Dinsha Mistree
Hoover Institution Research Fellow
Academic Appointments
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Hoover Research Fellow, Hoover Institution
2023-24 Courses
- Poverty and Prosperity
INTLPOL 220 (Aut) - State Building and the Rule of Law Seminar
INTLPOL 352 (Spr) - State-Building and the Rule of Law Seminar
LAW 5103 (Spr) -
Independent Studies (1)
- Directed Reading
INTLPOL 299 (Aut, Win, Spr)
- Directed Reading
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Prior Year Courses
2022-23 Courses
- Comparative Political Economy of Development
INTLPOL 220 (Aut) - Global Poverty and the Law
INTLPOL 281 (Win) - Global Poverty and the Law
LAW 5025 (Win) - Global Poverty, Corruption, and the Law: India Field Study
LAW 5026 (Win)
2021-22 Courses
- Comparative Political Economy of Development
INTLPOL 220 (Aut) - Global Poverty and the Law
INTLPOL 281 (Win) - Global Poverty and the Law
LAW 5025 (Win) - State Building and the Rule of Law Seminar
INTLPOL 352 (Spr) - State-Building and the Rule of Law Seminar
LAW 5103 (Spr)
2020-21 Courses
- Advanced State-Building and Rule of Law Seminar
LAW 5104 (Aut, Win, Spr) - Comparative Political Economy of Development
INTLPOL 220 (Aut) - Global Poverty and the Law
INTLPOL 281 (Win) - State Building and the Rule of Law Seminar
INTLPOL 352 (Aut) - State-Building and the Rule of Law Seminar
LAW 5103 (Aut)
- Comparative Political Economy of Development
Stanford Advisees
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Master's Program Advisor
Anjali Kumar, Sakeena Razick
All Publications
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The Bribery Double Standard: Leveraging the Foreign-Domestic Divide
STANFORD LAW REVIEW
2022; 74 (1): 163-222
View details for Web of Science ID 000755207700003
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Instructional interventions for improving COVID-19 knowledge, attitudes, behaviors: Evidence from a large-scale RCT in India.
Social science & medicine (1982)
2021; 276: 113846
Abstract
Seeking ways to encourage broad compliance with health guidelines during the pandemic, especially among youth, we test two hypotheses pertaining to the optimal design of instructional interventions for improving COVID-19-related knowledge, attitudes, and behaviors. We randomly assigned 8376 lower-middle income youth in urban India to three treatments: a concentrated and targeted fact-based, instructional intervention; a longer instructional intervention that provided the same facts along with underlying scientific concepts; and a control. Relative to existing efforts, we find that both instructional interventions increased COVID-19-related knowledge immediately after intervention. Relative to the shorter fact-based intervention, the longer intervention resulted in sustained improvements in knowledge, attitudes, and self-reported behavior. Instead of reducing attention and comprehension by youth, the longer scientific based treatment appears to have increased understanding and retention of the material. The findings are instrumental to understanding the design of instruction and communication in affecting compliance during this and future pandemics.
View details for DOI 10.1016/j.socscimed.2021.113846
View details for PubMedID 33773476
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Responding to COVID-19 Through Surveys of Public Servants.
Public administration review
2020
Abstract
Responding to COVID-19 presents unprecedented challenges for public sector practitioners and addressing those challenges requires knowledge about the problems public sector workers face. This Viewpoint essay argues that timely, up-to-date surveys of public sector workers are an essential tool for identifying problems, resolving bottlenecks and enabling public sector workers to operate effectively during and in response to the challenges posed by the global pandemic. This article presents the COVID-19 Survey of Public Servants, which is currently rolled out in several countries by the Global Survey of Public Servants Consortium to assist governments in strategically compiling evidence to operate effectively during the COVID-19 pandemic. This article is protected by copyright. All rights reserved.
View details for DOI 10.1111/puar.13246
View details for PubMedID 32836447
View details for PubMedCentralID PMC7283646