| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Banking the Unbanked: Evidence from Three Countries - Working Paper 440 |
0 |
0 |
2 |
101 |
0 |
0 |
7 |
552 |
| Banking the Unbanked? Evidence From Three Countries |
0 |
0 |
0 |
26 |
3 |
8 |
19 |
253 |
| Banking the Unbanked? Evidence from Three Countries |
0 |
0 |
2 |
10 |
1 |
4 |
12 |
129 |
| Banking the Unbanked? Evidence from Three Countries |
0 |
0 |
0 |
18 |
1 |
2 |
4 |
93 |
| Banking the Unbanked? Evidence from three countries |
0 |
0 |
0 |
88 |
0 |
1 |
2 |
91 |
| Can Interactive Online Training Make High School Students More Entrepreneurial? Experimental Evidence from Rwanda |
0 |
0 |
0 |
28 |
1 |
1 |
2 |
40 |
| Can Youth Empowerment Programs Reduce Violence Against Girls during the Covid-19 Pandemic? |
0 |
0 |
0 |
4 |
1 |
2 |
2 |
18 |
| Can Youth Empowerment Programs Reduce Violence against Girls during the COVID-19 Pandemic ? |
0 |
1 |
2 |
5 |
0 |
1 |
2 |
26 |
| Can interactive online training make high school students more entrepreneurial? Experimental evidence from Rwanda |
0 |
1 |
2 |
27 |
1 |
3 |
6 |
58 |
| Does Information Change Attitudes Towards Immigrants? Representative Evidence from Survey Experiments |
0 |
1 |
5 |
93 |
0 |
4 |
11 |
203 |
| Estimating the Demand for Business Training: Evidence from Jamaica |
1 |
1 |
2 |
8 |
1 |
1 |
4 |
33 |
| Evaluating A Program of Public Funding of Private Innovation Activities. An Econometric Study of FONTAR in Argentina |
1 |
1 |
2 |
349 |
1 |
1 |
3 |
949 |
| Evaluating a Program of Public Funding of Private Innovation Activities: An Econometric Study of FONTAR in Argentina |
0 |
0 |
2 |
10 |
0 |
1 |
6 |
54 |
| Evaluating a Program of Public Funding of Scientific Activity. A Case Study of FONCYT in Argentina |
0 |
0 |
0 |
242 |
1 |
1 |
4 |
705 |
| Evaluating a Program of Public Funding of Scientific Activity: A Case Study of FONCYT in Argentina |
0 |
2 |
4 |
31 |
1 |
4 |
10 |
64 |
| Facilitating the School to Work Transition of Young Women |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
| How General Are Time Preferences? Eliciting Good-Specific Discount Rates |
0 |
0 |
1 |
46 |
1 |
1 |
10 |
259 |
| How General Are Time Preferences? Eliciting Good-Specific Discount Rates |
0 |
0 |
0 |
55 |
0 |
0 |
1 |
104 |
| How General Are Time Preferences? Eliciting Good-Specific Discount Rates |
0 |
0 |
0 |
45 |
0 |
0 |
1 |
206 |
| How Should Business Training be Priced? A Demand Experiment in Jamaica |
0 |
0 |
0 |
2 |
0 |
0 |
1 |
6 |
| Improving Technology Adoption in Agriculture through Extension Services: Evidence from Uruguay |
0 |
0 |
1 |
3 |
0 |
0 |
2 |
24 |
| Improving Technology Adoption in Agriculture through Extension Services: Evidence from Uruguay |
1 |
1 |
1 |
172 |
1 |
1 |
2 |
1,117 |
| Mass Reproducibility and Replicability: A New Hope |
19 |
41 |
1,040 |
1,040 |
81 |
218 |
4,272 |
4,272 |
| Networking entrepreneurs |
0 |
2 |
13 |
13 |
3 |
8 |
43 |
43 |
| Peer Networks and Entrepreneurship: A Pan-African RCT |
0 |
0 |
0 |
66 |
2 |
2 |
6 |
46 |
| Peer Networks and Entrepreneurship: a Pan-African RCT |
0 |
1 |
3 |
57 |
6 |
8 |
29 |
205 |
| Policy Lessons on Access to and Uptake of Childcare Services |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| Policy Lessons on Agriculture |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
| Policy Lessons on Empowering Adolescent Girls |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| Policy Lessons on Facilitating Labor Markets |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
| Policy Lessons on Improving Education Outcomes |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
| Policy Lessons on Reducing Gender-based Violence |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
| Policy Lessons on Social Protection |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| Policy Lessons on Supporting Women Entrepreneurs |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
| Policy Lessons on Women’s Land Titling |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
| Returns to Soft Skills Training in Rwanda |
0 |
2 |
3 |
7 |
0 |
2 |
5 |
16 |
| Targeting High Ability Entrepreneurs: Replication and Heterogeneity by Gender of Hussam, Rigol and Roth (2022) |
0 |
0 |
2 |
14 |
2 |
3 |
8 |
26 |
| Testing the Promise of Digital Scaling: In-Person versus App-Based Training for Women Entrepreneurs |
2 |
3 |
3 |
3 |
5 |
9 |
9 |
9 |
| The Effects of Working While in School: Evidence from Uruguayan Lotteries |
3 |
8 |
14 |
41 |
17 |
32 |
76 |
215 |
| The Effects of Working while in School: Evidence from Employment Lotteries |
2 |
2 |
7 |
42 |
3 |
11 |
72 |
334 |
| The Impact of Agricultural Extension Services: The Case of Grape Production in Argentina |
1 |
1 |
4 |
536 |
3 |
4 |
14 |
2,734 |
| The Impact of Funding on Research Collaboration: Evidence from Argentina |
0 |
0 |
0 |
134 |
0 |
0 |
5 |
302 |
| The Impact of Funding on Research Collaboration: Evidence from Argentina |
1 |
1 |
1 |
5 |
1 |
1 |
1 |
14 |
| The Impact of Soft-Skills Training for Entrepreneurs in Jamaica |
0 |
0 |
0 |
40 |
0 |
0 |
7 |
150 |
| The Impact of Soft-Skills Training for Entrepreneurs in Jamaica |
0 |
0 |
0 |
19 |
1 |
2 |
5 |
98 |
| The Impact of Soft-Skills Training for Entrepreneurs in Jamaica |
0 |
0 |
0 |
8 |
0 |
0 |
0 |
48 |
| What Works in Supporting Women-Led Businesses ? |
0 |
0 |
4 |
4 |
2 |
3 |
21 |
21 |
| What Works in Supporting Women-Led Businesses? |
0 |
1 |
6 |
6 |
0 |
1 |
9 |
9 |
| What Works in Supporting Women-led Businesses? |
0 |
0 |
0 |
0 |
1 |
1 |
1 |
1 |
| Total Working Papers |
31 |
70 |
1,126 |
3,398 |
148 |
348 |
4,701 |
13,534 |
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