Equality

Step 1: Networks can work like a resource. Step 2: Those without networks may remain excluded from the scheme. Step 3: In exams connect social capital with opportunity.

Step 1: Equality before law means no one is above law. Step 2: Applying the same process to influential people is its real test. Step 3: In exams connect it with rule of law.

Step 1: Knowing about an opportunity is necessary. Step 2: A person without information cannot apply or participate. Step 3: In exams treat information as an important resource.

Step 1: The moral basis of equality is human dignity. Step 2: Its institutional form appears in fair rules and opportunities. Step 3: In exams understand equality as both value and arrangement.

Step 1: Symbolic respect can be a first step. Step 2: Equality also needs rights resources and opportunities. Step 3: In exams distinguish symbols from real change.

Step 1: The market can provide opportunities but price can become a barrier. Step 2: Costly means can exclude poor groups. Step 3: In exams examine the link between economic capacity and opportunity.

Step 1: Preparation conditions come before results. Step 2: Lack of guidance and books makes opportunity unequal. Step 3: In exams examine background before result.

Step 1: A neutral policy may look the same for all. Step 2: In unequal backgrounds its effects may differ. Step 3: In exams check both policy language and impact.

Step 1: Rights are effective only when they can be used safely. Step 2: Fear can block complaint and access to justice. Step 3: In exams connect security with substantive equality.

Step 1: Equality is connected with voice along with resources. Step 2: Without decision power a group's needs may be ignored. Step 3: In exams connect power and participation with political equality.

Step 1: Social justice is a demand for a fair society. Step 2: It seeks to make dignity rights and opportunities real. Step 3: In exams treat social justice as the practical direction of equality.

Step 1: Taking an exam is one part of opportunity. Step 2: Without safe travel to the centre using the opportunity becomes difficult. Step 3: In exams identify access barriers.

Step 1: Household behaviour may appear private. Step 2: But it can affect education and employment opportunities. Step 3: In exams examine the public effects of private discrimination.

Step 1: Presence is not full proof of equality. Step 2: Effective participation needs the ability to speak and influence decisions. Step 3: In exams write the difference between presence and influence.

Step 1: Expert questions are often situation based. Step 2: Identifying the affected group and barrier clarifies the concept. Step 3: In exams check dignity rights opportunity and participation.

Step 1: Labour is necessary for society. Step 2: Humiliation based on work denies equal dignity. Step 3: In exams connect dignity of labour with social equality.

Step 1: Economic equality is important. Step 2: Social dignity and political participation are also essential dimensions of equality. Step 3: In exams write equality as multidimensional.

Step 1: Books are linked with resources. Step 2: Respectful behaviour is linked with identity and dignity. Step 3: In exams examine the combined effect of identity and resources.

Step 1: Citizenship is not limited to having a registered name. Step 2: Rights respect and participation are parts of equal citizenship. Step 3: In exams connect citizenship with democratic equality.

Step 1: Social respect is necessary. Step 2: Without legal protection the defence of rights may be weak. Step 3: In exams write both social respect and legal protection.

Step 1: Historical disadvantage can affect resources and confidence. Step 2: Present policy can try to reduce those effects. Step 3: In exams connect history with positive equality.

Step 1: Difference is normal in society. Step 2: The problem begins when difference leads to humiliation or denial. Step 3: In exams keep difference and discrimination separate.

Step 1: A policy name or language is not enough. Step 2: The real test is its actual impact. Step 3: In exams check dignity rights opportunity and participation.

Step 1: Equality is a multidimensional idea. Step 2: It includes dignity access capability resources and participation. Step 3: In exams include all dimensions in a complete answer.

Step 1: The final test of equality happens in real life. Step 2: Use of rights and opportunities with dignity is its main criterion. Step 3: In exams test every example on this basis.