Victoria A. Springer

Grant-Writing Courses in the United States: A Descriptive Review of Syllabi and Factors That Influence Instructor Choice of Course Texts

Little information exists about the structure and content of grant writing courses offered in the United States. To fill this gap, we used multiple data sources, including a content analysis of syllabi from 93 graduate-level grant writing courses in the United States, and an online survey that sought insight into (a) the ways in which textbooks for graduate-level grant writing courses are selected and, (b) the specific features that instructors value in grant writing textbooks. Syllabi data included course department, structure, description, requirements, and objectives, as well as required and recommended readings. The themes derived from the data attested to an applied focus on proposal writing, budgeting, and the identification of funding sources. The survey data suggested that instructors valued the inclusion of example proposals and would like to see logic models as they apply to writing grant proposals in course textbooks.

Social action in response to terrorism: Understanding xenophobic violence from a value-added perspective

Abstract This paper explores waves of xenophobic violence that have followed terrorist attacks in the United States from a value-added perspective. This work explores the applicability of Smelsers (1962) theory of collective behavior to these incidences of postattack violence, collectively characterizing these events as hostile outbursts. The history of postterrorism violence in the U.S. is detailed in this work, including a review of the first World Trade Center attack (1993), and the Oklahoma City bombing (1995). Special focus is placed on the immediate American response to the attacks on the World Trade Center and the Pentagon on September 11, 2001. This paper culminates with a discussion of future research directions and the benefits that may result from conceptualizing postterrorism xenophobic violence as a hostile outburst in terms of preventing unnecessary bloodshed in the wake of terrorist activity.

Death-qualified jurors and the assumption of innocence: a cognitive dissonance perspective on conviction-prone verdicts

Abstract The conviction-prone behavior of death-qualified juries is a phenomenon that has been widely observed, but is not fully understood. This work presents a cognitive dissonance perspective as a possible mechanism that may be contributing to the high rate of conviction in death-qualified juries. This review contends that the selection procedures for death qualification may create juries with attitudes that are contrary to the fundamental assumption of innocence presupposed by the court. As a result of this conflict between juror attitudes and the assumption of innocence, dissonance will occur. One path to dissonance resolution may be the act of conviction. The empirical findings from juror studies support this dissonance interpretation of the conviction-prone status of death-qualified juries. This work also reviews the legal history of the death qualification process in Witherspoon v. Illinois (1968) and Hovey v. Superior Court (1980) and summarizes the social psychological criticism that process has received.