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[00:00:00] If some polls, at I least, say so, then do
[00:00:04] you think this defeat should be attributed to this war,
[00:00:07] or
[00:00:13] is this a really good question?
[00:00:17] I think that
[00:00:19] President Trump's
[00:00:22] popularity, which has fallen and is now
[00:00:25] around 40 percent, is due to three reasons.
[00:00:41] The second problem was the fight against immigration, and then the law of war with Iran. But Americans
[00:00:44] were able to face two sides of the story with the war
[00:00:47] with Iran for two reasons.
[00:00:51] One was the issue of fuel and rising prices,
[00:00:55] which was to their disadvantage. And
[00:00:58] the second is that many of
[00:01:01] the more traditional Republicans
[00:01:05] who are MAGA supporters and want to return
[00:01:09] glory to America,
[00:01:11] they don't want America
[00:01:14] to enter wars, and they don't like
[00:01:18] to
[00:01:20] join these wars. Therefore, many of
[00:01:24] them are disappointed with the war with Iran and think
[00:01:27] that this is America's problem.
[00:01:30] It wasn't, they should have been more concerned about themselves. Well, this is also one of
[00:01:34] the President's problems. Thank you, Robert Morand,
[00:01:37] expert in polling and former Republican Party strategist. We
[00:01:41] are on the eve of November 4th, Student Day in Iran.
[00:01:44] The Ministry of Education has unveiled plans
[00:01:48] whose goal is to strengthen the military
[00:01:51] and ideological
[00:01:54] atmosphere in schools. The military and
[00:01:57] ideological atmosphere, greater cooperation with the Basij organization, and
[00:02:01] increased presence of military forces and military and
[00:02:04] ideological training for students are among these plans. Farnoush Amirshahi
[00:02:08] says in her report that many consider these changes
[00:02:11] to be a violation of children's
[00:02:13] rights.
[00:02:16] We do not accept humiliation.
[00:02:19] They hold guns and are ready
[00:02:23] for the student who prefers the official educational
[00:02:26] and ideological system of Iran to beg.
[00:02:31] To train a generation that, according to the Minister of Education,
[00:02:34] possesses the culture of martyrdom, sacrifice, and devotion to
[00:02:37] the system so that it can fight against
[00:02:41] arrogance. The main
[00:02:45] battlefield of the enemy
[00:02:48] is our country's schools,
[00:02:51] the minds of our country's youth
[00:02:54] and teenagers.
[00:02:56] To be martyred.
[00:02:59] The wise leader. With this perspective, this year, schools have reopened
[00:03:02] with significant changes in educational
[00:03:05] priorities.
[00:03:07] خورد.
[00:03:10] Including new agreements between the Ministry of Education
[00:03:13] and the Basij for the reorganization of the student Basij
[00:03:17] and increased ideological and political
[00:03:20] cooperation. After last year's memorandum of understanding with the police
[00:03:23] force, which caused many concerns about the securitization
[00:03:27] of schools. Now, the police and military
[00:03:33] forces have a greater presence in schools than ever before,
[00:03:36] and weapons training is a serious
[00:03:40] agenda item for schools. Based on the "Noumidan" plan,
[00:03:43] introduced in cooperation with the Basij, students
[00:03:47] at all levels are to participate in
[00:03:50] three types of competitions. They will receive military
[00:03:53] training, and in the fields of relief and what is called critical
[00:03:57] thinking and media literacy for identification.
[00:04:09] This plan, along with the "Nawjawan Mobarez" (Warrior Teenager) headquarters, also in cooperation
[00:04:13] with the Basij Organization, teaches students
[00:04:16] that the main obstacle to the
[00:04:20] emergence of Israel is the goal of this plan, including
[00:04:23] training in weapon handling, reconnaissance, and collecting
[00:04:27] public information in neighborhoods to identify
[00:04:30] infiltrators as well as rhetoric
[00:04:33] and leadership in gatherings
[00:04:35] has been announced.
[00:04:43] Iran, like participating in government night gatherings, which the Minister
[00:04:47] of Education said will be available to students
[00:04:50] every Wednesday. Critics
[00:04:53] consider the actions of the Ministry of Education to be a violation
[00:04:56] of the UN Convention on the Rights of the Child,
[00:05:00] of which Iran is also a member. They say that the duty of
[00:05:04] this ministry is to provide the groundwork
[00:05:07] for the scientific education of students.
[00:05:09] Peace be upon you.
[00:05:13] But the government has been trying for years to engrave
[00:05:17] its own values and narratives in the minds of
[00:05:20] students and to
[00:05:22] come, come,
[00:05:26] come by turning teachers into preachers and by the presence of seminary students
[00:05:30] in schools.
[00:05:33] And even by holding maneuvers for confrontation in internal
[00:05:37] conflicts that have been ongoing for several years.
[00:05:40] But success. The desired success of the government
[00:05:44] has not been achieved. I told them how congregational prayers
[00:05:47] are held. The prayer leader is written
[00:05:51] as their leader.
[00:05:55] It says their leader stands in front
[00:05:57] of everyone. The Islamic Republic, especially after
[00:06:01] the "Woman, Life, Freedom" movement, has tried to gain
[00:06:05] more control
[00:06:06] over schools.
[00:06:10] It became clear during the protests
[00:06:58] they are with us in Iran. Welcome to the program, Madam.
[00:07:02] From the perspective of children's rights, how should
[00:07:05] we view these trainings that are being given in schools,
[00:07:07] especially after this war
[00:07:11] and the fear of another war breaking out?
[00:07:14] Hello to you and your viewers.
[00:07:18] Look, when
[00:07:22] at the first stage, the Islamic Republic
[00:07:26] is trying to restart
[00:07:29] a factory for producing Hossein Fahmidehs
[00:07:32] from scratch again, as it was in the 1980s.
[00:07:36] But from the perspective of children's rights,
[00:07:39] in several stages and in several.
[00:08:13] It is a new field, even if all these children do not pick up
[00:08:17] weapons. As a result,
[00:08:19] they are literally using children as child soldiers,
[00:08:22] which, according to the laws of the Children's Convention,
[00:08:26] as your colleague mentioned in the program,
[00:08:29] completely violates several
[00:08:33] articles of the Convention on the Rights of the Child. In addition, we have four fundamental rights for
[00:08:36] children: the right to survival, development, participation,
[00:08:39] and protection. The presence of children in fact.
[00:08:43] In such circumstances, taking up arms violates
[00:08:47] all children's rights. That is, instead of living,
[00:08:50] instead of the right to survival, they are encouraging
[00:08:54] children to die. They are encouraging children
[00:08:58] to martyrdom, to the culture of martyrdom, and this is one of
[00:09:01] the fundamental rights of children.
[00:09:04] Protecting children, likewise,
[00:09:07] instead of protecting children, they are actually putting them at risk.
[00:09:10] But as you said, this is both
[00:09:13] for the possibility of war and
[00:09:16] for the possibility of protests that may happen,
[00:09:20] where they use children, as they did in the "Woman, Life, Freedom" uprising,
[00:09:23] again at checkpoints, because they know
[00:09:27] people's interactions with children
[00:09:30] will be different, and they want to use this as well.
[00:09:34] What is your advice to families who, after all, have to send
[00:09:38] their children to school during wartime?
[00:09:41] Many of us
[00:09:50] who went to school in Iran in the 1980s remember well what
[00:09:53] happened in schools during that war
[00:09:56] to the children in school.
[00:09:59] But what is your advice to families
[00:10:03] if they want to keep their children away
[00:10:06] from harm, especially psychological harm?
[00:10:10] Look,
[00:10:12] the psychological harm of using children, as I said,
[00:10:16] is very extensive at every stage. Children learn
[00:10:20] violence, and especially
[00:10:23] in the case of adolescents, because of their sense of belonging
[00:10:26] and identity, they are
[00:10:29] much more likely to be victims
[00:10:32] of brainwashing. But of course, we know that this program starts
[00:10:36] with children as young as seven years old. It targets children aged seven to fifteen.
[00:10:40] Families must definitely oppose this.
[00:10:43] In addition, child rights advocates within Iran have various
[00:10:47] movements. This is truly a catastrophe,
[00:10:51] because in addition to children being directly abused. Weapon
[00:11:10] training is followed by first aid training to empower
[00:11:13] children. They don't teach first aid
[00:11:17] to children for the purpose of using them as child soldiers.
[00:11:21] They are doing this, and as I said, a child soldier is not just a child
[00:11:25] holding a weapon. A child who supports them is
[00:11:28] the child who collects information from the neighborhood.
[00:11:31] In fact, they are brainwashing children to use them for espionage.
[00:11:35] All of this falls under the definition of a child soldier. Another
[00:11:39] thing they had was critical thinking.
[00:11:42] They want to teach children critical and media thinking. We all
[00:11:46] know that such a thing does not exist, because if these children really
[00:11:49] had critical thinking, they would become the children who, as we know,
[00:11:53] many of them were arrested during the uprising
[00:11:57] in December and are still in detention. Therefore, there is no
[00:12:01] part of this plan that is positive
[00:12:05] or would empower children. It is
[00:12:08] 100% contradictory to all children's rights
[00:12:12] under the Convention on the Rights of the Child, based on the fundamental
[00:12:15] rights of children that we discussed. We really must ask
[00:12:19] families and leading movements inside Iran, just as we must
[00:12:22] outside Iran, to strongly fight this plan.
[00:12:25] We must contact truth commissions
[00:12:29] or various organizations and provide them with the details
[00:12:33] of this plan. Families should under no circumstances give in to this.
[00:12:37] We know that many schools have told them that they will receive
[00:12:41] awards and be appreciated if they do this. School principals
[00:12:44] will be appreciated for the encouragement
[00:12:48] they will give to children. Families should be very sensitive
[00:12:52] to this, and I really repeat again. No part of
[00:12:56] this plan is about empowering children to deal
[00:12:59] with the potential dangers of war. All of this use of
[00:13:03] children and promotion of the culture of martyrdom
[00:13:06] is essentially the promotion of a culture of death, which the Islamic
[00:13:10] Republic has done for children in its 47-48 years
[00:13:13] of existence. Thank you, Ameneh Askari,
[00:13:17] researcher and child rights activist.
[00:13:21] The production of COVID-19 vaccines was a great achievement.
[00:13:25] But many people around the world, including in Iran, were unable
[00:13:29] to benefit from this achievement in time. Now,
[00:13:32] a new policy from the United
[00:13:35] Nations University addresses the question of what should be done
[00:13:38] in future pandemics. According to these researchers,
[00:13:42] if global vaccine distribution had begun
[00:13:45] about 100 days after the genetic sequencing
[00:13:49] of the virus, millions of deaths could have been prevented
[00:13:52] by the end of 2021.
[00:13:55] Now, many are calling for equitable access to vaccines
[00:13:58] from the design stage to funding,
[00:14:02] production, purchase, distribution, and transfer
[00:14:06] to be considered. Dr. Mahan Ghafari, head of the Molecular
[00:14:09] Evolution and Epidemiology of Emerging Pathogens Research
[00:14:13] Group at Oxford University, who has been leading
[00:14:17] this 3-year research program, is with us. Dr.
[00:14:20] Ghafari, what is your finding, perhaps
[00:14:24] a finding that you are very happy
[00:14:27] with and you think can be a guiding light
[00:14:30] for the future? What is in this
[00:14:34] review? Thank you. Yes, the research you referred to was a multi-year
[00:14:37] collaboration that resulted
[00:14:40] in this policy brief that
[00:14:42] was published in the UN,
[00:14:46] at the United Nations University's Institute for Water, Environment, and Health,
[00:14:50] in collaboration with Professor Kaveh Madani,
[00:14:53] who heads this organization at the United Nations.
[00:14:56] And in fact, it was a summary
[00:14:59] of several years of research, specifically inspired
[00:15:03] by Iran, which led us to do this work.
[00:15:06] What was
[00:15:08] observed specifically in
[00:15:12] the context of Iran and its conditions
[00:15:16] were issues that people probably still remember
[00:15:19] from five or six years ago, such as
[00:15:23] the reliable and clear dissemination
[00:15:26] and communication of data to the public,
[00:15:30] which can be very helpful, and we have referred to it.
[00:15:33] Another issue is protecting health decisions from
[00:15:37] political pressures, which again, in the Iranian context,
[00:15:41] the prohibition of certain vaccines could be considered
[00:15:45] one of these political pressures. In addition, other issues
[00:15:48] such as the lack of transparency regarding conflicts of interest
[00:15:51] of researchers or those responsible
[00:15:55] for vaccination distribution, and finally, strengthening the delivery
[00:15:59] of vaccines to the people. Some vaccines were mRNA vaccines
[00:16:02] that required a cold chain or sufficient human resources
[00:16:06] in various regions of Iran. It was not
[00:16:09] enough for these vaccines to arrive. These were things that led
[00:16:13] me to this conclusion, that we should continue this work with
[00:16:17] the cooperation of several colleagues who played a role in this work.
[00:16:21] And finally, we will have another pandemic,
[00:16:24] and this pre-crisis preparedness is what
[00:16:28] led us to do this work before, unfortunately,
[00:16:31] it is a reality that another public health
[00:16:34] crisis will occur.
[00:16:40] After all, this vaccine came
[00:16:43] out and millions of people
[00:16:46] around the world used it, which also created
[00:16:50] a climate of distrust. There are still people who
[00:16:53] believe that, for example, a
[00:16:56] part of their body hurts because they received the COVID vaccine
[00:16:59] at some point. Now, the results are different for different
[00:17:03] individuals. How can this distrust be
[00:17:07] addressed, and
[00:17:09] how much negative impact might
[00:17:12] this have on future pandemics? Yes, in
[00:17:16] my opinion, this was perhaps one of the bitterest consequences
[00:17:19] of the coronavirus era. My concern is that
[00:17:23] some, or perhaps many, have a distorted narrative
[00:17:26] of what happened, that the pandemic itself
[00:17:30] was a lie, that vaccines took more lives,
[00:17:32] and unfortunately, none of these claims
[00:17:36] are supported by any evidence. And if
[00:17:40] these are the things that will remain in people's minds about
[00:17:44] the next pandemic and the effects
[00:17:46] of vaccines, then it can have widespread negative consequences.
[00:17:50] Of course, we should not dismiss people's concerns about
[00:17:53] vaccination and vaccines, and our intention
[00:17:57] in this research was not that at all. In fact,
[00:18:00] precisely in line with this, one of our main
[00:18:03] emphases is transparency in reporting and precise
[00:18:07] transparency of these data, which will prevent
[00:18:10] fueling speculation that individuals may have,
[00:18:14] or which is very systematic regarding vaccination.
[00:18:16] Of course, this can answer
[00:18:20] these doubts with transparency. And the second mechanism
[00:18:24] that I think is very important, again in the context
[00:18:27] of Iran, is that independent institutions
[00:18:30] that work on vaccine assessment should be given a voice.
[00:18:33] They should be given the opportunity to work and the mechanism
[00:18:37] that should actually be provided to them so that they can
[00:18:41] do this work with a focus
[00:18:44] on scientific issues. This is a larger issue
[00:18:48] that relates to the health policies of that country.
[00:18:52] This, again, in the context of Iran, requires a separate discussion.
[00:18:55] In your research, what
[00:18:59] recommendations did you make? You mentioned some of them in
[00:19:03] the first question, but do you want to make them available
[00:19:07] to countries and also to the UN for
[00:19:11] future occasions? Yes, I said
[00:19:15] there were six points. I mentioned three or four of them.
[00:19:18] Some things are specific to Iran, which is why I was focusing
[00:19:22] on those in my speech. But some things
[00:19:26] are also much broader than the discussion of Iran.
[00:19:29] Well, we really saw how much faster vaccination happened
[00:19:33] in higher-income countries, and our research and many
[00:19:37] others' research has shown how much this acceleration
[00:19:40] and equitable delivery of vaccines to places where people
[00:19:43] are more likely to get involved and are at higher risk of death
[00:19:47] can prevent them. And one of our recommendations was specifically
[00:19:50] for equitable recommendations regarding vaccine
[00:19:54] distribution among countries, which should be based
[00:19:57] on health priority, not
[00:20:00] the income level of countries. And that's what happened with
[00:20:03] COVID-19, right? Exactly,
[00:20:07] one thing. In fact, the mechanism of
[00:20:10] Covax that occurred was much better than before,
[00:20:14] because before the pandemic, this process of equitable distribution
[00:20:17] happened much slower. In fact, Covax was a great success.
[00:20:21] At the same time, we also examined the challenges
[00:20:24] related to this mechanism and proposed practical solutions
[00:20:28] that can help accelerate and equitably distribute
[00:20:32] vaccines between countries and within countries
[00:20:35] in the next pandemic. In Iran, however,
[00:20:39] some political issues were also raised,
[00:20:43] including the statement that American vaccines would not be imported.
[00:20:46] I think you also addressed this issue. Yes,
[00:20:50] exactly what I said in the discussion
[00:20:53] about protecting health decisions from political
[00:20:56] pressure is a mechanism that is very important
[00:21:00] to happen from the very beginning. It happened specifically in Iran,
[00:21:04] but it also happened in a different way in America and in other
[00:21:08] countries. And again, here, the mechanisms
[00:21:12] that we recommended regarding independent institutions,
[00:21:15] transparency, conflict of interest, again, these are things that
[00:21:19] can help prevent these issues from delaying
[00:21:23] the equitable distribution of vaccines
[00:25:03] look, the Greco-Roman wrestling team
[00:25:07] has also done proper foundational work, and it is following
[00:25:11] a process. There is competition,
[00:25:14] and at the same time, the efforts
[00:25:18] of Mr. Kakahaji, Mr.
[00:25:20] Ershad Alizadeh, Mr. Bawofa, up until they reach Hassan
[00:25:23] Rangraz, these are all individuals who
[00:25:27] add something to the person.
[00:25:31] That kind of competition does not exist.
[00:25:35] And it is complete that now, for example, the head coach
[00:25:38] of the Iranian youth team is one
[00:25:41] of the assistants of this head coach in the senior team.
[00:25:44] Well, the question is, where have these gentlemen
[00:25:47] coached, in which club? Where have they trained students?
[00:25:51] Nowhere. Look,
[00:25:54] in our wrestling, overall,
[00:25:58] we had a brilliant generation from 2014
[00:26:01] to 2018. Therefore,
[00:26:28] the result of those efforts, the result of foundational
[00:26:31] work, is that Iranian teams get results.
[00:26:35] I remember three years ago, I was with you,
[00:26:38] and you asked about the Iranian youth team, with these results
[00:26:42] it has achieved, how can it
[00:26:45] have a future? I told you that
[00:26:49] these individuals should reach the senior team faster.
[00:26:52] It didn't happen, and the result was that in 2024,
[00:26:56] the Iranian youth freestyle team became the second
[00:26:58] team, then the third, and this year, the fourth. Thank you.
[00:27:21] Water and the sufferings of the Iranians.
[00:27:24] When the Tehran subway destroys the Mehr-e-Qanat in
[00:27:27] Toopkhaneh, we have disrupted the physics
[00:27:31] of the environment.
[00:27:35] Other fishermen are like us. They are also
[00:27:38] unemployed. The same fate has befallen
[00:27:41] the hamuns as has befallen our other talabs. The water
[00:27:45] is salty now, because of the water shortage.
[00:27:47] Salty water
[00:27:50] no longer exists. The sea
[00:27:53] was not like that.
[00:27:55] Karun has benefited
[00:27:59] a grieving and oppressed mother, Iran, and we
[00:28:03] have forgotten Iran. Isn't it a pity that
[00:28:07] this beauty is being lost?
[00:28:13] "The Season of Water" with Kaveh Madani on Aparat.
[00:28:56] This is London, BBC Radio. Headlines from
[00:28:59] Iran to the world. Listen to the "Jame Jahan Nama"
[00:29:02] program from BBC Persian. You can listen to this
[00:29:06] program every night at 8 PM Iran time
[00:29:10] on medium wave 702 kHz and
[00:29:13] shortwave (9465
[00:29:16] kHz) on BBC Persian.
[00:29:20] You can also catch the repeat of this program at 9 PM
[00:29:23] Iran time on medium wave 702 kHz
[00:29:27] and shortwave 9535
[00:29:30] kHz. Jame Jahan Nama from BBC Radio.
[00:29:33] از رادیو بی بی سی.
[00:30:26] Hello everyone, welcome to a short news segment from BBC
[00:30:30] Persian television. Abbas Araghchi, Iran's Foreign Minister, said that
[00:30:34] as a result of ongoing talks with Qatari mediators,
[00:30:37] Iran's proposed seven-day plan has now been reduced
[00:30:41] to two days, so that if the US fulfills Iran's conditions
[00:30:45] on the first day, the Strait of Hormuz will reopen
[00:30:49] on the second day. Mr. Araghchi's statements coincide with several
[00:30:52] other oil tankers being targeted in the Persian Gulf, one of which
[00:30:56] was carrying Qatari gas and has been widely condemned.