A Journey of a Hundred Miles Begins with a Single Step

A Journey of a hundred miles begins with a single step It means that however long your Journey or how big and impossible the change you want to make it starts with Just one step, or action. If you have a long term goal, you cannot achieve it without taking steps or measures to achieve them. For example, I want to become a doctor. Well 10 years of school starts with English 101, and math, and science, etc Simple things sometimes lead to big things You have to start something before you can finish it.You have to write a word, then a entente, then a paragraph, then a page, then 3 more pages and you are done. Asking what it means was the first step it could mean that every step you take that step begins a new Journey! Or If you want to take a thousand miles all you have to do is take a step In a new direction! I dont know though so you might not want to use that on your paper! No matter how big the task seems, no matter how Insurmountable It seems, make a start and continue from there. Most things In life are accomplished In small stages, not In huge giant steps.Any task, broken down Into small pieces, seems much easier. It means If you never get started with anything. You never get anything done No matter how big the task or how challenging the goal, you get there by Just beginning. Without the first step, the Journey will never happen. Somebody who dreams big but never acts to make their dreams real will never attain them. But even if the dream seems unattainable, by taking that first small step, you move towards making that dream come true. In fact, the whole Journey Is made up of small steps.

Interview with Harold Bloom Blood Meridian Essay

Interview with Harold Bloom Blood Meridian - Essay Example Bloom implies that no one has done what McCarthy has done here in terms of portraying so distinct a version of America. Gone are the glories of â€Å"manifest destiny† replaced instead by the very real and very frightening consequences of unending expansion. The violence, of course, is an integral part of this. But, as Bloom points out, there is also a dreamlike quality to the violence that is also necessary to distance the reader from the horror otherwise no one would be able to stand the book. The distance the characters have between each other is another important aspect of this: even in mortal situations, characters such as the Kid and the Judge regard one another from afar. These are themes Bloom returns to again and again in his interview with the deeply insightful interviewer. The violent aesthetic also carries over into the characters in the book who are very compelling. Indeed, the two main characters—the Kid and the Judge—are sui generis and captivate the reader. The first is navigating a world he has not yet learned to judge properly, while the second appears to know everything and pursue only chaos and destruction. In the course of the interview, Bloom explicitly compares the character of the Judge, to the Shakespearean villain Iago from the play Othello. The Judge could well be described as Coleridge once described Iago: â€Å"a motiveless malevolence.† He appears to have no real human desire or characteristics—his only interest is violence and chaos. He has no other purpose but to cause trouble—like Iago. Also, like Iago, he refuses to explain himself or describe how he reached this point of nihilism. When he is taken away at the end of the play he concludes his role by saying, â€Å"From this point on, I never s hall speak word.† It is an open question as to whether he can’t or simply won’t explain himself. Nevertheless, the implication is that, like the Judge, he is born this way. The word has not formed

SOCIETY & EDUCATION IN JAPAN Essay Example | Topics and Well Written Essays - 750 words - 5

SOCIETY & EDUCATION IN JAPAN - Essay Example Additionally, the Japanese education institutions were widely diffused. For instance, the samurai class of warriors was strictly an institution meant for public education whereby classic Chinese literatures were taught. On the other hand, the private academies, referred to as Shijuku, were equivalent to high schools which were open to serve all the social classes. Practical skills, writing and reading were taught in Terakoya; the most popular learning institutions (Dore, 160). Due to the feudal system, formation of national consciousness was held back. Thus, amidst the crisis due to external pressure towards the end of Edo period, awareness of national unity and consciousness was likely to be formed through the modern system education (Rubinger, 11). During the process of adopting modernization in the country, which was in the mid nineteenth century, there was formation of a consensus whose aim was to get rid of the traditional systems of education that supported the split of social classes and create equal education opportunities to every individual across the nation. Furthermore, towards the end of Edo period, this new education system gave room for recruitment of individuals on the basis of their level of knowledge and their abilities. Moreover, the elite individual of the society were singled out in terms of their academic performances. By so doing, the initial condition for employment was decided as per a person’s academic credentials and soci al status. In the year 1868, there was a political revolution that marked the collapse of Tokugawa shogunate and the rise of a new government system where the Emperor was the head. This revolution (Meiji Restoration) can be deemed as the beginning of modernization in Japan. Initially, under Tokugawa, the country faced a lot of pressure from the western countries which demanded it to open up to external linkages.