The Life and Works of Honoré de Balzac, French Novelist

Honorà © de Balzac (born Honorà ©Ã‚  Balssa, May 20, 1799 – August 18, 1850) was a novelist and playwright in nineteenth-century France. His work formed part of the foundation of the realist tradition in European literature, with particular focus on his remarkably complex characters. Fast Facts: Honorà © de Balzac Occupation: WriterBorn: May 20, 1799 in Tours, FranceDied: August 18, 1850 in Paris, FranceKey Accomplishments: Groundbreaking French novelist whose realist style and complex characters shaped the modern novelSelected Work: Les Chouans  (1829), Eugà ©nie Grandet (1833), La Pà ¨re Goriot (1835), La Comà ©die humaine (collected works)Quote: There is no such thing as a great talent without great will power.† Family and Early Life Honorà ©Ã¢â‚¬â„¢s father, Bernard-Francois Balssa, was from a large lower-class family. As a young man, he worked hard to climb up the social ladder and eventually did so, working for the governments of both Louis XVI and, later, Napoleon. He changed his name to Francois Balzac to sound more like the aristocrats he now interacted with, and eventually married the daughter of a wealthy family, Anne-Charlotte-Laure Sallambier. The age gap was considerable – thirty-two years – and was arranged in gratitude for Francois’s assistance to the family. It never was a love match. Despite this, the couple had five children. Honorà © was the eldest to survive infancy, and was closest in age and affection to his sister Laure, born a year later. Honorà © attended the local grammar school, but struggled with the rigid structure and consequently was a poor student, even once he was returned to the care of his family and private tutors. It was not until he entered university at the Sorbonne that he began to thrive, studying history, literature, and philosophy under some of the great minds of the day. After college, Honorà © began a career as a law clerk on the advice of his father. He was intensely dissatisfied with the work, but it did provide him with the opportunity to come into contact with and observe people of all walks of life and the moral dilemmas inherent in the practice of the law. Leaving his law career caused some discord with his family, but Honorà © held firm. Early Career Honorà © began his attempts at a literary career as a playwright, then, under a pseudonym, as a co-writer of â€Å"potboiler† novels: quickly-written, often scandalous novels, the equivalent of modern-day â€Å"trashy† paperbacks. He tried his hand at journalism, commenting on the political and cultural state of the post-Napoleon era in France, and failed miserably at his business venture when he tried to make a living as a publisher and printer. In this literary era, two specific subgenres of novels were in vogue both critically and popularly: historical novels and personal novels (that is, those which narrate a specific person’s life in detail). Honorà © embraced this style of writing, bringing his own experiences with debtors, the printing industry, and the law into his novels. This experience set him apart from the bourgeois novelists of the past and many of his contemporaries, whose knowledge of other ways of life was entirely gleaned from previous writers’ depictions. La Comedie Humaine In 1829, he wrote Les Chouans, the first novel he published under his own name. This would become the first entry into his career-defining work: a series of intertwined stories depicting various facets of French life during the Restoration and July Monarchy periods (that is, from about 1815 to 1848). When he published his next novel, El Verdugo, he again used a new name: Honorà © de Balzac, rather than just â€Å"Honorà © Balzac.† The â€Å"de† was used to denote noble origins, so Honorà © adopted it in order to better fit into respected circles of society. In many of the novels that make up La Comedie Humaine, Honorà © moved between sweeping portraits of French society as a whole and the small, intimate details of individual lives. Among his most successful works were La Duchesse de Langeais, Eugenie Grandet, and Pere Goriot. The novels ranged hugely in length, from the thousand-page epic Illusions Perdues to the novella La Fille aux yeux d’or. The novels in this series were notable for their realism, particularly when it came to their characters. Rather than writing characters who were paragons of good or evil, Honorà © depicted people in a much more realistic, nuanced light; even his minor characters were shaded with different layers. He also gained a reputation for his naturalistic depictions of time and place, as well as driving narratives and intricate relationships. Honorà ©Ã¢â‚¬â„¢s writing habits were the stuff of legend. He could write for fifteen or sixteen hours a day, with copious amounts of coffee to fuel his concentration and energy. In many instances, he became obsessed with perfecting the smallest details, often making change after change. This didn’t necessarily stop when the books were sent off to the printers, either: he frustrated many a printer by rewriting and editing even after the proofs were sent to him. Social and Family Life Despite his obsessive work life, Honorà © managed to have a thriving social life. He was popular in society circles for his storytelling prowess, and he counted other famous figures of the day – including fellow novelist Victor Hugo – among his acquaintance. His first love was Maria Du Fresnay, a fellow writer who was unhappily married to a much older man. She bore Honorà ©Ã¢â‚¬â„¢s daughter, Marie-Caroline Du Fresnay, in 1834. He had also had an earlier mistress, an older woman by the name of Madame de Berny, who had saved him from financial ruin prior to his novelistic success. Honorà ©Ã¢â‚¬â„¢s great love story, though, began in a way that seems like something from a novel. He received an anonymous letter in 1832 that criticized the cynical depictions of faith and of women in one of his novels. In response, he posted an advertisement in a newspaper to attract his critic’s attention, and the pair began a correspondence that lasted fifteen years. The person on the other side of these letters was Ewelina Hanska, a Polish countess. Honorà © and Ewelina were both highly intelligent, passionate people, and their letters were full of such topics. They first met in person in 1833. Her much-older husband died in 1841, and Honorà © traveled to St. Petersburg, where she was staying, in 1843 to meet her again. Because they both had complicated finances, and Ewelina’s family was mistrusted by the Russian tsar, they were unable to marry until 1850, by which time they were both suffering health issues. Honorà © had no children with Ewelina, although he did father children from other earlier affairs. Death and Literary Legacy Honorà © only enjoyed his marriage for a few months before he fell ill. His mother arrived in time to say goodbye, and his friend Victor Hugo visited him on the day before his death. Honorà © de Balzac died quietly on August 18, 1850. He is buried in Pere Lachaise Cemetery in Paris, and a statue of him, the Balzac Monument, sits at a nearby intersection. The greatest legacy Honorà © de Balzac left behind was the use of realism in the novel. The structure of his novels, in which the plot is presented in sequential order by an omniscient narrator and one event causes another, was influential for many later writers. Literary scholars have also focused on his exploration of the links between social standing and character development, as well as a belief in the strength of the human spirit that has endured to this day. Sources Brunetiere, Ferdinand. Honorà © de Balzac. J. B. Lippincott Company, Philadelphia, 1906.â€Å"Honore de Balzac.† New World Encyclopedia, 13 January 2018, http://www.newworldencyclopedia.org/entry/Honore_de_Balzac.â€Å"Honore de Balzac.† Encyclopaedia Brittanica, 14 August 2018, https://www.britannica.com/biography/Honore-de-Balzac.Robb, Graham. Balzac: A Biography. W. W. Norton Company, New York, 1994.

The Ritual At A Buddhist Temple Essay - 1394 Words

Gender relations being an important part of the society, plays a major role in understanding religion and religious practices. In this essay, I am discussing two patterns on a ritual at a Buddhist temple, based on my observations, and how they connect to gender-related religious theory. The ritual I attended was at a Buddhist temple named West End Buddhist Temple in Mississauga. It was based on meditation led by a monk, the male instructor. It started with a story of Buddha, the divine figure of the religion, followed by a set of instructions and pieces of advice by the monk. This was accompanied with a guided silent meditation session. It ended with chants and prayers to god and the divine, Buddha. The ritual had several parts which explicitly or indirectly exposed the role of gender in the ritual and to a small extent in the religion. Theories of religion based on gender are tools to better understand how gender is interconnected to religion and its role in religious practices. Thi s essay argues how, observations on pattern of male dominance during the ritual aligns with Mary Daly’s theory on androcentrism in religion. It also analyzes how the observations on pattern of equality among the participants interrelates with Antonio Gramsci’s theory of counter-hegemony. The aspect that was exceptionally evident in the ritual was the prominence of male authority. The temple had a large Buddha statue, positioned higher than everyone else and was in the state of meditation. ThereShow MoreRelatedBuddhism : Buddhism Vs. Christianity1247 Words   |  5 PagesUniversity We can define rituals as repeated actions that provides us with meaning and significance. Symbols are a small unit of a ritual. Both rituals and symbols play an active role in religion. 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The Buddhist Churches of America represent a specific denomination of the Buddhist religion known asRead MoreThe Religions : Buddhism And Shinto1678 Words   |  7 PagesBuddhism temples built adjacent to Shinto shrines. With these places of worship in close proximity to each other it would lead the distinction of worship between the kami, considered to be the gods of Shinto, and the enlightened beings from Buddhism quite difficult at times. This kind of cross worship would eventually lead to both religions adopting kami and enlightened beings from each other, as many enlightened beings have been brought over to Shinto. Buddhism involved kami in their rituals, andRead MoreA Brief Note On The Buddhist Holiday Vesak901 Words   |  4 PagesThe Buddhist holiday Vesak is an observation of the birth, enlightenment, and death (otherwise known to t he Buddhist religion as parinirvana), of Siddhartha Guantama, more commonly known as the Buddha (O Brien). 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Syllabus for African Dance Free Essays

Syllabus for African Dance MPADE-UE 1542. 002 Spring 2013 Contact hours: Wednesday, 1:30-3:30pm, studio 304 Education building Department of Music and Performing Arts Professions, Program in Dance Education New York University Instructor: Alfdaniels Mabingo Phone: 917-679-8119 E-mail: alfmab@gmail. com Consultation: By appointment —————————————– A survey course in East African dance with accompanying songs, music, and cultural contexts in which these dances originate. We will write a custom essay sample on Syllabus for African Dance or any similar topic only for you Order Now The course specifically offers knowledge and performance skills of traditional dance forms East Africa and methods for teaching these dances. It offers critical analysis of how these dances interact with cultural, social, occupational, and religious aspects that contribute to creating them. Besides critical understanding and performance of these dances, the course equips students with skills to perform the music that accompanies them. Learning outcomes 1. Students will demonstrate proficiency in performing ethnic dances from selected cultures in East Africa. 2. Students will learn and perform vocal and instrumental music that accompanies ethnic dances from cultures in Uganda. 3. Students will demonstrate techniques and methods of teaching ethnic dances from Ugandan cultures. 4. Students will acquire fundamental knowledge into critical analysis of how dances in East Africa interact with cultural aspects that participate in creating them. 5. Students will learn various techniques that are related to performance of various ethnic dances from cultures in Uganda. Students are expected to: a. Finish and present the assignments within the stipulated time. b. Actively participate in practical sessions and class discussion. Focus of selected readings and visual recordings ) Understanding the author’s message and use it as a point of departure for supplementary inquiries b) Establishing connections between the readings and visual recordings and the student’s class/practical experience c) Inspire students to learn the various dances Other important readings Adinku, W. O. (1995). African Dance Education in Ghana, Ghana, Accra: Universities Press. Aduonum, M. (2011). West African Dance in the United States University Curriculum, LAP Lambert Academic Publishing Nannyonga-Tamusuza, S. (2005. Baakisimba: Gender in Music and Dance of the Baganda People of Uganda. London and New York: Routledge. Tieron, A. (1992). Doople: Eternal Law of African Dance – Choreography Dance Studies, New York: Routledge * * Welsh, A. K. (1996). African Dance: An Artistic, Historical and Philosophical Inquiry, Trenton, NJ: Africa World Press. Welsh, A. K. (2003). Umfundalai: An African Dance Technique, Trenton, NJ: Africa World Press Policies: * Assignment Formats: All assignments must be typewritten with at least a normal 12 pt font and double-spaced. Use a header and page numbers. Please hand in hard copies of assignments without folders. Do not email them; Emailed copies will not be accepted. * Attendance: You are expected to attend every session of the course. One excused absence is permitted with a doctor’s note or other acceptable evidence. If you are going to be absent please send an email to the instructor. Additional absences will decrease the cumulative grade by one letter grade increment. An unexcused absence will decrease the cumulative grade by one letter grade increment. Please make arrangements with a peer to collect course materials for you and contact the peer after the session for updates on the session activities and assignments. Late arrivals/Early departures: Being on time and staying throughout the duration of the course is to be expected. Three late arrivals, three early departures, or any three combinations of late arrivals and/or early departures to/from class will equate to an absence. A late arrival or early departure of more than 15 minutes will be counted as an absence. * Late Assignm ents: Late assignments are reduced in letter grade increment. Assignments may be handed in up to one week late. Late assignments may not receive significant feedback. Any assignments that are not complete at this time (one week late) will not receive a grade and will negatively affect your cumulative course grade. * Assignments Class attendance and participation20% Midterm paper25% Midterm performance25% Final performance30% Note: See the rubric for details about the requirements for each area of assignment * Grading: Letter Grade| Number Grade| Legend| A| 94-100| Exceptional| A-| 90-93| Excellent| B+| 87-89| Extremely Good| B| 84-86| Very Good| B-| 80-83| Good| C+| 77-79| Satisfactory| C| 74-76| Satisfactory| C-| 70-73| Nearing Satisfactory| D+| 67-69| Minimum Passing Grade| D| 65-66| Minimum Passing Grade| F| 0-64| Failure| * Incomplete Grading: Incomplete grades are not a grading option. Under exceptional circumstances, such as those with a serious illness or other emergency, and at the discretion of the course instructor, an incomplete grade may be granted, based on the student’s performance throughout the course of the semester. * E-mail Communication with Instructor(s): Please keep your e-mails as succinct as possible. If you predict you will need to write more than one paragraph, it is an indication that you probably need to schedule a meeting rather than writing an e-mail. Special Accommodations: Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with the Moses Center for Students with Disabilities located at 726 Broadway, phone: 212. 998. 4980, or website address: www. nyu. edu/csd. * Please refrain from all cell ph one use during class. * Please clean up after any food or drink. * Dress appropriately for the classes * Academic Integrity: Please be familiar with NYU Steinhardt policies: http://steinhardt. nyu. edu/policies/academic_integrity. How to cite Syllabus for African Dance, Papers

Human Resource for Performance Appraisal - myassignmenthelp.com

Question: Discuss about theHuman Resource for Performance Appraisal. Answer: Performance Management and Performance Appraisal Performance management is the process of measuring the performance of the human resources in an organization. On the other hand, Performance appraisal implies the investigation of a worker's execution and their gauge for future development and advancement. In simpler words, it is said that performance management is a process that targets at planning, monitoring, and evaluation of the objective of the employee and his contribution to the organization (Van Dooren, Bouckaert, Halligan, 2015). The manager and employee of the company participate in the process to evaluate the performance of the employees and to provide feedback to the employees. On the other hand, performance appraisal valuation of the employee by the employer takes place. It is a logical and systematic review conducted by the organization on annual basis to evaluate the overall performance. It helps the employer to consider the abilities and skills of the employees for their future growth that enhances the efficiency of employees (Dusterhoff, Cunningham, MacGregor, 2014). There is a difference between the performance management and performance appraisal. Here's a table that shows some of the essential variances (Mone, London, 2014). Performance management Performance appraisal Strategic Operational More likely to include dialog Top-down assessment Future-oriented for growth Reviewing for corrections Continuous or on-going evaluation, combined with official reviews Occur once or twice per year Less likely to include scores Frequently uses rankings and ratings Combines qualitative and quantitative approaches It usually includes quantitative approach Flexible process Rigid system Related with the business needs Not related to corporate needs Collective Individual Not linked with the compensation Linked with the reimbursement Less concerned with certification Often very bureaucratic with an emphasis on documentation or paperwork Conducted by the supervisors as well as managers Frequently conducted by HR department These processes are conducted by the managers and the supervisors of the organization along with the employees. The managers and the employees face some of the challenges while implementing the performance management as well as performance appraisals. Management of the performance system requires a disciplined outline. The management duty at diverse levels needs to understand the estimation improvement, contracting and evaluation process enormously well and apply it reliably. Moreover, the management wants to value that completing management is not an occasion but rather something that is overseen every day except noted and detailed at exact circumstances over surveys and evaluations (Shields, et.al. 2015). The manager of the company needs to be very specific with the framework it is using to evaluate the performance of the employees in the organization. Suppose, the managers or the supervisors of the company didn't manage the performance on time then there will be a lack of the vali d measurements and the evidence. In this case, the manager will not be able to give collective feedback to the employees. Even the employee will not be able to implement on the feedback given by the manager. Lack of credibility will be a challenge for the employees. If the employees will not keep trust on the manager they will not be able to bring improvement in the performance according to the feedback given to them. The relationship between the managers and the employees need to be truthful. The performance of the employees can affect the companys goals and objectives. Employees of the organization might find themselves de-motivated due to reviews and rating process. This will also reduce the engagement of the employees in the activities. Over here, the manager of the company should conduct training sessions that can help employees to understand the reason behind getting fewer ratings and reviews. So that employees can work on the personal development and will be able to perform well. Effective performance management authorises representatives and collections to understand the goals of the association and to distinguish how individual and group yields add to the achievement of commanding destinations in agreement with hierarchical esteems. The combination of individuals, assembling and accomplishment with hierarchical goals generates individual, group and authoritative capability encouraging higher execution (Klingner, Nalbandian, Llorens, 2015). An Effective performance management process enables to form the connection between vital corporate goals and individuals' everyday actions and errands. A successful objective setting outline, consolidated with a procedure for the previous movement can contribute fundamentally to a single, group, and hierarchical execution. The employee gets Performance appraisals in the form of promotions or extra benefits. Performance appraisals help the employees in understanding the role of the employees in the success of the company. The high productivity of the employees will help in increasing the productivity of the company and that will ultimately help in enhancing the success of the company. An employee who gets the performance appraisal will find a rise in the job satisfaction and try to improve the employee's sense of loyalty towards the company (Choudhary, Akhtar, Zaheer, 2013). This will result in the low employee retention during the period. Performance appraisals motivate the employees towards the work and that shows a rise in the efficiency and productivity. An employee will be eligible for the performance appraisal once he/she will be able to maintain performance in the organization. HR of the organization plays a vital role in performance management and performance appraisal. HR makes sure that Fair performance system takes place while evaluating the performance of the employee. There should be no discrimination while evaluating the performance in context to the demographic groups (Cerasoli, Nicklin, Ford, 2014). The HR of the company conducts training for all the managers to make sure that each manager of the company is following the same process for all the employees. Poor performance reviews can create an adverse effect on the relation of the employee and the manager. After the performance evaluation, the HR of the organization checks with both the employees and managers if they are facing any concern (Armstrong, Taylor, 2014). HR maintains the scorecard for the employees progress, for this HR need to maintain the record in the secure locations. This prevents any kind of failures in the process. Though, the whole process is time-consuming by doing so a comp any will be able to resolve if any of the problem faced by the manager or employees. The human resource team will get to about the future action of the employees. This helps them to retain the employee suppose in case the employee is going to leave the organization. HR also tries to enhance the morale of the employees, so that they can give a maximum of contribution to achieve the organization goals. HRD assumes a critical portion in outlining and actualizing execution evaluations. The HR crowd goes about as middle person between the practical heads or looking into experts and the representative. It is a responsibility of the HR team to design the appraisal process. The individual team in the organization will not be able to rate themselves according to the KRAs of the performance (Jacobs, Belschak, Den Hartog, 2014). It is the duty of the HR team to communicate the whole process of the performance appraisal to the employees. The Criterion of performance evaluation should be clear as well as straightforward. Give suitable formulating to representatives with the objective that they take the whole process of execution inspection effortlessly and sportingly. Though, some of the employees believe that this process needs to be conducted by the managers only. Performance appraisal is just not a method to build one's reward but rather give inputs to employees and monitor them accordingly. The HR group equally needs to sit with the looking into experts to assure inspections are done on time and just the deserving representatives get the rewards. Appraisal should not to be for everyone but rather just for the persons who have worked really tough all as the time progressed. Once the appraisal is complete, it is HR responsibility to hand over the additional letters or audit reports (Reiche, Mendenhall, Stahl, 2016). The HR team also guides the manager and the supervisors of the company so that there will be no discrimination between the employees. Though it may create the confusion for the mangers sometimes managers have to take step considering the KRAs achieved by the employees. Over here, the HR role is an essential role and this will lead to the accomplishment of the strategic goals of the company. New strategies and HR's inclusion in Strategic administration now have changed the impacts where HR evaluates individuals on the more important yield execution like quality, profitability, inside and outer consumer loyalty. On the off chance that negative criteria are utilized, these moved toward becoming imperfections or adjust squanders, and inward and outside client grumblings or returns. References Armstrong, M., Taylor, S. (2014). Armstrong's handbook of human resource management practice. Kogan Page Publishers. Cerasoli, C. P., Nicklin, J. M., Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological bulletin, 140(4), 980. Choudhary, A. I., Akhtar, S. A., Zaheer, A. (2013). Impact of transformational and servant leadership on organizational performance: A comparative analysis. Journal of Business Ethics, 116(2), 433-440. Dusterhoff, C., Cunningham, J. B., MacGregor, J. N. (2014). The effects of performance rating, leadermember exchange, perceived utility, and organizational justice on performance appraisal satisfaction: Applying a moral judgment perspective. Journal of Business Ethics, 119(2), 265-273. Jacobs, G., Belschak, F. D., Den Hartog, D. N. (2014). (Un) ethical behavior and performance appraisal: the role of affect, support, and organizational justice. Journal of business ethics, 121(1), 63-76. Klingner, D., Nalbandian, J., Llorens, J. J. (2015). Public personnel management. Routledge. Mone, E. M., London, M. (2014). Employee engagement through effective performance management: A practical guide for managers. Routledge. Reiche, B. S., Mendenhall, M. E., Stahl, G. K. (Eds.). (2016). Readings and cases in international human resource management. Taylor Francis. Shields, J., Brown, M., Kaine, S., Dolle-Samuel, C., North-Samardzic, A., McLean, P., ... Plimmer, G. (2015). Managing Employee Performance Reward: Concepts, Practices, Strategies. Cambridge University Press. Van Dooren, W., Bouckaert, G., Halligan, J. (2015). Performance management in the public sector. Routledge.