The South African sentencing system faces certain problems. There is a perception that like cases are not being treated alike; that sentencers do not give enough weight to certain serious offences; that South African restorative alternatives are not being provided for offenders being sent to prison for less serious offences; that sufficient attention is not being paid to the concerns of victims of crime; and that, largely because of overcrowding, sentenced prisoners are being released too readily. The Commission has accepted that there is substance to this criticism of the sentencing system and proposes a framework that in its view can remedy these problems to the greatest extent possible.
DIVFrom a highly respected thinker on race, gender, and American politics, a new consideration of black women and how distorted stereotypes affect their political beliefs/div
How many people could read and write in the ancient world of the Greeks and Romans? No one has previously tried to give a systematic answer to this question. Most historians who have considered the problem at all have given optimistic assessments, since they have been impressed by large bodies of ancient written material such as the graffiti at Pompeii. They have also been influenced by a tendency to idealize the Greek and Roman world and its educational system. In Ancient Literacy W. V. Harris provides the first thorough exploration of the levels, types, and functions of literacy in the classical world, from the invention of the Greek alphabet about 800 B.C. down to the fifth century A.D. Investigations of other societies show that literacy ceases to be the accomplishment of a small elite only in specific circumstances. Harris argues that the social and technological conditions of the ancient world were such as to make mass literacy unthinkable. Noting that a society on the verge of mass literacy always possesses an elaborate school system, Harris stresses the limitations of Greek and Roman schooling, pointing out the meagerness of funding for elementary education. Neither the Greeks nor the Romans came anywhere near to completing the transition to a modern kind of written culture. They relied more heavily on oral communication than has generally been imagined. Harris examines the partial transition to written culture, taking into consideration the economic sphere and everyday life, as well as law, politics, administration, and religion. He has much to say also about the circulation of literary texts throughout classical antiquity. The limited spread of literacy in the classical world had diverse effects. It gave some stimulus to critical thought and assisted the accumulation of knowledge, and the minority that did learn to read and write was to some extent able to assert itself politically. The written word was also an instrument of power, and its use was indispensable for the construction and maintenance of empires. Most intriguing is the role of writing in the new religious culture of the late Roman Empire, in which it was more and more revered but less and less practiced. Harris explores these and related themes in this highly original work of social and cultural history. Ancient Literacy is important reading for anyone interested in the classical world, the problem of literacy, or the history of the written word.
Annotation A comprehensive and broad introduction to computer and intrusion forensics, covering the areas of law enforcement, national security and corporate fraud, this practical book helps professionals understand case studies from around the world, and treats key emerging areas such as stegoforensics, image identification, authorship categorization, and machine learning.
The angry emotions, and the problems they presented, were an ancient Greek preoccupation from Homer to late antiquity. From the first lines of the Iliad to the church fathers of the fourth century A.D., the control or elimination of rage was an obsessive concern. From the Greek world it passed to the Romans. Drawing on a wide range of ancient texts, and on recent work in anthropology and psychology, Restraining Rage explains the rise and persistence of this concern. W. V. Harris shows that the discourse of anger-control was of crucial importance in several different spheres, in politics--both republican and monarchical--in the family, and in the slave economy. He suggests that it played a special role in maintaining male domination over women. He explores the working out of these themes in Attic tragedy, in the great Greek historians, in Aristotle and the Hellenistic philosophers, and in many other kinds of texts. From the time of Plato onward, educated Greeks developed a strong conscious interest in their own psychic health. Emotional control was part of this. Harris offers a new theory to explain this interest, and a history of the anger-therapy that derived from it. He ends by suggesting some contemporary lessons that can be drawn from the Greek and Roman experience.
Between 327 and 70 B.C. the Romans expanded their empire throughout the Mediterranean world. This highly original study looks at Roman attitudes and behavior that lay behind their quest for power. How did Romans respond to warfare, year after year? How important were the material gains of military success--land, slaves, and other riches--commonly supposed to have been merely an incidental result? What value is there in the claim of the contemporary historian Polybius that the Romans were driven by a greater and greater ambition to expand their empire? The author answers these questions within an analytic framework, and comes to an interpretation of Roman imperialism that differs sharply from the conventional ones.
“A book that both taught me so much and also kept me on the edge of my seat. It is an invaluable text from a supremely talented writer.” —Clint Smith, author of How the Word is Passed The definitive history of the pervasiveness of racial inequality in American higher education America’s colleges and universities have a shameful secret: they have never given Black people a fair chance to succeed. From its inception, our higher education system was not built on equality or accessibility, but on educating—and prioritizing—white students. Black students have always been an afterthought. While governments and private donors funnel money into majority white schools, historically Black colleges and universities (HBCUs), and other institutions that have high enrollments of Black students, are struggling to survive, with state legislatures siphoning away federal funds that are legally owed to these schools. In The State Must Provide, Adam Harris reckons with the history of a higher education system that has systematically excluded Black people from its benefits. Harris weaves through the legal, social, and political obstacles erected to block equitable education in the United States, studying the Black Americans who fought their way to an education, pivotal Supreme Court cases like Plessy v. Ferguson and Brown v. Board of Education, and the government’s role in creating and upholding a segregated education system. He explores the role that Civil War–era legislation intended to bring agricultural education to the masses had in creating the HBCUs that have played such a major part in educating Black students when other state and private institutions refused to accept them. The State Must Provide is the definitive chronicle of higher education’s failed attempts at equality and the long road still in front of us to remedy centuries of racial discrimination—and poses a daring solution to help solve the underfunding of HBCUs. Told through a vivid cast of characters, The State Must Provide examines what happened before and after schools were supposedly integrated in the twentieth century, and why higher education remains broken to this day.
