Bar-Ilan University

About: Bar-Ilan University is a education organization based out in Ramat Gan, Israel. It is known for research contribution in the topics: Population & Poison control. The organization has 12835 authors who have published 34964 publications receiving 995648 citations. The organization is also known as: Bar Ilan University & BIU.

The CNN Effect: The Search for a Communication Theory of International Relations

Abstract: This study investigates the decade long effort to construct and validate a communications theory of international relations that asserts that global television networks, such as CNN and BBC World, have become a decisive actor in determining policies and outcomes of significant events. It systematically and critically analyzes major works published on this theory, known also as the CNN effect, both in professional and academic outlets. These publications include theoretical and comparative works, specific case studies, and even new paradigms. The study reveals an ongoing debate on the validity of this theory and concludes that studies have yet to present sufficient evidence validating the CNN effect, that many works have exaggerated this effect, and that the focus on this theory has deflected attention from other ways global television affects mass communication, journalism, and international relations. The article also proposes a new agenda for research on the various effects of global television networks.

Analysis of the Mechanisms of Electron Recombination in Nanoporous TiO2 Dye-Sensitized Solar Cells. Nonequilibrium Steady-State Statistics and Interfacial Electron Transfer via Surface States

Abstract: Macroscopic assemblies of semiconductor particles, with dimensions in the nanometer range, permeated with a transparent conducting phase (nanoporous electrodes) show a useful behavior in applications such as photocatalysis and dye-sensitized solar cells. A fundamental event in dye-sensitized solar cells is the recombination of photoinjected electrons with acceptor species (ionic holes) in the electrolyte phase surrounding the nanoparticles. Intrinsic semiconductor surface states play an important role in this process, not only as electron traps but also as intermediate states for electron transfer to the electrolyte (interfacial recombination centers). To describe the electron lifetime of electron trapped at band gap surface states, the concepts developed in the early analysis of recombination processes in photoconductors, such as the demarcation level, are quite useful. However, in photoelectrochemical systems (dye-sensitized solar cell), holes can be identified with oxidized, electrolyte dissolved speci...

Authorship attribution in the wild

Abstract: Most previous work on authorship attribution has focused on the case in which we need to attribute an anonymous document to one of a small set of candidate authors. In this paper, we consider authorship attribution as found in the wild: the set of known candidates is extremely large (possibly many thousands) and might not even include the actual author. Moreover, the known texts and the anonymous texts might be of limited length. We show that even in these difficult cases, we can use similarity-based methods along with multiple randomized feature sets to achieve high precision. Moreover, we show the precise relationship between attribution precision and four parameters: the size of the candidate set, the quantity of known-text by the candidates, the length of the anonymous text and a certain robustness score associated with a attribution.

The effects of metacognitive instruction on solving mathematical authentic tasks

Abstract: The present study investigates the differential effects of cooperative-learning with or without metacognitive instruction on lower and higher achievers' solutions of mathematical authentic tasks. Participants were 91 seventh graders who studied in three classrooms. Data were analyzed by using qualitative and quantitative methods. Results indicated that students who were exposed to the metacognitive instruction within cooperative learning (COOP+META) significantly outperformed their counterparts who were exposed to cooperative learning with no metacognitive instruction (COOP). The positive effects of COOP+META were observed on both authentic and standard tasks. In addition, the findings show the positive effects of COOP+META method on lower and higher achievers. The practical implications of the study are discussed.