Men's and women's experiences of violence and traumatic events in rural Cote d'Ivoire before, during and after a period of armed conflict.

OBJECTIVE: We assessed men's and women's experiences of gender based violence and other traumatic events in Côte d'Ivoire, a West African conflict-affected setting, before, during and after a period of active armed conflict (2000-2007). DESIGN: Cross-sectional, household survey. SETTING: 12 rural communities directly impacted by the Crisis in Côte d'Ivoire, spanning regions controlled by government forces, rebels and UN peacekeepers in 2008. PARTICIPANTS: 2678 men and women aged 15-49 years. PRIMARY OUTCOME MEASURES: Violence exposures measured since age 15. Questions included intimate partner physical and sexual violence; physical and sexual violence by others (including combatants) and exposure to traumatic events before, during and after the Crisis period (2000-2007). RESULTS: Physical and/or sexual violence since age 15 was reported by 57.1% women and 40.2% men (p=0.01); 29.9% women and 12.3% men reported exposure to any violence in the past year. Nearly 1 in 10 women (9.9%) and 5.9% men (p=0.03) were forced to have sex by a non-partner since age 15, and 14.8% women and 3.3% men (p=0.00) reported their first sexual experience was forced. Combatants were rarely reported as sexual violence perpetrators (0.3% women). After the Crisis, intimate partner physical violence was the most frequently reported form of violence and highest among women (20.9% women, 9.9% men, p=0.00). Fearing for their life was reported by men and women before, during and after the Crisis. CONCLUSIONS: Sexual violence in conflict remains a critical international policy concern. However, men and women experience different types of violence before, during and after conflict. In many conflict settings, other forms of violence, including intimate partner violence, may be more widespread than conflict-related sexual violence. Alongside service provision for rape survivors, our findings underscore the need for postconflict reconstruction efforts to invest in programmes to prevent and respond to intimate partner violence and trauma

Online administration of a reasoning inventory in development

We are developing a new research based assessment (RBA) focused on quantitative reasoning -- rather than conceptual understanding -- in physics contexts. We rapidly moved administration of the RBA online in Spring 2020 due to the COVID-19 pandemic. We present our experiences with online, unproctored administration of an RBA in development to students enrolled in a large-enrollment, calculus-based, introductory physics course. We describe our attempts to adhere to best practices on a limited time frame, and present a preliminary analysis of the results, comparing results from the online administration to earlier results from in-person, proctored administration. We include discussion of online administration of multiple-choice/multiple-response (MCMR) items, which we use on the instrument as a way to probe multiple facets of student reasoning. Our initial comparison indicates little difference between online and paper administrations of the RBA, consistent with previous work by other researchers.Comment: PERC 202

Exploring student facility with "goes like'' reasoning in introductory physics

Covariational reasoning -- reasoning about how changes in one quantity relate to changes in another quantity -- has been examined extensively in mathematics education research. Little research has been done, however, on covariational reasoning in introductory physics contexts. We explore one aspect of covariational reasoning: ``goes like'' reasoning. ``Goes like'' reasoning refers to ways physicists relate two quantities through a simplified function. For example, physicists often say that ``the electric field goes like one over r squared.'' While this reasoning mode is used regularly by physicists and physics instructors, how students make sense of and use it remains unclear. We present evidence from reasoning inventory items which indicate that many students are sense making with tools from prior math instruction, that could be developed into expert ``goes like'' thinking with direct instruction. Recommendations for further work in characterizing student sense making as a foundation for future development of instruction are made.Comment: under review for Physics Education Research Conference Proceedings 202

Toward a valid instrument for measuring physics quantitative literacy

We have developed the Physics Inventory of Quantitative Literacy (PIQL) as a tool to measure students' quantitative literacy in the context of introductory physics topics. We present the results from various quantitative analyses used to establish the validity of both the individual items and the PIQL as a whole. We show how examining the results from classical test theory analyses, factor analysis, and item response curves informed decisions regarding the inclusion, removal, or modification of items. We also discuss how the choice to include multiple-choice/multiple-response items has informed both our choices for analyses and the interpretations of their results. We are confident that the most recent version of the PIQL is a valid and reliable instrument for measuring students' physics quantitative literacy in calculus-based introductory physics courses at our primary research site. More data are needed to establish its validity for use at other institutions and in other courses.Comment: accepted for publication: 2020 Physics Education Research Conferenc

The Physics Inventory of Quantitative Literacy: A tool for assessing mathematical reasoning in introductory physics

One desired outcome of introductory physics instruction is that students will develop facility with reasoning quantitatively about physical phenomena. Little research has been done regarding how students develop the algebraic concepts and skills involved in reasoning productively about physics quantities, which is different from either understanding of physics concepts or problem-solving abilities. We introduce the Physics Inventory of Quantitative Literacy (PIQL) as a tool for measuring quantitative literacy, a foundation of mathematical reasoning, in the context of introductory physics. We present the development of the PIQL and evidence of its validity for use in calculus-based introductory physics courses. Unlike concept inventories, the PIQL is a reasoning inventory, and can be used to assess reasoning over the span of students' instruction in introductory physics. Although mathematical reasoning associated with the PIQL is taught in prior mathematics courses, pre/post test scores reveal that this reasoning isn't readily used by most students in physics, nor does it develop as part of physics instruction--even in courses that use high-quality, research-based curricular materials. As has been the case with many inventories in physics education, we expect use of the PIQL to support the development of instructional strategies and materials--in this case, designed to meet the course objective that all students become quantitatively literate in introductory physics