Comprehending life and death matters

Modern capital jurisprudence places special significance on judicial instructions to guide the discretion of the capital jury in reaching a penalty phase decision. Yet, previous social science research has raised doubts about the extent to which judicial instructions are generally understood by jurors and questioned their utility in producing intended effects. The present study measured the comprehension of the capital sentencing instruction employed in California. Data suggest widespread inability to define accurately the central concepts of aggravation and mitigation in use in virtually every state that currently has a death penalty statute, as well as the inability to distinguish properly the sentencing significance of the enumerated factors jurors are directed to use in reaching their life and death verdicts. In addition, an inordinate focus on the circumstances of the crime—to the exclusion of other potentially important factors—was identified, as well as special problems in comprehending the crucial concept of mitigation in constitutionally required ways.We would like to thank Suzanne Ban, Cori Nardello, and Maryanne Tagavilla for assistance in transcribing and content-analyzing the data.     

Corruption, Reform, and Virtue Ethics

Books reviewed in this article:
Gerald E. Caiden, O.P. Dwivedi, and Joseph Jabbra (eds.), Where Corruption Lies
Susan Rose-Ackerman, Corruption and Government: Causes, Consequences, and Reform
Peter Kobrak, Cozy Politics: Political Parties, Campaign Finance, and Compromised Governance
Raymond J. Devettere, Introduction to Virtue Ethics: Insights of the Ancient Greeks     

Integrating Rigor and Relevance in Public Administration Scholarship: The Contribution of Narrative Inquiry

A traditional view of scholarly quality defines rigor as the application of method and assumes an implicit connection with relevance. But as an applied field, public administration requires explicit attention to both rigor and relevance. Interpretive scholars' notions of rigor demand an explicit inclusion of relevance as an integral aspect of quality. As one form of interpretive research, narrative inquiry illuminates how this can be done. Appreciating this contribution requires a deeper knowledge of the logic of narrative inquiry, an acknowledgement of the diversity of narrative approaches, and attention to the implications for judging its quality. We use our story about community-based leadership research to develop and illustrate this argument.     

Evaluation of Suspected Counterfeit Pharmaceutical Tablets Declared to Contain Controlled Substances Using Handheld Raman Spectrometers

This study describes the performance of handheld Raman devices for determining whether suspect pharmaceutical tablets declared to contain controlled substances were consistent with authentic (CWA) or not consistent with authentic (NCWA) tablets using a simple, rapid, field-friendly method capable of being used by nonexperts. Twenty-five authentic products and 84 known NCWA tablets were examined using three “parent” devices for a total of 327 analyses. On average, the parent devices yielded a true pass rate of 100%, a true fail rate of 98.4%, a false pass rate of 1.6%, and a false fail rate of 0%. The methods/libraries were then transferred to 13 identical “daughter” devices, which were used to examine 10 suspect finished dosage forms in duplicate (six known NCWA tablets and four authentic tablets) for a total of 260 measurements. On average, the daughter devices had a true pass rate of 100%, a true fail rate of 95.5%, a false pass rate of 4.5%, and a false fail rate of 0.0%. These data demonstrate that the parent–daughter electronic transfer method was successful, which permits the ability to develop methods in the laboratory that can be seamlessly pushed out to field devices. The methods can then be used to (i) prioritize samples for additional testing using other more time-consuming laboratory-based techniques needed to detect and quantify active ingredients and (ii) help support the interdiction of dangerous tablets at ports of entry, thereby preventing them from reaching the supply chain.     

Victims of Terrorism and Political Violence: Identity,Needs, and Service Delivery in Northern Ireland and Great Britain

Terrorism and political violence exist fundamentally as communicative acts; inherently the acts themselves serve to inspire anxiety and fear. As the recipients of such a communicative act, victims of terrorism and political violence serve as the vehicle for the dissemination of these communications to both the intended and broader audiences. Their victimising experience is thus a complex interplay between a profound personal trauma and the political/communicative dimension of the attack. Given this complexity, this article addresses how victims’ needs are understood by victims of terrorism and political violence in both Northern Ireland (NI) and Great Britain (GB). Through engagement with practitioners, victims, survivors, and community activists, this article conceptualises the existing perceptions amongst these different groups regarding needs, the delivery of services to victims in NI and GB, and examines the origins of the different approaches. Results demonstrate that victims’ needs are highly context-dependent at a public level, but relate heavily to the experiences of other victims of terrorism and political violence at a private level.     

The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.     

Reviews and resources

Throes. Conceived and performed by Doorika. The Vineyard Theater, New York City, October 14, 1994.

Visiting Hours. An installation by Bob Flanagan in collaboration with Sherrie Rose. The New Museum of Contemporary Art, New York City, September 23‐December 31, 1994.

‘Aberrant Motion1–4.’ Videos by Cathy Sisler. Available through Groupe Intervention Video, Montreal, Quebec, H2T 1S6. Phone (514) 271–5506; Fax (514) 271–6980.

Converging Realities: Feminism in Australian Theatre by Peta Tait. Currency Press, Sydney, in conjunction with Artmoves, Melbourne, Australia, 1994. Released in the United States by Cambridge University Press, 1994.