The Eighteenth Brumaire Of Louis Bonaparte Essay - 1539 Words

The Eighteenth Brumaire of Louis Bonaparte was written by Karl Marx a few months after the December 1851 coup d’etat of Louis Bonaparte in France. In this short text, Marx further examined the revolution of 1848 and the series of political reversals which eventually led to the coup. Marx views the coup as a consequence of sharp intensifications of class antagonisms in modern bourgeois society, which is the central idea of the theory of revolutionary change presented in the Communist Manifesto. Therefore, his analysis in the Eighteenth Brumaire of Louis Bonaparte allows us to understand how his theory bears out in practice. However, in the latter text, Marx also made some adjustments to his theory. He went from a simple, bifurcate model consisting of only a dominating class and a dominated class to a more sophisticated understanding where he identifies the subgroups within the main groups, as well as the roles each of these factions played during the course of the revolution. I n this paper, I will explain the revolution theory proposed by Marx and Engels in the Communist Manifesto, and how the theory was applied and adjusted in the Eighteenth Brumaire to make concrete historical sense of the events happened during the years between 1848 to 1851. In The Communist Manifesto, Marx famously claimed that â€Å"The history of all hitherto existing society is the history of class struggle (Marx, p.219).† For Marx, the engine of history is the productive power. In every society, thereShow MoreRelated A Tale of Four Novels1596 Words   |  7 Pagesbrutality and cruelness that mirrors that of their former oppressors. Dickens’s focus demonstrates the dark side of the French Revolution that is not touched upon in Karl Marx’s, The Eighteenth Brumaire of Louis Napoleon, written in 1852 just seven years before A Tale of Two Cities. In The Eighteenth Brumaire of Louis Napoleon Marx focuses on the positive aspects of a proletariat dictatorship (Marx 141) which is contrasted by A Tale of Two Cities, expanding on Marx’s theory that there will alwaysRead More Karl Marxs Life and Work Essay1478 Words   |  6 PagesJewish blood that ran through the family ultimately impacted Karl’s fate. When Karl was six ye ars old, he adopted Christianity because at the time it was considered as an act of civilized progress. His father, a highly educated lawyer whom admired eighteenth century literature (of the French Enlightenment), was a â€Å"Prussian patriot† and a Jewish believer. Karl and his father held a personal relationship, to which they enjoyed a close friendship. His father did indeed influence him greatly, but KarlRead More Biography of Karl Marx Essay1255 Words   |  6 Pagesof their lives in London. In the beginning of their stay there, they lived in poverty and made due by receiving gifts from friends such as Engels. In Europe he wrote two of his famous writings, Thee class struggle in France and The Eighteenth Brumaire of Louis Bonaparte. Throughout the 1850’s he wrote for the New York Tribune, which brought home a slight amount of income. With this job and an inheritance to Jenny Marx the family worked its way out of poverty. The Civil War brought an end to his writingsRead Moremidterm paper 1 social theory2948 Words   |  12 Pagessociety, whereas Weber viewed the economy in part as an extension of religious belief. The following analyses will be informed by the classic texts of Marx, Durkheim, and Weber. These include Marx’s Communist Manifesto (1988), The Eighteenth Brumaire of Louis Bonaparte (1963), and The German Ideology (1998); McGill 2 Durkheim’s Suicide (1951), The Rules of Sociological Method (1982), The Division of Labor in Society (1984), and The Elementary Forms of Religious Life (1995); and Weber’s EconomyRead MoreSocial Classes : Comparative Sociology1751 Words   |  8 Pagesfunction of a state. Although each side of scholars have been arguing with each other on these matters, each side has proven correct in different circumstances. Marx s study of French in his book Eighteenth Brumaire of Louis Bonaparte explained the revolution of 1848 in France that led to Louis Bonaparte s coup d etat. And Weber s focus reflected the perspective of culture and politics that have proven to be extremely useful in understanding class. While I respect both sides equally. I believeRead More The Relation between State and Society According to Karl Marx2910 Words   |  12 PagesMarxs historical study, The Eighteenth Brumaire of Louis Bonaparte, is the example used by Elster to create his class-balance theory of the state. In examining the rise to power of Louis Bonaparte, Marx claims that the state built itself up into an apparently independent force (5). This is because in the rise of the Bonapartist regime, there was a balance of power between the classes in France, with none being politically dominant. The state, in the form of Louis Bonaparte was then able to have aRead MoreCan the Subaltern Speak9113 Words   |  37 Pageshand, and within the theory of the Subject, on the other, must not be obliterated. Let us consider the play of vertreten (represent in the first sense) and darstellen (re-present in the second sense) in a famous passage in The Eighteenth Brumaire of Louis Bonaparte, where Marx touches on cla ss as a descriptive and transformative concept in a manner somewhat more complex than Althussers distinction between class instinct and class position would allow. Marxs contention here is that the descriptiveRead More Folly in William Shakespeares King Lear Essay2875 Words   |  12 PagesClarendon Press, 1996. Jameson, Fredric. Postmodernism, or, the Cultural Logic of Late Capitalism. Durham: Duke University Press, 1991. Laing, R. D. The Politics of Experience. New York: Pantheon, 1967. Marx, Karl. The Eighteenth Brumaire of Louis Bonaparte. 1869. Nineteenth Century Europe: Liberalism and Its Critics. Eds. Jan Goldstein and John W. Boyer. Chicago: University of Chicago Press, 1988. 242-266. Mercer, Peter. Tradgedy. A Dictionary of Modern Critical Terms. Ed

Emotional Intelligence An Effective Leader - 1322 Words

1. Leadership: the ability to inspire, influence, and motivate oneself and others interpersonally and energetically. Leaders inspire greatness within themselves and each person he/she engages – daily. Leadership is a way of life, a vector, a learned behavior to sharpen through challenges, opportunities, relationships, and experiences. Leadership is not a destination; it is a journey of self-mastery and self-actualization. The moment we stop learning, we have failed ourselves and those in our circle of influence. 2. People are my passion, and I am passionate about effective leadership. I challenge myself daily to ensure I am meeting people where they are, finding compassion and understanding, and expressing empathy and genuine†¦show more content†¦These experiences are valuable learning tools and have also helped to define my passion for leadership. 4. Captain Joe Conroy was my first commanding officer in the Coast Guard. Being a man of few words, each member of the crew knew where he/she stood with him and wanted to perform to the highest potential and ability. Captain Conroy was like a father figure to most; he empowered his officers to lead and trusted the crew to complete their tasks with minimal oversight. Captain Conroy led with passion, love of the Coast Guard, and his crew. His leadership taught me to believe in myself and others and that positivity alone will inspire greatness in all. 5. Master Chief Eric Engle made a tremendous impact on my understanding of leadership and the importance of accountability. I met Eric when I was a young, impressionable chief. He taught me what it means to be a chief through accountability. Upon my first meeting with him, I was very intimidated by his presence as he commanded respect with his anchors. As a young chief, I did not understand the meaning of the anchor until going through the Chief’s Call to Indoctrination process where he was the Chief of the Mess. He held chiefs accountable without fear or reprisal and in whatever manner he deemed necessary. I appreciated learning from him and understood the importance of being present in the mess and the importance of accountability.

Aging psychosocial Free Essays

There are several challenges that are often associated with the process of aging. As enumerated by DeLaune and Ladner (2002), the most prominent of which is those which are classified under the broad categories of developmental, mental, physiological, and psychosocial challenges. First, developmental challenges include those which are related to several capabilities and skills that are developed through time (DeLaune Ladner, 2002). We will write a custom essay sample on Aging psychosocial or any similar topic only for you Order Now Second, mental challenges include those which are related to their intellectual capacities where there are associations of mental disabilities for aged people (DeLaune Ladner, 2002). Third, physiological changes include those which affect the physical and bodily functions of the aged where there are oftentimes aging people who have limited capabilities and due to their illnesses, can not do so much as they do before (DeLaune Ladner, 2002). Within the realms of the challenges stated above, aging people also experience particular problems and this could likewise be classified under the categories mentioned above. Among the greatest difficulties of the elderly people include that of physical inability, psychological isolations, and discriminations. As for physical inability, this is sometimes caused by how their physical environments are built (Frank, Engelke, Schmid, 2003). There are special needs that the elderly require to make their living easier and comfortable and the generic designs that are being placed nowadays including that of the public areas do not address all of these. Thus, they are further limited with regard to the physical activities that they could engage into. With regard to psychological isolations, there is a side of the picture that points towards the elderly people feeling a sense of isolation especially for those who are not living with their kin (Abbot Payne, 1990). This is likewise true for those who are asked to live in homes for the aged where they are not able to interact with a lot of people. Lastly, that of discrimination stems from the perceptions of people that the elderly are â€Å"rigid, unhealthy, unhappy, and unemployable† (Newman Grauerholz, 2002, p. 501). To a certain extent, it has been considered by Estes (1979) that the major difficulties that are faced by the elderly, for that of the geographical area of the United States are those which are brought about by the perceptions that are formed of them (as cited in Estes, 2001). It is considered by the author that what is known about the aged from the perceptions that are formed of them has affected them in such a way that problems have stemmed from these perceptions. The knowledge that is gathered about the elderly has created a box that has limited their potentials and has formed a particular web of conceptions that direct the image of the elderly people towards a particular direction (Estes, 2001). It is mentioned by the author that â€Å"in an important sense, then, the major problems faced by the elderly are the ones we create for them† (as cited in Estes, 2001, p. 29). The clear emphasis of the author with regard to the relevance of the Likewise, it can be seen that the, indeed, the physical process of aging also affects the way elderly people interact for their everyday living. For example, it has been mentioned by Edelstein, Goodie, and Martin (2001) that the cardiovascular and respiratory system and the changes associated with it may have a considerable impact on the behavior of the adults together with their moral relationships. Likewise, there are also problems associated with the physical process that occurs especially so that their vision and hearing may be affected such that they have lower levels of capabilities as compared before when they are younger (Edelstein, Goodie, Martin, 2001). It is not the process itself nor the outcomes for them but the experience that they associate with their external environment that leads them to consider these as their difficulties in life. Ageism, or age discrimination, is a concept which â€Å"is defined as a process of systematic stereotyping and discrimination against people because they are old, just as racism and sexism accomplish[es] this for skin color and gender† (E. Margolis, H. Margolis, Braun, 1995). As mentioned before, it also affects the way elderly go about their everyday living because there are certain perceptions and notions created of them that may be considered as stereotypes for them to live with. This means that the society has created an image which they have to live with. Likewise, the social institutions accept this as they are without prior consideration to the greater impact that it has over the elderly population. This particular set of stereotypes is evident in the age limit that is given for certain occupations. Where some are considered to be valid, some are purely stereotypes and should not be applied to all of the members of the elderly population. It can not be considered that the difficulties and challenges that are faced by the elderly population may be applied in a universal setting. The characteristic of universality is not applicable to a certain extent because there are still vulnerable groups that may be considered within the group of aging individuals. For example, it has been mentioned by Lustig (2000) that the â€Å"elderly poor women† are among those which experience vulnerability among the aged population (p. 119). This concern gives rise to the special needs that each of the vulnerable groups hold. Likewise, the differences in terms of culture also provide for the variations among the impact that they feel as a result of the challenges and problems drawn from those mentioned above, especially with that of access to social services such as health care (Breitung, 2002). There are differences with regard to the settings to which they have to live with and this produces a source of inequality where some cultures experience better access to social services than the rest. References Abbott, P. Payne, G. (1990). New directions in the sociology of health. London: Routledge. Breitung, J. (2002). The eldercare sourcebook. NY: McGraw-Hill Professional. DeLaune, S. Ladner, P. (2002). Fundamentals of nursing: standards and practice. NY: Thomson Delmar. Edelstein, B., Goodie, J. Martin, R. (2001). Aging: Physiological and behavioral concomitants. In W. E. Craighead C. Nemeroff, The Corsini Encyclopedia of Psychology and Behavioral Science. New York: John Wiley Sons. Estes, C. (2001). Social policy and aging: A critical perspective. Thousand Oaks, CA: SAGE. Frank, L., Engelke, P., Schmid, T. (2003). Health and community design: The impact of the built environment on physical activity. Washington, D.C.: Island Press. Lustig, N. (2000). Social protection for equity and growth. Washington, DC: Inter-American Development Bank. How to cite Aging psychosocial, Papers