Women's Assessments of Gender Equality.

Women's assessments of gender equality do not consistently match global indices of gender inequality. In surveys covering 150 countries, women in societies rated gender-unequal according to global metrics such as education, health, labor-force participation, and political representation did not consistently assess their lives as less in their control or less satisfying than men did. Women in these societies were as likely as women in index-equal societies to say they had equal rights with men. Their attitudes toward gender issues did not reflect the same latent construct as in index-equal societies, although attitudes may have begun to converge in recent years. These findings reflect a longstanding tension between universal criteria of gender equality and an emphasis on subjective understandings of women's priorities.

A School Support Intervention and Educational Outcomes Among Orphaned Adolescents: Results of a Cluster Randomized Controlled Trial in Kenya.

Globally, significant progress has been made in primary school enrollment. However, there are millions of adolescents-including orphans in sub-Saharan Africa-who still experience barriers to remaining in school. We conducted a 4-year cluster randomized controlled trial (cRCT) (N = 835) in a high HIV prevalence area in western Kenya to test whether providing orphaned adolescents with a school support intervention improves their educational outcomes. The school support intervention consisted of directly paying tuition, exam fees, and uniform costs to primary and secondary schools for those students who remained enrolled. In addition, research staff monitored intervention participants' school attendance and helped to address barriers to staying in school. This school support intervention had significant positive impacts on educational outcomes for orphaned adolescents. Over the course of the study, school absence remained stable for intervention group participants but increased in frequency for control group participants. Intervention group participants were less likely to drop out of school compared to the control group. Furthermore, the intervention participants were more likely to make age-appropriate progression in grade, matriculate into secondary school, and achieve higher levels of education by the end of the study. The intervention also increased students' expectations of graduating from college in the future. However, we found no significant intervention impact on primary and secondary school test scores. Results from this cRCT suggest that directly covering school-related expenses for male and female orphaned adolescents in western Kenya can improve their educational outcomes.

Miniaturization of Implantable Micro-Robot Propulsion Using a Wireless Power Transfer System.

This paper presents an efficient coil design for a mm-sized micro-robot which generates a propulsion force and torque and receives electrical energy using a wireless power transfer system. To determine the most efficient coil structures and produce propulsion and torque on the micro-robot, both helical and spiral coil modeling was conducted, and analytical formulations of the propulsion force and torque were derived for helical and spiral coil structures. Additionally, the dominant dimensional factors for determining propulsion and coil torque were analyzed in detail. Based on the results, an optimum coil structure for generating maximum force on the micro-robot was developed and is herein presented with dimensional analysis. Simulations and experiments were also conducted to verify the design, and good agreement was achieved. A 3-mm micro-robot that simultaneously generated a propulsion force and torque and received electrical energy via wireless power transfer was successfully fabricated using the proposed method and verified.