Online Education Blog

In the time, before agriculture was begin at that time man and nature relationship was very critical, nature was highly titled in favour of nature where man was mostly the recipient of the benevolence of the nature. Tools of the old age and Paleolithic Mesolithic or Neolithic were basically instruments of facilitation towards the benevolence of nature. Man had to manage with the subsistence offered by the nature and could do little to influence the processes or patterns of nature. The subsistence pattern of this age was termed as hunters and gatherers and life style was nomadic. Societies were moving from simple social structure to complex social structure gradually. A fully manifest complex structure emerged with the advent of agriculture that helped generate surplus and begin the process of urbanization. Up to the time the relationship between man and nature war to a considerable extent determined by the harshness of nature to existing kinds of technology. A qualitative and epoch-making shift in nature-human interface became evident with the onset of industrial age. The level of technology of industrial age liberated man from physical labour and introduced the exploitation of abiotic sources of energy and gradually replaced human and animal energy. Since ancient first thermal energy had been used in direct applications, but during industrial age it was used to mechanize tools. The introduction of non-renewable sources of energy redefined the relationship between natures resources came in existence. A phenomenon growth in production possibilities and abundant availability of finished goods were two major features of industrial age. The replacement of animate forms of energy with the inanimate forms presented huge possibilities of harnessing natural resources. The technological advancement facilitating better and commercial use of new forms of energy expanded the demand for raw materials as also the markets for finished goods. Another area where a major impact had occurred due to an extensive use of energy was that of agricultural production. Increased productivity and food security gradually led to a sizeable increase in population. The ever increasing mechanization of even the day to day activities increased the demand for energy to new heights. An almost reckless use of energy sources of the fossilized form and blind growth of industries of all kinds gave rise to problems of environmental population.
Since the beginning of universe and more so with the evolution of mankind as thinking animal we have been witnessing the change in nature’s landscape caused or at least influenced by humankind. Some of the important technological introductions influencing the environment have been beginning of agriculture and discovery of iron. These introductions led to far reaching changes in landscapes and thereby influenced the functioning of environment. Similarly industrial revolution has been a landmark technological introduction for the appropriate of environment. At present days we thought that we had developed the technological development, it is true, and however we cannot claim completely functioning the environmental balance between human and nature.Man and nature ralationships should be investigated with a level of measurement in scientifically development.

The opiate addiction problem is continuing to rise throughout the world due to the increases in prescription opiates that are readily available to people with all sorts of problems in their life. An opiate addiction begins whenever someone first decides to take an opiate drug whether they are prescribed it or not. Once they continuously use the drug their brain will become addicted to the overabundance of endorphins that will constantly be produced in larger amounts that what the individual’s body and mind is used to handling. After repetitive use, the body and mind will no longer be able to function normally without opiates present; therefore a severe opiate addiction will begin.
Am I living with an opiate addiction?
When a person becomes addicted to opiates, they usually do not completely see the addiction because in their mind this drug is helping them deal with pain in their life as well as making them have “happier” moments every single day. It is when an opiate addiction traumatically effects a person that they begin to look for warning signs of an addiction, but sometimes at this point it is a little too late. In determining if you are in fact addicted to your recreational opiate of choice or your opiate prescription, begin looking for obvious warning signs in your life that can include, but are not limited to
• Changes in your mood
One minute you may be happy about everything in your life and the next you may be completely miserable and even contemplating suicide. This problem can emerge because of the way that the brain works while under the influence. You will feel a sudden rush whenever you take the opiates, but after several hours you will begin to come down from that high and you will no longer have the massive amounts of endorphins making your mood happy, depression will set in and cause you to have extreme changes in mood.
• Doctor shopping (prescription users)
You may find yourself under the mental impression that without extra opiates you will not be able to handle the “pain” that is in your life. Whether you choose to go to one more doctor or multiple doctors at a time, doctor shopping is a tell, tell sign that there is a serious opiate addiction in your life.
• Physical changes
You may find yourself losing weight or gaining weight or you may even have problems with your hygiene and normal physical health. This problem that comes with an opiate addiction is due to the lack of the individual’s care for their health and they begin to only concern themselves with getting high. If the opiate addiction persist and you do not get treatment you can be facing physical changes that can include tooth decay, anorexia, open sores all over the body and even hair loss.
• Social changes
If you have noticed that your family, friends and even coworkers are beginning to shy away from you or act as if there is something wrong with you, you may be struggling with an opiate addiction. When someone is under the influence of an opiate drug they are not in their right state of mind. You as an opiate user may say things out of the way, borrow money and never pay it back, or even hurt your loved one verbally or physically without even meaning too. An opiate addiction can cause you to lose everyone that was ever close to you that in the end can cause you to continue to use opiates more aggressively and cause you to possibly die from your opiate addiction.
Getting help for your opiate addiction
Anyone that is living with an opiate addiction is putting themselves at a high risk for long term damage to their mental, physical and emotional health. There are countless options inside of opiate rehab for someone looking to overcome their opiate addiction and making a commitment to treatment is the best way to begin your life sooner with opiates present. If under any circumstances you may have obtained an opiate addiction, do not hesitate any longer; contact our opiate addiction treatment counselors today and let them help guide you towards a treatment program and a way to get your freedom back, free from opiates.
About the Author
Marilyn Kegley works with a drug and alcohol rehab Florida center to educate individuals about the dangers of heroin abuse. After watching numerous loved ones struggle with addiction, her goal is to help as many people as possible get effective and successful rehabilitation treatment.

For the typical adult, there is, in fact, a key to happiness: more sleep. Sufficient shut-eye (seven to eight hours a day) is what wards off colds; lends the brain creativity, wit, and focus; strengthens the body; brightens the complexion; improves sex; and just plain makes life a whole lot sunnier overall. Here’s how to maximize the quantity and quality of your sleep.

Don’t shirk your housework. Make your bed every day and launder sheets often. According to the National Sleep Foundation, seven out of 10 get a better night’s sleep when sheets smell fresh.

Take your vitamins in the morning. Certain types, like B12, can cause vivid dreams, which can wake you. Other pills best popped in the a.m.: painkillers, which may contain caffeine, and some contra¬ceptives, which may alter sleep patterns.

Quit the afternoon coffee run. Even if you swear you’re able to doze after a ventilatte, you’re cheating yourself out of restorative deep sleep. And steer clear of snacks containing coffee, tea, or dark chocolate after 2 p.m. For a late-day boost, go for a 10-minute walk or reach for a high-protein snack like yogurt.

Nix naps if you find it hard to sleep at night. And resist the urge to lie in bed in the morning after the alarm goes off, “The longer you go without sleep, the better your chances of falling asleep,” says Jason Ong, Ph.D., assistant professor of behavioral sciences at Rush University in Chicago.

Ditch the smartphone. And iPad. And laptop. Bedside gadgets make it more difficult to let go of the day and drift into sleep. Charge them outside your room. The bedroom is sacred. Everything from TV-watching to bill-paying is off-limits, except sleep and sex.

Practice letting go. Too wired to sleep? Write down a to-do list and whatever else is stressing you out, then put it away. Focus on a positive outcome for a scenario that is worrying you.

Hire a handyman. And buy some earplugs. Any noise-a loud radiator, a leaky faucet—is a sleep nuisance, even if you’re able to doze off to it. According to a recent Current Biology paper, the thalamus produces sleep spindles (brain activity that refreshes memory) to aid sleep in noisy environments.

Dim the lights at least an hour before hitting the pillow. A bright room can block the production of melatonin (the hormone that makes us sleepy) and make you more alert. Once you’re ready for bed, keep the room completely dark.

Avoid over-the-counter sleep drugs.
They often contain diphenhydramine, an allergy med that will make you drowsy but won’t promote deep sleep. Plus, you’ll wake up groggy and with a dry mouth.

Strike a pose. Yoga may calm an over-aroused nervous system. When Harvard Medical School researchers prescribed a half hour of the Kundalini variety to insomniacs before bed for eight weeks, the subjects went from sleeping a mere 6.25 hours to a decent 7.3 hours.

Keep cool. Some sleep experts suggest turning down the thermostat to between 60 and 68 degrees Fahrenheit.

Commercialization of Agriculture in India in the pre-colonial or colonial Period is a most important matter. There was commercialization of agriculture even in the pre-colonial period, but it grew enormously during the colonial period. The nationalists argued that commercialisation of agriculture were encouraged to make India a supplier of cheap food and raw material for Britain and also to provide the trade surpluses with other countries like the U.S.A. These trade surpluses of India would help Britain meet its balance of payments difficulties with Europe and America. The nationalists also argued that the production of crops like opium and indigo in the 18 and early 19 th century was based on a system of physical coercion and economic compulsions. Left-nationalist scholars called this ‘forced’commercialisation of agriculture. An important study was the one edited by K.N. Raj and others entitled Essays on the Commercialization of Indian Agriculture. [Delhi, 1985] Benoy Bhutan Chaudhuri in Growth of Commercial Agriculture in Bengal, 1760- 1900, [Calcutta 1964] has discussed the system of loans and advances that was used to provide economic inducement as well as financial pressure to compel the peasants to produce cash crops like indigo and opium. The peasants had to be coerced to produce opium because the East India Company had a monopoly over opium and used it to buy the crop at low prices. The peasant could not get adequate remuneration because of this policy. On the other hand the producers of opium in the Malwa region that was not under British control and where the peasants were not subject to this monopoly were able to profit by the sale of the crop. Amar Farooqui has also discussed the subject. In the case of indigo too physical and economic coercion was involved. The nationalists and the Marxists have also argued that the need to pay high land revenue in cash also created pressure on the peasantry to produce crops for sale. The timing of the payment of the revenue qist was a factor that compelled the peasantry to borrow from the moneylender. Shahid Amin[ 1982 ] has drawn attention to this problem in his study of the small-holding peasantry engaged in the production of sugarcane in Gorakhpur. The Marxists have emphasized the importance of the rent- revenue-credit squeeze as a factor that compelled the peasantry to produce cash crops. The need to pay rent to the state, revenue to the landlord and interest to the moneylenders compelled the peasantry to produce for the market even if they did not find the prospect too attractive in terms of the financial rewards and risk involved. Historiography of the Colonial Economy The work of B.B.Chaudhury [1984], Sugata Mukherjee, Partha Chatterjee [Ashok Sen, Partha Chatterjee and Saugata Mukherji, Three Studies on the Agrarian Structure in Bengal, 1850-1947, Calcutta 1982] and others has brought out the element of economic and non economic pressures influencing the production for the market in Bengal. The British introduced the Permanent Settlement in Bengal in 1793 in order to encourage the development of agriculture on capitalist lines. Instead there was the growth of sub infeudation, rack-renting, absentee landlordism and merchant- moneylender domination. In the ryotwari and mahalwari areas too the production for the market did not lead to the development of capitalism in agriculture. Despite production of cash crops like cotton, sugar, jute, oilseeds, groundnut and cereals like rice and wheat for the market on a substantial scale after the mid 19 century there was no significant transformation of the technical basis of production or the clear articulation of capitalist social relations of production in agriculture. Instead there was debt subordination of the peasantry and merchant moneylenders sought to exploit the labour power of the peasantry rather than to take over their lands. Jairus Banaji argued in the Economic and Political Weekly [1977] that the merchant moneylenders in the Deccan cotton producing area preferred to reduce the peasantry to debt bondage rather than take over their lands because this would enable the peasant to exploit family labour to supplement the below subsistence income that he derived from cultivation. If the moneylenders were to evict the peasants and turn them into landless workers they would have to be paid a higher subsistence wage and this would raise costs of cultivation. If the social relations of production were not transformed despite production for the market over almost a century this was because of economic preferences of the potential capitalists. The early nationalists argued that high land revenue demand, the timing of the payment of the revenue installments and the growing production of cash crops created for the peasant a compulsion to borrow. The ubiquitous moneylender that the British sought to restrain through anti-moneylender legislation was in fact a direct consequence of British land revenue policies. It was argued that this was leading to a social revolution in the countryside that produced the anti-moneylender riots in the Poona and Ahmadnagar districts of the Deccan in 1875. Charlesworth [ 1972] argued that the moneylenders were not taking over the land of the peasantry and that they were interested in income from the land and not the possession of land per se. In numerous subsequent studies of agriculture the distinction between the urban and rural or agriculturist moneylender became a commonplace one. While the urban moneylender was not keen to acquire lands that he could not cultivate the successful peasant producer or rich peasant was eager to expand and buy lands of defaulting debtors. Sugata Bose [1986], N. Charlesworth [1985], and N. Bhattacharya [1985] have made this distinction in studies of Indian agriculture. The rich peasants, who constituted a thin stratum in rural society, were keen to expand acreage but not to make substantial capital investment in land. Therefore the nature of agricultural production was not altered by the emergence of more substantial peasants over time.

Marx’s Theory of Revolution, the description of the basic cause of revolution, according to Marx’s is the disjunction that arises between relations of production and the means of production. As means of production grow with growth of scientific knowledge, they go out of step with the existing relations of production. A stage is reached where the relations of production become a fetter on the production process itself. This gives to immanent demand for a transition to a new mode of production. The capitalist mode of production emerged from the womb of feudal order in the same way as feudal mode of production emerged from the womb of the salve society. Likewise socialism will emerge from the womb of bourgeois society itself. This is so because capitalism constantly revolutionizes its own means of production and thus undermined its own condition of existence. In fact bourgeoisie produces, above all its own grave diggers. Marx asserted that the bourgeois relations of production are the last antagonistic from of social process of production – antagonistic not in the sense of individual antagonism but class antagonism arising from the social conditions of life of the individuals. Thus, the productive forces developing in the womb of bourgeois create material conditions for the resolution of that antagonism.
Marx’s assertion that the bourgeois relations of production are the last antagonistic from of social process of production is rooted in the assumption that all previous historical movements were movements of minorities in the interest of minorities. The proletarian revolution will be different from the, the proletariat, the lowest stratum of capitalist society cannot stir, cannot raise itself to the position of ruling class with out the whole superincumbent strata of official being sprung into the air. Along with it, Marx also spelled out the method, which will be followed by the proletariat class to achieve its objectives. In the communist Manifesto Marx and Engel’s declared that communists scorn to hide their views and aims. They openly declare that their purpose can only be achieved by the forcible overthrow of the whole capitalist order. Thus, the emancipation of the proletariat is predicated by Marx’s on the emancipation of humanity.
History of revolutions there is a debate about the role of subjective and objective factors in making a revolution. Whether it is the mere existence of a proletariat class which will bring about the revolutionary overthrow of capitalism or is it the consciousness of this proletariat which is necessary for doing so? Marx’s position in this regard is very significant. He sees a dialectical relationship between philosophy’s comprehension of the world and its ability to change it. Theory must evolve a proper interpretation of the world before it is bale to change it. The ultimate task of philosophy is not merely to comprehend reality but also to change it. Praxis revolutionizes the existing reality through human action. Revolutionary praxis has, therefore, a dialectical aspect. Objectively, it is the organization of the conditions leading to ultimate human emancipation and subjectively, it is the self change that achieves by its self discovery through organization.
Thus, the dilemma of determinism vs. voluntarism is transcended by Marx’s though the dialectical nature of revolutionary consciousness. Objective conditions themselves will not bring about the revolution until and unless the
Proletariat grasps the fact that by shaping its own view of the world it also changes it. if revolutionary consciousness exist then revolution is bound to occur. When the worker comprehends that under capitalist product he is regarded to the status of a mere object, a commodity, he ceases to be a commodity, an object and becomes a subject. This is revolutionary consciousness. The understanding of the existing reality by the proletariat is, therefore, a necessary condition for the possibility of revolution arising it. In other words, it is only an understanding of the internal dynamics of capitalism by the proletariat that will enable it to make revolution which will signal the transition from capitalism to socialism which the only goal of Communism.

Gandhi initially favoured offering “non-violent moral support” to the British effort when World War II broke out in 1939, but the Congressional leaders were offended by the unilateral inclusion of India in the war without consultation of the people’s representatives. All Congressmen resigned from office. After long deliberations, Gandhi declared that India could not be party to a war ostensibly being fought for democratic freedom while that freedom was denied to India itself. As the war progressed, Gandhi intensified his demand for independence, calling for the British to Quit India in a speech at Gowalia Tank Maidan. This was Gandhi’s and the Congress Party’s most definitive revolt aimed at securing the British exit from India.
Gandhi was criticised by some Congress party members and other Indian political groups, both pro-British and anti-British. Some felt that not supporting Britain more in its struggle against Nazi Germany was unethical. Others felt that Gandhi’s refusal for India to participate in the war was insufficient and more direct opposition should be taken, while Britain fought against Nazism yet continued to contradict itself by refusing to grant India Independence. Quit India became the most forceful movement in the history of the struggle, with mass arrests and violence on an unprecedented scale. Thousands of freedom fighters were killed or injured by police gunfire, and hundreds of thousands were arrested. Gandhi and his supporters made it clear they would not support the war effort unless India were granted immediate independence. He even clarified that this time the movement would not be stopped if individual acts of violence were committed, saying that the “ordered anarchy” around him was “worse than real anarchy.” He called on all Congressmen and Indians to maintain discipline via ahimsa, and Karo Ya Maro (“Do or Die”) in the cause of ultimate freedom.[citation needed]
Gandhi and the entire Congress Working Committee were arrested in Bombay by the British on 9 August 1942. Gandhi was held for two years in the Aga Khan Palace in Pune. It was here that Gandhi suffered two terrible blows in his personal life. His 50-year old secretary Mahadev Desai died of a heart attack 6 days later and his wife Kasturba died after 18 months imprisonment on 22 February 1944; six weeks later Gandhi suffered a severe malaria attack. He was released before the end of the war on 6 May 1944 because of his failing health and necessary surgery; the Raj did not want him to die in prison and enrage the nation. He came out of detention to an altered political scene—the Muslim League for example, which a few years earlier had appeared marginal, “now occupied the centre of the political stage”[64] and the topic of Jinnah’s campaign for Pakistan was a major talking point. Gandhi met Jinnah in September 1944 in Bombay but Jinnah rejected, on the grounds that it fell short of a fully independent Pakistan, his proposal of the right of Muslim provinces to opt out of substantial parts of the forthcoming political union

School is considered as a formal educational system as it has curriculum is the set of courses, and their content, offered at a school. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the school, or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.

According to the Constitution of India, elementary education is a fundamental right of children in the age group of 6-14 years. India has about 688,000 primary schools and 110,000 secondary schools. According to statistics two third of school going age children of India are enrolled in schools but the figures are deceptive as many don’t attend schools regularly. At least half of all students from rural area drop out before completing school. The government has rolled out many plans to increase the percentage of elementary education. The plans such as ‘Sarva Siksha Abhiyan (SSA), District Primary Education Program (DPEP), Operation Blackboard, Mid Day Meal have been successful to great extent.

Objectives of School are formulated:
A general statement about a school philosophy or mission may be explained more fully in terms of objectives. School objectives indicate, in fairly specific terms, what the school intends to achieve.
(1) Does your school have a set of objectives?
(2) To what extent would you say they are comprehensive and clear?
(3) What areas should a set of school objectives cover?
20 minutes
Comments
School objectives should take into account the needs of the pupils, the staff, the community and the nation. Pupils’ needs include the desire for a complete education that prepares them for the world of work; the fostering of creativity to facilitate problem-solving; strengthening their abilities to learn independently; the provision of a variety of co-curricular activities and opportunities for them to enjoy and learn about their cultural heritage. Furthermore, pupils need opportunities to develop themselves as individuals; an environment that encourages them to develop their leadership qualities and inter-personal skills, within a culture of tolerance.

In addition to the needs of the pupils, you need to be sensitive to the critical role that the staff play in achieving school objectives. It is therefore important for you to ensure that your school objectives address the following:
the creation of an environment that enables both the pupils and the staff of the school to experience success
the provision of sufficient facilities, equipment and materials to facilitate the attainment of these objectives
the creation of organisational structures within the school that will allow both pupils and staff to realise their expectations
the provision of opportunities for professional growth for the staff.
In formulating the school objectives, it is also important to consider the needs of the community. These needs include the educational expectations of parents for their children; the promotion of good citizenship; respect for community values; and parental involvement in school programmes. Furthermore, school objectives must reflect national goals which may include the development of human resources, the promotion of a common national identity and respect for the dignity of labour.

There is nothing new or remarkable about these environmental considerations. We consider most of them when using our native “common sense”. We often make individual adjustments to our living and learning space(s) to be more functional or comfortable. However, sometimes these adjustments may diminish an others opportunity for learning. Tin foil or shades on windows reduce occasions for a view of the sky, a beautiful sunset, the landscape or an outside object used to illustrate a particular lesson. Shrinking the height of an existing classroom to reduce heating or cooling costs may alter the sound qualities or prevent the display of student work. Brightly colored walls or high light levels may increase glare and possibly unwanted heat gain through lamp radiation? Hard cleanable surfaces may simplify maintenance tasks but increase reverberation or prevent teacher or student displays and consequently provide an atmosphere which is unpleasant to learn or teach within. All of these well intended decisions resulted in unintentional problems which are known to affect children’s’ learning ability or make education more difficult.
When planning or remodeling a classroom environment, a successful (subjective) learning space requires that both the educator and environmental designer understand the affects of each criteria quality with respect to learning as well as each criteria’s interrelationship to each other.
Generally, the larger the room the more flexibility and the smaller, the more intimate. A rectangular shaped room affords more interactive visibility between occupants whereas “L” shaped ones or ones with alcoves allow for variety of privacy to individual learners. Movable wall devices can accommodate many different shapes. Scientific observations indicate that the student builds confidence through achievement. The ability to relate to elements within a room affords a degree of self empowering through scale that is relative. Size and locations of counters, windows, furniture and storage elements all should be considered or be adapted to the scale of the user.
Several studies indicate that teachers rather than students are more upset by temperature fluctuations within a classroom. Test scores are not adversely affected by temperatures except under extreme conditions. Students generally like the temperature slightly cooler (5 degrees to 10 degrees) than do teachers. Traditionally, boy’s or men’s clothing insulates their bodies slightly better than doe’s girl’s or women’s clothing. Because the temperature, humidity and ventilation of an enclosed space will depend on a number of factors including the configuration and materials of the building, amount of glazing, size and volume of the space, number of occupants and their current state of activity as well as the heating and cooling system, flexibility for manipulating that system is extremely important for comfort. If the teacher must override existing controls by opening doors or windows to augment their comfort, the system is self defeated and the teacher probably agitated (i.e. not doing the best teaching). Controls should be independent for each space and be simple to operate.
A good classroom must include the possibility for individual control as well as provide a well proportioned, stimulating and comfortable learning space which takes advantage of local character, solar orientation, appropriate views, proper functional interaction with adjoining learning elements and strong connections with the surrounding community. Allowing teachers to easily adapt learning environments to their individual pedagogical style(s) will increase the opportunity for student learning.

Human security is an emerging paradigm for understanding global vulnerabilities whose proponents challenge the traditional notion of national security by arguing that the proper referent for security should be the individual rather than the state. Human security holds that a people-centered view of security is necessary for national, regional and global stability. The concept emerged from a post-Cold War, multi-disciplinary understanding of security involving a number of research fields, including development studies, international relations, strategic studies, and human rights. The United Nations Development Programmer’s 1994 Human Development Report is considered a milestone publication in the field of human security, with its argument that insuring “freedom from want” and “freedom from fear” for all persons is the best path to tackle the problem of global insecurity. Frequently referred to in a wide variety of global policy discussions and scholarly journals,
Critics of the concept argue that its vagueness undermines its effectiveness;[4] that it has become little more than a vehicle for activists wishing to promote certain causes; and that it does not help the research community understand what security means or help decision makers to formulate good policies.
Human security focuses on the protection of individuals, rather than defending the physical and political integrity of states from external military threats – the traditional goal of national security. Ideally, national security and human security should be mutually reinforcing, but in the last 100 years far more people have died as a direct or indirect consequence of the actions of their own governments or rebel forces in civil wars than have been killed by invading foreign armies. Acting in the name of national security, governments can pose profound threats to human security. The application of human security is highly relevant within the area of humanitarian intervention, as it focuses on addressing the deep rooted and multi-factorial problems inherent in humanitarian crises, and offers more long term resolutions. In general, the term humanitarian intervention generally applies to when a state uses force against another state in order to alleviate suffering in the latter state (See, humanitarian intervention).
Under the traditional security paradigm humanitarian intervention is contentious. As discussed above, the traditional security paradigm places emphasis on the notion of states. Hence, the principles of state sovereignty and non-intervention that are paramount in the traditional security paradigm make it difficult to justify the intervention of other states in internal disputes. Through the development of clear principles based on the human security concept, there has been a step forward in the development of clear rules of when humanitarian intervention can occur and the obligations of states that intervene in the internal disputes of a state.
These principles on humanitarian intervention are the product of a debate pushed by United Nations Secretary General Kofi Annan. He posed a challenge to the international community to find a new approach to humanitarian intervention that responded to its inherent problems.[29] In 2001, the International Commission on Intervention and State Sovereignty (ICISS) produced the “The Responsibility to protect”, a comprehensive report detailing how the “right of humanitarian intervention” could be exercised. It was considered a triumph for the human security approach as it emphasized and gathered much needed attention to some of its main principles:

Best assessment practice results from careful consideration of the costs and benefits of the range of available approaches. It may be tempting to choose an inexpensive, quick assessment, but decision-makers should consider the impact of assessment methods on students, faculty, and programs. The return on investment from the direct assessment of writing by instructor-evaluators includes student learning, professional development of faculty, and program development. These benefits far outweigh the presumed benefits of cost, speed, and simplicity that machine scoring might seem to promise.
Best assessment practice is continually under review and subject to change by well-informed faculty, administrators, and legislators. Anyone charged with the responsibility of designing an assessment program must be cognizant of the relevant research and must stay abreast of developments in the field. The theory and practice of writing assessment is continually informed by significant publications in professional journals and by presentations at regional and national conferences. The easy availability of this research to practitioners makes ignorance of its content reprehensible.
Assessment in the Classroom
In a course context, writing assessment should be part of the highly social activity within the community of faculty and students in the class. This social activity includes:
* a period of un-graded work (prior to the completion of graded work) that receives response from multiple readers, including peer reviewers,
* Assessment of texts—from initial through to final drafts—by human readers, and
* More than one opportunity to demonstrate outcomes.
Self-assessment should also be encouraged. Assessment practices and criteria should match the particular kind of text being created and its purpose. These criteria should be clearly communicated to students in advance so that the students can be guided by the criteria while writing.