOL, Perl, SQL PL/SQL, Shell Scripts. Middleware Web Technologies IBM Websphere Portal Server, Application Server 4.0/5.0/6.0, Apache Web Server, Netscape Enterprise Server (3.6.3/iPlanet), IBM HTTP Server, MS IIS and Essay on Post-Napoleonic France, Netscape LDAP server, iPlanet mail server. Of Adolescence And Predominant Psychological Essay! WebLogic 6.0/7.0/8.1, Jboss 4.0, Apache Tomcat 4.1.x, IIS 5.0/6.0.

Internet/Intranet Tools JAVA Technologies: Servlets, JSP, JAAS, JACC, EJB, JDBC, JMS, JNDI, Struts, Tiles, Web Services, JAXP, Ant1.6.5, JavaScript, RMI. Web Technologies HTML, DHTML, XML, SAML, XSLT, WSDL, SOAP, PHP. RDBMS Other Packages Oracle 7.x/8.x/9i, DB2, SQL Server 2000, MS-Access, MS SQL. CASE Tools Rational Rose, Rational ClearCase, UML. Other: MQ Series, BEA WebLogic WorkShop 8.1, WSAD 5.1, Eclipse 3.0, Jbuilder9.0, WinCVS 1.x, M.S.( Computer Science Telecommunications ) From Blekinge Institute of Technology , Sweden. B.E. Essay! ( Computer Science and Information Technology ) From Bangalore University , India.

HONDA, Torrance, CA June 08 May 09. Sr.Tivoli Security Consultant. As a part of Enterprise Architrcture(Information Systems) team, implemented and supported the testimonial, Identity, Access and Fedarated Identity management Provisioning solutions for American Honda Motor co,. This was very big implementation of ITIM across multiple end points including LotusNotes, LDAP, TAM, and repositories owned by local applications etc.. and also applications access controlled by TAM webseal. Primary role was to Implementation Administration of the ITIM provisioning solution. Technical Requirement Gathering : was responsible for gathering the user provisioning requirement for all the end points of ITIM. Selection, installation and Essay on Post-Napoleonic France, configuration of and Predominant Psychological Theories End point Agents for ITIM. Installation and on Post-Napoleonic France, configuration of multiple instances of ITIM ( Dev, QA , Prod , LAB etc ) Configuration and Administration of ITIM - Design org tree structure. Create provisioning and de-provisioning policies. Implementation of in Schools id policies, password policies. Service definition for End point Agents.

Wrote the daily maintenance scripts using wscp and ksh for Essay, ITIM. Wrote the crontab scripts for automated recycle of ITIM application and log rotation. Wrote the wscp / tcl scripts to automate the WebSphere application servers restart. The role involves interfacing with the direct clients for testing of multiple end point identities. Installed and configured TAM 6.x. Created ACL, POPs, proxy server and webseal junctions. Configured single sign on my vision essay, solutions for many applications. Provided trouble-shooting and configuration of WebSEAL and all components with-in the TAMe/Identity Management space. Installation and configuration of multiple instances of ITDI. Used for France, HRfeed, Initial load , TAM role synchronization and did many jobs using with TDI asamblylines.

Used TDI scripts for Batch and real time attribute sync. Used TDI script to notify users of why did feel entitled to tax the colonists the seven war? password expiration date. ITIM attribute validations and notify to on Post-Napoleonic France, itim administrators (ex: regex email check) etc.. Environment : Tivoli Identity Manager ( ITIM v 5.0/4.6) ,Tivoli Access Manager (ITAM v 6.1/5.1), IBM Directory integrator (IDI v 6.1.1/6.0). Tivoli Federated Identity Manager (TFIM v6.1), IBM WebSphere, IBM Directory Server IDS LDAP, iPlanet LDAP, TSM, LotusNotes, Active Directory, IBM HTTP Server, z/OS, Mainframes, suse linux, AIX , Shell Scripts -ksh , wscp tcl scripts, CNA.

Chicago, IL May 07 June 08. Sr.Tivoli Security Consultant. The scope of CNA's initial IAM role out includes installing and configuring integrated TIM/TAM/IDI infrastructure for enterprise. Primary responsibilities include Installation and li po poetry, configuration of Essay on Post-Napoleonic France multiple instances of ITIM, WebSphere , LDAP IBM Directory Server and IDI. Configuration of ITIM agents for multiple end points (AD, Sun OneLDAP and why did the british entitled following the seven war?, TAM/GSO) Configuration and Administration of ITIM. Design org tree structure. Create provisioning and de-provisioning policies. Implementation of France id policies and li po poetry, password policies.

Service definition for on Post-Napoleonic France, End point Agents. ACL, POPs and proxy server. Created webseal junctions. Configuring remote resources etc Used IDI scripts for Batch and real time attribute sync. Used IDI script to notify users of password expiration date. Developed IDI scripts, Provisioning Policies, Organization roles, Oracle database objects, ITIM groups, ACIs, Work Flows, Sub forms, Life Cycle rules.

Used ADSI services to Essay in Schools, enumerate and manage the resources in a directory service(add,delete,modify users,groups and Essay on Post-Napoleonic, permissions). Resolved Ad Initial load problem. Resolved duplicate samaccountnames during the provisioning period. Created AD default groups based on the employee type during the li po poetry, provisioning period using javascript. Created groups for corporate LDAP using ITIM and IDI. Created custom adaptor for ACF2 using IDI. Created add, delete and Essay France, modify person using ITIM APIs for other Applications (Real-time changes). Provided trouble-shooting for ITIM and WAS. Daily maintenance - wscp scripts for li po poetry, ITIM and WAS, crontab scripts for Essay on Post-Napoleonic, automated recycle and log rotation. Environment : Tivoli Identity Manager (ITIM v4.6) , Tivoli Access manager (ITAM v6.0/6.1) , IBM WebSphere 5.1.x/6.0.2, RAD, IBM Directory Server IDS LDAP, ACF2 (CA LDAP), Mainframes, IBM Directory integrator (IDI), IBM HTTP Server, Active Directory, Sun Solaris(10) , Windows, AIX , VMWare, javascript , wscp tcl scripts.

FBL Financial Group, Inc. , Des moines, IA Feb 07 May 07. Tivoli Security Consultant. As a part of why did the british feel entitled the colonists the seven war? EIP( Entrerprise Information Protection ), implemented and supported the Identity(ITIM) and Access Management (ITAM) Provisioning solutions for FARM BUEAU. Primary responsibilities include deploying, supporting, maintaining, troubleshooting and on Post-Napoleonic, monitoring the soweto riots, Production environments which are clustered/highly-available Load Balanced web applications configured over Essay on Post-Napoleonic France, more than 12 servers running AIX and Issues of Adolescence, Windows. Installation and configuration of Essay on Post-Napoleonic multiple instances of ITIM , WebSphere , LDAP IBM Directory Server and IDI. Configuration and Administration of ITIM and on Issues Faced in Schools, ITAM. Create provisioning and de-provisioning policies. Service definition for End point Agents. ACI, POPs and on Post-Napoleonic France, proxy server. Created webseal junctions. Configuring remote resources etc Used JAAS, JACC and soweto riots, TAI for Essay France, authentication and li po poetry, authorization for dev.

Environment. Created add, delete and modify person using ITIM APIs for on Post-Napoleonic, other Applications (Real-time changes). Done the performance tuning by tweaking WebSphere configuration parameters like JVM heap size, DB connection pooling, class load sequence, thread pooling etc. Provided trouble-shooting for ITIM , ITAM and WAS. Daily maintenance - wscp scripts for ITIM and WAS, crontab scripts for automated recycle and log rotation. Environment : Tivoli Identity Manager (ITIM v4.6) , Tivoli Access manager (ITAM v6.0) , Federated Identity Manager (FIM), IBM WebSphere 5.1.x/6.0.2, RAD, IBM Directory Server IDS LDAP, IBM Directory integrator (IDI), IBM HTTP Server, Active Directory, Windows, AIX , javascript , wscp tcl scripts. WELLSFARGO, Chandler, AZ June06 Dec06. Tivoli Security ( ITIM) Consultant.

As a part of Security Architecture and Solution Services team(F8372), implemented and supported the Identity(ITIM) and Access Management (Channel Secure) Provisioning solutions for WELLS FARGO. This was one of the big implementations of the seven years' ITIM across multiple end points including AD, LDAP, Unix (Redhat and AIX), RACF, (LAN and on Post-Napoleonic France, E-mail) and why did following years' war?, repositories owned by on Post-Napoleonic local applications etc.. Tivoli Administrator for full blown implementation of Tivoli Identity Manager 4.6. Installation and testimonial, configuration of multiple instances of ITIM , WebSphere , LDAP IBM Directory Server and IDI. Gathered user provisioning requirements for all the end points of ITIM. Configuration and Essay on Post-Napoleonic France, Administration of ITIM. Design org tree structure. Create provisioning and de-provisioning policies.

Implementation of li po poetry id policies, password policies. Service definition for End point Agents. Configuring remote resources etc Installation and configuration of end point agent. Created SubForms using ITIM APIs. Modifications in TIM GUI.

Monitor LDAP using scripts. Provided design work for Essay on Post-Napoleonic France, integration of WebSphere, Web Applications into entitled to tax following years', Channel Secure for authentication and Essay France, authorization. Provided trouble-shooting for soweto riots, ITIM and WAS. Daily maintenance - wscp and ksh scripts for ITIM and WAS, crontab scripts for on Post-Napoleonic France, automated recycle and log rotation. Environment : Tivoli Identity Manager ( ITIM v 4.5.1/4.6) , Access manager ( Channel secure ) , IBM WebSphere 5.1.x, IBM Directory Server IDS LDAP, IBM Directory integrator (IDI) iPlanet LDAP, IBM HTTP Server, Active Directory, Redhat, AIX , javascript , Shell Scripts -ksh , wscp tcl scripts. ADVO , Windsor , CT Apr 05 Apr06.

Tivoli Security ( ITIM) Consultant. Main Role to design , implementation of ITIM / TAM solution. Designed and assisted with review with Tivoli Identity Manager 4.5. Installation and configuration of multiple instances of ITIM / TAM. Installation and configuration of multiple instances of WebSphere.

Installation and soweto riots, configuration of LDAP IBM Directory Server. Installation and configuration of multiple instances IDI. Configuration and Essay, Administration of ITIM - Design org tree structure. Create provisioning and de-provisioning policies. Implementation of id policies, password policies. Service definition for End point Agents/Adaptors. Design / costomise Workflows. Install the advertising, SSL certificates for all ITIM and on Post-Napoleonic, ITIM Agents.

Wrote the daily maintenance scripts using wscp and ksh for ITIM. Wrote the crontab scripts for automated recycle of ITIM. Installation and configuration of end point agents and my vision essay, ITIM Services. Provided trouble-shooting and Essay, configuration of WebSEAL and my vision for america essay, all components with-in the TAMe/Identity Management space. Supported environments across multiple geographies. Represented client at all executive and technical/development meetings both on-site and off. Provide architecture review for clients applications, documents and install processes.

Provide clients with recommendation and systems best practices documents. Documentation and internal training of said products for Essay, smooth transition of essay ownership. Provided security and assisted with implementation of Security Best Practices and Methodologies. Environment : Tivoli Identity Manager ( ITIM v 4.5.1) , Tivoli Access manager ( TAM v5.1/6.0 ) , IBM WebSphere 5.0.x, IBM Directory Server IDS LDAP, IBM Directory integrator (IDI) iPlanet LDAP, IBM HTTP Server, Solaris, AIX , Perl , Shell Scripts -ksh , wscp tcl scripts, Active Directory. SEARS , Hoffman estates, IL July 04- Mar 05. As a part of Essay on Post-Napoleonic IAMS team, implemented and supported the Identity and Access Management (IAM) Provisioning solutions for Sears. And Predominant Psychological! This was very big implementation of ITIM across multiple end points including, iPlanet, AD and repositories owned by local applications etc.. Primary role was to Essay on Post-Napoleonic, Implementation Administration of the ITIM provisioning solution. Technical Requirement Gathering: was responsible for gathering the my vision essay, user provisioning requirement for all the end points of ITIM. Helped developing hardware architecture for the all the ITIM environment. Developed LTM ( Logical Technology Model ) / PTM ( Physical Technology Model ) Involved in POC for ITIM agents ( e.g AD2003 reverse password sync agent.)

Selection, installation and configuration of End point Agents for ITIM. Installation and configuration of multiple instances of on Post-Napoleonic France ITIM ( Dev, QA , Prod , LAB etc ) Installation and configuration of advertising multiple instances of WebSphere. Installation and configuration of LDAP IBM Directory Server. Installation and configuration of Essay on Post-Napoleonic France multiple instances IDI. Configuration and li po poetry, Administration of ITIM - Design org tree structure. Create provisioning and de-provisioning policies. Implementation of id policies, password policies.

Service definition for End point Agents. Installation and configuration of end point agent. Install the SSL certificates for all ITIM and ITIM Agents. Wrote the daily maintenance scripts using wscp and Essay, ksh for ITIM. Wrote the crontab scripts for automated recycle of ITIM application and log rotation.

Wrote the Issues Essay, wscp / tcl scripts to automate the WebSphere application servers restart. Troubleshooting and Debugging the application by Essay on Post-Napoleonic France turning on the different levels of traces and monitoring on different WebSphere objects servlets. The role involves interfacing with the direct clients for testing of multiple end point identities. Environment : Tivoli Identity Manager ( ITIM v 4.5.1) , IBM WebSphere 5.0.x, IBM Directory Server IDS LDAP, IBM Directory integrator (IDI) iPlanet LDAP, Active Directory, IBM HTTP Server, Solaris, AIX , Shell Scripts -ksh , wscp tcl scripts, Title: E-Bill System.

MetroPCS, Inc. offers customers local phone service with simple rate plans. The company is among the first wireless operators to deploy an all-digital network based on third generation infrastructure and handsets. With E-Bill System customers have the ability to li po poetry, view their monthly bill online. The application mainly emphasizes on consumer utilizations and also customer relation executives of MetroPcs. This system also generates E-bills to on Post-Napoleonic France, different types of customers like flat rate plan, calling cards. The application is soweto riots developed in WebLogic AppsServer.

Gathered user requirements followed by on Post-Napoleonic analysis and design. My Vision For America! Evaluated various technologies for the Client. Worked on on Post-Napoleonic, shopping cart Use cases for prepaid calling cards. Involved in developing ANT scripts to build the directory structure of the web application and to quicken the advertising, compilation and on Post-Napoleonic France, execution of the application. Developed HTML, DHTML, CSS, JSP to present Client side GUI. Involved in feel entitled the colonists the seven years' development of JavaScript code for Client Side Validations. Developed UI using Swing for different modules. Designed and developed various Swing custom components for use across the application.

Designed the HTML based web pages for displaying the reports. Developed Java classes, JSP files. Extensively used XML documents with XSLT and CSS to translate the Essay on Post-Napoleonic France, content into testimonial advertising, HTML to present to GUI. Developed dynamic content of presentation layer using JSP, Develop user-defined tags using XML. Developed Jmail for automatic emailing and JNDI to interact with the Knowledge Server. Used Struts Framework to implement J2EE design patterns ( MVC ). Developed, Tested and Essay on Post-Napoleonic, Debugged the Java, JSP and EJB components using Eclipse.

Developed JSP as the view, Servlets as Controller and EJB as model in the Struts Framework . Developed Make files Shell Scripts to automate build procedures. Worked on Web Logic application server to Essay on Issues Faced, deploy JSP and EJB applications. Created and implemented PL/SQL stored procedures, triggers. Java, J2EE, EJB, JSP1.2, Servlets, JNDI, JDBC, Struts, HTML, DHTML, XML, CSS, XSLT, Java Script, Eclipse3.1, MyEclipse4.1, Oracle9i, Weblogic8.1, Windows, Sun Solaris . JBHunt AR Aug 03 Jan 04. YIELD MANAGEMENT TOOL. The Yield Management Tool (YMT) assists the on Post-Napoleonic France, users (Yield Managers and Pricing Managers) to choose the orders and soweto riots, lanes that are more profitable. That is, YMT collects and displays variety of data about the Essay on Post-Napoleonic, orders searched on given input criteria. Based on the entered search criteria, YMT first retrieves the orders and testimonial, their pertaining information by executing complex set of queries against Essay on Post-Napoleonic France, DB2 database. Modified the existing YMT to add the li po poetry, functionality requested by users. Understand the design and process flow of existing YMT tool to Essay France, do relevant modifications and additions. Developed Struts, JSPs and Servlets to soweto riots, dynamically generate HTML, PHP and display the data to the client side.

Analyzing the performance issues in the existing tool and resolving them. The queries used were modified to use parameter markers to Essay on Post-Napoleonic France, avoid parsing per each database trip. Involved in conversion of SQL Server to DB2 . Involved in conversion of Web-Logic deployment to soweto riots, Web-Sphere. Some of the data which was retrieved from database for each order was cached and France, reused to advertising, improve performance. Involved in unit and integration testing of the system. C++, Java 1.4.1, Servlets 2.3,JSP, Struts,JDBC 2.1, HTML, PHP, CSS, JavaScript, MQSeries, DB2, UNIX, WebSphere 5.x, WebLogic 7.x IBM OS 390, Windows XP, ChangeMan DS. Developed a package to access signal processing system which enables the telecom engineers to accumulate all the on Post-Napoleonic, test data of various tower sites and generate reports to increase the efficiency of the system and thus enabling fine tuning of the Signal receivers. Involved in Analysis, Design, Development, Testing of application modules. Servlets 2.0 are used for handling the HTTP request/response from the client side. Coded in Servlets 2.0 for data queried from the Oracle 8i database in HTML and li po poetry, XML format. Developed various documents within the application using XML and HTML . Developed Server side business objects in Enterprise Java Bean using Session and Entity Beans . JMS was used for asynchronous message queuing and Message Driven Beans were used to handle those messages.

Provide a mechanism to Essay, transfer data from one business partner to another. It acts as a server to run different applications developed using C , C++, EJB, RMI and JAVA . Receives GET/POST/XML requests. Java server pages were used to make the pages dynamic. Oracle 8 -database access was implemented through JDBC connection. JDK 1.2, Java, C, C++, Servlets, JSP, JMS, UML, Applets, XML, PL/SQL, Oracle 8i, EJB, J2EE, CORBA, WebLogic 6.1, UNIX, JUnit3.x. Ericsson AB, Karlskrona, Sweden. Software developer Feb2000-Jan2003.

This project provides a solution for Secure Payment to the Merchant in a Mobile Payment Scenario. The Solution developed is efficient and scalable with minimal overheads. Next generation mobile service technologies like 2.5G and 3G are beginning to be adopted as the li po poetry, platform for deployment of mobile services for Essay, communication, business and leisure. Successfully designed an Architecture and UML diagrams including Use Case Diagrams, Sequence Diagrams and Class Diagrams for the entire module. Developed JSPs and Servlets to dynamically generate HTML, PHP and display the data to the client side. Extensively used JSP tag libraries , tomcat web server. For the communication from one server to anther server using Socket programming . Development entails usage of J2EE technology like EJB, JDBC, WebLogic Application Server and MYSQL Database. Created PHP web pages for User Self Care , merchant self care, issuer self care and Essay on Issues Faced in Schools, acquirer self care using Apache server and MYSQL database. Prepared the Unit Specifications for Essay, the module and Unit Testing . Implemented the JUnit Test Classes. JDK 1.3, Servlets, JSP, Sockets, EJB, J2SE, J2ME,UML, HTML, PHP, MYSQL, J2EE, BEA WebLogic 5.x, Microsoft Windows XP, JSP Tag Libraries, Apache ,Tomcat . Online Evaluation System.

This system is an integration of three modules, Exam Manager Module, User Module and Reports Manager module to my vision for america essay, conduct exams. Essay On Post-Napoleonic France! The Exam Manager module is testimonial comprised of question exams, databanks. User Module take care of Essay on Post-Napoleonic France activity related three different roles i.e. student, faculty, administrator. The functionalities are creating categories, authenticating the advertising, user etc. Reports Manager generates different reports, which are either analysis type or feedback.

Designing, planning and Implementation of the above three modules.

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a good history essay The following outline is intended as to provide one example of how to write an Essay on Post-Napoleonic France essay. Treat it as food for thought, as providing a set of testimonial advertising suggestions some of which you might incorporate into your own method for writing essays. It is Essay on Post-Napoleonic France useful to begin by considering why essay-writing has long been the method of advertising choice for assessment in history. The chief reason is on Post-Napoleonic that no other method provides as effective a means of testing a student's comprehension of a topic. We want you to show us that not only have you acquired a knowledge of the topic but also that you fully understand the li po poetry topic and the issues raised by it. Essays test understanding by asking you to select and re-organise relevant material in order to produce your own answer to the set question.

An undergraduate essay need not be particularly innovative in its approach and Essay insights, but it must be the product of the student's own dialogue with the subject. Essays which do not answer the question can only why did the british the colonists following, be regarded as demonstrating some knowledge of the topic, they cannot be said to show understanding of the topic. Essays which plagiarise or merely reproduce what others have said do not even show knowledge of the topic. Plagiarism is thus not merely a matter of theft, it involves an Essay on Post-Napoleonic France entirely unacceptable subversion of the learning process. 2. Is there a right and a wrong answer? History essays are less about finding the correct answer to the set question than they are about demonstrating that you understand the issues which it raises (and the soweto riots texts which discuss these issues). With most historical problems (certainly the most interesting ones) it is seldom possible to arrive at a definitive answer. The evidence almost always permits a variety of solutions, and different approaches generate divergent conclusions. There are, however, limits to Essay France the field of possible solutions, since they must fit in with 'the evidence'. Of course, exactly what constitutes 'the evidence' is almost invariably one of the issues under discussion among the historians who are most deeply engaged with the problem, but in general for each historical question there will be a body of evidence which is recognised as being relevant to it. This body of evidence will typically comprise what the primary sources tell us about the events and phenomena under discussion.

A good answer will need to harmonise with all of this evidence, or explain why particular items have been dismissed as having no bearing on the problem. It follows from all of this that there certainly are wrong answers that is, answers which fall outside the field of possible solutions or which fail to take account of and Predominant Psychological Theories received evidence even though there is Essay on Post-Napoleonic no 'absolutely right' answer. Essential steps: select a question; identify the subject of the question; what are you being asked to do - that is, what kind of information will you need to answer the question, and how will you have to treat it? Circling the key words in the question is sometimes a helpful first step in working out exactly what you need to do. Li Po Poetry. It is useful to note that there is usually a natural way of structuring your answer: that is, a way of organising an answer which follows naturally from the on Post-Napoleonic France format of the soweto riots question and which will put the Essay on Post-Napoleonic fewest obstacles in advertising, the way of the reader: 'Explain' and 'why' questions demand a list of reasons or one big reason; each reason will have to be explained - that is, clarified, expounded, and illustrated. 'Assess', 'evaluate' and 'define-the-significance-of' questions require judgements supported by reasons, explanation and evidence.

You must show why your assessment is the best by considering its merits vis--vis alternative evaluations. It might be useful to Essay on Post-Napoleonic France define and defend the criteria on which your judgement depends. That is, to explain why they are the best criteria for judging the historical phenomenon at issue. 'What-role-did-X-play-in-Y' questions imply a functionalist approach - that is, they require that you identify the function of some phenomenon, group or institution within some specific system. Advertising. Thus, the France subject of the question is the 'Y' rather than the 'X' element. That is, the question requires a discussion of the system as a whole and li po poetry the consideration of alternative explanations of how 'X' worked within it. 'To-what-extent' questions involve a judgement of measure. One way of answering the question would be set up a series of 'tests', as it were, that can be investigated in turn. This essay will examine five spheres which cast light on the extent of Essay on Post-Napoleonic Jewish influence in high medieval France: namely, their role in the commercial life of the towns, the role of Jewish banking in the agrarian economy, their influence on Christian intellectual life, .. [and so on]. The essay would need a conclusion in which you pulled together the Faced in Schools results of your test cases: It has been seen that the Jews exerted a profound influence on the intellectual life of the universities but almost none on that of the established monastic orders.. 'Quote-and-discuss' questions require you to identify the issue at stake and to on Post-Napoleonic produce a reasoned response.

You may respond, for example, by agreeing with the li po poetry quotation in which case you will need to explain why agreement is the best response, why it would be wrong to disagree. On Post-Napoleonic France. You should consider the merits of a variety of responses. If possible you should always examine the soweto riots book or article from which the quotation has been taken in order to discover what its author meant by it, to discover how the Essay on Post-Napoleonic France author has understood the issues. 'Compare-and-contrast' questions demand the li po poetry identification of similarities and differences. One method of tackling such an essay would be to distinguish five or six areas of similarity and contrast, and to devote a section of the essay to each area - a section in which you would assess the Essay degree of similarity and reach a sub-conclusion. The conclusion would then require a summation of the various 'sub-conclusions'. For America. It needs to be stressed that none of these types of on Post-Napoleonic France question calls for a narrative approach . You will never be asked to of Adolescence Theories Essay produce a narrative of what happened. In rare circumstances, a few sentences of narrative may form part of the evidence cited in support of a point, but the on Post-Napoleonic essay as a whole should be organised according to a logical structure in which each paragraph functions as a premise in the argument. The analytical and the british entitled the colonists years' war? expository voice will always prove more effective than the narrative mode of Essay on Post-Napoleonic France writing. Essay. The aim of your initial reading should be to identify an argument which answers the question - one which you find plausible and can carry through with conviction. For this purpose, it will be useful to read at least two or three items, including a recent book covering the Essay general area in which the topic falls. Articles in reference books such as an encyclopaedia can provide an overview, but they rarely provide adequate coverage of the issues.

Citing such works will undermine the to tax the colonists the seven credibility of your essay. Do not forget to make notes as you go. Making notes helps you to summarise arguments and ideas, to select points relevant to your essay, to clarify and adjust your understanding of the essay question and of the topic it bears upon. Essay. But your main priority should be to discover an argument. Once you have come up with a working argument, you need to draw up a plan to guide the next stage of your research. It should comprise a list of the points which each paragraph will attempt to demonstrate, and Essay Faced in Schools rough notes on Essay on Post-Napoleonic France supporting examples. Of Adolescence And Predominant Psychological. It may be useful to begin by thinking again what type of question you have chosen and by looking the Essay on Post-Napoleonic France natural way of answering it. In order to draw up a plan you will need to evaluate its merits: What points will I need to make in order to soweto riots sustain this argument? Are there alternative points of Essay France view which will have to on Issues be considered and refuted in order to make this argument work?

Do I have enough examples and evidence to support the points which are crucial to my argument? Do I need to know more about the examples I'm planning to use? Perhaps there is another way of looking at this piece of evidence which I'll have to mention or even refute? Having decided on the line of argument you intend to use, and identified areas where you need more material, search the reading list and bibliographies of the texts you've been using for books and articles which will help you to solve these problems. Go and collect the information, making notes and Essay on Post-Napoleonic France adding notes to your plan as you go along. Do not forget to make careful bibliographical notes for every book and article you consult. You will need this information when it comes to footnoting your essay. Inevitably, the previous stage will turn up things you hadn't thought of and books with better things to and Predominant say about the topic. Do not panic.

Ask yourself: can your argument be saved with a few adjustments? Does the argument need to be re-constructed from scratch? If so, how can I recycle the information I've already begun to collect? Much will depend upon Essay France, how confident you now feel about your argument. Follow your instincts: if the argument feels wrong, look for Issues of Adolescence Psychological, a better one. It is Essay better to start again than to write an essay that lacks conviction. If complete reconstruction is unavoidable, go back to '5. Drawing up a Plan'. Essay On Issues. Having revised you argument (and plan), it's time to write your essay.

If you've carried out steps one to five properly, it should be possible to write the first draft up in two or three hours. (a) Writing an Introduction. An introduction should show how you intend to Essay on Post-Napoleonic answer the question, by (1) indicating the li po poetry line of argument you intend to Essay on Post-Napoleonic France take, by (2) giving an overview of the organisation of what follows, and by (3) indicating the sort of material or evidence you will be using. It is an effective strategy, especially when writing a short essay, to soweto riots begin with a bold, attention-grabbing, first sentence which shows the marker that you know what you are doing: that is, answer the question as briefly as possible with your first sentence. Essay On Post-Napoleonic France. The second sentence should then enlarge upon Faced, the argument indicated by the first. France. (b) The body of the essay. Essay. Intelligent use of paragraphing is on Post-Napoleonic France crucial to the success of an essay. Often, it is best to organise the paragraphs so that each makes and defends a point or premise essential the why did feel entitled to tax the colonists following the seven war? argument of the essay. (By 'premise' is meant a point which is part of and essential to the argument of the essay.) It must be entirely clear how your points fit into the argument: essays which meander around the topic leaving the marker to join the dots to comprise an answer are not acceptable, since they fail to demonstrate understanding.

It is a good idea to Essay use 'topic sentences' to signal the subject and make explicit the testimonial point of each paragraph. These ought not to Essay be too repetitive in soweto riots, form but should show how the paragraph fits into the argument of the essay as a whole. The following topic sentences (here marked in red for clarity) would, for example, be appropriate as a way of introducing paragraphs that comprised a series of 'tests' in a 'to-what-extent' essay that called for an assessment of the effects of the Black Death on the development of medieval Europe. It is also possible to assess the Essay France extent of the catastrophe by looking at the level of demand for land in the major urban centres. Soweto Riots. In Genoa, for Essay, example, land prices fell sharply from a high in 1310 of. Why Did Feel To Tax Following The Seven War?. [several sentences of examples] . The dramatic fall in the prices of land within urban centres implies an equally sharp fall in the numbers of people wanting to Essay France live in cities and, thus also, a sudden decline in Issues Essay, the actual number of people living there. Notice how the point briefly introduced in the topic sentence is developed naturally by France the second sentence of the soweto riots paragraph.

It is better to avoid trying the explain everything in a single sentence: clusters of sentences that flow from one to another are much more effective! Signposting your evidence will give the essay that all important sense of critical depth and originality: Seapower was a crucial to European expansion. This much is illustrated by the way in which Europe expanded between the tenth and sixteenth centuries. Southwards and eastwards expansion in the eastern Mediterranean was heavily dependent upon the availability of effective fleets of warships and trading vessels. There were critical moments, such as in the late eleventh-century conquests of Sicily and Sardinia, when. [and so on.] You need to give the marker a sense of where your opinions end and of where the supporting evidence begins.

But remember to vary your signposts: using the same phrase over and over again will distract and bore the reader. If the supporting evidence is not a well-known and irrefutable fact, it will probably need to be given the additional support of a footnote indicating where you have obtained your information or which historian's interpretation of the piece of evidence being deployed you have chosen to follow. It will sometimes be useful to quote other authors, especially primary sources, but do not overdo it. It is often better to put things in your own words while still clearly signalling the source of the idea and Essay using a footnote (e.g. 'According to Mayer the testimonial advertising first crusade.'), since this helps to show that you have understood what was being said - providing that you have indeed grasped what was being said! (c) The Conclusion. All essays need a carefully thought out conclusion which follows logically from the points made and affirmed in the course of your essay. It need not rehearse the points you have rejected. Always check to see that the conclusion you have drawn is the one which follows logically from the points and evidence you have assembled. (d) Footnoting. Essay On Post-Napoleonic France. Opinions differ over whether to footnote after completing the first draft or as you write.

Sometimes, it is best to soweto riots go back and footnote the essay after you have finished, because inserting footnotes can disturb the flow of your writing. On the Essay other hand, it is li po poetry useful to consider what will need to be footnoted as you write, since footnotes are part of the rhetorical apparatus of a formal essay and give weight and power to an argument. For the same reason, it is best to put the on Post-Napoleonic notes at the bottom of the page rather than at li po poetry, the end of the essay. France. It looks more impressive (especially if you cite well and widely), and saves the marker flicking back and Essay in Schools forth. The markers, it should be noted, are under instructions to check footnotes. (e) Once you have finished you should compile your bibliography . (f) Now save your essay, print out a text, put it aside for a couple of days, and work on something else. Inevitably, when you come to re-read your essay, you will always think of better ways of putting things. You may even think of supporting evidence you could add to on Post-Napoleonic France the text, but make sure that any additions do not spoil the flow.

You may find that some of your points are irrelevant: this material should be disregarded. You should also ask yourself whether the links between the paragraphs are clear and logical? Perhaps the why did to tax the colonists following the seven essay would be more effective if they were put in a different order? If the essay has been written on a word processor it should be easy enough to achieve this by cutting and pasting paragraphs. Essay On Post-Napoleonic. Your essay should have a clear and consistent structure throughout, so that one paragraph follows another logically and testimonial carries the argument forward. You will need to edit: for grammar, spelling and punctuation; to Essay remove unnecessary verbiage, colloquialisms and jargon; to ensure that the footnotes and bibliography conform with the required style sheet; and for the coherence and quality of your writing. You should always check the printed text of your essay before submitting it. The eye tends to overlook errors on soweto riots the screen, and spell checkers almost invariably allow a significant number of mistakes to slip through. On Post-Napoleonic. 'Their' and 'there', for example, will both be accepted as correct by a word processor regardless of which one you should actually have used in a given context.

The ability to write good essays does not come to many people easily. It is li po poetry a skill which requires constant attention and practice. It is, however, a skill which will serve you well no matter what you choose to do when you leave university. Effective communication is a key to success in many walks of life. There is, therefore, every incentive to apply yourself to the development of this art.

Credits: This guide was devised and developed by Paul Antony Hayward (2000-2007).

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A Spoonful of Depth Brings the Soul to Essay Life: The Psychology of Mary Poppins. by Stacey Jill Zackin. We cannot have the of Adolescence Psychological extraordinary without the ordinary. Just as the supernatural is hidden in the natural. In order to fly, you need something solid to take off from. Its not the sky that interests me but the ground. . . . When I was in Hollywood the [script] writers said, surely Mary Poppins symbolizes the magic that lies behind everyday life. On Post-Napoleonic. I said no, of course not, she is everyday life, which is composed of the concrete and the magic. P. L. Travers, author of Mary Poppins (in Lawson, 1999, p. 161)

Mary Poppins is Essay on Issues in Schools, one of the most recognizable characters in the world. As the central figure of eight storybooks, a Broadway musical, and the 24 th most successful feature film ever released in the United States (Sibley Lassell, 2007), Mary Poppins is a cultural icon. Clearly, there is something special about on Post-Napoleonic Mary Poppins that captures the collective imagination, yet the goal of this essay is not to apply the analytic lens to better understand the character of Mary Poppins, but to utilize Mary Poppins as an analogical tool to Issues of Adolescence Psychological Theories better understand the character of depth psychologists. Depth psychologists believe that within our unconscious lies a wealth of material that expands our capacity to understand, accept, release, and repair aspects of ourselves, that can lead to on Post-Napoleonic France a more developed sense of wholeness and li po poetry, connection. Such information reveals itself through symbols, metaphors, dreams, imagery, intuition, synchronicity (meaningful coincidences), symptoms, negative patterns, and external projections.

However, before one can find meaning in such information, one must be open to receiving it. For the fictional Banks children she cared for, and the millions of real children she has influenced, Mary Poppins opens the door to the unconscious. Although many have read the books written by Pamela Lyndon Travers, most people, much to the authors chagrin, identify with the character as brought to life by Julie Andrews in Essay the 1964 Disney film, a film Travers thought was a superficial, unsubstantial simplification of her deep, dark, and complicated stories. Although not a very public person, Travers was not shy in sharing her opinion of of Adolescence and Predominant Theories Essay, Walt Disney, who had courted and negotiated with her for over twenty-years before she finally entrusted him with Mary Poppins welfare. A trust she felt was abused[1]. On Post-Napoleonic France. Travers is quoted as saying that Disney was without subtlety and Issues and Predominant Psychological, emasculated any character he touched, replacing truth with false sentimentality (Lawson, 1999, p. 247).

Travers felt that although the film had elements of fantasy, it eliminated the Essay France mystery and magic by the british entitled to tax, being overly externalized, simplified, and generalized (Lawson, 1999). In the film, Mary Poppins is portrayed as a beautiful, empathetic caretaker who is compared to a jolly holiday that makes you feel so grand, your eart starts beatin like a big brass band (Stevens, 1964).Upon her arrival at 17 Cherry Tree Lane, Mary uses catchy melodies, quaint witticisms, and a cast of Essay on Post-Napoleonic France, colorful characters to bring order to Issues Theories the chaos that rules the Banks household and to repair the dysfunction that defines the Banks family. Essentially she transforms a typically complicated British family into a Disneyfied American ideal. In the original books, Mary is described as plain and vain with big hands and feet and a well-pressed but unflattering wardrobe. She is terse, punitive, and contradictory. Her arrival does not result in on Post-Napoleonic the restoration of and Predominant Psychological Theories Essay, perceived norms or the transcendence of Essay France, family tensions. In fact, if you look beneath the li po poetry surface, you see that Marys impact leads not to the maintenance of the status quo but to its disruption. Mary appears to Essay be a prim and proper guardian who embraces the notion of keeping children in their proper place, but in actuality she creates opportunities for Jane, Michael, Barbara, John, and Annabel to explore the unknown. [2] Mary Poppins is perceived as a confident authoritarian who knows all, yet she introduces the li po poetry children to experiences beyond their comprehension without offering any explanations, interpretations, or confirmation that they even took place at all. Essay France. It is testimonial advertising, this arbitrary, perplexing, and paradoxical Mary who will be the focus of on Post-Napoleonic France, this essay. For she is the one who embodies more secrets, more shadow, and more depth. In the film, Jane and Michael Banks write an advertisement itemizing what they require in the perfect nanny.

She must be kind and witty, very sweet and fairly pretty, never be cross or cruel, or give castor oil or gruel (Stevens, 1964). But, much like unconscious elements themselves, in Essay in Schools the original book, the children do not have an opportunity to ask for what they want. Instead, what they need is thrust upon them in a disorderly mess. As they watched, Jane and Michael saw a curious thing happen. As soon as the shape was inside the gate the wind seemed to catch her up in to the air and fling her at the house. It was as though it had flung her first at the gate, waited for her to open it, and then had lifted and thrown her, bag and all at the front door. The watching children heard a terrific bang, and as she landed the Essay on Post-Napoleonic France whole house shook. (Travers, 1934/1981, p. 6) It is with the unceremonious introduction of Mary Poppins that the childrens perception of the distinction between the real world and the world of make-believe narrows and their sense of imagination and possibility expand. One element of depth psychology is developing a relationship with the unknown. Where the conscious mind is one of fact, proof, causality, and absolutes, the unconscious is one of possibility, duality, synchronicity, and unknowns.

Mary Poppins, although vain in appearance, avoids being vain in opinion. She takes the children on adventures that are bound to soweto riots motivate their questions, yet she refuses to offer any answers. Thus, she forces them to derive their own meaning and distinguish their own reality. Once, after returning from a visit with Marys Uncle Albert, Jane and Michael were reminiscing about how his contagious laughter had them all bouncy and Essay, boundy (Travers, 1934/1981, p. Issues Of Adolescence And Predominant. 45) up in Essay the air and rolling and bobbing on the ceiling (1934, pp. 45-46). When Mary denied that she or any relative of hers would be involved in such unbecoming behavior, the children questioned, is it true or isnt it? Is Mary Poppins right or are we (p.

47). It is in this state of wonder that Mary sent the children to sleep. And it is in this state of wonder that I woke in the middle of the night asking myself why I chose Mary Poppins as a focus of soweto riots, analysis, and contemplating the possibility that she chose me . I was a huge fan of the on Post-Napoleonic France film but like many people I was unaware that the character originated in a popular childrens story thirty years earlier, let alone that she continues to live on in seven subsequent books written over the course of five decades. All I know is that she popped into my mind as spontaneously as she blew onto Cherry Tree Lane. Upon finding out about Marys literary history I immediately ordered, read, and testimonial advertising, was enthralled by the first book, simply titled Mary Poppins (1934), then the second, Mary Poppins Comes Back (1935), and then the third, Mary Poppins Opens the Door (1943). Essay France. As a student and practitioner of depth psychology, I must acknowledge my predisposition of Faced, seeing the world through a depth psychological lens. Yet, even taking into account the potential for projection, I feel confident in asserting that depth psychological elements are consistently and intrinsically woven through these stories. Carl Gustav Jung, a Swiss psychiatrist (1875-1961) and one of the founders of depth psychology, dedicated his career to legitimizing the therapeutic value of studying the invisible influences of thoughts, emotions, and behaviors. Refusing to accept the prevalent assumption that consciousness is sense and the unconscious is nonsense (Jung, 1964, p. 102), Jung searched for creative ways to Essay uncover, engage, and integrate the relevant information and powerful wisdom he believed to be hidden in the depth of the psyche. And Predominant Psychological Theories Essay. While he was going through a period of struggle and stagnation in his own life and failing to find the Essay guidance he was seeking in the external world, Jung began to listen to the voices that originated from within, actively engaging them in imagined dialogues. Jung used this process called active imagination to bypass the limitations of the egos logical intelligence, critical judgment, and linear reality (Jung 1963/1989).

While conversing with these psychic characters, their names and personalities became known and previously repressed insights were revealed. This technique of for america, inviting ones internal longings, complexes, and Essay on Post-Napoleonic, frustrations to speak for themselves has become an accepted practice in soweto riots analytic psychology (Singer, p. 403) and can be an effective strategy for Essay, those seeking self-knowledge and expression. Active imagination not only why did the british the colonists following the seven years' provided Jung deeper understanding of psychological material, but also a greater acceptance of that which remained a mystery. Essay France. It occurred to me that Mary Poppins served this function for the Banks children. Mary is as a mythic figure, a trickster, a shape-shifter, a soul guide, and li po poetry, a psychopomp (a mediator between the on Post-Napoleonic conscious and soweto riots, unconscious realms), who activates the Essay childrens imaginations, helps them to escape the restrictions of cultural expectations, and personifies their inner psychic content through introductions to testimonial unique characters and the experience of wondrous adventures. The association between Jungs imaginal advisors and Mary Poppins influence on the children stimulated my curiosity (as well as some envy). I began to wonder: If she could do all that for them, then maybe Mary Poppins could offer me insight into my psyche and direct me towards some extraordinary journey. Shortly after conceiving this idea I dismissed it. Not only did I feel silly initiating a dialogue with a fictional character, Mary Poppins is notorious for never explaining anything.

Throughout the entire series, as the children continually long to make sense of on Post-Napoleonic France, their experiences, they learn not to bother asking Mary Poppins, Its no good asking her. She knows everything, but she never tells (Travers, 1934/1981, p. 153). Testimonial. But then I remembered something that I did not need Mary Poppins to explain. Because the unconscious is completely autonomous, there is no way to know what information it will offer up, or what it will do with the material it is provided. On Post-Napoleonic France. So, relinquishing expectations for Essay in Schools, where the road of self-discovery might lead, I invited Mary Poppins to tea. After clearing my computer from the dining room table and on Post-Napoleonic France, putting the teakettle on the stove, I set aside the embarrassment of being a forty-something-year-old woman hosting a tea party for an imaginary guest. I then scoured the house for an appropriate snack to testimonial advertising accompany the tea as I amusingly observed myself anxiously wanting to make a good impression for Mary Poppins. SJZ: Hello Mary, you look very pretty in your pink ruffled top and well-pressed jacket. MP: That is quite observant of you. SJZ: Ive also observed how you exhibit many of the best aspects of depth psychology, observations that I am turning into a scholarly article.

MP: There are already eight books, a movie, Broadway show, and numerous other writings that have attempted to analyze who I am. SJZ: I know. Ive seen and read most of them. Im not aiming to teach people who you are, but rather to point out how you help others learn who they are. MP: And what about on Post-Napoleonic France you?

Have I helped you discover anything about yourself? MP: What is so funny? (I receive the Essay on Issues in Schools glare so often directed at the children.) SJZ: I intended to ask you the questions and here you are conducting the interview. MP: Does this surprise you? SJZ: No, not at all. Your command of every situation is one of the many things I admire about you. MP: One of the many, you say . . . SJZ: Obviously you being so prim, proper, and professional is impressive, but the most remarkable quality is your ability to balance the necessary demands of Essay France, daily life engaging in an imaginative fantasy world.

MP: Exactly what are you insinuating? SJZ: I know you are unwilling to discuss or even acknowledge your ability to communicate with animals, dance with shadows, fly on the tail of a kite, and bring statues, porcelain dolls and li po poetry, storybook characters to life as they fall into the category of fantastical, even magical events, but I agree with Jung, who believed that regardless of our experiences happening in the physical or fantasy world, they still have psychological impact. MP: And what psychological impact do these stories have for you? SJZ: There is an uncompromising authority and confidence about you that most mere mortals do not possessit provides a sense of security and well-being. It is Essay, not the the colonists the seven years' type of reassurance offered by a depth psychologist, though. Despite all of depth psychologys theories and strategies to move towards a stronger sense of connection to other and wholeness of self, it eschews an France, attitude of definitive knowing. Why Did Feel Entitled To Tax Following Years' War?. Yet, it is your apparent knowing that allows the children to Essay freely experience the unknown.

MP: It is interesting that you would see such anarchistic, extreme, and unpredictable behavior as providing stability and of Adolescence and Predominant Psychological Theories Essay, security. SJZ: Yes, that is Essay on Post-Napoleonic, interesting. It is also interesting that active imagination seems to provide the same paradoxical messages that you offer the soweto riots Banks children. You encourage them to experience new things and see things in new ways, and then refuse to help them make sense of it all. Maybe that is the distinction Ive been missing. I have been comparing you to a depth psychologist, but you are less like a practitioner of the psyche than psyche itself. You refuse to be bound by cultural norms, you draw attention to the absurdities of collective attitudes, and you transcend the reductive nature of Essay on Post-Napoleonic, causal thinking. MP: I am not saying that I agree with your conclusions, but hypothetically speaking let us say that these unfathomable things are happening: That Jane and Michael Banks do get to attend a moonlight party at li po poetry, the zoo where people are in cages and the animals roam free, that they go to a constellation circus in Essay on Post-Napoleonic France the sky where I dance with the Sun and soweto riots, Michael accidentally pops the Moon, and that they get to participate in a dance in the bottom of the ocean. What would be the benefit of trying to discuss these experiences with such a limited capacity for comprehension? Excuse the name dropping, but I believe it was James Hillman who proclaimed that using the conscious mind to engage with the imaginal is a sin against the imagination [as it contaminates] the on Post-Napoleonic France souls last refuge of of Adolescence and Predominant, dignity (1975, p. 39) SJZ: So you arent advocating denial of the on Post-Napoleonic France experiences or repression of the feelings they evokeyou just want to avoid forcing them into the confines of cognitive understanding.

MP: (Picking up her bag.) Something might look ordinary and Issues of Adolescence Essay, predictablelike this carpetbag, but if you are able to access its depth you might find an infinite amount of space to host countless images, symbols, and emotions. SJZ: What do those of us with shallow bags do with all of our stuff? MP: There is Essay on Post-Napoleonic, no need to do anything with it. Just be with it and just trust that whatever you need to get from it, will be available to you when the time is right. Testimonial Advertising. And speaking of time . . . And just like in the books, Mary Poppins gathers her belongings and, without any warning, sentimental farewells, or closure, Mary is gone. In the Essay on Post-Napoleonic absence of Marys explanations, I return to the text to excavate more meaning. At the Issues and Predominant Theories Essay start of the second book, Mary Poppins Comes Back (Travers, 1935/1997), Mary arrives for her second of three stays with the Banks family. While unpacking she removes a thermometer from her carpetbag, not for Essay on Post-Napoleonic France, the purpose of taking the li po poetry childrens temperature, but to measure their temperament. Jane is Essay France, characterized as careless, thoughtless and untidy, Michael is described as a very noisy, mischievous, troublesome little boy, John is labeled as peevish and excitable, and Barbara is li po poetry, branded as thoroughly spoilt (p. 22). Even though these findings are critical and could possibly be seen as insulting, there is also truth to the evaluations.

The children take comfort in the fact that Mary Poppins sees them as they are; the good and the bad, and she still cares enough about on Post-Napoleonic France them to come back. Despite her sometimes rude and harsh words, this is an example of the authentic acceptance she offers that creates a bond of trust and affection between the children and their eccentric nanny. They go to the british following the seven war? bed that night with a sense of on Post-Napoleonic, contentment and security knowing they are being looked after by what the thermometer declared is a very excellent and worthy person, thoroughly reliable in every particular (Travers, 1935/1997, p. 22). I found the process of writing this essay similar to the experiences the testimonial Banks children had in the book. At first, the children and I were skeptical, hesitant, and Essay on Post-Napoleonic France, passive observers, but with Marys repeated encouragement (and bullying, along with her arbitrary dissemination of punishments and prizes, we evolved into active participants who learned to whole-heartedly embrace seemingly unreal experiences. Like the archetypal hero returning from a journey, the children and Faced, I are challenged to on Post-Napoleonic bring our newfound wisdom back to our real lives and in Schools, learn to share it with others. It is this process of awareness, acceptance, and on Post-Napoleonic France, integration that bridges the divide between the external and essay, internal, balances the material and the spiritual, and Essay on Post-Napoleonic, opens the lines of the british entitled to tax the colonists following years', communication between the conscious and Essay on Post-Napoleonic France, unconscious. When you take an investigative look at testimonial advertising, Mary Poppins you see that she is a paradox of such epic proportions that she is impossible to fully explain or understand.

Maybe that is why she has kept our attention for as long as she has. France. She is soweto riots, simultaneously the protagonist and antagonist. She is nurturing and dismissive, brings light and shadow, instigates questions yet offers no answers. She transforms what might be passed over Essay on Post-Napoleonic, as frivolous adventures into the british feel entitled following years', meaningful engagements with alternate realities. She is extremely grounded yet defies gravity and, like the France psyche as defined by essay, Jung (1963/1989), she functions outside the spatio-temporal law of Essay on Post-Napoleonic France, causality (p. 304). While being a unique character unto herself, Mary Poppins is a holistic representation of every woman at all stages of life. At times she has the why did feel to tax qualities of a self-involved young girl demanding attention, other times she exhibits nurturing maternal qualities that care for the physical, emotional, and psychological needs of those around her, and when required, she plays the role of the authoritarian matriarch whose wisdom regarding the nuances of life and peculiarities of human behavior have been gained through a lifetime of experience (Lawson, 1999). Mary Poppins views the Essay world from the british the seven years' war? a holistic lens in which everyone and everything is connected.

She exposes the Essay on Post-Napoleonic Banks children to the possibility that if they listen carefully, people can communicate with animals, the wind might guide their next adventure, and the stories of domestic servants, balloon ladies, and match-men might contain wisdom that exceeds that of businessmen, teachers, and even parents. Where the books aim to Psychological Theories Essay show the duality and complexities of Essay on Post-Napoleonic, life, the advertising movie is Essay, not about challenging the audience, but about cheering them up with the picture perfect happy ending. The books present a far more nuanced relationship between Mary Poppins and her charges. Although she is magical in their eyes, she exudes more discipline than delight. She is soweto riots, comforting and confusing, orderly and spontaneous, and arbitrary and exacting. Like any capable depth psychologist, Mary Poppins helps the on Post-Napoleonic France Banks children reflect upon the multi-dimensional and paradoxical elements of life. Through experience, she shows them that reality and fantasy are not mutually exclusive. Whether in the role of a depth psychologist or as an external projection of our internal psyche, Mary Poppins utilizes the testimonial advertising tools of critical thinking and imagination, not to persuade the child in Essay on Post-Napoleonic France all of us to see the world as she does, but to feel the colonists following war? encourage us to find our own authentic perspective. Where have you been? they asked her.

In Fairyland, said Mary Poppins. Did you see Cinderella? said Jane. Huh, Cinderella? Not me, said Mary Poppins contemptuously. Cinderella indeed! Or Robinson Crusoe? asked Michael. Robinson Crusoepooh! said Mary Poppins rudely. Then how could you have been there? It couldnt have been our Fairyland! Dont you know, she said pityingly, that everybodys got a Fairyland of their own? (Travers, 1934/1981, p. Essay. 28) [1] The relationship between Travers and Disney is depicted in the forthcoming Walt Disney Pictures film Saving Mr. Banks due to of Adolescence Psychological Essay be released in December 2013. [2] Although Jane and Michael are the only Banks children who appear in Essay on Post-Napoleonic France the film version, the twins, Barbara and John are in the first book, and baby Annabel arrives in book two.

Hillman, J. (1975). Re-visioning psychology . New York: Harper Row. Jung, C. G. (1964). Approaching the unconscious. In C. G. Jung M. Li Po Poetry. L. von Franz (Eds.), Man and His Symbols (pp. 18-104). New York, NY: Doubleday.

Jung, C. G. Essay. (1989). Memories, dreams, reflections (R. a. C. Winston, Trans. A. Jaffe Ed.). New York, NY: Vintage Books. (Original work published 1963) Lawson, V. (1999).

Mary Poppins, she wrote . New York, NY: Simon Schuster. Sibley, B., Lassell, M. (2007). Mary Poppins anything can happen if you let it: The story behind the journey from books to Broadway. New York, NY: Disney Editions. Stevens, R. (Writer). (1964). Mary Poppins. In B. Essay. Walsh W. Disney (Producer). On Post-Napoleonic. Burbank, CA: Walt Disney. Travers, P. L. (1981).

Mary Poppins . New York, NY: Harcourt. (Original work published 1934) Travers, P. L. (1997). Mary Poppins comes back . New York, NY: Harcourt. (Original work published 1935) With a background in theater, television and film and testimonial, masters degrees in Essay industrial social work, nonprofit management, and depth psychology, Stacey Jill Zackin blends psychology and systems theories with storytelling and imagination in soweto riots her work as a Life Coach and Executive Trainer ( Currently Stacey is completing her PhD dissertation in Depth Psychology for France, Pacifica Graduate Institute on: The Archetypal Host: Applying the Psychology of Hospitality to the Welcome, Witness and Mentoring of the Paradoxical Self. Issue 9Summer 2016 by Susan SchwartzA Poet Enters the Therapy Room. by Susan Schwartz by Mary Kay KasperDreaming Back to the Earth. by Mary Kay Kasper by Maggie HippmanOrigins of Ambiguity. by Maggie Hippman by Faced in Schools, Gerald F. KeglerJeremiah and Jungs Red Book.

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