Thematische Bibliographien / Justice of equity / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „Justice of equity“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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1

Fenner, Dee E. „Equality, equity, and justice“. American Journal of Obstetrics and Gynecology 223, Nr. 5 (November 2020): 619–20. http://dx.doi.org/10.1016/j.ajog.2020.09.042.

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2

Notz, William W., und Frederick A. Starke. „Arbitration and distributive justice: Equity or equality?“ Journal of Applied Psychology 72, Nr. 3 (1987): 359–65. http://dx.doi.org/10.1037/0021-9010.72.3.359.

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3

Burgoyne, Carole B., und Alan Lewis. „Distributive justice in marriage: Equality or equity?“ Journal of Community & Applied Social Psychology 4, Nr. 2 (Mai 1994): 101–14. http://dx.doi.org/10.1002/casp.2450040204.

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4

Jones, Ian, und Danny Ruts. „Equity, justice and fairness“. Critical Public Health 6, Nr. 3 (Juli 1995): 2–4. http://dx.doi.org/10.1080/09581599508409055.

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5

Hayward, Malcolm. „JUSTICE, EQUITY, AND COMPETITION“. Competitiveness Review 4, Nr. 2 (Februar 1994): 1–2. http://dx.doi.org/10.1108/eb060183.

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6

Wagstaff, Graham F. „Equity, justice, and altruism“. Current Psychology 17, Nr. 2-3 (Juni 1998): 111–34. http://dx.doi.org/10.1007/s12144-998-1000-0.

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7

C. Knoeppel, Robert, Patricia F. First, Matthew R. Della Sala und Chinasa A. Ordu. „Finance equity, student achievement, and justice“. Journal of Educational Administration 52, Nr. 6 (26.08.2014): 812–32. http://dx.doi.org/10.1108/jea-02-2013-0019.

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Purpose – The purpose of this paper is to explore the connections between state education finance distribution models and student achievement. To date, lawsuits challenging the constitutionality of state finance systems have been heard in 45 states; the judicial interpretation of the requirement to provide equality of educational opportunity has led to changes in finance distribution models as well as the implementation of accountability policy. Design/methodology/approach – The study included district level finance and achievement data from five states. Researchers reviewed the relevant judicial interpretation of the finance system, the accountability policy, and the finance distribution system. Next, researchers calculated the equity of both the finance distribution model and measures of student achievement. Finally, an equity ratio was developed and calculated to discern the degree to which state distribution models resulted in equitable measures of student achievement. Findings – Findings reveal that no state has both an equitable system of finance and equitable measures of student achievement. The way that states define proficiency significantly impacts the percentage of students that reach proficiency. This impacts the provision of equality of opportunity. Originality/value – Traditionally, the measurement of equity has only been applied to finance distribution systems. The authors of this paper have applied these concepts to measures of student achievement and aligned the two concepts with the equity ratio. Since states are charged with providing sufficient resources to enable students to reach proficiency, an understanding of the interaction between resources and achievement is a critical tool in analyzing the provision of equal opportunity.
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Saltman, Richard B. „Equity and Distributive Justice in European Health Care Reform“. International Journal of Health Services 27, Nr. 3 (Juli 1997): 443–53. http://dx.doi.org/10.2190/w0ld-0299-p8h8-0gca.

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Equity is a central objective of most European health care systems, yet equity, particularly in the form of distributive justice, has not been a central objective of many recent health sector reforms. This article considers three aspects of the relationship between equity and recent health reforms. After defining what is meant by equity in the health sector, the author briefly examines available evidence on present levels of equality then discusses the equity implications of ongoing reforms in European health care systems.
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Crawford, Bridget, Margaret Johnson, Marcy Karin, Laura Strausfeld und Emily Gold. „The Ground on Which We All Stand: A Conversation About Menstrual Equity Law and Activism“. Michigan Journal of Gender & Law, Nr. 26.2 (2020): 341. http://dx.doi.org/10.36641/mjgl.26.2.ground.

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This essay grows out of a panel discussion among five lawyers on the subject of menstrual equity activism. Each of the authors is a scholar, activist, or organizer involved in some form of menstrual equity work. The overall project is both enriched and complicated by an intersectional analysis. This essay increases awareness of existing menstrual equity and menstrual justice work; it also identifies avenues for further inquiry, next steps for legal action, and opportunities that lie ahead. After describing prior and current work at the junction of law and menstruation, the contributors evaluate the successes and limitations of recent legal changes. The authors then turn to conceptual issues about the relationship between menstrual equity and gender justice, as well as the difference between equity and equality. The essay concludes with consideration of the future of menstrual equity and menstrual justice work. The authors envision an expanded, inclusive group of individuals working for greater gender justice.
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Bensimon, Estela Mara. „Reclaiming Racial Justice in Equity“. Change: The Magazine of Higher Learning 50, Nr. 3-4 (04.07.2018): 95–98. http://dx.doi.org/10.1080/00091383.2018.1509623.

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11

Platt, Thomas. „Chance, Equity and Social Justice“. Social Philosophy Today 12 (1996): 277–86. http://dx.doi.org/10.5840/socphiltoday1996124.

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12

Borgatta, Edgar F., und Neil Gilbert. „Welfare Justice: Restoring Social Equity.“ Contemporary Sociology 25, Nr. 4 (Juli 1996): 498. http://dx.doi.org/10.2307/2077096.

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13

O’Neill, Jeanette. „Breastfeeding, Social Justice, and Equity“. Clinical Lactation 9, Nr. 3 (August 2018): 153. http://dx.doi.org/10.1891/2158-0782.9.3.153.

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14

Pops, Gerald M. „Seeking Environmental Equity and Justice“. Korean Review of Public Administration 2, Nr. 1 (Januar 1997): 69–96. http://dx.doi.org/10.1080/12264431.1997.10804879.

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15

Hatfield, Elaine, Michael Salmon und Richard L. Rapson. „Equity theory and social justice“. Journal of Management, Spirituality & Religion 8, Nr. 2 (Juni 2011): 101–21. http://dx.doi.org/10.1080/14766086.2011.581818.

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16

Kinloch, Valerie, und Kerry Dixon. „Equity and justice for all“. English Teaching: Practice & Critique 16, Nr. 3 (04.12.2017): 331–46. http://dx.doi.org/10.1108/etpc-05-2017-0074.

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Purpose This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education. Design/methodology/approach The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices. Findings Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate. Research limitations/implications In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions. Originality/value Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.
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Books, Sue. „School Funding: Justice v. Equity“. Equity & Excellence in Education 32, Nr. 3 (Dezember 1999): 53–58. http://dx.doi.org/10.1080/1066568990320306.

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18

Peter, Fabienne. „Health Equity and Social Justice“. Journal of Applied Philosophy 18, Nr. 2 (Januar 2001): 159–70. http://dx.doi.org/10.1111/1468-5930.00183.

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19

Kates, Carol A. „Pay Equity and Wage Justice“. Review of Radical Political Economics 26, Nr. 2 (Juni 1994): 1–23. http://dx.doi.org/10.1177/048661349402600201.

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Agyeman, Julian, und Bob Evans. „Sustainability, equity and environmental justice“. Local Environment 4, Nr. 1 (Februar 1999): 3–4. http://dx.doi.org/10.1080/13549839908725576.

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21

Kerckhoff, Alan C., und Reuven Kahane. „Educational Advancement and Distributive Justice: Between Equality and Equity.“ Contemporary Sociology 26, Nr. 2 (März 1997): 207. http://dx.doi.org/10.2307/2076784.

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22

Zendeli, Emine. „The Principle Of Justice In Magna Carta Libertatum And Its Influence On The Law In General“. SEEU Review 11, Nr. 1 (01.12.2015): 59–68. http://dx.doi.org/10.1515/seeur-2015-0009.

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Abstract This article aims to expound the principle of justice, as a fundamental value and as an immanent category of law, as well as one of the fundamental human rights, prescribed and guaranteed by a myriad of international instruments and documents. After a brief historical account, by focusing on Article 40 of the Magna Carta Libertatum, which states that: “To No One Will we Sell, To No One Will we refuse or delay, right or justice”, this article claims to show the importance of incorporation of this principle in the provisions of the Magna Carta and its impact on the development of theory and legislation in the past and present. Moreover, the article intends to explore the extent of influence that the priciple of justice has on the functioning of the law in general. Since justice implicates the permanent and constant will to render each person his due, and this achieved through equality, it results that justice means being equal. In this context, the article will explore the concept of equality as a precondition of justice, as well as the conditions and modalities for its implementation. Having in mind that the principle of justice is closely linked to the principle of equity, because equity precedes justice, or more precisely, equity is considered a source of justice, this article seeks to articulate the essential distinctions between these two concepts by focusing on their methods, i.e. in their approach for putting the idea of equality into action.
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23

E. Oghenekohwo, Jonathan, und Young D. Torunarigha. „Education and Development: Dynamics of Access, Equity, and Social Justice in Nigeria“. International Journal of Education and Literacy Studies 6, Nr. 2 (30.04.2018): 10. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.10.

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Widening access to education as social justice is basic in any discourse on educational investment, growth and development in developing country such as Nigeria. Presently, there is disconnect between educational development expectations and public policy frameworks designed to drive the united nations sustainable development goals(SDGs) in 2030 through access, equity and social justice in educational provision in developing countries. This paper focuses on education and development deficits in the light of the challenges of ensuring access, equity and social justice as envisaged in the SDGs 169 targets. The paper adopted a qualitative research method as it is analytical in framework. Among other things, this study showed the elements of exclusions and inequalities which are prevalent in public policies that are meant to achieve sustainable development goals through education. The paper sustains that inequalities, corruption, leadership deficit and weak institutions among others constitute major obstacles to access and social justices in educational delivery in Nigeria. Also, financial and information poverties respectively were found to have accounted for sustained deprivation indexes in access to educational development which compromise access, equity and social justice for sustainable development in developing countries. Recommendations are made on ways to mitigate exclusionary factors on access, equity and social justice in educational development in developing countries.
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Ramamoorthy, Nagarajan, und Donna Stringer. „Equity versus equality norms of justice and organisational commitment: the moderating role of gender“. Irish Journal of Management 36, Nr. 3 (29.12.2017): 206–20. http://dx.doi.org/10.1515/ijm-2017-0008.

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AbstractIn the current study, using a sample of 467 employees from Ireland, we examined the effects of distributive justice perceptions, based on equity versus equality principles, on two forms of employee commitment: affective and normative. Furthermore, we also tested whether employees’ gender moderated the relationships between these two distributive justice perceptions and the two forms of commitment. Results indicated that equity perceptions positively influenced both forms of commitment and equality perceptions positively influenced only normative commitment. Additionally, results revealed that women reported greater affective and normative commitments than men when equity perceptions were higher than when they were lower. Gender did not moderate the relationship between equality perceptions and normative commitment. Women, however, reported lower affective commitment than men when equality perceptions were lower; there were no differences between men and women on affective commitment when equality perceptions were higher. Implications are discussed.
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Liu, Yu-Fei. „Social Justice and Equity in the Japanese Education System“. Excellence in Higher Education 8 (17.01.2019): 34–57. http://dx.doi.org/10.5195/ehe.2018.167.

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The purpose of this study was to investigate how Japanese educational institutions realize social justice and enhance Japanese students’ capacity for individual self-development in the education system, particularly in upper secondary education. This study involved historical investigation based on analyzing documents, field studies, and in-depth interviews. However, due to the particular social and cultural context of Japan, the preliminary analysis conducted in this study indicated that, despite equal opportunity in education often being emphasized and discussed, social justice is rarely involved in educational policy and research. We conducted in-depth interviews with Japanese scholars to confirm and clarify this issue. Therefore, in this paper, concepts related to social justice (including factors such as educational equity, equality, and fairness) in education are explored first in the Japanese social and cultural context. Second, this paper concentrates on the relationship between social justice (including factors such as educational equity, equality, and fairness) and the capacity for self-development, and comprehensively analyzes Japan’s overall education system. Third, in the educational policies, Japanese ideas of realizing social justice and strategies for enhancing students’ capacity for individual self-development are clarified. Finally, relevant recommendations are provided in the conclusion.
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Beever, Allan. „ARISTOTLE ON EQUITY, LAW, AND JUSTICE“. Legal Theory 10, Nr. 1 (März 2004): 33–50. http://dx.doi.org/10.1017/s1352325204000163.

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27

Pereira, Rafael H. M., Tim Schwanen und David Banister. „Distributive justice and equity in transportation“. Transport Reviews 37, Nr. 2 (22.11.2016): 170–91. http://dx.doi.org/10.1080/01441647.2016.1257660.

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28

Bhattarai, Lokindra Hari. „Critical Appraisal of Governance and Justice: Then and Now in Nepal“. Molung Educational Frontier 8 (03.12.2018): 77–90. http://dx.doi.org/10.3126/mef.v8i0.22442.

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Governance and justice strengthen systems in order to support security, economic, politics and socio-cultural progress in the country. Nepal since ancient period of Kirats, Lichhavis, Mallas to Shah to Rana period, to Panchayat system to republican democratic state governance and justice make our civilizations more accountable, transparent, inclusive, efficient and participative. Yet they are inadequate for reflecting development and prosperity. Nepal is the first country in the history of Asia to have made the most comprehensive code of law and justice called Manab Nyayasastra (the code of human justice). Also the first country to practice natural justice –jasko pap usko gardan (one who commits crime is liable to face the punishment). Dharma in the past was one of the method to enhance governance and justice whereas the transparency, accountability, management of human, natural, economic and financial resource and equity promote governance in the federal system in the present days. The paper aims at presenting critical appraisal of governance and justice since period of Dharmasastra to modern federal republican state. It highlights with diverse stakeholders involved in education, human rights, equity, inclusion and empowerment initiatives in federal republican state. Dharma was pillar in the past whereas equity, equality, transparency, accountability, rule of law and inclusion are grains of modern concept of governance and justice.
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Davis, Stanley W., und Deborah K. Krabach. „Justice, equity and equality: iatrogenesis in the US healthcare system“. International Journal of Critical Accounting 1, Nr. 4 (2009): 343. http://dx.doi.org/10.1504/ijca.2009.028060.

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孙, 倩. „Equality or Equity? Distributive Justice Perceptions in Different Work Contexts“. Advances in Psychology 06, Nr. 08 (2016): 923–31. http://dx.doi.org/10.12677/ap.2016.68118.

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31

Boyne, G. A., und M. Powell. „Territorial Justice and Thatcherism“. Environment and Planning C: Government and Policy 11, Nr. 1 (März 1993): 35–53. http://dx.doi.org/10.1068/c110035.

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Changes in the level of territorial justice in the construction of new dwellings during the 1980s are examined. It has been widely argued that spatial equity has declined since the 1970s, particularly in the context of the ‘north–south divide’. Thus, it may be expected that territorial justice—spatial equity at the local authority level—also declined during the Thatcher years. The general arguments and evidence on spatial equity are critically reviewed, and then the relationship between housing needs and housing provision is analysed empirically. The results indicate that there was less territorial justice in private provision, and there were conflicting trends in public provision: Territorial justice declined in the local authority sector, but increased in the housing association sector. However, in total, Thatcherism was associated with less territorial justice.
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32

Petrilli, Susan. „Justice, fairness and juridical perfectibility“. International Journal of Legal Discourse 1, Nr. 1 (01.01.2016): 1–22. http://dx.doi.org/10.1515/ijld-2016-0011.

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AbstractAristotle had already underlined the importance of the relationship between justice and equity (a term I interpret as synonomous to fairness), which he analysed in great detail. Equity is the term which in the English translation of Aristotle’s works corresponds to
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Mahony, Daniel F., Mary A. Hums und Harold A. Riemer. „Distributive Justice in Intercollegiate Athletics: Perceptions of Athletic Directors and Athletic Board Chairs“. Journal of Sport Management 16, Nr. 4 (Oktober 2002): 331–56. http://dx.doi.org/10.1123/jsm.16.4.331.

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Hums and Chelladurai (1994b) found NCAA coaches and administrators believed distributing resources based on equality and need was more just than distributing them based on equity (i.e., contribution). However, Mahony and Pastore (1998) found actual distributions, particularly at the NCAA Division I level, appear to be based on equity over equality and need. The main purpose of the current study was to determine why the findings in these studies differed. The authors of the current study reexamined the principles from Hums and Chelladurai's (1994b) study, while making significant changes in the sample examined, asking new questions, and adding more distribution options. The results indicated that need based principles were considered to be the most fair, but there was less support for equality than in prior research. In addition, the current study found differences between Division I and Division III administrators with regards to some equality and equity based principles.
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Harrison, Heath. „Linguistic Equity: India’s Path to Social Justice“. International Journal of Literacy, Culture, and Language Education 5 (06.08.2017): 116–28. http://dx.doi.org/10.14434/ijlcle.v5i0.26941.

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In 2009 India passed The Right of Children to Free and Compulsory Education Act. This may be the most important legislation for democracy in India’s history. As a result of this law, the people of India have demonstrated the belief that democratic education is truly the answer to freedom and equality for every Indian citizen as 96% of all of their eligible primary aged students are currently attending free and compulsory schools (Education in India, 2014). This Constitutional law and its practical fulfillment can be clearly seen through the integration of each of India’s spoken and written languages on Nationwide Standardized Exams, in National Textbooks, and within Teachers’ Classroom Practice which will reveal how citizenship education is redefining democracy in India through linguistic equity.
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Keddie, Amanda, und Martin Mills. „Teaching for Gender Justice“. Australian Journal of Education 51, Nr. 2 (August 2007): 205–19. http://dx.doi.org/10.1177/000494410705100208.

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Since the mid 1990s ‘boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories within the context of broader gender equity discourses in Australia. Against a backdrop that attempts to articulate the primary concerns of two secondary teachers in relation to effectively teaching boys, the stories explore implications for gender justice that can be associated with, on the one hand, an affirmative approach, and on the other, a transformative approach to issues of boys and schooling.
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Gordon, Cameron. „Varieties of Transportation Justice“. Transportation Research Record: Journal of the Transportation Research Board 2531, Nr. 1 (Januar 2015): 180–86. http://dx.doi.org/10.3141/2531-21.

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Transportation policy has long been concerned with the achievement of direct outcomes (e.g., maximum mobility, reduced unit travel times, increased access) and with indirect outcomes (e.g., regional economic development). More recently, a distinct concern has arisen about equity and justice in transportation and, in a broad sense, about whether all transport system users have equal access and fair burden and benefit distributions. The equity policy framework in the United States rests on and is closely bound up with the post–Civil War struggle for civil rights. This paper (a) describes what American conceptions of civil rights have come to mean in U.S. policy and legal spheres, (b) discusses the extent to which transportation is seen as a civil right, (c) discusses what the limits of those rights are and how those definitions have changed over time, and (d) suggests some current issues for U.S. policy makers that, going forward, must be considered in a civil rights approach to transportation equity.
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Palmquist, Ben. „Equity, Participation, and Power“. Journal of Law, Medicine & Ethics 48, Nr. 3 (2020): 393–410. http://dx.doi.org/10.1177/1073110520958863.

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This article explores how health governance has evolved into an enormously complicated—and inequitable and exclusionary—system of privatized, fragmented bureaucracy, and argues for addressing these deficiencies and promoting health justice by radically deepening democratic participation to rebalance decision-making power. It presents a framework for promoting four primary outcomes from health governance: universality, equity, democratic control, and accountability, which together define health justice through deep democracy. It highlights five mechanisms that hold potential to bring this empowered participatory mode of governance into health policy: participatory needs assessments, participatory human rights budgeting, participatory monitoring, public health care advocates, and citizen juries.
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Wagstaff, Graham F. „Equity, equality, and need: Three principles of justice or one? An analysis of “equity as desert”“. Current Psychology 13, Nr. 2 (Juni 1994): 138–52. http://dx.doi.org/10.1007/bf02686797.

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Karlin, Louis W., und Jordan D. Teti. „A trace of equity in Utopia? On Raphael's reformulation of classical equity“. Moreana 54 (Number 207), Nr. 1 (Juni 2017): 19–35. http://dx.doi.org/10.3366/more.2017.0004.

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“Equity,” a fertile concept for understanding justice in More's time, has its origins in Greek and Roman philosophy. As the putative emissary of Greek (and Ciceronian) philosophy in More's Utopia, it is thus fitting that Raphael Hythloday expressly acknowledges classical sources in his references to equity, such as in his allusion to the “leaden rule” of Aristotle and his paraphrase of Cicero's famous epigram, “summum ius, summa iniuria.” In substance, however, Raphael's understanding of equity differs from that of Plato, Aristotle, and Cicero. For example, while classical thinkers sought flexibility in the application of written law so as to accord with a higher justice (as in the “leaden rule”), Raphael rejects such impure flexibility. Also, Utopia, itself, a land with few laws and fewer lawyers, lacks equity as it was traditionally understood—that is, as a justice-facilitating corrective to the imprecision of written law. Nevertheless, Raphael emotionally concludes Book Two by apparently praising the “fairness” (aequitas) of Utopia. Despite his appeals to equity, Raphael actually appears to be an inequitable man in the action of the dialogue, with his brash monologues, tendentious citations of the Gospel, and dubious references to equity, itself. By contrast, Cardinal Morton and Morus embody the traits of the “equitable man,” a figure with a key role in promoting justice in Aristotle's Ethics and Rhetoric and in bringing about the best regime in Plato's Laws and Republic. This irony in Utopia helps readers appreciate the fruits and risks of incorporating philosophy into politics, especially as it relates to clamoring for reform. We see the important distinction between impassioned partisans of philosophy (such as Raphael) and the enlightened gentleness of men like Morton and Morus.
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Creary, Melissa S. „Bounded Justice and the Limits of Health Equity“. Journal of Law, Medicine & Ethics 49, Nr. 2 (2021): 241–56. http://dx.doi.org/10.1017/jme.2021.34.

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AbstractPrograms, policies, and technologies — particularly those concerned with health equity — are often designed with justice envisioned as the end goal. These policies or interventions, however, frequently fail to recognize how the beneficiaries have historically embodied the cumulative effects of marginalization, which undermines the effectiveness of the intended justice. These well-meaning attempts at justice are bounded by greater socio-historical constraints. Bounded justice suggests that it is impossible to attend to fairness, entitlement, and equity when the basic social and physical infrastructures underlying them have been eroded by racism and other historically entrenched isms. Using the case of Brazil’s National Health Policy for the Black Population, this paper proposes that bounded justice can contribute to justice discourses by serving as a concept, a proffering to a multi-disciplinary conceptual framework, and a potential analytic for those interested in the design of policy, technology, and programmatic interventions towards health equity.
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Becker, Joanne Rossi, Elizabeth Fennema und Gilah C. Leder. „Justice in Mathematics Education: Reaching beyond Equity“. Journal for Research in Mathematics Education 22, Nr. 2 (März 1991): 157. http://dx.doi.org/10.2307/749592.

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Kverndokk, Snorre, und Adam Rose. „Equity and Justice in Global Warming Policy“. International Review of Environmental and Resource Economics 2, Nr. 2 (24.10.2008): 135–76. http://dx.doi.org/10.1561/101.00000015.

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Johnson, Pamela, und Betty Mushak. „Environmental Equity: A New Coalition for Justice“. Environmental Health Perspectives 101, Nr. 6 (November 1993): 478. http://dx.doi.org/10.2307/3431582.

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Meng, Qingmin. „Fracking equity: A spatial justice analysis prototype“. Land Use Policy 70 (Januar 2018): 10–15. http://dx.doi.org/10.1016/j.landusepol.2017.10.021.

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French, Erica, und Glenda Maconachie. „Managing equity: structure, policy and justice influences“. Women in Management Review 19, Nr. 2 (März 2004): 98–108. http://dx.doi.org/10.1108/09649420410525306.

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Olsthoorn, Johan. „Hobbes's Account of Distributive Justice as Equity“. British Journal for the History of Philosophy 21, Nr. 1 (Januar 2013): 13–33. http://dx.doi.org/10.1080/09608788.2012.689749.

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Bolívar Fernández, Daniela. „Restoring justice in Colombia: conciliation in equity“. Restorative Justice 3, Nr. 2 (04.05.2015): 299–302. http://dx.doi.org/10.1080/20504721.2015.1069539.

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Liang, Jiaqi, Sanghee Park und Tianshu Zhao. „Representative Bureaucracy, Distributional Equity, and Environmental Justice“. Public Administration Review 80, Nr. 3 (18.02.2020): 402–14. http://dx.doi.org/10.1111/puar.13160.

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Mushak, Betty. „Environmental Equity: A New Coalition for Justice“. Environmental Health Perspectives 101, Nr. 6 (November 1993): 478–83. http://dx.doi.org/10.1289/ehp.93101478.

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Dyer, C. „Justice versus equity for haemophiliacs with AIDS.“ BMJ 301, Nr. 6755 (06.10.1990): 776. http://dx.doi.org/10.1136/bmj.301.6755.776.

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