Perceived Equity,Satisfaction, and Relational Maintenance Strategies in Parent–Adolescent Dyads

Equity theory has often been applied and applauded for its explanatory power in casual relationships, since most casual relationships endure only as long as both parties benefit from the relationship. The present study examined satisfaction and relational maintenance strategies as a function of equity in parent–adolescent relationships. Data from both parent and adolescent perceptions were gathered. Results indicated that parents' reports of satisfaction by perceived equity supported predictions by equity theory. However, adolescents' reports of satisfaction offer only partial support of equity theory for participants in underbenefited and equitable relationships. Adolescents' reports of satisfaction for overbenefited participants was not consistent with equity theory. Parents' and adolescents' reports of maintenance strategies by perceived equity provided some support of equity theory. Adolescents' reports of maintenance strategies were also influenced by parent sex. Implications for equity theory in parent–adolescent relationships are discussed.     

ReConceiving Masculinity: Imagining Men's Reproductive Bodies in Law

It is not just women's bodies which can pose risks to the foetus but also those of men, with the quality of sperm playing an important role in foetal health. This article assesses why male antenatal behaviour has received such scant attention. It focuses on the regulation of liability for congenital disability and foetal protection legislation and policies, in order to uncover the received understandings of male and female reproductivity which have informed the law in this area. It argues that these understandings are predicated upon a particular vision of men's and women's bodies and of a gendered division of labour following the birth of a child.     

Safe or sorry? Rights,responsibilities and retribution—the new three Rs of education in New Zealand?

A school is a microcosm of society and thus is subject to the problems existing within society generally. The rights and responsibilities of persons outside the school gates apply within the school also. The school environment is unique in that not only is a young person compelled to attend but he or she must spend a great deal of each day within the school's jurisdiction. May it then be argued that there is an enhanced responsibility of schools towards the emotional and physical welfare of their students in relation to matters within their control? This article will examine whether a New Zealand public school has a responsibility that extends further than a moral duty for the safety of its students. Particularly it will consider a school's potential liability in respect of the various forms of student‐to‐student bullying and harassment. It examines the potential for an action against a school under human rights legislation, at common law, and in criminal law.     

Gender equality needs critical consideration in conflict-affected settings

The World Bank's 2012 World Development Report calls for gender equality on a global level but falls short on its analysis of conflict-affected contexts. It is critical that we understand the needs of vulnerable populations in these settings. This viewpoint draws on findings from research in health reform in conflict-affected contexts to highlight some opportunities and challenges for addressing gender equality in these settings, using the policy priorities outlined in the World Bank report. Drawing on this analysis we argue that more attention and action should be focused on addressing gender inequalities and inequities in neglected conflict-affected states.     

Conduct unbecoming: The dilemma of a school's responsibility in respect of teacher misconduct towards pupils

It was recently remarked that if the infamous schoolmaster, Wackford Squeers, in Charles Dickens's Nicholas Nickleby , was around today his pupils would probably accuse him of assault and the police would be paying a visit to his school, Dotheboys Hall. Though a casual comment, a great deal of truth lies therein. In the 'rights culture' of today, the manner in which adults may exercise authority over children is markedly different to that of even 20 years ago. The majority of teachers act in a professional manner and carry out their duties, often under great pressure, with the best interests of their students uppermost in their minds. However, this is not always the case. With reasonable frequency, there are reports of teachers behaving towards their students in ways which range from inappropriate to culpable. In the worst scenario the accusations are of sexual abuse, but there are also those of physical or verbal bullying. There is nowadays an increased recognition of the harmful and lasting effects of different forms of abuse, and the responsibility of those in authority to prevent it happening. In recent years New Zealand school administrators have been faced with dealing appropriately with allegations of a teacher's misconduct in a variety of different ways towards their students. A school board of trustees has a dilemma in that it must discharge dual responsibilities, in respect of its students and its staff. This article examines the legal implications of those responsibilities. It also considers the responsibility of a school in a wider context — to other schools and to the community at large.     

The basel chemical multinationals: Corporate action within structures of corporatism in Switzerland

This study is part of a developing corpus on the political economy of the multinational enterprise. It considers the embeddedness of the three Basel‐headquartered chemical multinationals in the ‘private and decentralised’ corporatism of the Swiss political economy. These companies enjoy privileged positions in a policy network weighted towards large business. Such corporate power is evident in the ‘self‐regulation’ of genetic engineering, which has nevertheless been politicised by interest group opposition. Indeed the agitation of ‘outsider’ groups has served to weaken the edifice of Swiss corporatism, the legitimacy of which has been called into question by the Swiss rejection of the European Economic Area. The article concludes with a criticism of corporate inactivity in the EEA referendum campaign, and points to the negative implications of the Swiss ‘No’ for the Basel MNEs.