Publications

Working Paper
Esteban F. Klor, Sebastian Saiegh, and Shanker Satyanath. Working Paper. “Cronyism in State Violence: Evidence from Labor Repression During Argentina's Last Dictatorship”.Abstract

This paper studies whether crony governance affects the logic behind governments’ targeting of violence, and how the deployment of violence allows politically connected firms to benefit from crony governance.  We address these issues in the context of the Argentine military junta that took power on March 24, 1976.  Specifically, we examine the logic driving the choice of firm level union representatives who were subjected to violence following the coup.  Using an original dataset assembled and digitized by us, we find that political, business and social connections to the regime are associated with an increase of 2 to 3 times in the number of firm level union representatives arrested and/or disappeared.  This is the case even after controlling for a battery of firms’ characteristics that capture alternative explanations for the targeting of violence.  The effect is particularly pronounced in privately owned (as opposed to state-owned) firms, suggesting that the correlation is driven by cronyism for financial gain rather than ideology or information transmission.  We also show that connected firms benefited from violence against union representatives by subsequently having less strikes and a higher market valuation.  Our findings highlight the pervasiveness of ties to the government, even in cases where one of the main stated goals of the regime is to curb cronyism.

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Eric D. Gould and Esteban F. Klor. Working Paper. “Party Hacks and True Believers: The Effect of Party Affiliation on Political Preferences”.Abstract

This paper examines the effect of party affiliation on an individual’s political views.  To do this, we exploit the party realignment that occurred in the U.S. due to abortion becoming a more prominent and highly partisan issue over time.  We show that abortion was not a highly partisan issue in 1982, but a person’s abortion views in 1982 led many to switch parties over time as the two main parties diverged in their stances on this issue.  We find that voting for a given political party in 1996, due to the individual’s initial views on abortion in 1982, has a substantial effect on a person’s political, social, and economic attitudes in 1997.  These findings are stronger for highly partisan political issues, and are robust to controlling for a host of personal views and characteristics in 1982 and 1997.  As individuals realigned their party affiliation in accordance with their initial abortion views, their other political views followed suit.

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Yaniv Dover and Scott Neslin. Working Paper. “Amplifying the Impact of Digital Advertising: The Role of Published Sales Rankings”.
Yaniv Dover and Leif Brandes. Working Paper. “Are Online Reviewers Susceptible to Unrelated, Random Events?”.
Yaniv Dover and Guy Kelman. Working Paper. “Emergence of Online Communities: Empirical Evidence and Theory”.
Andrew Stephen, Yaniv Dover, Lev Muchnik, and Jacob Goldenberg. Working Paper. “Pump it Out! The Effect of Transmitter Activity on Content Propagation in Social Media”.
Yaniv Dover, Jacob Goldenberg, and Daniel Shapira. Working Paper. “Sustainable Online Communities Exhibit Distinct Hierarchical Structures Across Scales of Size”.
In Press
Aamer Abu-Qan, Muhammad Asali, and Michael Beenstock. In Press. “The cycle of violence in the second Intifada: nonlinear vector autoregressions.” Journal of Applied Econometrics.
C. S. C. Asterhan and A. Dotan. In Press. “Feedback that corrects and contrasts students' erroneous solutions with expert ones improves expository instruction for conceptual change.” Instructional Science. Publisher's VersionAbstract

In the present study, we examined the effects of feedback that corrects and contrasts a

student's own erroneous solutions with the canonical, correct one (CEC&C feedback)

on learning in a conceptual change task. Sixty undergraduate students received

expository instruction about natural selection, which presented the canonical,

scientifically accepted account in detail. Two-third of these received CEC&C feedback on their self-generated solutions to open-ended test items. Students either received this feedback on their pretest solutions (prior to instruction), or on their immediate post-test solutions (following instruction). Students in the control condition only received the correct canonical answers to the immediate post-test items and compared these with their own solutions autonomously. Conceptual understanding on transfer items was assessed after one week. Results showed that students in the CEC&C feedback conditions outperformed control students. Timing of feedback did not affect learning, however. These findings add to accumulating evidence from different lines of research on the importance of instructional support that explicitly compares and contrasts between erroneous student models and canonical models in conceptual change tasks.

 

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S. Bar-Tal and C. S. C. Asterhan. In Press. “Going behind the scenes at teacher colleges: Online student knowledge sharing through social network technologies.” Interdisciplinary Journal of e-Skills and Lifelong Learning.Abstract

The present study aims to describe existing peer-to-peer, social network-based sharing practices among adult students in teacher colleges.

Ubiquitous social network sites open up a wide array of possibilities for peer-to-peer information and knowledge sharing. College instructors are often unaware of such practices that happen behind the scenes.

An interpretative, qualitative research methodology was used. Thirty-seven Israeli students at a teacher college in Israel participated in either focus group discussions of (N = 29) or in-depth interviews (N = 8).

Whereas knowledge sharing has been a main focus of research in organizational and information sciences, its relevance to educational settings has thus far been underscored. Recent research shows that peer–to-peer knowledge sharing is widespread among teenage students. The current study extends that work to an adult student population.

The findings show thatknowledge sharing of this type is a common and even central feature of students' college life and study behavior. It takes place through a variety of small and larger social network-based peer groups of different formations, including mostly college students but at time also practicing, experienced teachers. Sharing groups are formed on the spot for short term purposes or are stable, continuous over longer time periods. The contents shared are predominantly lesson summaries, material for exams, reading summaries and lesson plans. They are used immediately or stored for future use, as students have access to vast data bases of stored materials that have been compiled throughout the years by students of previous cohorts. Teacher students mentioned a range of reasons for sharing, and overall regard it very positive. However, some downsides were also acknowledged (i.e., superficial learning, exclusion, attentional overload and interruptions).

College faculty and teaching staff should be cognizant and informed about these widespread peer-based knowledge sharing practices and consider whether perhaps changes in teaching formats and task assignments are required as a result.

Future research should extend this work to other higher education settings, cultures and countries, and should map the perceptions of higher education teaching staff about peer-to-peer, online knowledge sharing. 

 

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Joseph Yellin, Matthew Boulanger, Michael D. Glascock, and Samuel Wolff. In Press. “Instrumental Neutron Activation Analysis On Collared-Rim Pithoi from En Haggit.” Atiqot.
Igor Schapiro and Oliver Weingart. In Press. “Introduction, Festschrift in Honor of Prof. Volker Buβ.” Photochemistry and Photobiology, n/a - n/a. Publisher's VersionAbstract

We are very pleased to present this Festschrift in honor of our colleague, mentor and friend Prof. Volker Buß, which was initiated to celebrate his 75th birthday. The aim of this special issue is to recollect his substantial contributions and achievements of his career in the field of Theoretical/Computational Photochemistry. This article is protected by copyright. All rights reserved.

Zulma Gazit, Gadi Pelled, Dmitriy Sheyn, Doron Cohn Yakubovich, and Dan Gazit. In Press. “Mesenchymal Stem Cells.” In Principles of Regenerative Medicine, 3rd ed. Elsevier.
J.Yellin, M. T. Boulanger, and M. D. Glascock. In Press. “Provenience of LBA II Pottery from the Cultic Repository of Tel Qashish.” Atiqot.
Shakespeare's Hamlet: Philosophical Perspectives
In Press. Shakespeare's Hamlet: Philosophical Perspectives. New York: Oxford University Press. Publisher's Version
Beenstock Michael, Felsenstein Daniel, and Xieer Dai. In Press. “Spatial econometric analysis of spatial general equilibrium.” Spatial Economic Analysis.
L. B. Resnick, C. S. C. Asterhan, S. N. Clarke, and F. with Schantz. In Press. “Student discourse for learning.” In Handbook on teaching and learning, edited by G. E. Hall, D. M. Gollnick, and L. F. Quinn. Wiley-Blackwell. preprint.pdf
In Preparation
Jack Copeland and Oron Shagrir. In Preparation. “The Church-Turing thesis: Past, Present, Future.” Communications of the ACM .
Submitted
Royi Jacobovic and Offer Kella. Submitted. “Asymptotic independence of regenerative processes with dependent cycles”. product-form-21-11-17.pdf
Elon Kohlberg and Abraham Neyman. Submitted. “Cooperative Strategic Games”. Paper. Revised.

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