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00:00:00If some polls, at I least, say so, then do
00:00:04you think this defeat should be attributed to this war,
00:00:07or
00:00:13is this a really good question?
00:00:17I think that
00:00:19President Trump's
00:00:22popularity, which has fallen and is now
00:00:25around 40 percent, is due to three reasons.
00:00:41The second problem was the fight against immigration, and then the law of war with Iran. But Americans
00:00:44were able to face two sides of the story with the war
00:00:47with Iran for two reasons.
00:00:51One was the issue of fuel and rising prices,
00:00:55which was to their disadvantage. And
00:00:58the second is that many of
00:01:01the more traditional Republicans
00:01:05who are MAGA supporters and want to return
00:01:09glory to America,
00:01:11they don't want America
00:01:14to enter wars, and they don't like
00:01:18to
00:01:20join these wars. Therefore, many of
00:01:24them are disappointed with the war with Iran and think
00:01:27that this is America's problem.
00:01:30It wasn't, they should have been more concerned about themselves. Well, this is also one of
00:01:34the President's problems. Thank you, Robert Morand,
00:01:37expert in polling and former Republican Party strategist. We
00:01:41are on the eve of November 4th, Student Day in Iran.
00:01:44The Ministry of Education has unveiled plans
00:01:48whose goal is to strengthen the military
00:01:51and ideological
00:01:54atmosphere in schools. The military and
00:01:57ideological atmosphere, greater cooperation with the Basij organization, and
00:02:01increased presence of military forces and military and
00:02:04ideological training for students are among these plans. Farnoush Amirshahi
00:02:08says in her report that many consider these changes
00:02:11to be a violation of children's
00:02:13rights.
00:02:16We do not accept humiliation.
00:02:19They hold guns and are ready
00:02:23for the student who prefers the official educational
00:02:26and ideological system of Iran to beg.
00:02:31To train a generation that, according to the Minister of Education,
00:02:34possesses the culture of martyrdom, sacrifice, and devotion to
00:02:37the system so that it can fight against
00:02:41arrogance. The main
00:02:45battlefield of the enemy
00:02:48is our country's schools,
00:02:51the minds of our country's youth
00:02:54and teenagers.
00:02:56To be martyred.
00:02:59The wise leader. With this perspective, this year, schools have reopened
00:03:02with significant changes in educational
00:03:05priorities.
00:03:07خورد.
00:03:10Including new agreements between the Ministry of Education
00:03:13and the Basij for the reorganization of the student Basij
00:03:17and increased ideological and political
00:03:20cooperation. After last year's memorandum of understanding with the police
00:03:23force, which caused many concerns about the securitization
00:03:27of schools. Now, the police and military
00:03:33forces have a greater presence in schools than ever before,
00:03:36and weapons training is a serious
00:03:40agenda item for schools. Based on the "Noumidan" plan,
00:03:43introduced in cooperation with the Basij, students
00:03:47at all levels are to participate in
00:03:50three types of competitions. They will receive military
00:03:53training, and in the fields of relief and what is called critical
00:03:57thinking and media literacy for identification.
00:04:09This plan, along with the "Nawjawan Mobarez" (Warrior Teenager) headquarters, also in cooperation
00:04:13with the Basij Organization, teaches students
00:04:16that the main obstacle to the
00:04:20emergence of Israel is the goal of this plan, including
00:04:23training in weapon handling, reconnaissance, and collecting
00:04:27public information in neighborhoods to identify
00:04:30infiltrators as well as rhetoric
00:04:33and leadership in gatherings
00:04:35has been announced.
00:04:43Iran, like participating in government night gatherings, which the Minister
00:04:47of Education said will be available to students
00:04:50every Wednesday. Critics
00:04:53consider the actions of the Ministry of Education to be a violation
00:04:56of the UN Convention on the Rights of the Child,
00:05:00of which Iran is also a member. They say that the duty of
00:05:04this ministry is to provide the groundwork
00:05:07for the scientific education of students.
00:05:09Peace be upon you.
00:05:13But the government has been trying for years to engrave
00:05:17its own values and narratives in the minds of
00:05:20students and to
00:05:22come, come,
00:05:26come by turning teachers into preachers and by the presence of seminary students
00:05:30in schools.
00:05:33And even by holding maneuvers for confrontation in internal
00:05:37conflicts that have been ongoing for several years.
00:05:40But success. The desired success of the government
00:05:44has not been achieved. I told them how congregational prayers
00:05:47are held. The prayer leader is written
00:05:51as their leader.
00:05:55It says their leader stands in front
00:05:57of everyone. The Islamic Republic, especially after
00:06:01the "Woman, Life, Freedom" movement, has tried to gain
00:06:05more control
00:06:06over schools.
00:06:10It became clear during the protests
00:06:58they are with us in Iran. Welcome to the program, Madam.
00:07:02From the perspective of children's rights, how should
00:07:05we view these trainings that are being given in schools,
00:07:07especially after this war
00:07:11and the fear of another war breaking out?
00:07:14Hello to you and your viewers.
00:07:18Look, when
00:07:22at the first stage, the Islamic Republic
00:07:26is trying to restart
00:07:29a factory for producing Hossein Fahmidehs
00:07:32from scratch again, as it was in the 1980s.
00:07:36But from the perspective of children's rights,
00:07:39in several stages and in several.
00:08:13It is a new field, even if all these children do not pick up
00:08:17weapons. As a result,
00:08:19they are literally using children as child soldiers,
00:08:22which, according to the laws of the Children's Convention,
00:08:26as your colleague mentioned in the program,
00:08:29completely violates several
00:08:33articles of the Convention on the Rights of the Child. In addition, we have four fundamental rights for
00:08:36children: the right to survival, development, participation,
00:08:39and protection. The presence of children in fact.
00:08:43In such circumstances, taking up arms violates
00:08:47all children's rights. That is, instead of living,
00:08:50instead of the right to survival, they are encouraging
00:08:54children to die. They are encouraging children
00:08:58to martyrdom, to the culture of martyrdom, and this is one of
00:09:01the fundamental rights of children.
00:09:04Protecting children, likewise,
00:09:07instead of protecting children, they are actually putting them at risk.
00:09:10But as you said, this is both
00:09:13for the possibility of war and
00:09:16for the possibility of protests that may happen,
00:09:20where they use children, as they did in the "Woman, Life, Freedom" uprising,
00:09:23again at checkpoints, because they know
00:09:27people's interactions with children
00:09:30will be different, and they want to use this as well.
00:09:34What is your advice to families who, after all, have to send
00:09:38their children to school during wartime?
00:09:41Many of us
00:09:50who went to school in Iran in the 1980s remember well what
00:09:53happened in schools during that war
00:09:56to the children in school.
00:09:59But what is your advice to families
00:10:03if they want to keep their children away
00:10:06from harm, especially psychological harm?
00:10:10Look,
00:10:12the psychological harm of using children, as I said,
00:10:16is very extensive at every stage. Children learn
00:10:20violence, and especially
00:10:23in the case of adolescents, because of their sense of belonging
00:10:26and identity, they are
00:10:29much more likely to be victims
00:10:32of brainwashing. But of course, we know that this program starts
00:10:36with children as young as seven years old. It targets children aged seven to fifteen.
00:10:40Families must definitely oppose this.
00:10:43In addition, child rights advocates within Iran have various
00:10:47movements. This is truly a catastrophe,
00:10:51because in addition to children being directly abused. Weapon
00:11:10training is followed by first aid training to empower
00:11:13children. They don't teach first aid
00:11:17to children for the purpose of using them as child soldiers.
00:11:21They are doing this, and as I said, a child soldier is not just a child
00:11:25holding a weapon. A child who supports them is
00:11:28the child who collects information from the neighborhood.
00:11:31In fact, they are brainwashing children to use them for espionage.
00:11:35All of this falls under the definition of a child soldier. Another
00:11:39thing they had was critical thinking.
00:11:42They want to teach children critical and media thinking. We all
00:11:46know that such a thing does not exist, because if these children really
00:11:49had critical thinking, they would become the children who, as we know,
00:11:53many of them were arrested during the uprising
00:11:57in December and are still in detention. Therefore, there is no
00:12:01part of this plan that is positive
00:12:05or would empower children. It is
00:12:08100% contradictory to all children's rights
00:12:12under the Convention on the Rights of the Child, based on the fundamental
00:12:15rights of children that we discussed. We really must ask
00:12:19families and leading movements inside Iran, just as we must
00:12:22outside Iran, to strongly fight this plan.
00:12:25We must contact truth commissions
00:12:29or various organizations and provide them with the details
00:12:33of this plan. Families should under no circumstances give in to this.
00:12:37We know that many schools have told them that they will receive
00:12:41awards and be appreciated if they do this. School principals
00:12:44will be appreciated for the encouragement
00:12:48they will give to children. Families should be very sensitive
00:12:52to this, and I really repeat again. No part of
00:12:56this plan is about empowering children to deal
00:12:59with the potential dangers of war. All of this use of
00:13:03children and promotion of the culture of martyrdom
00:13:06is essentially the promotion of a culture of death, which the Islamic
00:13:10Republic has done for children in its 47-48 years
00:13:13of existence. Thank you, Ameneh Askari,
00:13:17researcher and child rights activist.
00:13:21The production of COVID-19 vaccines was a great achievement.
00:13:25But many people around the world, including in Iran, were unable
00:13:29to benefit from this achievement in time. Now,
00:13:32a new policy from the United
00:13:35Nations University addresses the question of what should be done
00:13:38in future pandemics. According to these researchers,
00:13:42if global vaccine distribution had begun
00:13:45about 100 days after the genetic sequencing
00:13:49of the virus, millions of deaths could have been prevented
00:13:52by the end of 2021.
00:13:55Now, many are calling for equitable access to vaccines
00:13:58from the design stage to funding,
00:14:02production, purchase, distribution, and transfer
00:14:06to be considered. Dr. Mahan Ghafari, head of the Molecular
00:14:09Evolution and Epidemiology of Emerging Pathogens Research
00:14:13Group at Oxford University, who has been leading
00:14:17this 3-year research program, is with us. Dr.
00:14:20Ghafari, what is your finding, perhaps
00:14:24a finding that you are very happy
00:14:27with and you think can be a guiding light
00:14:30for the future? What is in this
00:14:34review? Thank you. Yes, the research you referred to was a multi-year
00:14:37collaboration that resulted
00:14:40in this policy brief that
00:14:42was published in the UN,
00:14:46at the United Nations University's Institute for Water, Environment, and Health,
00:14:50in collaboration with Professor Kaveh Madani,
00:14:53who heads this organization at the United Nations.
00:14:56And in fact, it was a summary
00:14:59of several years of research, specifically inspired
00:15:03by Iran, which led us to do this work.
00:15:06What was
00:15:08observed specifically in
00:15:12the context of Iran and its conditions
00:15:16were issues that people probably still remember
00:15:19from five or six years ago, such as
00:15:23the reliable and clear dissemination
00:15:26and communication of data to the public,
00:15:30which can be very helpful, and we have referred to it.
00:15:33Another issue is protecting health decisions from
00:15:37political pressures, which again, in the Iranian context,
00:15:41the prohibition of certain vaccines could be considered
00:15:45one of these political pressures. In addition, other issues
00:15:48such as the lack of transparency regarding conflicts of interest
00:15:51of researchers or those responsible
00:15:55for vaccination distribution, and finally, strengthening the delivery
00:15:59of vaccines to the people. Some vaccines were mRNA vaccines
00:16:02that required a cold chain or sufficient human resources
00:16:06in various regions of Iran. It was not
00:16:09enough for these vaccines to arrive. These were things that led
00:16:13me to this conclusion, that we should continue this work with
00:16:17the cooperation of several colleagues who played a role in this work.
00:16:21And finally, we will have another pandemic,
00:16:24and this pre-crisis preparedness is what
00:16:28led us to do this work before, unfortunately,
00:16:31it is a reality that another public health
00:16:34crisis will occur.
00:16:40After all, this vaccine came
00:16:43out and millions of people
00:16:46around the world used it, which also created
00:16:50a climate of distrust. There are still people who
00:16:53believe that, for example, a
00:16:56part of their body hurts because they received the COVID vaccine
00:16:59at some point. Now, the results are different for different
00:17:03individuals. How can this distrust be
00:17:07addressed, and
00:17:09how much negative impact might
00:17:12this have on future pandemics? Yes, in
00:17:16my opinion, this was perhaps one of the bitterest consequences
00:17:19of the coronavirus era. My concern is that
00:17:23some, or perhaps many, have a distorted narrative
00:17:26of what happened, that the pandemic itself
00:17:30was a lie, that vaccines took more lives,
00:17:32and unfortunately, none of these claims
00:17:36are supported by any evidence. And if
00:17:40these are the things that will remain in people's minds about
00:17:44the next pandemic and the effects
00:17:46of vaccines, then it can have widespread negative consequences.
00:17:50Of course, we should not dismiss people's concerns about
00:17:53vaccination and vaccines, and our intention
00:17:57in this research was not that at all. In fact,
00:18:00precisely in line with this, one of our main
00:18:03emphases is transparency in reporting and precise
00:18:07transparency of these data, which will prevent
00:18:10fueling speculation that individuals may have,
00:18:14or which is very systematic regarding vaccination.
00:18:16Of course, this can answer
00:18:20these doubts with transparency. And the second mechanism
00:18:24that I think is very important, again in the context
00:18:27of Iran, is that independent institutions
00:18:30that work on vaccine assessment should be given a voice.
00:18:33They should be given the opportunity to work and the mechanism
00:18:37that should actually be provided to them so that they can
00:18:41do this work with a focus
00:18:44on scientific issues. This is a larger issue
00:18:48that relates to the health policies of that country.
00:18:52This, again, in the context of Iran, requires a separate discussion.
00:18:55In your research, what
00:18:59recommendations did you make? You mentioned some of them in
00:19:03the first question, but do you want to make them available
00:19:07to countries and also to the UN for
00:19:11future occasions? Yes, I said
00:19:15there were six points. I mentioned three or four of them.
00:19:18Some things are specific to Iran, which is why I was focusing
00:19:22on those in my speech. But some things
00:19:26are also much broader than the discussion of Iran.
00:19:29Well, we really saw how much faster vaccination happened
00:19:33in higher-income countries, and our research and many
00:19:37others' research has shown how much this acceleration
00:19:40and equitable delivery of vaccines to places where people
00:19:43are more likely to get involved and are at higher risk of death
00:19:47can prevent them. And one of our recommendations was specifically
00:19:50for equitable recommendations regarding vaccine
00:19:54distribution among countries, which should be based
00:19:57on health priority, not
00:20:00the income level of countries. And that's what happened with
00:20:03COVID-19, right? Exactly,
00:20:07one thing. In fact, the mechanism of
00:20:10Covax that occurred was much better than before,
00:20:14because before the pandemic, this process of equitable distribution
00:20:17happened much slower. In fact, Covax was a great success.
00:20:21At the same time, we also examined the challenges
00:20:24related to this mechanism and proposed practical solutions
00:20:28that can help accelerate and equitably distribute
00:20:32vaccines between countries and within countries
00:20:35in the next pandemic. In Iran, however,
00:20:39some political issues were also raised,
00:20:43including the statement that American vaccines would not be imported.
00:20:46I think you also addressed this issue. Yes,
00:20:50exactly what I said in the discussion
00:20:53about protecting health decisions from political
00:20:56pressure is a mechanism that is very important
00:21:00to happen from the very beginning. It happened specifically in Iran,
00:21:04but it also happened in a different way in America and in other
00:21:08countries. And again, here, the mechanisms
00:21:12that we recommended regarding independent institutions,
00:21:15transparency, conflict of interest, again, these are things that
00:21:19can help prevent these issues from delaying
00:21:23the equitable distribution of vaccines
00:25:03look, the Greco-Roman wrestling team
00:25:07has also done proper foundational work, and it is following
00:25:11a process. There is competition,
00:25:14and at the same time, the efforts
00:25:18of Mr. Kakahaji, Mr.
00:25:20Ershad Alizadeh, Mr. Bawofa, up until they reach Hassan
00:25:23Rangraz, these are all individuals who
00:25:27add something to the person.
00:25:31That kind of competition does not exist.
00:25:35And it is complete that now, for example, the head coach
00:25:38of the Iranian youth team is one
00:25:41of the assistants of this head coach in the senior team.
00:25:44Well, the question is, where have these gentlemen
00:25:47coached, in which club? Where have they trained students?
00:25:51Nowhere. Look,
00:25:54in our wrestling, overall,
00:25:58we had a brilliant generation from 2014
00:26:01to 2018. Therefore,
00:26:28the result of those efforts, the result of foundational
00:26:31work, is that Iranian teams get results.
00:26:35I remember three years ago, I was with you,
00:26:38and you asked about the Iranian youth team, with these results
00:26:42it has achieved, how can it
00:26:45have a future? I told you that
00:26:49these individuals should reach the senior team faster.
00:26:52It didn't happen, and the result was that in 2024,
00:26:56the Iranian youth freestyle team became the second
00:26:58team, then the third, and this year, the fourth. Thank you.
00:27:21Water and the sufferings of the Iranians.
00:27:24When the Tehran subway destroys the Mehr-e-Qanat in
00:27:27Toopkhaneh, we have disrupted the physics
00:27:31of the environment.
00:27:35Other fishermen are like us. They are also
00:27:38unemployed. The same fate has befallen
00:27:41the hamuns as has befallen our other talabs. The water
00:27:45is salty now, because of the water shortage.
00:27:47Salty water
00:27:50no longer exists. The sea
00:27:53was not like that.
00:27:55Karun has benefited
00:27:59a grieving and oppressed mother, Iran, and we
00:28:03have forgotten Iran. Isn't it a pity that
00:28:07this beauty is being lost?
00:28:13"The Season of Water" with Kaveh Madani on Aparat.
00:28:56This is London, BBC Radio. Headlines from
00:28:59Iran to the world. Listen to the "Jame Jahan Nama"
00:29:02program from BBC Persian. You can listen to this
00:29:06program every night at 8 PM Iran time
00:29:10on medium wave 702 kHz and
00:29:13shortwave (9465
00:29:16kHz) on BBC Persian.
00:29:20You can also catch the repeat of this program at 9 PM
00:29:23Iran time on medium wave 702 kHz
00:29:27and shortwave 9535
00:29:30kHz. Jame Jahan Nama from BBC Radio.
00:29:33از رادیو بی بی سی.
00:30:26Hello everyone, welcome to a short news segment from BBC
00:30:30Persian television. Abbas Araghchi, Iran's Foreign Minister, said that
00:30:34as a result of ongoing talks with Qatari mediators,
00:30:37Iran's proposed seven-day plan has now been reduced
00:30:41to two days, so that if the US fulfills Iran's conditions
00:30:45on the first day, the Strait of Hormuz will reopen
00:30:49on the second day. Mr. Araghchi's statements coincide with several
00:30:52other oil tankers being targeted in the Persian Gulf, one of which
00:30:56was carrying Qatari gas and has been widely condemned.