Justice

Step 1: Health is a basic need of life. Step 2: A sick person cannot properly participate in education work and civic life. Step 3: In exams connect health with social justice and dignity.

Step 1: Every policy does not affect everyone equally. Step 2: Identifying affected groups makes just evaluation possible. Step 3: In policy questions examine both benefit and burden.

Step 1: People can benefit from a scheme only when they know about it. Step 2: Lack of information can keep poor people away from rights or facilities. Step 3: In exams connect information with transparency and access.

Step 1: A decision like suspension affects a person. Step 2: Deciding without reasons and hearing can be unjust. Step 3: In exams connect hearing with procedural justice.

Step 1: Justice does not reject every difference. Step 2: If a difference is based on real need or fair responsibility it can be just. Step 3: In exams identify the basis of difference.

Step 1: Privilege often comes from birth wealth or connection. Step 2: Such benefit is not based on merit or need and can make opportunities unequal. Step 3: In exams connect privilege with unfair advantage.

Step 1: Equal opportunity gives a chance to progress. Step 2: Equal outcome talks about making final benefit the same. Step 3: In exams keep the difference between chance and final benefit clear.

Step 1: In the market wealth can affect access to education health and facilities. Step 2: Very poor people may remain away from necessary opportunities. Step 3: In exams write the role of the market in a balanced way.

Step 1: Citizen participation brings real problems forward. Step 2: This can make policy more responsive and just. Step 3: In exams connect participation with democratic justice.

Step 1: There can be a possibility of error in any decision. Step 2: The right to appeal gives a chance for correction and review. Step 3: In exams connect appeal with procedural justice and accountability.

Step 1: Equal sharing is not just in every situation. Step 2: In a disaster the more affected family may have greater need. Step 3: In exams explain the difference between equal and fair sharing.

Step 1: Rule of law means decisions will follow rules. Step 2: This limits arbitrary use of power. Step 3: In exams connect rule of law with a fair order.

Step 1: Public interest is linked with the wider good of society. Step 2: A just policy is not limited to the benefit of a few people. Step 3: In exams connect public interest with policy and social justice.

Step 1: Equal relief may look fair at first. Step 2: But more affected people may have greater needs. Step 3: In exams understand the balance between equality and need.

Step 1: Equal rules are necessary in competition. Step 2: But if preparation resources differ greatly real competition becomes weak. Step 3: In exams add equality of opportunity to fair competition.

Step 1: Difficulty of language can become a barrier to information. Step 2: Without information the student cannot benefit from the scheme. Step 3: In exams connect access to information with real opportunity.

Step 1: Weaker sections may not easily present their problems. Step 2: Hearing their voice makes policy more just. Step 3: In exams connect hearing with participation and social justice.

Step 1: Social justice seriously examines inequalities received by birth. Step 2: Its aim is to make opportunities more just. Step 3: In exams connect birth based inequality with social justice.

Step 1: Taxation gives the state resources for public work. Step 2: Education health and support schemes can help social justice. Step 3: In exams understand taxation also in the context of public interest.

Step 1: Breaking rules to benefit a personal relation goes against fairness. Step 2: It is an example of bias and misuse of power. Step 3: In exams treat relation based benefit as injustice.

Step 1: A just decision should be based on solid information. Step 2: Evidence reduces the influence of arbitrariness and rumour. Step 3: In exams connect evidence with proper procedure.

Step 1: Distance and safety can become real barriers to education. Step 2: Transport or a nearby school makes opportunity real. Step 3: In exams connect removal of barriers with social justice.

Step 1: Charity may be help but it does not always give a guaranteed claim. Step 2: A right gives a person the basis for a rightful claim. Step 3: In exams understand justice as rights based.

Step 1: Good intention is useful but justice needs a proper system. Step 2: Without checking process and outcome a policy may have unjust effects. Step 3: In exams check intention process and outcome together.

Step 1: Every difference is not injustice. Step 2: But when inequality blocks essential opportunities and dignity the question of justice arises. Step 3: In exams always write the effect of inequality.