A new kind of society is being built in Syria, but it's not one you would expect. Surrounded by deadly bands of ISIS and hostile Turkish forces, the people living in Syria's Rojava cantons are carving out one of the most radically progressive societies on the planet today. Western visitors have been astounded by the success of their project, a communally organised democracy which considers women's equality indispensable and rejects reactionary nationalist ideology whilst being fiercely anti-capitalist. The people of Rojava call their new system democratic confederalism. An implementation of the recent ideology of the imprisoned Kurdish leader Abdullah Ocalan, it boasts gender quotas of 40 percent, bottom-up democratic structures, deep-reaching ecological policies and a militancy which is keeping ISIS from the gates. Revolution in Rojava is the first full-length study of this ongoing social and political transformation in Syrian Kurdistan. It is the first authentic insight into the complex dimensions of the revolution. Its authors use their own experiences of working and fighting in the region to construct a picture of hope for Middle-Eastern politics and society, and reveal an extraordinary story of a battle against the odds.

Michael Knapp zeigt Moglichkeiten einer zeitabhangigen, im Sinne der Baseler Terminologie "bedingten Modellierung" des Kreditportfoliorisikos auf.
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The primary purpose of this study is to learn from the experiences of schools across the U.S. that are engaged in a largely process-oriented reform strategy. Schools vary in their capacity for productive self-reflection. The authors examine the process of self-assessment that many schools engaged in during this time of widespread public attention to the equlaity of schools. The schools examined in these cases reveal a complex interaction between the nature of the self-reflective activity the schools were engaged in (in this case, a National Education Association school review process entitled KEYS to Success in Schools), the contexts that shape the school, and the readiness on the part of school staff to engage in systematic reflection around issues that affect teaching and learning.

The act of self-reflection in schools may not provide, by itself, a source of new ideas, alternative models, and a sense of what might be possible for the school to accomplish. Some external agent can often provide the impetus for (or constrain) the actions of school staffs in examining their programs and capacity for renewal. The acts and outcomes of self-reflection are inevitably guided and/or constrained by various contexts (including the school's history, culture, structure, and supports and pressures provided from communities, districts, and states).