amended or replaced in order to ensure the security of the occupier,s armed forcegor lf absolutely necessary for the good of the people under occupatloh. It isdifficult to argue that either of these purposes uas served by a decree t'hlch putlhe universities under the direct control of the Taraeli mititary, with che dangerthat curriculum, staff and students could be rnanipulated at wilt. 18. Both before and after the passage of that Milicary order, numbers of Etudents and professors were subject to arrest, detention, inprisoNlent, bouse arrest, townarrest and other forms of extra-judiciar restrictions on novenent. ?hat, they areextra-judicial neasures is proven by the very low percencage of people thus treated who are criminal-ly charqed during or subsequent to their arresc. 19- This has affected alL of the institut.ions of bigber education in the occupledterritories and bas been particularly hard on those tanjihi (matriculation e).amination) students in their last year of high school. They haue, over the years and in considerable numbers, been detained during their exami.naeion, tben releaaedwithout cbarge, and tbus forced to spehd another full year in school before beingabfe to go on to colleqe or university. This pracgice continues to the presenr, although there may be fluctuagions in the numbers affected. Detention, nal.!reatnent, sbootings
**Analysis**
The text appears to be discussing the impact of military occupation on universities and students in occupied territories. The issues mentioned, such as direct military control, arrest and detention of students and professors, and disruption of educational activities, suggest that the text is related to the field of education. Additionally, the text touches on human rights violations and the impact on students' lives, which could be related to humanitarian aid and relief.

**Category**
Education, Humanitarian aid and relief