Explain the methods and techniques of Gandhian Social Work.

Gandhi spent 21 years in South Africa, where he developed his political views, ethics and political leadership skills. Indians in South Africa were led by wealthy Muslims, who employed Gandhi as a lawyer, and by impoverished Hindu indentured laborers with very limited rights. Gandhi considered them all to be Indians, taking a lifetime view that "Indianness" transcended religion and caste. He believed he could bridge historic differences, especially regarding religion, and he took that belief back to India where he tried to implement it. The South African experience exposed handicaps to Gandhi that he had not known about. He realised he was out of contact with the enormous complexities of religious and cultural life in India, and believed he understood India by getting to know and leading Indians in South Africa.

In South Africa, Gandhi faced the discrimination directed at all coloured people. He was thrown off a train at Pietermaritzburg after refusing to move from the first-class. He protested and was allowed on first class the next day. Travelling farther on by stagecoach, he was beaten by a driver for refusing to move to make room for a European passenger. He suffered other hardships on the journey as well, including being barred from several hotels. In another incident, the magistrate of a Durban court ordered Gandhi to remove his turban, which he refused to do.

These events were a turning point in Gandhi's life and shaped his social activism and awakened him to social injustice. After witnessing racism, prejudice and injustice against Indians in South Africa, Gandhi began to question his place in society and his people's standing in the British Empire.

Gandhi extended his original period of stay in South Africa to assist Indians in opposing a bill to deny them the right to vote. Though unable to halt the bill's passage, his campaign was successful in drawing attention to the grievances of Indians in South Africa. He helped found the Natal Indian Congress in 1894,[12][24] and through this organisation, he moulded the Indian community of South Africa into a unified political force. In January 1897, when Gandhi landed in Durban, a mob of white settlers attacked him and he escaped only through the efforts of the wife of the police superintendent. He, however, refused to press charges against any member of the mob, stating it was one of his principles not to seek redress for a personal wrong in a court of law.

In 1906, the Transvaal government promulgated a new Act compelling registration of the colony's Indian population. At a mass protest meeting held in Johannesburg on 11 September that year, Gandhi adopted his still evolving methodology of satyagraha (devotion to the truth), or non-violent protest, for the first time. He urged Indians to defy the new law and to suffer the punishments for doing so. The community adopted this plan, and during the ensuing seven-year struggle, thousands of Indians were jailed, flogged, or shot for striking, refusing to register, for burning their registration cards or engaging in other forms of non-violent resistance. The government successfully repressed the Indian protesters, but the public outcry over the harsh treatment of peaceful Indian protesters by the South African government forced South African General Jan Christiaan Smuts to negotiate a compromise with Gandhi. Gandhi's ideas took shape, and the concept of satyagraha matured during this struggle.

What do you understand by the term Renaissance? Discuss.

The Renaissance was a cultural movement that spanned roughly the 14th to the 17th century, beginning in Italy in the Late Middle Ages and later spreading to the rest of Europe. The term is also used more loosely to refer to the historical era, but since the changes of the Renaissance were not uniform across Europe, this is a general use of the term. As a cultural movement, it encompassed a flowering of literature, science, art, religion, and politics, and a resurgence of learning based on classical sources, the development of linear perspective in painting, and gradual but widespread educational reform. Traditionally, this intellectual transformation has resulted in the Renaissance being viewed as a bridge between the Middle Ages and the Modern era. Although the Renaissance saw revolutions in many intellectual pursuits, as well as social and political upheaval, it is perhaps best known for its artistic developments and the contributions of such polymaths as Leonardo da Vinci and Michelangelo, who inspired the term "Renaissance man".

There is a consensus the Renaissance began in Florence, Tuscany in the 14th century. Various theories have been proposed to account for its origins and characteristics, focusing on a variety of factors including the social and civic peculiarities of Florence at the time; its political structure; the patronage of its dominant family, the Medici and the migration of Greek scholars and texts to Italy following the Fall of Constantinople at the hands of the Ottoman Turks.

The Renaissance has a long and complex historiography, and there has been much debate among historians as to the usefulness of Renaissance as a term and as a historical delineation. Some have called into question whether the Renaissance was a cultural "advance" from the Middle Ages, instead seeing it as a period of pessimism and nostalgia for the classical age, while others have instead focused on the continuity between the two eras. Indeed, some have called for an end to the use of the term, which they see as a product of presentism – the use of history to validate and glorify modern ideals. The word Renaissance has also been used to describe other historical and cultural movements, such as the Carolingian Renaissance and the Renaissance of the 12th century.

Discuss the role of Gandhi during the national movement.

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 criticized 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 was 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

What do you understand by the term 'human security'? Discuss

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

Differentiate between objectives and learning outcomes with suitable examples.

Much confusion exists about the definition of objectives and learning outcomes. Part of the confusion results from the fact that the terms are often conflated, even in the literature.  Our accrediting agencies now require and SF State policy now requires that  faculty include learning outcomes on all course outlines and in their syllabi, so it’s  important to understand the differences in these terms.

Objective – A course objective describes what a faculty member will cover in a course.

They are generally less broad that goals and more broad than student learning outcomes.

Examples of objectives include:

• Students will gain an understanding of the historical origins of art history.

• Student will read and analyze seminal works in 20th Century American Literature.

• Students will study the major U.S. regulatory agencies.

Student Learning Outcome – A detailed description of what a student must be able to  do at the conclusion of a course.  When writing outcomes, it is helpful to use verbs that  are measurable or that describe an observable action.  Such verbs help faculty (and

students) avoid misinterpretation.  The best outcomes will include a description of the

conditions (“when given x, you will be able to…”) and the acceptable performance level

Examples of good student learning outcomes:

Government.  When given a major decision made by a government leader, you will be

able to identify the major factors that the leader had to consider and discuss why the

action was taken and what apparent trade-offs were made