Google Cloud Speech-to-Text API (Chirp) + Gemini 2.5 Flash Non-Thinking. Treat it as a searchable index of what was broadcast, not a quotation record.
00:00:00If Mr. Trump is going to lose,
00:00:03if some polls at least
00:00:06say so, then do you think this defeat should be attributed
00:00:09to this war or
00:00:11not?
00:00:17This is a really good question.
00:00:21I think
00:00:23President Trump's
00:00:26popularity has declined and is now.
00:00:40The second problem was fighting immigration, and
00:00:43then the law of war with Iran. But
00:00:47Americans were able to face the war with Iran
00:00:51for two reasons, facing both sides
00:00:54of the story. One is the issue of fuel
00:00:58and rising prices. which has been to their detriment,
00:01:01and the second is that many
00:01:05traditional Republicans
00:01:08are those who
00:01:11want to restore glory to
00:01:13America. They don't want
00:01:17America to enter wars
00:01:20and they don't like
00:01:23to join these wars. Therefore,
00:01:26many of them have become disillusioned.
00:02:00Schools are among these plans, increasing cooperation
00:02:03with the Basij Organization and increasing the presence of military
00:02:06forces and military and ideological training for students. Farnoush Hamishahi
00:02:10says in her report that many
00:02:14consider these changes a violation of children's
00:02:17rights.
00:02:20We will die, we will not accept humiliation, holding
00:02:24a gun ready
00:02:26for battle. A student whose educational system.
00:02:36Training a generation that, according to the Minister of Education, will have the culture of martyrdom,
00:02:39sacrifice, and devotion to the system so that
00:02:43they can fight arrogance.
00:02:47The main battlefield
00:02:50of the enemy is the schools of our country,
00:02:55the minds of the youth and teenagers
00:02:58of our country.
00:03:14Among the new agreements of the Ministry of Education
00:03:18with the Basij for reorganizing the student Basij
00:03:22and more ideological and political cooperation after
00:03:25last year's memorandum of understanding with the police force, which
00:03:29caused many concerns about the securitization
00:03:32of schools.
00:03:37Now, the police and military forces have entered schools
00:03:40more than ever before. And working with weapons is
00:03:43on the serious agenda of schools. Based on
00:03:47the "Nomidan" plan, which was introduced with the participation of Basij,
00:03:51students at all levels are supposed to participate
00:03:54in three
00:03:56mother kept getting happier. As I have competitions. They will receive military training in the field of relief and.
00:04:00Critical thinking and media literacy for distinguishing
00:04:03the front of truth against falsehood will be taught in theory
00:04:07and practice
00:04:07courses.
00:04:13This plan is alongside the "Young Fighter" headquarters, also in
00:04:16cooperation with the Basij Organization. Students are taught
00:04:20that the main obstacle to the
00:04:24appearance of Israel is. The goal of this plan
00:04:27includes training in weapon handling, reconnaissance,
00:04:31and collecting public information in neighborhoods
00:04:34to identify infiltrators as well as
00:04:37"Rajs Khani" and crowd control
00:04:39in gatherings.
00:04:47Such as attending government night gatherings, which the Minister
00:04:51of Education said will be available to students
00:04:55every Wednesday. Critics consider the performance
00:04:58of the Ministry of Education to be against the UN
00:05:02Convention on the Rights of the Child, of which Iran is also a member.
00:05:06They say the duty of this ministry
00:05:09is to provide the groundwork for the scientific education of students.
00:05:17But the government has been trying for years to engrave
00:05:21its own values and narrative in the minds of
00:05:23students.
00:05:30And come, come, come, by turning teachers into propagandists
00:05:33and the presence of clerics
00:05:37in schools, and even holding maneuvers for confrontation in
00:05:41internal conflicts that have been pursued for several years,
00:05:44but the desired success of the government has not
00:05:48been achieved. I told them how to hold congregational
00:05:51prayers. The Imam of the congregation
00:05:55is written as their leader.
00:05:59Their leader stands in front of everyone.
00:06:03The Islamic Republic, especially after the Women, Life, Freedom
00:06:07movement, has tried to gain more control over
00:06:10schools.
00:06:14During the January protests, it became clear that the gap is deep. According
00:06:17to the Teachers' Syndicate, during those protests, at least
00:06:21216 students were killed and hundreds
00:06:25were arrested.
00:06:30The new round of strictures has made homeschooling
00:06:33and private schools more
00:06:35popular.
00:06:37The result is families who, against the ideology
00:06:41of the government, have raised a generation
00:06:44that is far from the ideal student
00:06:47of the system. Farnoush Hameshah
00:06:51BBC.
00:06:55Ameneh Askari, researcher and child rights activist and representative
00:06:58of the non-profit organization Defenders of Children's
00:07:01Rights in Iran, is with us. Welcome to the program,
00:07:05Ms. Hassani. From the perspective of child rights, how should
00:07:09we view what we are seeing, these trainings that are being given in schools,
00:07:13especially after this war and the concern of another
00:07:17war breaking out? Hello to you
00:07:20and your viewers. Look,
00:07:24generally, when in
00:07:28the first stage, the Islamic Republic is trying to,
00:07:31as it is in their
00:07:34propaganda, restart a factory for producing
00:07:38Hossein Fahmidehs, the same thing that existed in the 1980s.
00:07:42But from the perspective of child rights, children's
00:07:45rights are violated at several stages
00:07:49and at several layers and levels. The first part
00:07:52is that Basij is generally
00:07:56part of the IRGC. As a result, when a child is, in fact,
00:07:59trained by the Basij force, it means they are under the command of the IRGC
00:08:03and Basij. This,
00:08:07according to the Paris Principles, completely defines
00:08:10child soldiers, even if
00:08:17it is a new field, even if all these children
00:08:20do not carry weapons. As a result,
00:08:23they are literally using children as child soldiers,
00:08:27which, according to the Convention on the Rights of the Child, as your
00:08:31colleague mentioned in the program, completely violates
00:08:35several provisions of the Convention on the Rights of the Child. In addition,
00:08:38we recognize four fundamental rights for children: the right to survival,
00:08:42development, participation, and protection. The presence of children
00:08:46in such circumstances, carrying weapons,
00:08:49violates all children's rights.
00:08:53That is, instead of surviving, instead of the right to survival,
00:08:56they are encouraging children to die.
00:09:00They are encouraging children to martyrdom, to the culture of martyrdom,
00:09:03and this is one of the fundamental rights
00:09:06of children. Protecting children is the same.
00:09:09Instead of protecting children, they are, in fact,
00:09:12putting them at risk. But as you said, this is
00:09:15both for the possibility of war
00:09:19and for the possibility of protests
00:09:22that may happen, so that children, as they used them
00:09:25in the Women, Life, Freedom uprising, will be used again
00:09:29in checkpoints, and because they know that
00:09:33people's behavior with children will be different,
00:09:36and they want to use this as well. Your advice to families
00:09:40who, after all, have to send their children to schools
00:09:43during wartime. Many might say that in wartime, these
00:09:47things might happen. We should go and see, for example,
00:09:51what the situation is like in Ukraine, and those of us who went to school
00:09:54in Iran in the 1980s remember well what
00:09:58happened to children in schools during
00:10:02that war. But
00:10:05what is your advice to families if they want to
00:10:08protect themselves from harm, especially psychological harm? Look,
00:10:16the psychological harm of using children,
00:10:20as I said, at each of these stages is very high. Children
00:10:23learn violence.
00:10:26Especially in the case of adolescents, because of their sense of belonging
00:10:30and identity formation, it is much
00:10:33more likely that they will
00:10:36become victims of brainwashing. But of course, we know that this program starts
00:10:40with children as young as seven years old. It targets children
00:10:43from 7 to 15 years old, in fact. Families must definitely stand
00:10:47against this. In addition, child rights defenders inside
00:10:51Iran, various other movements, this is really a disaster because,
00:10:55besides children being directly harmed
00:10:58and put at risk, the personality
00:11:01of children, their future, all of these are affected
00:11:05by this program. In addition, let's consider one very
00:11:08strange thing that was in this program, in their "Meydan No" program. There's
00:11:12weapon training, then first aid
00:11:16training for empowering children,
00:11:19they don't teach first aid to children for using children
00:11:23as child soldiers. They are doing this. As I said,
00:11:27a child soldier is not just a child who carries a weapon. A child
00:11:30who provides support, the same child who gathers information
00:11:33from the neighborhood, they are actually brainwashing children
00:11:37into espionage to use them. All of these fall
00:11:40under the definition of a child soldier. Another thing they had
00:11:44was critical thinking. They want to teach children
00:11:48critical and media thinking. We all know this is not true because
00:11:51these same children, if they really have critical thinking,
00:11:55are children, and we know a very large number of them
00:11:58were arrested during the January uprising
00:12:01and are still in detention. As a result,
00:12:05no part of this plan is positive or aims
00:12:08to empower children. It is 100%
00:12:12contradictory to all children's rights based on the Convention
00:12:16on the Rights of the Child, based on the fundamental rights of children that we
00:12:20discussed. We really must call on families and progressive
00:12:23movements inside Iran, just as we must strongly
00:12:27fight this plan outside Iran, contact truth-finding
00:12:31committees and various other bodies and provide them
00:12:35with the details of this plan. Families should absolutely not
00:12:39give in to this. We know that many schools
00:12:43have told them they will be given statues and will be honored
00:12:46if they do this. School principals will be honored.
00:12:49From these, in fact, encouragements that they will
00:12:53give to children, families must be very sensitive to this,
00:12:57and I really repeat, no part of this plan
00:13:00is empowering children to face the potential
00:13:04dangers of war. All of this is the use
00:13:08of children and the promotion of the culture of martyrdom,
00:13:11the promotion of the culture of death, in fact,
00:13:14which the Islamic Republic, in its 47 years
00:13:18of existence, has only done this for children. Thank you,
00:13:20Ameneh Askari, researcher and child rights activist, with
00:13:24me. The production of COVID-19 vaccines was a major
00:13:28scientific achievement, but many people around the world, including
00:13:32in Iran, were not able to benefit from this achievement in time. Now,
00:13:35a new policy brief by the United Nations
00:13:39University addresses the question of what should
00:13:42be done in future pandemics. According to the research of these
00:13:46researchers, if the global distribution of vaccines had started
00:13:49about 100 days after the genetic sequencing of the virus
00:13:53was determined, millions of deaths could have been prevented
00:13:57by the end of 2021. Now, many are
00:14:00calling for equitable access to vaccines from the design
00:14:03stage to financing,
00:14:06production, procurement, distribution, and transfer
00:14:09to be considered. Dr. Mahan Ghaffari, head of the Research
00:14:13Group on Molecular Evolution and Epidemiology of Emerging
00:14:17Pathogens at Oxford University, who has led this
00:14:213-year research program, is with us.
00:14:24Dr., what is your finding, perhaps
00:14:27a finding that you are very
00:14:30pleased with and think can be a guide for the
00:14:34future in this study?
00:14:36Thank you.
00:14:38Yes, the research you referred to was a multi-year
00:14:42collaboration that resulted in this policy brief
00:14:46that was published by the UN
00:14:49United Nations University's Institute for Water, Environment and Health.
00:14:53It was a collaboration with Professor Madani, who
00:14:56heads this organization at the United Nations,
00:15:00and was in fact a summary of several
00:15:03years of research that was specifically inspired by Iran,
00:15:07which is why we did this work.
00:15:10What was
00:15:12observed, specifically in the context
00:15:16of Iran and Iran's conditions, were issues
00:15:19that were much discussed. People may still remember
00:15:23from 6 years ago the issue of
00:15:27releasing data in a reliable and clear
00:15:30manner and reporting it to the people, which can be very
00:15:34helpful, and that is one of the points we mentioned.
00:15:37Another issue is protecting health decisions from
00:15:41political pressures, which again in the context of Iran,
00:15:45the prohibition of some vaccines could be considered
00:15:48part of these political pressures, as well as other
00:15:52issues such as the lack of transparency in potential conflicts
00:15:55of interest of researchers or those responsible
00:15:59for vaccine distribution, and finally, strengthening vaccine
00:16:03delivery to the people. The fact that some vaccines were mRNA vaccines
00:16:06that required a cold chain or sufficient
00:16:10personnel in different regions of Iran was not
00:16:14enough to deliver these vaccines. These were things that led
00:16:17me to believe that we should continue this work with the
00:16:20cooperation of several colleagues who were involved
00:16:24in this work, and finally, we will have another pandemic,
00:16:28and this pre-crisis preparedness is what
00:16:32led us to believe that before another, unfortunately,
00:16:35the reality is that a crisis,
00:16:38in fact, a global health crisis will occur, we
00:16:42can have this preparedness. After all,
00:16:46this vaccine came and
00:16:48many millions of people around the world used
00:16:51it, which also led to a climate of distrust.
00:16:55There are still people who believe that,
00:16:58for example, they have pain somewhere
00:17:01because they got the COVID vaccine at some point. Now, for
00:17:05different people, it's different.
00:17:09What can be done about this distrust, and
00:17:13how much negative impact might this
00:17:16have in future pandemics? Yes,
00:17:20in my opinion, perhaps this was one of the bitterest
00:17:23consequences of the کرونا era. My concern is that
00:17:27some or many may have a distorted narrative
00:17:30of what happened, that the pandemic itself
00:17:34was a lie, and that vaccines killed more people.
00:17:37And unfortunately, none of these claims are consistent
00:17:41with scientific evidence in any way, and if
00:17:45these are going to be things that remain in people's minds
00:17:49about the next pandemic and the effects of vaccines,
00:17:52then it can have extensive negative consequences. Of course,
00:17:56people's concerns about vaccination and vaccines
00:17:59should not be taken lightly, and our intention in this
00:18:02research was not that at all, and in fact, precisely
00:18:06one of our main emphases is on transparency in reporting
00:18:09and accurate transparency of this data to prevent
00:18:13fueling speculation that individuals may
00:18:16have, or of course, much of it is very systematic
00:18:20with regard to vaccination. It can respond to these
00:18:24doubts with transparency. And the second mechanism that I think
00:18:28is very important, again in the context of Iran,
00:18:31is that independent institutions
00:18:34that work on vaccine evaluation should, in fact,
00:18:37be given a voice. They should be given the opportunity
00:18:41and the mechanism that should be provided
00:18:44to them to be able to do this work
00:18:48with a focus on scientific issues, and this is
00:18:52a bigger thing, it goes back to the health
00:18:56policies of that country, which, again, in the context
00:18:59of Iran, requires a separate discussion. So what
00:19:03recommendations did you make in this study? Part of it
00:19:09for countries and also for the United Nations to make
00:19:12available to countries for
00:19:15next times. Yes, I said there were six
00:19:19points, and I mentioned three or four of them.
00:19:22Some things are specific to Iran, which is why
00:19:26I was focusing on that aspect in my speech. But some
00:19:29things are also much broader than the discussion about Iran.
00:19:33We really saw how much faster vaccination happened
00:19:37in high-income countries, and our research and much
00:19:40other research has shown how much this acceleration
00:19:44and equitable delivery of vaccines to places where vulnerable
00:19:47individuals can be very affected and have a higher
00:19:50risk of death can prevent that. And one of our recommendations
00:19:54was specifically for equitable distribution of
00:19:58vaccines among countries that is based
00:20:01on health priority, not
00:20:04the income level of countries, and well, regarding.
00:20:11There is something that is new regarding COVID,
00:20:14the COVAX mechanism that emerged was much better than before,
00:20:18because before the pandemic, this process of equitable distribution
00:20:21happened much slower. In fact, COVAX was a great success.
00:20:24At the same time, we also examined challenges related
00:20:28to this mechanism and proposed practical solutions
00:20:32that can help in the next pandemic
00:20:35between countries and within countries to faster and
00:20:39equitable distribution, specifically regarding vaccines. And regarding
00:20:43Iran, of course, some political issues
00:20:46were also raised here, including that American vaccines will
00:20:50not be imported and so on. I think you also addressed this issue.
00:20:54Yes, specifically, as
00:20:57I said, in the discussion of protecting health
00:21:00decisions from political pressure, it
00:21:04is a mechanism that is very important to happen from the very beginning.
00:21:08It happened specifically in Iran, but it also happened
00:21:12in a different way in the US and in other countries.
00:21:15And again here, the mechanisms we recommended regarding
00:21:19independent bodies, transparency of conflicts of interest,
00:21:23again, these are things that can help prevent
00:21:26these issues from causing delays in equitable vaccine distribution