In this study, we examined what factors cause a person to behave in an uncooperative manner toward another person when he or she is treated uncooperatively, i.e., what factors cause a chain of unfairness. Two experiments were　conducted using the following scenario; the participants were instructed to impose a troublesome task which was　imposed by a senior colleague on a junior colleague or a peer. It was hypothesized that a chain of unfairness would occur when the other party was a junior colleague and not when the other party was a peer. It was also hypothesized that higher Fear of Negative Evaluation (FNE) would suppress the imposition on juniors. Contrary to the hypotheses, the results showed that a chain of unfairness occurred regardless of whether the partner was a junior colleague or a peer, and higher FNE did not inhibit the chain of unfairness. The reasons for this may include the possibility that a chain of unfairness was caused by a different cognitive process for peers and juniors and that the method of this study was not appropriate. Further study is needed.

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Social Capital (SC) is a commonly used concept in disaster response studies. SC is characterized by regional attributes, and its effectiveness can vary depending on the different characteristics of communities. In rapidly urbanizing developing countries like China, the massive migration from rural to urban areas has led to the emergence of new ‘transitional communities.’ However, there is a lack of research on how SC’s role changes when these different types of communities face disasters. This study, using a qualitative approach, focuses on the effectiveness of SC in urban, transitional, and rural communities in flood-affected areas of Henan Province, China. It found that immediately after a disaster, bonding SC plays a crucial role in all communities. Over time, linking SC gradually becomes more effective. However, the effectiveness of SC varies by community type, and not all communities exhibit similar effects. Urban communities, due to their geographical advantages, can receive more external assistance but tend to experience a dilution of bonding SC post-disaster. Transitional communities, characterized by complexity and instability, show low effectiveness of SC due to confused community management and fragmented resident relations. Rural communities, with close internal connections, benefited from both bonding SC and linking SC with local governments, but their remote locations and inconvenient transportation limit external support.

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Menstrual hygiene management (MHM) is an important social issue internationally, especially for adolescent girls attending school who have been identified as needing the most support. While support for menstrual education is expanding internationally, it has been pointed out that menstrual education in Japan is insufficient and there is a gap between the needs of students and the education provided. Therefore, the purpose of this paper is to clarify the issues of menstrual education in Japan based on the voices of Japanese high school students and their teachers. A field survey was conducted at eight high schools in Osaka Prefecture. Questionnaire surveys and interviews, as well as participant observation, were carried out with the students and teachers. The results of this study revealed that the issues of menstrual education in Japan include a “lack of practical content, “insufficient　menstrual guidance being provided to girls only,” “inaccessibility of sanitary products in　schools,” and “the toilet environment in schools.”

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The purpose of this study was to qualitatively identify the menstrual experiences of women who are now elderly, their thoughts about menstruation, and their perceptions of society that were formed through their experiences related to menstruation. The research method involved face-to-face semi-structured interviews with three women in their 70s and 80s. The results revealed that the interviewees adjusted their lives according to their menstrual flow, and lived in their way according to their circumstances, making do with what was available at the time. Although sanitary napkins have made life more convenient, for these women, the appearance of them was just one of many conveniences, and menstruation was only a part of their lives. We were also able to hear their thoughts on society through experiences related to menstruation. Thus, through the interviewees' stories, we were able to understand how they coped with menstruation at that time, their thoughts about menstruation after living through their lives, and the social conditions that surrounded them.

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This study aims to explore male students ' experiences and attitudes towards menstruation. Through narrative interviews, we pay attention to what they talk about menstruation and try to find how their view of menstruation has formed. In their narratives, male students learned only about the menstrual system and the fact that physical and emotional changes happen during the period in the school curriculum. However, they have forgotten much of what they studied in the school. Beyond the classrooms, male students have learned how female feel during the period and what menstruation causes for them by observing and listening to the struggles and difficulties they have, especially their partners and family members. Some male students indirectly experience menstruation by talking about the pain and trying to care for women. On the other hand, they seem uncertain and concerned about how they care for women because they never experience directly the pain or emotional changes associated with menstruation and they are not sure that what kind of support and encouragement would be appropriate for women they are close to. This study also revealed the gaps between the educational curriculum, which tells only about the biological system of menstruation, and male students' desire to know various aspects of menstruation including experiences of the pain and emotional changes females have. This research result shows male students' have construct their experiences and attitudes towards menstruation not only by school curriculums but also physical care and affective support for female. This study will provide an opportunity to reconsider a male view of menstruation and menstrual education.

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It has been argued that there are “taboos” when discussing the unhappiness of women in connection with menstruation. It has also been pointed out that such “taboos” constitute one reason the circumstances surrounding women’s menstruation cannot be improved. This article examines some of these taboos related to Catholic teachings. In this article, we first look at how menstruation and taboos have been discussed in the context of Catholic teachings – including in the Western Church – (Chapter 1), and then discuss abortion (Chapter 2), contraception (Chapter 3) – which are the factors that prohibit the use of contraceptive drugs that are useful for menstrual control – and the factors that support contraception throughout the menstrual cycle (Chapter 4). The article’s findings show that (1) when discussing menstrual taboos and Catholic teachings, most taboos are due to the church’s actual magisterium and there exist no doctrines that can be said to be uniformly prohibited by the pope and the Holy See; and (2) behind the ban on the use of contraceptive drugs, there is discourse about abortion and contraception, but it has become clear that menstruation itself is not of particular concern.

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