Mark S. Fleisher

Sapienization and Speech [and Comments and Reply]

Middle Pleistocene erectus skulls differ from ours in fifteen discrete traits, primary among which are their smaller cranial capacities, flatter and more strongly constructed braincases, larger and more anteriorly projecting faces, and inflected mastoid processes. Back to 40,000 years ago all fossil hominids are of the sapiens desing, while all those clearly older show the erectus pattern. Except for their large brains, Neandertals are of the erectus type. The sapiens differences (many of them mal-adaptive in themselves) follow directly, for biomechanical reasons, from an elongation of the pharynx and indicate full development of speech as the delivery system for laguage. The archeological record at the same time showns a worldwide change of increased tool complexity, geographical localization of desings, and increased rate of change. Faster and easier transmission of information by the vocal medium would increase culture content and would facilitate building flexible social organizations. The final step in developing vocal language would be the phonemic priciple of using meaningless sounds in meaningful combinations. This invention would transform vocalizations from calls with fixed meanings into a more flexible and rapid form of communication. Phonemic speech would spread by diffusion because all erectus would be able to use it to some degree. All populations would then select for the same vocal anatomy and consequent cranial changes that best facilitate speech behavior. This accounts for the speed of transformation and the continuity of line traits through it.

Teaching correctional management to criminal justice majors

This article describes a multifaceted course in correctional institutions that integrates policy and practical issues with management theory. Junior and senior criminal justice majors are challenged by two major course projects that require cooperative effort in learning teams, library research, collection of data from correctional agencies, classroom presentations, and written reports. Although at first this course is more difficult to implement than a lecture format, it offers instructors an opportunity to coach students, and gives students a safe learning environment in which to acquire critical thinking and on-the-job skills.

Mean Streets: Youth Crime and Homelessness.

1. Street and school criminologies 2. Street youth in street settings 3. Taking to the streets 4. Adversity and crime on the streets 5. The streets of two cities 6. Criminal embeddedness and criminal capital 7. Street youth in street groups 8. Street crime amplification 9. Leaving the street 10. Street crime redux.