Chinese Peasants and Communism ::

The Communist revolution in China was loosely based on the revolution in Russia. Russia was able to implement the beginnings of Marxist Communism in the way that it was intended They had a large working class of factory workers, known as the proletariat, that were able to band together and rise up to overthrow the groups of rich property owners, known as the bourgeoisie. The communist party wanted to adopted this same Marxist sense of revolution, but they realized that there were some fatal flaws in the differences between the two countries. The first was that there was not the same sense of class difference between people, yes there were peasants and landowners but there was not a sense of a class struggle. The other difference was that China was not industrialized like Russia so there was no proletariat group, as defined by Marxism, to draw the revolution from. What the Chinese Communists needed to do is re-define the proletariat for their situation, who they looked at were the pe asants. To see how the Communists looked at the peasants the anarchist view needs to be considered as it can be argued the the anarchists were a precursor to the Communists in the view of peasants. The anarchists tried to instil the idea of class struggle by saying the peasant revolution is showing resistance to taxes and opposition to the government and landlords. By showing opposition to taxes and the government the anarchists tried to bring about collapse due to lack of money which would in turn bring about a communitarian property system where the peasants would share land. The anarchists also did not seem that it was a stretch that peasants could be united citing that villages will work to protect their own, so if the idea can spread that all peasants are one big village that they would be able to unite. Mao Zedong held a very similar belief when he was left in charge of the peasant revolution in his home province of Hunan. Rather than have the peasants in silent protests against the government he advocated terror attacks against the landowners and officials. This was completely against Chinese tradition which favors more moderate action and an emphasis on harmony. Mao believed that with these â€Å"terror attacks† by the peasants, or as he called it their revolutionary potential, that the party can assume a leadership role. Without these acts of violence, without using the fullness of their strength, Mao believes that the peasants could never overthrow the authority of the landowning class.

Soil Behaviour and Geotechnical Modelling

(a) Discuss advantages and limitations of Duncan and Chang's model. Duncan and Chang's model assumes a hyperbolic stress-strain relation and was developed based on triaxial soil tests. The original model assumes a constant Poisson's ratio while the revised model accommodates the variation of Poisson's ratio by means of stress-dependent Poisson's ratio or stress-dependent bulk modulus. The Duncan-Chang model is advantageous in analyzing many practical problems and is simple to set up with standard triaxial compression tests. When tri-axial test results are not available, model parameters are also abundantly available in literatures. It is a simple yet obvious enhancement to the Mohr-Coulomb model. In this respect, this model is preferred over the Mohr-Coulomb model. However, it has its limitations, including, (i) the intermediate principal stress s2 is not accounted for; (ii) results may be unreliable when extensive failure occurs; (iii) it does not consider the volume change due to changes in shear stress (shear dilatancy); (iv) input parameters are not fundamental soil properties, but only empirical values for limited range of conditions. (v) the model is mainly intended for quasi-static analysis. (b) Discuss advantages and limitations of Yin and Graham's KGJ model. Yin and Graham's KGJ model is formed using data from isotropic consolidation tests and consolidated undrained triaxial tests with pore-water pressure measurement. It provides functional expressions for , , , and relationships in soils. In Duncan and Chang's model for triaxial stress conditions: may cause volume strain ( dilation and compression) may cause shear strain. Whereas Yin and Graham's KGJ model: Thus the volume change and shear strain was taken into account, which is an improvement to Duncan and Chang's model. The limitation of Yin and Graham's KGJ model may exist in the determination of the parameter and the complexity of its calculation. (c) Discuss the differences between elastic models and hypo-elastic models. For soils, the behaviour depend on the stress path followed. The total deformation of such materials can be decomposed into a recoverable part and an irrecoverable part. Hypoelasticity constitutes a generalized incremental law in which the behaviour can be simulated from increment to increment rather than for the entire load or stress at a time. In hypoelasticity, the increment of stress is expressed as a function of stress and increment of strain. The Hypoelastic concept can provide simulation of constitutive behaviour in a smooth manner and hence can be used for hardening or softening soils. Hypoelastic models can be considered as modification of linear elastic models. However, it may incrementally reversible, with no coupling between volumetric and deviatoric responses and is path-independent. 5.2 Use sketches to explain the physical (geometric) meaning of all 7 parameters (only 5 independent) in a cross-anisotropic elastic soil model (). Figure 5.1 Parameters in cross-anisotropic elastic model – Young's modulus in the depositional direction; – Young's modulus in the plane of deposition ; – Poisson's ratio for straining in the plane of deposition due to the stress acting in the direction of deposition; – Poisson's ratio for straining in the direction of deposition due to the stress acting in the plane of deposition; – Poisson's ratio for straining in the plane of deposition due to the stress acting in the same plane; – Shear modulus in the plane of the direction of deposition; – Shear modulus in the plane of deposition. Due to symmetry requirements, only 5 parameters are independent. Assignment 6 (Lecture 6 – Elasto-plastic behaviour): 6.1 (a) Explain and discuss (i) yield, (ii) yield criterion, (iii) potential surface, (iv) flow rule, (v) normality, (vi) consistency condition. (i) The yield strength or yield point of a material is defined in engineering and materials science as the stress at which a material begins to deform plastically. Prior to the yield point the material will deform elastically and will return to its original shape when the applied stress is removed. Once the yield point is passed some fraction of the deformation will be permanent and non-reversible. In the uniaxial situations the yield stress indicates the onset of plastic straining. In the multi-axial situation it is not sensible to talk about a yield stress. Instead, a yield function is defined which is a scalar function of stress and state parameters. (ii) A yield criterion, often expressed as yield surface, or yield locus, is an hypothesis concerning the limit of elasticity under any combination of stresses. There are two interpretations of yield criterion: one is purely mathematical in taking a statistical approach while other models attempt to provide a justification based on established physical principles. Since stress and strain are tensor qualities they can be described on the basis of three principal directions, in the case of stress these are denoted by , and . (iii) Potential surface is the segment of a plastic potential surface plotted in principal stress space, as shown in Figure 6.1 (a). A two dimensional case was shown in Figure 6.1 (b). (iv) Flow rule: – a scalar multiplier; – plastic potential function; {} – location of surface (a vector), not in the final equation Figure 6.1 Plastic potential presentation (v) Assuming the plastic potential function to be the same as the yield function as a further simplification: The incremental plastic strain vector is then normal to the yield surface and the normality condition is said to apply. (vi) Having defined the basic ingredients of an elasto-plastic constitutive model, a relationship between incremental stresses and incremental strains then can be obtained. When the material is plastic the stress state must satisfy the yield function. Consequently, on using the chain rule of differentiation, gives: This equation is known as the consistency equation or consistency condition. (b) Explain and discuss the associate flow rule and non-associate flow rule and how the two rules affect the volumetric deformation and the bearing capacity of a strip footing on sand. Sometimes simplification can be applied by assuming the plastic potential function to be the same as the yield function (i.e. ). In this case the flow rule is said to be associated. The incremental plastic strain vector is then normal to the yield surface and the normality condition is said to apply. In the general case in which the yield and plastic potential functions differ (i.e. ), the flow rule is said to be non-associated. If the flow rule is associated, the constitutive matrix is symmetric and so is the global stiffness matrix. On the other hand, if the flow rule is non-associated both the constitutive matrix and the global stiffness matrix become non-symmetric. The inversion of non-symmetric matrices is much more costly, both of storage and computer time. As noted, it occurs in a special class of plasticity in which the flow rule is said to be associated. Substitution of a symmetric for all elements in a finite element mesa, into the assembly process, results in a symmetric global stiffness matrix. For the general case in which the flow rule is non-associated and the yield and plastic potential functions differ, the constitutive matrix is non-symmetric. When assembled into the finite element equations this results in a non- symmetric global stiffness matrix. The inversion of such a matrix is more complex and requires more computing resources, both memory and time, than a symmetric matrix. Some commercial programs are unable to deal with non-symmetric global stiffness matrices and, consequently, restrict the typo of plastic models that can be accommodated to those which have an associated flow rule. (c) Explain plastic strain hardening and plastic work hardening or softening. The state parameters, , are related to the accumulated plastic strains . Consequently, if there is a linear relationship between and so that then on substitution, along with the flow rule, the unknown scalar,, cancels and A becomes determinant. If there is not a linear relationship between and , the differential ratio on the left hand side of the above equation is a function the plastic strains and therefore a function of . When substituted, along with the flow rule given, the A's do not cancel and A becomes indeterminate. It is then not possums to evaluate the []. In practice all strain hardening/ softening models assume a linear relationship between the state parameters and the plastic strains . In this type of plasticity the state parameters}, are related to the accumulated plastic work, ,which is dependent on the plastic strains it can be shown, following a similar argument to that parented above for strain hardening/softening plasticity, that as long as there is a linear relationship between the state parameters }, and the plastic work, , the parameter defined becomes independent of the unknown scalar, , send therefore is determinant. If the relationship between and is not linear, become a function of and it is not possible to evaluate the constitutive matrix. 6.2 Show steps to derive the elastic plastic constitutive matrix [] in (6.16). The incremental total strains can be split into elastic and plastic , componets. The incremental stress, are related to the incremental elastic strains, by the elastic constitutive matrix: Or alternatively Combining gives The incremental plastic strains are related to the plastic potential function, via the flow rule. This can be written as Substituting gives When the material is plastic the stress state must satisfy the yield function. Consequently, which, on using the chain rule of differentiation. This equation is known as the consistency equation. It can be rearranged to give Combining, we can get Where Substituting again So that 6.3 The dimension of a slope is shown in Figure 6.2. Calculate the factor of safety of the following cases: (a) Without tension crack, the properties of Soil (1) are kPa, , kN/m3; The properties of Soil (2) are kPa, , kN/m3 (no water table). (b) With tension crack filled with water, repeat the calculation in (a). (c) Without tension crack, the properties of Soil (1) are kPa, , kN/m3 (below water table) and kN/m3 (above water table); the properties of Soil (2) are kPa, , kN/m3 (below water table) and kN/m3 (above water table). Water table is shown. Figure 6.2 Dimension of the slope and water table (a) Figure 6.3 Model without tension crack or water table Factor of Safety: 1.498 Figure 6.4 Results without tension crack or water table Figure 6.5 Slice 1 – Morgenstern-Price Method (b) Figure 6.6 Model with tension crack filled with water Figure 6.7 Results with tension crack filled with water The safety factor : 1.406 Figure 6.8 Slice 1 – Morgenstern-Price Method (c) Figure 6.9 Model without tension crack but with water table Figure 6.10 Results without tension crack but with water table Factor of Safety: 1.258 Figure 6.11 Slice 1 – Morgenstern-Price Method

Forensic Accounting in Practice - 1443 Words

Running Head Page 1 Forensic Accounting In Practice Ronald Wimberly-EL Bagher Fardanes, Ph.D, MPA Business 508 May 19,2013 Running Head: Forensic Accounting In Practice Page 2 The five most important skills a forensic accountant should know are: Accounting, Auditing, Investigative, Evidence gathering, and†¦show more content†¦More importantly, they help put together and implement systems and controls to prevent internal or external fraud from happening again.[Forensic Accounting: Kessler Internet]. Running Head: Forensic Accounting In Practice Page 4 Accounting professionals do important responsibilities beyond preparing financial statements. In a more critical role, they help managers interpret the statements by comparing data about the firm’s current activities to those for previous periods and to results posted by other companies in the industry. Fraud, by its very nature, is hidden in the accounting systems of organizations and therefore a forensic accountant is usually required to unravel the transaction history and reveal what has actually occurred. As part of this, the forensic accountant is often called upon to quantify the value of the loss experienced by an organization or individual. Any lost funds are traced from bank account to bank account to identify where the money( or assets ) being overstated by false accounting in the financial statements and records. The forensic accountant’s role is therefore to understand the accounting records and show the true nature of the transactions being recorded. 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Drinking and Driving Essay - 1344 Words

Driving under the influence has affected many peoples lives and families. Today I would like to talk to you about the problems of drinking and driving, and why it is a concern for all of us. Driving under the influence is one of the most common and dangerous situations you can put yourself or someone else in. The fact is that drinking and driving is a huge deal and can leave a long trail of broken dreams and hearts. If you drink and drive, not only are you putting yourself at risk, but your passengers and the pedestrians outside of your vehicle. According to the most recent statistics by the National Commission Against Drunk Driving states that 17,000 Americans die each year in alcohol- related traffic crashes and 600,000 Americans†¦show more content†¦This pattern often encourages people to drink more to keep the buzz going. ( Net Biz Mentor ). When people get like that they usually get a little bolder and want to do normal tasks and routines like driving a motorize d vehicle. The effects of alcohol result in poor coordination, slurred speech, double vision, decrease of self-control, lost of consciousness and maybe even death. The legal consequences of drunk driving are also severe. The more a person drinks, the more their ability to make important decisions wear down and becomes impaired. After even just one drink a person can lose the ability to operate a vehicle. At certain parts in the state of intoxication, it becomes illegal to drive a car and if you get caught it can possible lead to fines, or even imprisonment. The legal limit of alcohol you can consume changes from state to state, but the penalty of driving under the influence is always severe. Getting arrested and maybe being forced to sleep in a drunk tank is just some of the problems you also have to carry the humiliation and the shame of being caught and that person might just end up with their name written up in the local news paper. Alcoholism is a disease and it can make you do some things you would not want to and to repeat youre past mistakes. More than one-third of drives arrested for intoxication are repeat offenders. Drivers with a prior DUI offense have a much higher likelihood to be in a fatalShow MoreRelatedDrinking, Driving And Driving2032 Words   |  9 Pages Drinking and Driving While I was researching about Drinking and Driving, I found a few articles that show the reader complete information about the risk that represent Driving under the influence of the alcohol. Those articles discuss the results of driving while being drunk. One of the results can be going to jail; however, I believe that going to jail is one of the softest consequences that an individual can have for drinking and driving. I also found a good article that shows why people areRead MoreDrinking And Driving1335 Words   |  6 Pages Drink and Driving is and Ongoing Problem Erica Esposito Kean University Abstract This paper explores the research and find results on how drinking and driving has become a big problem in the United States. Drinking and driving effects a person’s ability to operate a vehicle and therefore drunk drivers need to be educated on the repercussions with drinking and driving. Every day drunk drivers are arrested, either for traffic violations, reckless driving, and random stops on theRead MoreDrinking And Driving801 Words   |  4 PagesWe have all had some kind of knowledge or even personal experience with the effects of drinking and driving, whether it is watching a report on the news, having friends or family being involved as a victim or offender, to even being a victim or offender yourself. The aftermath of drinking and driving, even if only a few drinks were consumed, is a tragedy for all persons involved. The current rational of just having a few drinks is that consuming only a little alcohol means that the person isn’t intoxicatedRead MoreDrinking and Driving886 Words   |  4 PagesEveryone is drinking and having a good time. Your are going to leave and go home, but you friends wont let you because they know the dangers of driving after having a few drinks. Instead they ca ll a cab to give you a ride home. You would be extremely lucky to have such smart friends. Drunk driving is a very serious problem in our society today, but it is becomming socially unacceptable causing the numbers of alcohol related traffic fatalites t o decline considerably. Drunk driving can be veryRead MoreDrinking And Driving1180 Words   |  5 PagesDrinking and driving is not always a right thing. When people drink and drive the action of it could get extremely dangerous. Wrecks are one of the main problems that can happen when some people are drunk because some can lose control of what they are trying to do and end up wrecking. Another problem is driving under the influence of being on drugs. This can cause serious damage. When people are on drugs, they lose train of thought and half of the time, they forget what they are doing. It does notRead MoreDrinking and Driving2157 Words   |  9 Pagesanti-drinking and driving advertisements on university-aged students. â€Å"Motor vehicle crashes are the leading cause of death among 16 to 25 year olds, and alcohol and/or drugs are a factor in 55% of those crashes† (Madd, 2013). Increasing the effectiveness of anti-drinking and driving advertisements could be a solution to this critically high m ortality rate in young people. 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Have you ever known someone who was injured or have you lost someone so close to you and the cause of his or her death was drinking and driving? It is tragic to see the families who suffer because of injury or the loss of their loved ones because of alcohol. More and more accidents are occurring because of drinking and driving. These accidents often result in injuries and/or death. ForRead MoreThe Problem Of Drinking And Driving1608 Words   |  7 PagesI am only going to focus on one major one. Drinking and driving, the percentage of teens in high school who drink and drive has decreased by more than half since 1991 (â€Å"Teen Drinking and Driving†). One in ten high schoolers drink and drive (â€Å"Teen Drinking and Driving†). Young drivers (ages 16-20) are 17 times more likely to die in a crash when they have a blood alcohol concentration of .08% than when they have not been drinking ( "Teen Drinking and Driving†). Adults and teenagers think it okay to stillRead MoreDrinking and Driving Essay1487 Words   |  6 Pagesâ€Å"Every single injury and death caused by drunk driving is totally preventable† says David J. Hanson, a drunken driving activist. Drinking and driving is a serious crime in all fifty states. The rules and laws may vary among the states. In Illinois, it is illegal to operate a motor vehicle with a blood-alcohol concentration (BAC) or .08 percent or more. A driver also can be convicted of DUI with a BAC of more than .05 if additional evidence is present (DUI Laws par. 1). According to the Nation Highway

Legal Issues Of Affirmative Action - 1528 Words

Student affairs and higher education professionals must be familiar with legal obligations in regards to their diversity efforts policies in order to be fully compliant and successful in their endeavors. Legal Issues Pertaining to Diversity in Higher Education Today When addressing legal issues of diversity in the modern day era, one main topic is brought to discussion, affirmative action. It was put into place by the federal government in the 1960’s and was initially developed to close the gap in relation to the privileged majority and the unprivileged minority in America (Aguirre Jr. Martinez, 2003). While it has been controversial since its origin, it remains controversial as critics argue it tries to equalize the impact of so many†¦show more content†¦ Martinez, 2003). The Supreme Court ruled that the University of California was wrong in the way they approached a special admissions program that was open only to minority applicants (Aguirre Jr. Martinez, 2003). The ruling argued that the special admissions program violated the equal protection clause of the Fourteenth Amendment (Aguirre Jr. Martinez, 2003). Justice Lewis Powell, Jr. stated in his opinion on the Bakke case that quotas â€Å"would hinder rather than further attainment of genuine diversity† (Aguirre Jr. Martinez, 2003, p. 141). Justice Powell, Jr. also wrote that race is only one part of many factors that an institution can consider in truly achieving a heterogeneous student population (Aguirre Jr. Martinez, 2003). By siding with Bakke in this case, the Supreme Court essentially outlawed the use of racial quotas in admissions processes in higher education, yet universities took this as it is okay to use race as a selective factor as long as there are no quotas (Aguirre Jr. Martinez, 2003). There are two recent lawsuits from 2003 that brought to the forefront college admissions using race; these include Grutter v. Bollinger and Gratz v. Bollinger (Bowman, 2013). Both cases involve the University of Michigan. In Grutter v. Bollinger, the court sided with the university stating that their admissions office can continue to use race-based initiatives in fostering an education benefit to the students (Bowman, 2013).

Should Smoking be banned in all public places Free Essays

Smoking came to Britain Should in the 1600’s but only started to become fashionable in the nineteen sixties and seventies. The main attraction to smoking came from the idolisation of pop-stars and supermodels that smoked, but did not know the risks. Today we do know the risks, so why do so many still smoke? One reason is that many people who smoke started when they were young teenagers, when they did not understand the risks associated. We will write a custom essay sample on Should Smoking be banned in all public places? or any similar topic only for you Order Now Instead, their only aim was to have the right ‘look’. Others may have been driven through the desire to appear older. Teenagers may also have started to smoke due to the influence of peer pressure. Statistically, not many people begin smoking at a later age. Usually the reason behind starting to smoke as an adult is due to work related pressure or simply stress. Statistically, there is a greater percentage of women smoke than men this is due to using smoking as a slimming aid. Hundreds of people die from smoke related diseases each year. Deaths caused by smoking are six times higher than the 20,170 deaths arising from: road accidents (3,444); poisoning and overdose (2,663); other accidental deaths (8,986); murder and manslaughter (503); suicide (4,379); and HIV infection (195) in the UK during 1998.World-wide, about 4 million die prematurely each year as a result of smoking. Smoking has more than 50 ways of making life a misery through illness and more than 20 ways of killing you. In general, smokers endure poorer health than non-smokers. It has been estimated that, in England, 284,000 patients are admitted to NHS hospitals each year due to disease caused by smoking, occupying an average of 9,500 hospital beds every day. In addition, smoking related illness accounts for 8 million consultations with GPs and over 7 million prescriptions each year. The most common cause of death through smoking is lung cancer; this is when tar builds up within the lungs stopping them from functioning properly. So why should non-smokers inhale this fatal smoke? It is said in one year passive smoking was found to be linked to more than 1,000 deaths in London from coronary heart disease. Passive smoking is the inhaling of smoke from other smokers. Roy Castle is an example of someone who died from passive smoke. He died of lung cancer through the inhaling of smoke whilst playing his trumpet in a nightclub, yet he never smoked himself. From hearing this information of passive smoking, should smoking be banned in public places? The government in Singapore has already made that decision. Smoking in Singapore is banned in all public places; smokers are forced to use especially built rooms with huge extractor fans to stop the smoke getting out. This is quite extreme; however Singapore is clearly helping others stay healthy. My personal feeling is that smoking shouldn’t be banned from all places, but I do feel there should be designated areas for smokers and non-smokers. I believe that non-smokers have the right to sit in a non-smoking area to avoid inhaling smoke of others, they should not have to put up with the smell or health risk smoking contains. Currently, one debate focuses on smoking in the work place. Many companies are eradicating smoking in their offices and also some are choosing non-smokers over qualified smoking candidates. Also companies are considering to force their smoking employees pay for additional health insurance. I agree with this as companies should not pay the costs of someone’s habit, as smokers are fully aware of the cost of their habit both health wise and financially, they should pay the cost not others. Looking from a smoker’s perspective, the following points should be taken into consideration. A public ban on smoking is a removal of choice in an age that seeks to empower the individual. Smokers are not purposely trying to make non-smoker’s lives a misery, many smoke outside for the convenience of those who do not want to inhale the smoke fumes. Restaurants, public-transport facilities and shopping centres are predominantly smoke free. There are only a handful of areas in which people are free to smoke, including bars and nightclubs. One may also look at car fumes as being a similar problem to smoking fumes. Cars produce harmful Carbon Monoxide fumes which are consumed by individuals rather than the driver of the car. In the same sense should cars be banned from public places because they also produce harmful fumes? This point can also be said of alcohol and factory fumes, both of these either are harmful to the environment or someone’s health. Bearing in mind that smoking is an addiction, it is important not to isolate smokers. People who smoke shouldn’t be made to feel like social outcasts, so provision should be made to cater for them. No pocket of society should be excluded; this could be paralleled to the Jews in Germany. In other continents for example Spain, smoking in public places is not frowned upon. There are no restrictions on where you can and cannot smoke. This shows that smoking in public places has already been dealt with in this country to an extent that smokers are seldomley annoying the non-smoking public. Restrictions in the U.K already seem extreme in comparison to other countries and if restrictions become any worse, we might be excluding tourists as well as British smokers to our society. Some people only smoke socially on weekends, it de-stresses people and is a stimulant which encourages conversation (where alcohol is a depressant). If there is a ban on smoking in all public places, pubs and nightclubs would lose most of their profit. People would not want to go out if they were not able to smoke socially. Passive smoking is inconclusive evidence; we can not prove that inhaling others smoke is in fact harmful. So passive smoking might not cause all non-smokers health problems. In conclusion I don’t think smoking should be banned in all public places, as that would exclude smokers in our society; however I do believe more designated smoking areas should be introduced especially in pubs and nightclubs. In today’s society were acceptance and compromise are two key principles, exclusion of any sub group would seem to go against the grain of social thinking. How to cite Should Smoking be banned in all public places?, Papers

Social Justice In Essay Example For Students

Social Justice In Essay â€Å"Social Justice in Education† by R. W. Connell discusses the role of education in society and the implications that social justice issues have on education. Connell begins by establishing that education and social justice can be examined separately yet they are inescapably linked through the social medium of their implementation. â€Å"Education concerns schools, colleges and universities, whose business is to pass knowledge on to the next generation. Social justice is about income, employment, pensions or physical assets like housing. (Connell, 1993) Three points validating the equal importance of social justice and the education system to people of all delineations are: 1. ) in Western society public schools are key forums of social interaction and comprise some of the largest social institutions 2. ) educational institutions are highly economic bodies and have become â€Å"major public assets† (Connell, 1993) 3. ) teaching becomes a vehicle by which society is ultimately determined and has a great influence over society’s morality. We will write a custom essay on Social Justice In specifically for you for only $16.38 $13.9/page Order now Connell describes the meaning of justice in education as being â€Å"a question of fairness in distribution†¦ equality. †(Connell, 1993) â€Å"Justice cannot be achieved by distributing the same†¦ standard good to†¦ all social classes. †(Connell, 1993) By stating this, Connell summarizes that in the attempt to achieve equality, unequal means must be employed. The implications for teaching presented by Connell’s article are immense. The concept of equality in education and the equality of access to education are matters that are determined by the social constructs of the society in which we live. The notion of equality in education means that educators must approach all material and subject matter with a premise of unbiased predetermination. Music, math, science, fine arts, English, Japanese, history, etc†¦ must all be considered on a par. Our current educational system does not treat all subjects as equal in our public education system. The stereotypical reading, writing and arithmetic (primary subjects) take precedence over the fine arts and like subjects (secondary subjects). Social justice criteria as presented in this article, establish that economic variables are a means of determination for favouritism within the educational institution. Where the primary subjects receive ensured funding, the secondary subjects receive funding when deemed viable. This creates inequality at the very base of the institution itself. The result is degradation to all facets of the educational system. â€Å"The moral quality of education is inevitably affected by the moral character of educational institutions. If the school system is dealing unjustly†¦ The quality of education for all†¦ is degraded. † (Connell, 1993) I sometimes wonder why administrators and educators, the facilitators of education, cannot realize the reasons behind the success and failures of our education system. I have often heard educators and scholars refer to the greatness of the Renaissance and Romantic eras in world history and their frustrations due to the loss of the benefits of those times. The secondary subjects during those times of grandeur were not secondary, but they were primary and equal subjects to all others; therefore, the benefits of equalization of subjects importance is essential in achieving those past benefits as well as a highly developed society. Connell presents an intriguing argument and concludes with several ideas. â€Å"Individual equality is the condition, not the goal, of a just social order. †(Connell, 1993) Education which favours is a â€Å"corrupt education† (Connell, 1993) and â€Å"social justice is†¦ fundamental to what good education is about. † (Connell, 1993) Finally Connell states that good means different things to different people and â€Å"justice cannot be achieved by distributing the same†¦ standard good to†¦ all social classes. † (Connell, 1993)