Television TV by Barney Daniels Tjungurrayi

This paper examines the alliance that Derrida makes between his notion of justice as undeconstructible and a certain spirit of Marx's emancipatory promise. By following some of the precautions that Derrida undertakes in distinguishing the undeconstructibility of justice from the deconstructible justice should not be viewed as a contradiction in terms. I also argue that while the themes of justice, ethics, and politics can be rendered self‐present. Rather, Derrida's response to the injunctions of Marx suggests that it is precisely because justice and the emancipatory promise cannot be given over to the present that they are situated as undeconstructible. As such, taking responsibility for the heritage of Marxism involves working and sorting through the many spectres of Marx that inhabit the same injunction, where the promise remains as that yet to come.     

Predicting outcome with the Level of Service Inventory-Revised: The importance of implementation integrity

Correctional agencies face increasing pressure to provide more services for increasing caseloads with fewer resources. The Level of Service Inventory-Revised (LSI-R) is a risk/need assessment instrument that was designed to assist correctional agencies in classifying offenders based upon risk of re-offending, thereby allowing agencies to assign appropriate levels of risk/need and develop intervention/case-plans accordingly. Although predictive validity of the LSI-R has been demonstrated, very little attention has been paid to the effect that staff training and agency experience have on the validity of this comprehensive, dynamic risk/need assessment tool. The use of formalized training and agency experience were found to be important factors that may determine the validity of the risk/need scores that are gleaned from the LSI-R assessment process.     

Elementary Grade Retention in Texas and Reading Achievement Among Racial Groups: 1994–2002

Students who failed the Texas mandatory third grade reading test were followed through their sophomore year in high school. Comparisons of reading scores between third grade students who repeated the grade and their socially promoted classmates revealed that the positive effect of retention persisted over time. Retention in third grade benefited low‐performing readers regardless of race. Supplemental analyses found that the results are not likely attributable to selection biases, differential attrition of students from the panel, changes in the special education status of students, and regression to the mean effects. Making students repeat a grade, when supplemented with additional educational assistance, can benefit academically challenged children.