The Problems of Children with Disabilities and Possible Ways of Solution

The Problems of Children with Disabilities and Possible Ways of Solution Problem Statement Nowadays, the main problem of each state’s assessment program is to find the ways for disabled students to get appropriate knowledge and be able to show high scores. It is important to clarify the factors that make the assessment easier and to provide necessary facilities for those who have various types of disabilities (Wise, 2010).Advertising We will write a custom research paper sample on The Problems of Children with Disabilities and Possible Ways of Solution specifically for you for only $16.05 $11/page Learn More Considering statistics, about 137,930 students (11.1% of the city population) in New York require specific teaching strategies due to different disabilities. Among these students, 46% have learning disabilities, 13% have emotional disturbance and 24% have speech language impairments (Hehir et al, 2005). Disabled students need a separate form of assessment. Specialized organizations should pay more attention to programs for disabled students as it is the only way to improve students’ academic performance. Importance of the Issue/Problem Students with such learning disabilities as dyslexia, speech sound disorders, and reading comprehension need to be provided with corresponding methods and programs to accelerate the speed of performance in different types of tasks. Many people in New York are those with disabilities who should not be left without appropriate attention. â€Å"Intelligibility of the speech† and â€Å"cognitive and neurological deficiency† (Jason et al., 2011, p.157) are not the reasons to remain without grading or being graded low. The implementation of the specific grading system may help disabled students get high grades and feel deserving members of the society. Being different, disabled students also can learn, they just need specific methods for teaching and assessment to be implemented. The possibility to incorporate those changes may lead to more successfu l results of disabled students. Background of the Problem The problem of learning disorder was implemented in 1963 in Chicago, Illinois (Grigorenko, 2007). The main problem was founded in neurological system of a person that affects the general abilities of perception of certain information in doing different tasks.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More During the past years, scholars have been trying to find the ways out of this problem. A lot of types of media programs such as television shows and films, a great number of books and various articles were created about the matter of learning disorder. It is a big problem for a disabled person to have good results in academic performance. Speech sound production is one of the main and widespread problems nowadays. Unfortunately, specialized groups and classes for such people are few and they not always have specific assess ment system. Teachers of private and public schools make use of time by paying attention to general educational problems and teaching common skills and ways to work. There should be more programs for disabled students with different gaps in physical and mental development. Presently, there are a lot of new educational models and modern informational technologies used for different forms in the educational process. People with disabilities should be provided with â€Å"visual and auditory supports† (Wade, Boon, Spencer, 2010, p. 38). There are many special groups that work out the tasks equal both for people with learning disabilities and those of typical abilities. It is a good step in the process of solving the issue out. It is very important for disabled people to be on the same level with others in the conditions that compensate the deviations in the development and constraints of the abilities in learning (Beate, Matsushita, Raskind, 2011). It is obvious that specialize d programs and institutions working with disabled people give positive results and show their increased performance level. It goes without saying that the changes of a personality do not occur under the influence of the violation of some particular function but they are impacted by a person’s integration into the system of social relation. This fact can be compared with the occurrence of physical disabilities and factors that may cause such dysfunctions. Fortunately, the variety of forms and methods of specialized education has different selective approaches for its participants. A big step forward is the â€Å"use of a computer-based story mapping procedure on the acquisition of nine specific story grammar components† (Wade, Boon, Spencer, 2010, p. 31). This innovative process gives a good opportunity to improve the level of comprehensive reading that turned out to be a very successful project in the whole aspect of education.Advertising We will write a custo m research paper sample on The Problems of Children with Disabilities and Possible Ways of Solution specifically for you for only $16.05 $11/page Learn More Purpose The revision of the existing programs and methods for assessment of the disabled students may help us reconsider the learning process of disabled students and improve their academic performance. Definition of Key Terms Dyslexia is â€Å"a specific disability that interferes with the acquisition of written language at the word level, characterized by deficits in accurate and/or fluent word recognition, decoding, and spelling† (Jason et al., 2011, p. 886). Research-Room Setting is â€Å"a separate classroom setting where students with disabilities receive individualized instruction† (Swanson, Vaughn, 2010, p. 481). Informational Processing Speed is â€Å"the speed of performance during a variety of different cognitive tasks† (Beate, Matsushita, Raskind, 2011, p. 885). Learning disab ilities are defined as specific problems students have in psychological processes, such as language understanding or using, problems with listening, thinking, or speaking, and the disabilities connected with such skills as writing, spelling, or calculating (Kavale, Spaulding, Beam, 2009). Assessment program may be defined as a variety of educational settings which cover â€Å"individual and group, standardized and informal, and formative and summative† purposes (Comprehensive assessment and evaluation, 2011, p. 4). Reference List Beate, P., Matsushita, M. H., Raskind, W. (2011). Global processing speed in children with low reading ability and in children and adults with typical reading ability: explanatory factor analytic models. Journal of Speech, Language, and Hearing Research, 54(3), 885-899.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Comprehensive assessment and evaluation of students with learning disabilities a paper prepared by the national joint committee on learning disabilities. (2011). Learning Disability Quarterly, 34(1), 3-16. Grigorenko, E.L. (2007). Learning disabilities. In A. Martin, R. F. Volkmar, M. Lewis (Eds.), Lewiss child and adolescent psychiatry: a comprehensive textbook (pp. 410-417). Philadelphia, PA: Lippincott Williams Wilkins. Hehir, T., Figueroa, R., Gamm, S., Katzman, L. I., Gruner, A., Karger, J., Hernandez, J. (2005, September 20). Comprehensive management review and evaluation of special education. The New York City Department of Education, 1-116. Jason, L. A., Greenblatt, A. R., Dunkelberger, J. M., Anthony, I. A., Williams. M. J., Zhang, Z. (2011). What factors place children with speech sound disorders at risk for reading problems? American Journal of Speech-Language Pathology, 20, 146-160. Kavale, K. A., Spaulding, L. S., Beam, A. P. (2009). A Time to define: Making the sp ecific learning disability definition prescribe specific learning disability. Learning Disability Quarterly, 32(1), 39-48. Swanson, A. E., Vaughn, S. (2010). An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools, 47(5), 481-492. Wade, E., Boon, T. R., Spencer, G. V. (2010). Use of Kidspiration software to enhance the reading comprehension of story grammar components for elementary-age students with specific learning disabilities. Learning Disabilities: A Contemporary Journal, 8(2), 31-41. Wise, L. L. (2010). Accessible reading assessments for students with disabilities: summary and conclusions. Applied Measurement in Education, 23, 209-214.

Gettysburg East Cavalry Field in the Civil War

Gettysburg East Cavalry Field in the Civil War Battle of Gettysburg: Union Order of Battle - Confederate Order of Battle Gettysburg-East Cavalry Fight - Conflict Date: The East Cavalry Fight took place on July 3, 1863, during the American Civil War (1861-1865) and was part of the larger Battle of Gettysburg (July 1-July 3, 1863). Armies Commanders: Union Brigadier General David McM. GreggBrigadier General George A. Custer3,250 men Confederate Major General J.E.B. Stuartapprox. 4,800 men Gettysburg-East Cavalry Fight - Background: On July 1, 1863, Union and Confederate forces met north and northwest of the town of Gettysburg, PA.  The first day of the battle resulted in General Robert E. Lees forces driving Major General John F. Reynolds I Corps and Major General Oliver O. Howards XI Corps through Gettysburg to a strong defensive position around Cemetery Hill.  Bringing additional forces up during the night, Major General George G. Meades Army of the Potomac assumed a position with its right on Culps Hill and the line extending west to Cemetery Hill and then turning south along Cemetery Ridge.  The next day, Lee planned to attack both Union flanks.  These efforts were late in commencing and saw Lieutenant General James Longstreets First Corps push back Major General Daniel Sickles III Corps which had moved west off of Cemetery Ridge.  In a bitterly fought struggle, Union troops succeeded in holding the key heights of Little Round Top at the south end of the battlefield (Map).  Ã‚   Gettysburg-East Cavalry Fight - Plans Dispositions: In determining his plans for July 3, Lee at first hoped to launch coordinated attacks on Meades flanks.  This plan was thwarted when Union forces opened a fight at Culps Hill around 4:00 AM.  This engagement raged for seven hours until quieting at 11:00 AM.  As a result of this action, Lee changed his approach for the afternoon and instead decided to focus on striking the Union center on Cemetery Ridge.  Assigning command of the operation to Longstreet, he ordered that Major General George Picketts division, which had not been engaged in the previous days fighting, form the core of the attack force.  To supplement Longstreets assault on the Union center, Lee directed Major General J.E.B. Stuart to take his Cavalry Corps east and south around Meades right flank.  Once in the Union rear, he was attack towards the Baltimore Pike which served as the primary line of retreat for the Army of the Potomac. Opposing Stuart were elements of Major General Alfred Pleasontons Cavalry Corps.  Disliked and mistrusted by Meade, Pleasonton was retained at the armys headquarters while his superior directed cavalry operations personally.  Of the corps three divisions, two remained in the Gettysburg area with that of Brigadier General David McM. Gregg located east of the main Union line while Brigadier General Judson Kilpatricks men protected the Union left to the south.  The bulk of the third division, belonging to Brigadier General John Buford, had been sent south to refit after playing a key role in the early fighting on July 1.  Only Bufords reserve brigade, led by Brigadier General Wesley Merritt, remained in the area and held a position south of the Round Tops.  To reinforce the position east of Gettysburg, orders were issued for Kilpatrick to loan Brigadier General George A. Custers brigade to Gregg. Gettysburg-East Cavalry Fight - First Contact: Holding a position at the intersection of the Hanover and Low Dutch Roads, Gregg deployed the bulk of his men along the former facing north while Colonel John B. McIntoshs brigade occupied a position behind the latter facing northwest.  Approaching the Union line with four brigades, Stuart intended to pin Gregg in place with dismounted troopers and then launch an attack from the west using Cress Ridge to shield his movements.  Advancing the brigades of Brigadier Generals John R. Chambliss and Albert G. Jenkins, Stuart had these men occupy the woods around the Rummel Farm.  Gregg was soon alerted to their presence due to scouting by Custers men and signal guns fired by the enemy.  Unlimbering, Major Robert F. Beckhams horse artillery opened fired on the Union lines.  Responding, Lieutenant Alexander Penningtons Union battery proved more accurate and succeeded in largely quieting the Confederate guns (Map). Gettysburg-East Cavalry Fight - Dismounted Action:  Ã‚  Ã‚  Ã‚   As the artillery fire subsided, Gregg directed the 1st New Jersey Cavalry from McIntoshs brigade to dismount as well as the 5th Michigan Cavalry from Custers.  These two units commenced a long-range duel with the Confederates around the Rummel Farm.  Pressing the action, the 1st New Jersey advanced to a fence line closer to the farm and continued the fight.  Running low on ammunition, they were soon joined by the 3rd Pennsylvania Cavalry.  Tangling with a larger force, McIntosh called for reinforcements from Gregg.  This request was denied, though Gregg did deploy an additional artillery battery which began shelling the area around the Rummel Farm.   This compelled the Confederates to abandon the farms barn.  Seeking to turn the tide, Stuart brought more of his men into the action and extended his line to flank the Union troopers.  Quickly dismounting part of the 6th Michigan Cavalry, Custer blocked this move.  As McIntoshs ammunition began to dwindle, the brigades fire started to slacken.  Seeing an opportunity, Chambliss men intensified their fire.  As McIntoshs men began to withdraw, Custer advanced the 5th Michigan.  Armed with seven-shot Spencer rifles, the 5th Michigan surged forward and, in fighting that became hand-to-hand at times, succeeded in driving Chambliss back into the woods beyond the Rummel Farm.  Ã‚  Ã‚   Gettysburg-East Cavalry Fight - Mounted Fight: Increasingly frustrated and eager to end the action, Stuart directed the 1st Virginia Cavalry from Brigadier General Fitzhugh Lees brigade to make a mounted charge against the Union lines.  He intended this force to break through the enemys position by the farm and split them from those Union troops along Low Dutch Road.  Seeing the Confederates advance, McIntosh attempted to send his reserve regiment, the 1st Maryland Cavalry, forward.  This failed when he found that Gregg had ordered it south to the intersection.  Responding to the new threat, Gregg ordered Colonel William D. Manns 7th Michigan Cavalry to launch a counter-charge.  As Lee drove back Union forces by the farm, Custer personally led the 7th Michigan forward with a yell of Come on, you Wolverines! (Map). Surging forward, the 1st Virginias flank came under fire from the 5th Michigan and part of the 3rd Pennsylvania.  The Virginians and 7th Michigan collided along a sturdy wooden fence and commenced fighting with pistols.  In an effort to turn the tide, Stuart directed Brigadier General Wade Hampton to take reinforcements forward.  These troopers joined with the 1st Virginia and compelled Custers men to fall back.  Pursuing the 7th Michigan towards the intersection, the Confederates came under heavy fire from the 5th and 6th Michigans as well as the 1st New Jersey and 3rd Pennsylvania.  Under this protection, the 7th Michigan rallied and turned to mount a counterattack.  This succeeded in drove the enemy back past the Rummel Farm. Given the near success of the Virginians in almost reaching the crossroads, Stuart concluded that larger attack might carry the day.  As such, he directed the bulk of Lee and Hamptons brigades to charge forward.  As the enemy came under fire from Union artillery, Gregg directed the 1st Michigan Cavalry to charge forward.  Advancing with Custer in the lead, this regiment smashed into the charging Confederates.  With the fighting swirling, Custers outnumbered men began to be pushed back.  Seeing the tide turning, McIntoshs men entered the fray with the 1st New Jersey and 3rd Pennsylvania striking the Confederate flank.  Under attack from multiple directions, Stuarts men began to fall back to the shelter of the woods and Cress Ridge.  Though Union forces attempted a pursuit, a rearguard action by the 1st Virginia blunted this effort. Gettysburg-East Cavalry Fight - Aftermath:   In the fighting east of Gettysburg, Union casualties numbered 284 while Stuarts men lost 181.  A victory for the improving Union cavalry, the action prevented Stuart from riding around Meades flank and striking the Army of the Potomacs rear.  To the west, Longstreets assault on the Union center, later dubbed Picketts Charge, was turned back with massive losses.  Though victorious, Meade elected not to mount a counterattack against Lees wounded army citing the exhaustion of his own forces.  Personally taking the blame the defeat, Lee ordered the Army of Northern Virginia to commence a retreat south on the evening of July 4.  The victory at Gettysburg and Major General Ulysses S. Grants triumph at Vicksburg on July 4 marked the turning points of the Civil War.   Selected Sources Echoes of Gettysburg: East Cavalry FieldCivil War Trust: Gettysburg-East Cavalry FieldEast Cavalry Field: Battle of Gettysburg

MA205- Elementary Statistics Essay Example | Topics and Well Written Essays - 2250 words

MA205- Elementary Statistics - Essay Example e as the central theoremn states that if there is a large number of independent and identiacally distributed random variable, then the distribution of their sum tend to be normally distributed as the number of these variables increase indefinitely therefore the distribution does not have to normally distributed. (c) A sample of 100 taken , probability will be between 198 and 220 Z = mean - X/ standard deviation 198=> 198 - 211/ 9 = -1.444 Z = 0.07493 220 => 220 - 211/ 9 = 1 Z= 0.15865 Area between the two Z points Prob. = 1- (0.07493+0.15865) Prob. = 0.76642 Unit test three 1. 99 %Mean = 2 Standard deviation = 10 SD= SD/ (N)1/2 2. 160 infants Mean = 5.98 SD= 3.5 95% confidence level = (5.98 -( 3.5 X 1.6) X (5.98 +( 3.5 X 1.6) = 95% = 0.38 X 11.58 = 95% 3. (a) Paralyzed (48.0 - (8.1 X 1.04) X (48.0 + (8.1 X 1.04) = 98% (39.576) X (56.424) = 98% None polarized (56.7 - (8.1 X 1.04 ) X (56.7 + (8.1 X1.04 ) = 98% (48.276) X (65.124) = 98% (b) Conclusion The two confidence intervals are different; therefore there is a difference in the two means. 4. (a) Type I: when we reject the null hypothesis when it should be accepted. (b) Type II: when we do not reject the null hypothesis when it should be rejected. (c) Z= 2.33 P value is 0.4901 5. (a) null hypothesis H0 : U Ha : U = 15 (b) t= 0.6107 P value = 0.7269 T critical is greater therefore we accept the null hypothesis 6. (a) H0: U Ha: U =22000 (b) (c) t calculated = 21819/ 1295 = 16.84 T critical = 1.29 T critical is less than T calculated therefore we reject the null hypothesis (d) Because we have rejected the null hypothesis it is still true to state that the tires last 22000 miles... T critical is greater than T calculated so we accept the null hypothesis that the change as a result of training is equal to zero, therefore the training makes some positive change towards those who are mentally retarded.

A Comparison of the Education System in China and the USA Research Paper

A Comparison of the Education System in China and the USA - Research Paper Example It would be easier for working parents and provide children with a better education. The summer break often creates a situation that what has been learned the year before is not successfully retained, thus much of the next year is spent reviewing what had already been taught. This wastes time and children suffer for nostalgia for a system that no longer has a specific purpose. Another reason that this system prevails is that communities have complete control of their school systems, only complying with federal standards where financial incentives put pressure on the districts. Education is not universally standardized from one community to the next, thus there is no nationally recognized conformity. Certain standards are expected and assessed through tests which allow federal funds to become available, but the systems are still autonomous (Ravitch 105). The American systems are burdened by this autonomy with each community having a different set of expectations and standards that mus t then be set into a position to conform to state and then federal systems in order to qualify for funding that supplements the community’s own funding for the schools. While this helps community schools to have structure, it does not standardize education across that nation. This creates wide disparities from one educational system to the next. Pressures on students in American schools is most often assessed through per pressures as students compete in the social setting, immaterial to academic achievement. Students do not take their academic achievement near as seriously as the social pressures within their classes and their social structure creates classifications that stereotype each individual student’s experience.... This paper approves that both systems would benefit from a reconstruction of the way in which education is approached. Both systems tend to focus on the needs that the state puts forth for student achievement, rather than the purposes of education. The systems require cultural adjustments to how education is perceived. Both systems are subject to social beliefs that hamper the true purpose of education which is to increase the intellectual responses that students have to the world. Because of being stuck in cultural morays that dictate belief systems that are focused solely on financial success, a great loss of potential is experienced as the end is seen as the only goal, rather than the journey towards that end. Culture is getting in the way of meaningful learning. This essay makes a conclusion that while greatly diverse in cultural systems, the Chinese and the American school systems suffer from similar results that come from very different sources. The problems with the education in both systems are defined by the failures of the cultures to assess the true needs of students as they head towards the future. While the Chinese culture supports a more realistic foundation of the needs of success, the American system allows for the pursuit of more individuated goals and experimentation with outside activities. The nature of education, however, the ability to become resources for innovation towards a better future is stunted in both systems as students face pressures that are not about academics, but about beliefs that are defined by social pressure.

Chicken parm sub Essay Example for Free

Chicken parm sub Essay Chicken parm is the best sub on the planet earth. I used to eat it when I was little my mom used to make for me every Sunday. I used to have it with Pepsi. When we were done we used to go on a bike rides. Me and my family dont do the bike riding any more. When we ate it we say funny old storys about are family. When my friends come over I ate with them but the storys got embarrassing. This is what I like to do when I eat chicken parm. Chicken parmigiana (also referred to as a parmi[1] or parma[2]) is a chicken dish based on the Italian Parmigiana, and is regularly served in Australian pubs.[3] The meal consists of a breaded chicken breast, or chicken schnitzel, covered with a tomato-based neapolitan sauce and cheese. Variations include the addition of a slice of ham or bacon.[4] The dish is typically served with a side of potato chips and salad, although there is some dispute as to whether the chips should be served under or next to the chicken.[5] Size is considered to be a major part of the chicken parmigiana,[5] and increased competition has led to a greater focus on the size of the meal.[3][6] Some restaurants hold competitions with prizes for people who successfully finish a large chicken parmigiana, such as the Parmageddon which was held in an Adelaide Hills pub.[7] The popularity of the chicken parmigiana led to a specialised chicken parmigiana restaurant opening in Melbourne,[5] and the chicken parmigiana is the subject of reviews on dedicated websites which compare the dish as purchased from various pubs within a region.[2][1][5][8] Other meals have also taken on the chicken parmigiana theme, including pies and Subway sandwiches.[9][10] This dish was adopted by the Australians it is originally from Italy. In Italy it was served with pasta, and sometimes garlic bread

Capital Punishment Essay: Its Fair and Effective -- Argumentative Pe

Capital Punishment - It's Fair and Effective   Ã‚  Ã‚   Confronting head-on two of the most prominent objections to the death penalty is the object of this paper: Is the death penalty a miscarriage of justice? And Does it Deter Crime?    It's a miscarraige of justice. In a survey Professors Hugo Adam Bedau and Michael Radelet found that 7000 persons were executed in the United States between 1900 and 1985 and that 35 were innocent of capital crimes (1). Among the innocents they list Sacco and Vanzetti as well as Ethel and Julius Rosenberg. Although their data may be questionable, I do not doubt that, over a long enough period, miscarriages of justice will occur even in capital cases. Despite precautions, nearly all human activities, such as trucking, lighting, or construction, cost the lives of some innocent bystanders. We do not give up these activities, because the advantages, moral or material, outweigh the unintended losses (2). Analogously, for those who think the death penalty just, miscarriages of justice are offset by the moral benefits and the usefulness of doing justice. For those who think death penalty unjust even when it does not miscarry, miscarriages can hardly be decisive.    Is it a deterrent? Despite much recent work, there has been no conclusive statistical demonstration that the death penalty is a better deterrent than are alternative punishments (3). However, deterrence is less than decisive for either side. Most abolitionists acknowledge that they would continue to favor abolition even if the death penalty were shown to deter more murders than alternatives could deter (4). Abolitionists appear to value the life of a convicted murderer or, at least, his non-execution, more highly than they v... ...n, however just, of murderers. But although there is a lively discussion of the subject, not serious evidence exists to support the hypothesis that executions produce a higher murder rate. Cf. Phllips, the deterrent Effect of Capital Punishment: New Evidence on an Old Controversy, 86 Am. J. Soc. 139 (1980) (arguing that murder rates drop immediately after executions of criminals). 6 H. Gross, A Theory of Criminal Justice 489 (1979) (attributing this passage to Sir James Fitzjames Stephen). 7 Weems v. United States, 217 U.S. 349 (1910) suggest that penalties be proportionate to the seriousness of the crime - a common theme in criminal law. Murder, therefore, demands more that life imprisonment. In modern times, our sensibility requires that the range of punishments be narrower than the range of crime - but not so narrow as to exclude the death penalty.   

Categorical imperative Essay

Philosophers usually tend to think and respond in totally different and opposite ways. However, in Glaucon’s challenge, Aristotle, Spinoza, Hume, Kant and Mill agreed that it’s an uncontrollable system of desire. In Glaucon’s challenge he describes three important ideas. The first idea is â€Å"of the nature and origin of unjust, according to the common view of them† (488). The second idea is â€Å"I will show that all men who practice justice do so against their will, of necessity but not as a good† (488). The third idea is â€Å"I will argue that there is reason in this view, for the life of the unjust is after all better far than the life of the just† (488). Each one of these philosophers responded to this challenge similar and different manners. Aristotle believed that to be a good man is to have good morality. In his point of view he sees that morality gives a reason that leads to actions. Artistotle respond toward Glaucon’s challenge is reason guides passion. This makes him an injustice man because he just cares about how to please himself and follow his desire. Spinoza’s idea is emotions have nothing to do with human beings its reasons that guide us. He believed that passion and emotions leads us to be changeable due to how the world around us and not necessarily our knowledge. Reasons give us the opportunity to gain knowledge of life. Spinoza becomes unjust and gives reasons to Glaucon’s challenge. From Hume’s point of view he believed that benevolence makes us social being instead of self interest. Hume’s main concern is sympathy and empathy. Sympathy is the nature of human that makes them human beings. It’s the ability to see feel pity toward other. Empathy is the understanding of pain and happiness of one another. Hume believed that all human are selfish and that their passion guides their reasons. Passion and reasons is not having emotions or feeling pity. Hume’s view is that we should the ability to feel others emotions and understand them. Kant sees that the categorical imperative is the only moral way to act. Categorical imperatives are based on ideals of logic and acts on duty. He believed that if you feel satisfied about something you did, you shouldn’t consider it a reward but rather as a bonus for you. We only do moral things because it’s in fulfill our interest and benefit. Kant responds to Glaucon’s challenge that if the act is immoral, then it cannot be considered into categorical imperative. Mill’s view is that everyone should be satisfied and happy. He believes that everyone should think of the consequences of their actions before deciding to make them. Mill puts others as well as himself into consideration before any action. He doesn’t argue towards or against Glaucon’s challenge, he just cares about his pleasure and others. Each philosopher had his own argument toward Glaucon’s challenge. Their ideas were unjust happiness towards Glaucon’s challenge. Aristotle and Hume had opposite views. Aristotle‘s idea towards the challenge was reason guides passion, where Hume’s idea was passion guides reason. Mill and Kant had the same assumptions. Mill expresses about pleasure and Kant was certain about duty. Mill agrees with Aristotle as well, they believe that happiness is a man’s ambition and human existence. Spinoza is just unjust to the whole idea of the challenge. These philosophers’ ideas were very similar that a man would behave unjust if he had the ring.