The book illustrates the fact that in reforming theology sixteenth century theologians also reformed practice or the imperatives of Christian living. Experts in reformation studies identify and elucidate areas of sixteenth century reforming activity in Martin Luther, John Calvin and other leading reformers to demonstrate the thoroughgoing nature of the reformation agenda. The interpretation of Scripture, the centrality of Jesus Christ, the Jewish question, freedom and pastoral insight form the contents of an important section on Luther. The use of feminine imagery for God, the Augsburg Confession, deification, education, and the gospel are treated in relation to Calvin. The final section deals with Oecolampadius, the Son of Man texts in Matthew, justification, texts on difficult deaths and a Trinitarian exegesis of Scripture. By careful reading of both the historical situation and the primary texts this volume adds significantly to our understanding of the period.

Adolescence is a distinct, yet transient, period of development between childhood and adulthood characterized by increased experimentation and risk-taking, a tendency to discount long-term consequences, and heightened sensitivity to peers and other social influences. A key function of adolescence is developing an integrated sense of self, including individualization, separation from parents, and personal identity. Experimentation and novelty-seeking behavior, such as alcohol and drug use, unsafe sex, and reckless driving, are thought to serve a number of adaptive functions despite their risks. Research indicates that for most youth, the period of risky experimentation does not extend beyond adolescence, ceasing as identity becomes settled with maturity. Much adolescent involvement in criminal activity is part of the normal developmental process of identity formation and most adolescents will mature out of these tendencies. Evidence of significant changes in brain structure and function during adolescence strongly suggests that these cognitive tendencies characteristic of adolescents are associated with biological immaturity of the brain and with an imbalance among developing brain systems. This imbalance model implies dual systems: one involved in cognitive and behavioral control and one involved in socio-emotional processes. Accordingly adolescents lack mature capacity for self-regulations because the brain system that influences pleasure-seeking and emotional reactivity develops more rapidly than the brain system that supports self-control. This knowledge of adolescent development has underscored important differences between adults and adolescents with direct bearing on the design and operation of the justice system, raising doubts about the core assumptions driving the criminalization of juvenile justice policy in the late decades of the 20th century. It was in this context that the Office of Juvenile Justice and Delinquency Prevention (OJJDP) asked the National Research Council to convene a committee to conduct a study of juvenile justice reform. The goal of Reforming Juvenile Justice: A Developmental Approach was to review recent advances in behavioral and neuroscience research and draw out the implications of this knowledge for juvenile justice reform, to assess the new generation of reform activities occurring in the United States, and to assess the performance of OJJDP in carrying out its statutory mission as well as its potential role in supporting scientifically based reform efforts.

Social security is the largest and perhaps the most popular program run by the federal government. Given the projected increase in both individual life expectancy and sheer number of retirees, however, the current system faces an eventual overload. Alternative proposals have emerged, ranging from reductions in future benefits to a rise in taxrevenue to various forms of investment-based personal retirement accounts. As this volume suggests, the distributional consequences of these proposals are substantially different and may disproportionately affect those groups who depend on social security to avoid poverty in old age. Together, these studies persuasively show that appropriately designed investment-based social security reforms can effectively reduce the long-term burden of an aging society on future taxpayers, increase the expected future income of retirees, and mitigate poverty rates among the elderly.

A plan for wide-ranging judicial reform in India is articulated in these essays that call for better treatment of the poor, comprehensive rather than piecemeal planning, and a solution to the problem of delays and case backlogs. Topics include judicial governance, the law and economic growth, alternate dispute resolution, human resource development, the crucial role of IT, the future of legal education, and civil society initiatives for legal reform.

Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach. "What a wonderful collection of diverse voices in this book, all sounding a similar message. Successful schools encourage and support purposeful collaboration among adults and they focus on students. In these schools, teachers feel more rewarded for their efforts and students learn more. Practitioners and researchers understand these findings. Now, let's build education policies that enable them." --John Q. Easton, vice president of programs, Spencer Foundation "Teaching in Context is a call to action--one to which Esther Quintero and her colleagues invite us to imagine, build, nurture, and protect a profession and culture fueled by supportive networks that produce more trust and less churn." --Ralph R. Smith, managing director, Campaign for Grade-Level Reading Esther Quintero is a senior fellow at the Albert Shanker Institute. Andy Hargreaves is the Brennan Chair in Education at Boston College.