This assignment is a weekly log for you to keep track of and get credit for doing exercises. You will need to complete around 80 minutes a week of exercise to receive the full 25 points. This is about the same amount of time you would spend in a regular face to face class if we were able to meet face to face. These activities can include our workouts along with any other workouts that you do. It could include but is not limited to walking (walking in place if you are confided to your home), jogging, burpie/push-up/jump drill shown to you in this class, weight lifting and any other physical activity that would be beneficial. Please do not be afraid to be creative. I want you to use this log to help motivate you to stay active. Maybe you do these workouts, stretching or exercises with a family member or your child. By staying active you will not only get credit for this class, more importantly you will stay more physically fit, help reduce stress, go outside and perhaps spend some quality time with a family member. You can do these exercises and drills all in one day, over 3 days, over 7 days or any amount of days in a week. I want you to decide what is best for you for that particular week.I would like you to cut and paste the “log template” below and use it when you hand in your weekly log assignment. The log template is for 7 days but you can cut it down to 1 day or 3 days or any amount of days if that is what you choose to do for a particular week. You will need to put in the specific day, exercise/drill completed and time. I have include sample workouts below the log template (with 50 minutes for logged exercise).I know most of you are already doing physical fitness activities during this “stay at home” time. I want you to get credit for these activities and introduce you to other activities.If you did physical fitness items the prior 3 days (Saturday, Sunday and Monday) please feel free to include them in your log.Weekly Log for workouts:Saturday – Date:Exercise/Drill (time):Exercise/Drill (time):Sunday – Date:Exercise/Drill (time):Exercise/Drill (time):Monday – Date:Exercise/Drill (time):Exercise/Drill (time):Tuesday – Date:Exercise/Drill (time):Exercise/Drill (time):Wednesday – Date:Exercise/Drill (time):Exercise/Drill (time):Thursday – Date:Exercise/Drill (time):Exercise/Drill (time):Friday – Date:Exercise/Drill (time):Exercise/Drill (time):Sample log template for 1 dayMonday – Date: August 17thExercise (time): Stretching (5)Exercise (time): Walk (15)Exercise (reps): Push-ups with my son (20)Exercise (reps): Sit-ups with my son (30)Exercise (time): Yoga for beginners (25 minutes)Exercise (time): Cool down stretching (5)Sample log template for 3 daysMonday – Date: August 17thExercise (time): Stretching (5)Exercise (time): High Intensity Interval Training (HIIT) (15)Wednesday – Date: August 19thExercise (time): Stretching (5)Exercise (time): Abdominal workout for beginners (20)Exercise (time): Walk (2 miles)Friday – Date: August 21stExercise (time): Stretching (5)Exercise (time): Jog (15)Sample log template for 7 daysSaturday – Date: August 22ndExercise (time): Walk (10)Sunday – Date: August 23rdExercise (time): HIIT (10)Monday – Date: August 24thExercise (time): Stretching (5)Tuesday – Date: August 25thExercise (time): Walk in place at home during commercials breaks while watching a 30 minute TV show (5)Wednesday – Date: August 26thExercise (time): Stretching (5)Thursday – Date: August 27thExercise (time): Yoga for beginners (10)Friday – Date: August 28thExercise (time): Stretching (5)Exercise (time): Abdominal Workout for beginners (5)
GCCCD Create Weekly Log for Workouts when Staying at Home Timetable
I’m working on a writing question and need a sample draft to help me learn.
For this assignment, you will first read this article (Links to an external site.). Then answer the following questions. Your total response should be at least 250 words:Co-opting means to take (or steal) someone’s idea and use it for a purpose that is not the one the original person intended. What protest movement was Pepsi and Kendall Jenner accused of co-opting? If the advertisement was co-opting a protest movement, it’s because it was using some of the rhetoric and visual imagery that is associated with that movement. What are some of the rhetorical choices the ad makes that connects it with that protest movement? Choose evidence from the article. Explain. What was the advertisement’s message and how is that different from the message that protesters have? Why would that contribute to people’s anger about the advertisement? At the bottom of the article, there are a series of tweets that people tweeted in response to the commercial. Choose one tweet and do a rhetorical analysis of the tweet. First, identify the tweet you’ve chosen.Next, describe what the tweet is arguing. What is the main message of this tweet?Third, who is the specific audience for this tweet, and how do you know? Is the audience specifically addressed? Are they tagged? Do the hashtags tell you anything about audience? Finally, what rhetorical choices (i.e., specific word choice, use of images, use of links) are made to support that argument for this particular audience? Reflect: what did you learn from doing this activity? Think about the connections between rhetoric and protest movements. Think about the conversations that we are having in our society that are happening in protest movements, on commercials, and/or on Twitter.
Career Institute of Florida Protest Movement Essay
Jainism. Paper details Identify three to five significant learning of Jainism Identify three to five significant learning (things you have learned) course: Number and describe these learning in a document of approximately 500-750 words (2-3 pages of standard formatted text—double-spaced, 10-12 point font, one inch margins). Grading will be based less on your choices about content, and more on: (a) the depth and clarity of your perceptions about your own learning, and (b) the perceived effort as demonstrated by the overall quality of, and care with, the statement. The purpose of this assignment is to have you reflect on how the course has impacted your thinking, your understanding, and perhaps even your whole life. Ideally, you will be able to see—and describe in this assignment—the connections (or lack thereof) between the course contents and your life outside the class—or to human life generally. You also need to prioritize and make choices, in the sense that you must pick the three-to-five most important impacts. (If you put them in rank order, please note this.) Do: • Explicitly distinguish and number the different learning • Give details, if needed, but show why the details are important to you • Explain why the learning matters to YOU—the statement should have a personal quality to it, but simultaneously be academic in nature and tone. Jainism
Essay On The Impact Of Vaccination On Bacterial Infections.
help writing Share this: Facebook Twitter Reddit LinkedIn WhatsApp Bacterial infections are infections transmitted by pathogenic bacteria. Infection occurs when an organism enters into the host and establishes a relationship which may lead to a disease condition. According to (WHO.int/topics/epidemiology/en); most bacteria are harmless or are more or less beneficial while few are pathogenic. WHO noted that pathogenic bacteria contribute to the other globally important diseases such as pneumonia whose etiologic agents could be Streptococcus pneumoniae and Pseudomonas species. Pneumonia is an inflammatory condition of the lungs which affects primarily the microscopic air sacs called alveoli. Typical symptoms include cough, chest pain, fever and difficulty in breathing. (WHO.int/topics/epidemiology/en).For the purpose of this essay I will be talking about pathogenic bacteria. These are the bacteria that cause acute infections depending on their degree of virulence. Epidemiology, according to the British Medical Journal (BMJ) is the study of the frequency of occurrence of diseases among different groups of people. WHO defined epidemiology as the study of the spread and determinants of health related states or events such as disease condition, the application of epidemiology involves various methods investigations, surveillance and descriptive and analytical studies. The information obtained is very useful by both the government and the health Ministry to plan and evaluate ways to prevent such diseases. Also in patient already affected, epidemiological information serves as a guide to their management. Epidemiology helps the health workers to measure the disease outcomes among the population at risk. Vaccination: Prevention and control of bacterial infections can be achieved by vaccination. As the saying goes “prevention is better than cure”. Prevention includes vaccination as an environmental measure. Vaccination is the administration of antigenic material in order to stimulate the individual’s immune system to develop adaptive immunity to the pathogen. According to centre for Disease Control (CDC); disease prevention is a key to public health. CDC, opined that “vaccines are responsible for control” of many infectious diseases that were once common around the world. Examples of such diseases are diphtheria, pertusis, tetanus, Haemophilus influenzae and pneumonia. Mode of transmission ranges from mother to foetus, sperm to embryo, among families and social groups (The Marshall Protocol Knowledge Base). MPKB further stated that certain infections such as gonorrhea, influenza and common cold are transmitted through physical contact as in sexual intercourse, and droplets due to coughing and sneezing. Five papers were reviewed in this essay and critically analysed. 1. Maternal tetanus toxoid vaccination and neonatal mortality in rural North. India Singh et al (2012) The above Journal examined the impact of antenatal vaccination in rural India where neonatal mortality ways prevalent. In this paper, Singh et al, (2012) utilized the Indian National family Health Survey (NFHS), and analysed the death rate of singleton births with maternal tetanus vaccination as well as patient attending antenatal clinics being given folic acid and iron. Tetanus is caused by Clostridium tetani, a Gram – positive bacilli. In their observation, it was noted that part of the factors responsible for high mortality rate was lack of adequate health facility, in the larger poor society of the densely populated India. The paper further observed that there has been improvement in health condition of the rural population partly due to advances in production of vaccines as well as storage and its distribution. As a result of this they have further recorded a higher immunological response (Singh et al, 2012). This paper concluded that in their study of the socio economic aspects of the survey, it is evident that poorer
Japanese Colonial Rule and Korea’s Modernization Essay
Table of Contents Introduction Changes in Social Life Political Affairs Economic Situation Cultural Changes Conclusion Works Cited Introduction The analysis of Japan’s colonial rule in Korea varies depending on the speaker and the period discussed. Korea had been Japan’s colony from 1910 until 1945. During that time, the country experienced considerable changes in political, cultural, social, and economic life. Some people consider Japan’s role in promoting Korea’s modernization as a positive one. These individuals say that since Japan assimilated some features under the Western impact earlier than Korea, it was able to implement many positive changes for Koreans. Another opinion is that Japan suppressed Koreans’ identity, denied their cultural values, had a negative impacted on the development of democracy, and disabled the attainment of gender equality. The supporters of this view argue that Japan exploited Koreans in their own country without presenting any benefits for people. The paper suggests an overview of different scholars and historians on the role that Japanese colonial rule played in Korea’s process of modernization. Changes in Social Life Modifications in Korea’s social life during colonization were associated with two paradigms that were “diametrically opposed”: orthodox and revisionist (Ha 39). The orthodox one concentrated on social control and constraints, political intolerance, destruction of cultural integrity, and economic exploitation. The revisionist paradigm is focused on the beneficial economic changes, cultural hegemony, and the socio-cultural impact of Japan (Ha 39-40). Revisionists blamed the orthodox approach for being too nationalistic. They argued that in spite of some negative outcomes of the colonial rule, the Korean economy benefited from it due to infrastructure accumulation and establishing bureaucracy (Ha 40). Although the two paradigms were radically dissimilar, they had some common methodological assumptions. Both orthodox and revisionist approaches had a “monosectoral” scope of reasoning and concentrated on economic problems (Ha 40). Also, both of them performed a “war of case studies” in which one instant of exploitation was opposed by another instant of development (Ha 40). As a result, the two paradigms were deficient in a theoretical framework (Ha 40). Such a framework could have helped them to perceive the extensive social and institutional effects of colonial rule. A crucial aspect of social life in Korea during colonization was the human rights movement. The reason why such a movement was initiated was that Japan prevented Korea from participating in modernization processes, which was accepted by Koreans with the opposition (J.-S. Kim 311). While Japanese colonialism subjugated any attempts to initiate a nationalist campaign in Korea, it promoted some “modern” social operations based on class and gender problems (J.-S. Kim 312). One of the most well-known campaigns of that period was the paekchŏng liberation movement. In 1923, a group of “hereditary outcastes” formed the Equity society that operated for nearly ten years (J.-S. Kim 312). The major purpose of the organization was the cancellation of the traditional subjugation of the paekchŏng, the salvation from social discrimination and repression, and the generalization of dignity and egalitarian rights. The Equity movement for human rights derived the concept of liberation from its understanding of the modern society in which people’s rights should be realized through committed actions in political and social dimensions (J.-S. Kim 312). The history of the human rights movement in Korea was a perfect illustration of the shift from traditional to modern life in Korea. Get your 100% original paper on any topic done in as little as 3 hours Learn More One more significant aspect of Korea’s social life during colonization was the transition of women’s roles. In the 1920s-1930s, females did not have any rights to participate in the decision-making process in Korea (Wells 192). During colonization, women were encouraged to help men in opposing the colonial rule. However, all they obtained in return for their help was the promise to entitle females to more freedom after Korea’s liberation (Wells 192). In Korean society, gender had always been used as an “interpretive framework” (Wells 193). As a result, in the twentieth century, women’s role in society became one of the major issues. In the 1920s, when constraints on Korean publications were reduced, there occurred an explosion of the debate on women’s rights (Wells 193). Early females’ campaigns were associated with religious movements. Later women’s movements were more focused on socialist concepts (Wells 193-194). The key demands of such campaigns were related to positive changes for women in education, work, family, and social dimensions. Since even the men had very little freedom under colonization, women could not expect to have many demands satisfied. Still, their uprisings played a crucial role in the formation of social views in Korea. Political Affairs The opinions of the colonized and colonizers on the past are “diametrically opposite” (H. Y. Lee 3). Korean representatives view colonization as a humiliating experience not having encouraged any positive political development in the country. In their turn, Japanese politicians argue that colonization helped to transform Korea from a degraded state into a prosperous country (H. Y. Lee 3). The adverse outcomes of colonization can be traced even in modern political affairs between Japan and South and North Korea. The countries cannot arrange any diplomatic ties due to numerous disagreements (H. Y. Lee 3). Japan’s colonialism passed three phases, each of them made a significant impact on Korea’s political affairs. The first stage was using force to suppress any resistance from Koreans (H. Y. Lee 5). Such an approach received the name “military rule,” and it entirely ignored the interests and customs of Koreans (H. Y. Lee 5). The second phase was called “cultural rule,” in which the tactics of conciliation was adopted by Japan (H. Y. Lee 6). During that period, some social and cultural freedoms were allowed to Koreans. The third stage had the most severe political implications. During that phase, Japan attempted to annihilate Korea’s identity completely and wanted to assimilate Koreans so that they could be mobilized for Japans’ war affairs. In 1910-1919, Japan exercised military rule in Korea (Y.-J. Kim 76). Under that regime, there were no political freedoms for Koreans, and no liberties were allowed. However, at the end of the decade, activists initiated the March First movement that had started as a peaceful demonstration but grew into a serious political uprising that continued for several weeks and involved the participation of Koreans from every part of the peninsula (Y.-J. Kim 76). Although the attempts were suppressed, Koreans felt that uniting their forces could help them to free themselves from the chains of colonization. Some scholars do not consider Japan’s impact on Korea’s political life significant enough (C. Lee 21). They argue that the significance of modernity needs to be revised (C. Lee 22). The notion of modernity is believed to encompass capitalist development, rationalization, industrialization, democracy, legality, and other aspects. However, the fixed shape of this process is put under doubt since it incorporates a variety of cultural and political forms (C. Lee 22). Therefore, Japan’s role in changing the political life in Korea is sometimes exaggerated. We will write a custom Essay on Japanese Colonial Rule and Korea’s Modernization specifically for you! Get your first paper with 15% OFF Learn More An important issue in the political life of Korea during colonization is associated with the nationalist movement (Em 351). Japan exercised its power through censorship, restriction, and coercion (Em 353). What concerns the national identity of Koreans, it was supposed to be eradicated by the colonizing country. However, historians remark that Japan had some interest in leaving Koreans the illusion of taking care of their identity and political independence. The reason for doing so was that the Japanese wanted to implement its “racist colonial policy” that presupposed the conversion of peasants into Koreans, or “Chōsenjin” (Em 353). By fulfilling such a goal, Japan wanted to unify all the Koreans under the title “Chōsenjin,” which would become an offensive classification used when talking about any Korean person despite class background, regional origin, or gender (Em 353). Therefore, it is possible to conclude that the political situation in colonial Korea was rather tense. The adverse outcomes of such a state of affairs can still be noticed in the modern relationships between Japan and South and North Korea. Economic Situation The modernization of Korea’s economic system was closely related to the installation of capitalism and particularly industrial capitalism (D.-N. Kim 144). Rather than following the method of subsistence prevailing in pre-capitalist society, industrial capitalism preferred the “maximization of profit” reached by mass production and consumption (D.-N. Kim 144). The modernized economic system depended on the possibility to sell and buy everything in the market, even human labor. It was not possible to establish the value of human labor since Koreans were not able to be freed from the “traditional bonds” (D.-N. Kim 144). Moreover, Japan was not much interested in developing Korea’s economy since it was focused on reaching the highest development for itself. Thus, Japan only exploited Koreans for fulfilling its aims without giving the colonized state an opportunity for progress. Still, under colonial rule, Korea managed to reach some improvement in the economy. There are two approaches in regard to the economic impact of colonial rule. The nationalist perspective is aimed at connecting the disorder in Korea’s development with the effects of Japanese imperialism (D.-N. Kim 142). According to this approach, Japan’s aggression ruined the progress and dynamics of Korean society. The second method is modernist, and it considers the colonial period in Korea’s history as the start of a new and positive set of opportunities (D.-N. Kim 142). The modernist viewpoint tends to find associations between the development of the economy during colonial rule and the industrial progress following colonization. The most popular concept in pre-war Japan and America concerning Korea’s economy was that Japanese colonialism had an exceptionally beneficial impact on Korea (H. Y. Lee 10). However, during the Pacific War, the opinion of the US altered, and they considered Korea as a victim of Japan’s brutal exploitation. Upon the liberation of Korea, its scholars disputed the opinion that the modernization of South Korea became possible due to Japanese colonization. Such historiography was labeled as a “colonial historical perspective” (H. Y. Lee 10). Scholars defended the idea of a “nationalist interpretation” of Korea’s modern history (H. Y. Lee 10). Shin Yong Ha mentioned that the French approach to direct colonial rule and the British manner of indirect colonial rule had emerged from the “preoccupation with economic exploitation” (qt. in H. Y. Lee 10). Therefore, the cultural and ethnic traditions of the mentioned colonies were mostly undamaged. On the contrary, Japan’s colonization intended to eradicate Korea as a cultural and ethnic body by means of forced assimilation (H. Y. Lee 10). However, after witnessing the “economic miracles” in Taiwan and Korea in the 1980s, some scholars returned to the pre-war opinion that Japan’s colonial rule had prepared the basis for Korea’s economic modernization (H. Y. Lee 10). Therefore, there are two different opinions regarding the impact of Japan’s colonization on the development of Korean economy. The supporters of the first one argue that Japan helped to establish stable economic growth in Korea. The second group of scholars argues that Korea would have reached better possibilities if it had not been colonized by Japan. Not sure if you can write a paper on Japanese Colonial Rule and Korea’s Modernization by yourself? We can help you for only $16.05 $11/page Learn More Cultural Changes One of the most considerable changes in the cultural life of the colonial time was radio. In 1927, the Japanese Kyŏngsŏng Broadcast Corporation (KBC) started performing in Korea (Robinson 52). By the 1940s, the majority of schools, restaurants, village meeting sites, tearooms, and homes had radios. KBC was known to have arranged the closest ties between the colony and its “metropole” in the twentieth century (Robinson 52). A popular interpretation of radio during the colonial period is that it was used for propaganda as well as for cultural assimilation. This statement is true since all colonial communications were kept under strict control, and the Japanese regarded radio as an opportunity to spread their cultural values and language (Robinson 52). In the mid-1930s, there was noted the reinforcement of the acculturation campaign and information regulation that received a name naisen ittai and meant “Japan and Korea as a single body” (Robinson 53). Since 1937, radio was largely used to transmit “sanitized” war news (Robinson 53). However, it is necessary to note that radio did not have only propagandistic aims. Although colonial radio was under strict control from the center, there was a need to create an “all-Korean-language” scheme in order to encourage the Koreans to listen to the radio (Robinson 53). What is more, financing the radio system was required, which led to creating an all-Korean channel in addition to the mixed-language channel? After the implementation of the mentioned changes, more and more Koreans started buying radios (Robinson 53). Gradually, the all-Korean channel became an exclusive cultural center that suggested programs of entertaining, educational, informational, and economic character. Between 1933 and 1941, Korean radio promoted the renaissance of traditional music, established new art forms, and presented Western music to Korean listeners (Robinson 53). Thus, Korean radio was initiated as a method of control, but it managed to become a tool with the help of which Koreans undermined Japanese cultural dominion. Another cultural dimension that was developing during colonization was literature. The most prominent figure in this cultural aspect was Yi Kwangsu (Shin 248). Born in Korea and being an orphan, the writer won a scholarship to spend some time studying in Japan. Kwangsu wrote the first Korean novel – Mujŏng (The Heartless). He strengthened his position as a nationalist hero when he joined the “overseas” independent movement (Shin 249). In 1919, prior to the Mart First movement, Kwangsu wrote: “the Declaration of the Chosŏn Independence Youth Corps” (Shin 249). Later, the writer was a member of the Korean Provisional Government. Upon returning to Chosŏn, Kwangsu was employed as an editor of Tonga Ilbo newspaper, which made him even more popular. Unfortunately, in the 1940s, the writer’s collaboration with the Japanese authorities became known (Shin 249). As a result, Kwangsu became the symbol of unfaithfulness in the Korean nationalist movement. Many attempts have been made to investigate Kwangsu’s works to find the roots of his betrayal. However, scholars have not succeeded in establishing any direct connections between the author’s life and his political actions. Apart from novels and poems, Kwangsu was known for his articles. In one of them, “Our Ideals,” he remarked that the intellectuals’ duty was to establish new culture (Shin 254). The writer suggested making a distinction between the concepts of culture and civilization. Although Kwangsu’s political choices are still argued at the present time, his contribution to the development of Korean literature is invaluable. Conclusion Whether one supports the opinion that Korea’s modernization process was successful due to Japan’s colonization or that it was negatively impacted, one thing is inevitable. Life in the conditions of colonial rule did not remain as it had been prior to it. Nowadays, it is impossible to say whether South and North Korea could have appeared in the present state of affairs if it had not been colonized in 1910-1945. Japan posed many restrictions on its colonized neighbor, including many unfavorable political, social, cultural, and economic changes. However, at the same time, the policy of restrictions encouraged a considerable shift in Koreans’ treatment of their national identity. As such, even though there were some adverse impacts of Japan’s rule in Korea during colonization, it also brought about some positive efforts that led to the prosperous development of one part of the country. Works Cited Em, Henry H. “Minjok as a Modern and Democratic Construct: Sin Ch’aeho’s Historiography.” Colonial Modernity in Korea, edited by Gi-Wook Shin and Michael Edson Robinson, Harvard University Asia Center, 1999, pp. 336-362. Ha, Yong-School. “Colonial Rule and Social Change in Korea: The Paradox of Colonial Control.” Colonial Rule and Social Change in Korea, 1910-1945, edited by Hong Yung Lee, Yong-Chool Ha, and Clark W. Sorensen, Center for Korean Studies Publications, 2013, pp. 39-75. Kim, Dong-No. “National Identity and Class Interest in the Peasant Movements.” Colonial Rule and Social Change in Korea, 1910-1945, edited by Hong Yung Lee, Yong-Chool Ha, and Clark W. Sorensen, Center for Korean Studies Publications, 2013, pp. 140-172. Kim, Joong-Seop. “In Search of Human Rights: The Paekchŏng Movement in Colonial Korea.” Colonial Modernity in Korea, edited by Gi-Wook Shin and Michael Edson Robinson, Harvard University Asia Center, 1999, pp. 311-335. Kim, Yong-Jun. “Politics of Communication and the Colonial Public Sphere.” Colonial Rule and Social Change in Korea, 1910-1945, edited by Hong Yung Lee, Yong-Chool Ha, and Clark W. Sorensen, Center for Korean Studies Publications, 2013, pp. 76-113. Lee, Chulwoo. “Modernity, Legality, and Power in Korea Under Japanese Rule.” Colonial Modernity in Korea, edited by Gi-Wook Shin and Michael Edson Robinson, Harvard University Asia Center, 1999, pp. 21-51. Lee, Hong Yung. “Introduction: A Critique of ‘Colonial Modernity.’” Colonial Rule and Social Change in Korea, 1910-1945, edited by Hong Yung Lee, Yong-Chool Ha, and Clark W. Sorensen, Center for Korean Studies Publications, 2013, pp. 3-38. Robinson, Michael. “Broadcasting, Cultural Hegemony, and Colonial Modernity in Korea, 1924-1945.” Colonial Modernity in Korea, edited by Gi-Wook Shin and Michael Edson Robinson, Harvard University Asia Center, 1999, pp. 52-69. Shin, Michael D. “Interior Landscapes: Yi Kwangsu’s The Heartless and the Origins of Modern Literature.” Colonial Modernity in Korea, edited by Gi-Wook Shin and Michael Edson Robinson, Harvard University Asia Center, 1999, pp. 248-287. Wells, Kenneth M. “The Price of Legitimacy: Women and the Kŭnuhoe Movement, 1927-1931.” Colonial Modernity in Korea, edited by Gi-Wook Shin and Michael Edson Robinson, Harvard University Asia Center, 1999, pp. 191-220.
Differences in the Millennial Generation
Millennials are seen as the new evolving generation. We are the generation of changes and social justice. The millennial generation is the generation adapted to the socialist society, based on our capabilities that differentiate us from past generations capabilities. We are the generation of impossible dreaming, that has taken our skills to a higher level than previous generations. We are the generation that goes beyond the limits and explores multiple things at the same time, making us multitaskers. Society is built upon generations. As in now, this society is emerging the generation of millennials. Who are the millennials? The millennials are the generation that changed society in its whole. Millennials are those that were born in the peak of the evolution of technology. We expanded that technology. Millennials are adaptive to the world, we make it our own, and we built it upon our need and the rest of the society’s needs. Past generations were not capacitated to do what millennials are capable of doing. To prove this, we need to understand how the society worked before and how does it work now. We differentiate from past generations because we are impossible dreamers. People of the past generations are seen as a pessimistic generations of the future America, something that the millennials have changed. The millennial generation is the generation adapted to the socialist society, based on our capabilities that differentiate us from past generations capabilities. This has made the millennials capable of a more stable economic system. Therefore; to understand where we come from, what we think, what we do, what we need and what we are capable, first we need to know the origin of the millennial generation. “There are no precise dates for when the generation starts and ends.” (Joel Snell) Most researchers use the birth years ranging from the early 1980s to around 2000. The article Generation Y by Joel Snell, he states that “In 2013, a global generational study conducted by PricewaterhouseCoopers with the University of Southern California and the London Business School defined Millennials as those born between 1980 and 1995.” In 2014, a comparative study from Dale Carnegie Training and MSW Research was released which studies Millennials compared to other generations in the workplace. This study described “Millennial” birth years between 1980–1996. Therefore we can state that Millennials are the generation between 1983 through 2000. However; we are the current generation in charge of this world. To understand how the millennials view things around them, we need to know and understand what the political standards are in this generation. First, what is capitalism? “Capitalism is a social system based on the recognition of individual rights, including property rights, in which all property is privately owned. The recognition of individual rights entails the banishment of physical force from human relationships: basically, rights can be violated only using force”. (Ayn Rand) Why do we reject capitalism? In a socialist society, we protect each other, not fight against. Millennials are expected to be more inclined to work for companies that give back to society rather than for-profit companies that do not work for the betterment of the world. This way we can control what goes around us. Millennials need to be in control. Yes, we feel the need to be in power, to know everything. This is because we demand ourselves more, unlike the past generations we want to do more than what is necessary. Past generations only worked on one thing, and they devoted their lives to that one thing, that they needed to survive. Also, past generations rely on capitalism, and this lead them to failure and instability. Millennials decided to protect each other and not against. The government has one function, and that is; to protect the society, our rights, and our needs. Now with this said millennials don’t like capitalism like past generations. The millennials have been raced in a different environment, and they prefer socialism over capitalism. We are the exception. Millennials are diverse. In 2010, Pew Research Center Study revealed that 67 percent of 18-to-29-year-olds agreed that increasing ethnic and racial diversity is a good thing. Millennials are open-minded; we see the world from a different (beneficial) point of view. Including diversity means, everyone together, we don’t separate each other because we are different. If not, we see this as an advantage that will help us evolve, in many areas like technology. Millennials support same-sex marriage, support equality, and very diverse in religious matters. Diversity defines millennials as the generation of change and justice. Something that past generations attempted but failed due to the lack of ignorance. Millennials are experts in multitasking. We do everything at once we think beyond our capabilities. As millennials, we try to everything we can on our own. Many of us have more than one capabilities, and we chose to practice them at the same time. This way we gain intelligence thought our hard work, we prefer this, over doing nothing. We are focused, and determine on what we would like to do and be. While researching this specific topic, an article entitled “Characteristics of the Millennial Generation” was found. This article states that there are seven characteristics of our generation. They include: special, sheltered, confident, team-oriented, achieving, pressured, and conventional. Interests between this article and another were similar and interesting to connect. The article entitled “Maximizing Millennials in the Workplace” focuses on the importance of the millennials in the workplace, and also what kind of effect and impact they have already made in the workplace as of today. We like and environment that will enable us to concentrate. From our academic development, we differentiated from past generations, based on our determination on our academics. “Current research suggests that the Millennial generation exhibits different characteristics to previous generations, which implies that for this new generation requirements and expectations of the learning environment are likely to be quite unlike that of previous generations (Howe