Justice

Step 1: Opportunity is meaningful only when people know about it. Step 2: Lack of information excludes the weakest group from opportunity. Step 3: In exams, link equal opportunity with information, access, and resources.

Step 1: The veil of ignorance asks people to think apart from their actual position. Step 2: This makes rules safer for all rather than serving private gain. Step 3: In Rawls questions, treat impartiality as the key clue.

Step 1: A right is useful only when it can be used. Step 2: A costly process can keep poor citizens away from justice. Step 3: Always connect rights with real access.

Step 1: Equality in punishment is fair only when situations are similar. Step 2: Equal punishment for different seriousness may be disproportionate. Step 3: In punishment questions, check proportion and context.

Step 1: Admission is only the first part of opportunity. Step 2: Without facilities, a student with disability cannot fully use education. Step 3: In equal opportunity, check both entry and access.

Step 1: Public reason makes decisions understandable. Step 2: Citizens can examine reasons and demand accountability. Step 3: Link public reason with transparency.

Step 1: Public money is a social resource. Step 2: Its use for private benefit weakens public welfare. Step 3: In public resources, check use and accountability.

Step 1: Corrective justice repairs wrong or harm. Step 2: Compensation and restoration of dignity after wrongful punishment show correction. Step 3: In corrective justice, identify harm and remedy.

Step 1: Respect is an important part of social justice. Step 2: But without access to education and jobs, real life conditions do not change. Step 3: In social justice, mention both respect and opportunity.

Step 1: The same amount can create different burdens on different people. Step 2: The same amount may be much heavier for the poor. Step 3: In taxation questions, remember ability to pay and public welfare.

Step 1: In competition, information must be equal along with rules. Step 2: Secret information gives unfair advantage to some people. Step 3: In competition, check rules, information, and timing.

Step 1: Past disadvantage can affect present conditions. Step 2: But if present barriers remain, opportunities do not become real. Step 3: Read historical and present dimensions together.

Step 1: Rawls does not treat every inequality as just. Step 2: Inequality is limitedly justified only when it benefits the disadvantaged. Step 3: In the difference principle, focus on the least advantaged.

Step 1: A just decision requires an impartial decision-maker. Step 2: If a party itself decides, the risk of bias rises. Step 3: In hearing questions, identify the need for an impartial authority.

Step 1: Markets often work through purchasing power. Step 2: In basic services, dependence only on ability to pay can increase exclusion. Step 3: In distributive justice, check need and access.

Step 1: Announcing a benefit is not enough. Step 2: A complex process can exclude needy people. Step 3: In policy, check simple procedure and real access.

Step 1: A right is not only a written declaration. Step 2: Without awareness, a person cannot claim it. Step 3: Write awareness and support along with rights.

Step 1: Same work and same responsibility require a valid reason for pay difference. Step 2: Difference without reason may become discrimination. Step 3: In wage questions, check work, responsibility, and reason.

Step 1: An affected community can explain its difficulties better. Step 2: Without participation, decisions may become one-sided. Step 3: In social justice, connect hearing and participation.

Step 1: Equal application is one part of justice. Step 2: But if the content of law is unjust, equal application is not enough. Step 3: Check content, purpose, and effect of law.

Step 1: Humiliation weakens a person's dignity. Step 2: It can also reduce public participation. Step 3: In social justice, write respect and participation together.

Step 1: A service is useful only when citizens can understand it. Step 2: A language barrier can keep people away from benefits. Step 3: In access questions, check language, information, and support.

Step 1: Special support should be based on real need or disadvantage. Step 2: Giving support based on personal connection is favouritism. Step 3: Distinguish support from bias by checking its basis.

Step 1: Without knowing the accusation, a person cannot defend themselves. Step 2: Fair hearing needs accusation, evidence, and chance to respond. Step 3: In procedure questions, check information and defence.

Step 1: Criticism can help bring injustice forward. Step 2: Suppressing criticism weakens reform and accountability. Step 3: Link disagreement with rights and hearing.