39. Another student' replying to a question concerning student reaclion and demonstrations, stated' referring to Al Najah university in Nabluss "... At AL Najah? rt i5 a daily rbutine, every day $e have strikes against these neasures, It is enough just to put a tyre in thelr way' and you lriU have tbe whole Israeli arny surrounding the university' They bave men with binoculars on the top of high buildings in Nabl.us just watching the novenenta of the stualents, looking for any trouble. They $atch aII the tine' In factr something funny happened to me, One day I rtas taking a laxi from Nablus to RamaflahandthetaxiwashitbyabigEtonejustfivecentinetresovermy heaal. Arab6 are knorrn to throw stones, but this tine it naEnrt the Arabs, iU was the Israelis, sitting on cop of a building, wearing only trouaers' and they had nachine guns and a lot of stones whi.ch they started throwing at peoPle, and cara were hit, ao everyone ras rushing away in their cars' That is irt y haltlly tvro days or three days elapse eithout any trouble. They want trouble there.'' (A/AC'r45'/RT'425) 40. One wltness, referring to further aspecta affectlng the right to education and cultural identity, stated as follows: "... Each people has its history, its principles, its values, its conception of historyt this is an lmportanl facet of the lives of PeoPIes ' And one of the goals of tbe occupation authorities is to etininate everything relating to the Palestinian fatherland, particularly in the nerd generation as reflected in school books. In textbooks, for example r now the word Palestine is deleted on instructions from the nilitary, and the word ie replaced by Iarael' In addition, che history of the Arab and Palestinian heritage, 6uch extracts are tleleted fron textbooks ' Also our school curricula are not sc ience-or iented at
**Analysis**
The text appears to be a first-hand account of the experiences of students and witnesses living under Israeli occupation in Palestine. The focus is on the restrictions and challenges faced by the Palestinians in their daily lives, particularly in regards to their education, cultural identity, and freedom of movement. The account mentions the Israeli army's presence and surveillance, as well as the impact of occupation on the curriculum and textbooks.

**Category**
Education, Humanitarian aid and relief, Culture