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Piracy on the high seas | Top |
Pirates who hijacked a tanker ship off the coast of Somalia have refused to release the vessel's 20 crew members or its cargo of military supplies. In a tense stand-off lasting many days, Russian and US navy ships have been watching movements on the Ukrainian vessel MV Faina.
There have been conflicting reports over where the ship's cargo, which includes T-72 tanks, grenade launchers and ammunition, is destined. Some reports suggest that the arms were ordered by the Kenyan government. Others have said the cargo on the ship, which was heading for Kenya’s Mombassa port, was ultimately bound for south Sudan.
Discussion ideas
> Modern pirates do not have parrots and eyepatches. They have rocket-propelled grenades and assault rifles, and use radar and satellite phones. Do students think calling them pirates is right? They ask for ransom payments from the vessels' owners. Experts estimate that pirate groups have received between £10m and £16m already this year. Talk about the drawbacks of paying ransoms. What alternatives are there?
> Talk about the consequences of piracy. It has meant the World Food Programme has had to suspend food deliveries to Somalia, which is badly affected by drought. Piracy around Somalia affects global trade by putting prices up for oil and commodities, through extra insurance or longer roundabout routes. Piracy is said to be paying for the war in Somalia. Talk about other connections between criminals and wars – for instance the "blood diamonds" in Liberia and Sierra Leone. Which would students do first – negotiate peace or deal with criminals? What relevance does international law have in such situations?
Home Secretary Jacqui Smith has announced a nationwide assessment of how black and ethnic minority police are treated within the service. The move comes after the Metropolitan Black Police Association, which represents black members of the country's largest police force, told reporters that the working environment presented a hostile atmosphere "where racism is allowed to spread".
A senior black police officer told a BBC television documentary that ethnic minority police face discrimination at work. The chief constable of Kent, Mike Fuller, said that black officers "have to work twice as hard to compete" and "don't feel that there is a level playing field".
Discussion ideas
> Talk about the difficulties of combating racism in a workplace. A senior black police officer has said those who challenge racism are either suspended, told to shut up or subtly held back in their career development. Talk about how easy it is to do these things and how difficult to prove them. How would students tackle such reactions?
> Talk about why accusations of racism in the police are taken so seriously. How important is it that the police have the confidence of the communities they work with? Do they also need trust and support within their own staff? Invite students to say what kinds things go wrong if there is distrust. Talk about practical ways to break down the distrust. Do events like Black history month help?
Murder case follows street fight | Top |
Two young men have been charged with murder following the death of Frank McGarahan in Norwich city centre. The banking executive was dubbed a Good Samaritan by the press after intervening in a street fight in the early hours of the morning.
It is thought that Frank McGarahan was waiting for a taxi with relatives and friends when they witnessed a fight which he tried to stop. He received fatal injuries. Two brothers, aged 21 and 20, have appeared before Norwich magistrates on charges of murder and were remanded in custody until mid-October.
Discussion ideas
> What are the risks in trying to stop a fight? If students felt unable to intervene, how might they feel, just standing by? Discuss how well-equipped police officers are trained to become physically involved only as a last resort. Why is this? Instead of piling in, by-standers are advised to call for help and to be active witnesses. They might also shout warnings – pointing out that street cameras are filming or that police are on the way. Talk about safe ways to stop violence.
> There are deaths every year of people who have tried to save someone else. Some die trying to save a child, or even a pet from drowning. In September a woman was killed after going to the help of an injured dog which had run into the road. Talk about less risky ways of helping. Would students know safe ways to help someone in trouble in water? How would they deal with an animal loose in heavy traffic? The first step in emergency procedures is always to ensure that no one else comes to harm. Discuss why this is, and what it means in practice.
More resources
>> Download the Good Samaritan lesson plan.
The banking crisis shows no sign of lessening, over a year after people in Britain queued outside branches of Northern Rock to withdraw their savings. Since that bank was taken into national ownership, doubts about the soundness of other banks have arisen. Some in the US have ceased trading and share prices have plummeted across the world.
A $700 billion bail-out for the financial system was agreed by the US congress at the beginning of October. Other governments are trying to reassure savers that their money is safe and to encourage banks to lend to each other. There are fears that financial uncertainty could spread and affect other industries and businesses not connected with banking.
Discussion ideas
> Talk about the human suffering behind the banking crisis. Many tens of thousands of families have learned the meaning of foreclosure – when a lender takes possession of a property leaving them without a home. Talk about how families cope. Where might they be living now? What help might they hope for from others? Ask students what they know of the Wall Street crash of 1929 and the great depression that followed. How might people prepare now for a repeat of mass unemployment and widespread shortages of basic goods and food?
> Experts are forecasting a recession, a period of no economic growth. Unemployment will rise, incomes will fall and young people will find it difficult to get jobs or training. Many emergencies hit the poorest hardest. Economic disasters can affect the wealthy more. Discuss the differences. Talk about how much financial security matters to students. What do they think is the most valuable thing in their lives? Can people change their outlook so that money doesn't matter so much? No one knows what is going to happen next. Talk about how this makes planning very difficult, in this or any emergency. Do students think it is easier to cope with troubles if you know how bad they are going to be?
News think! is one of a number of free educational services produced by the British Red Cross. You can find more resources at www.redcross.org.uk/education
Have you used these topics to raise discussions or plan classroom work? Let us know your experiences or thoughts by emailing us at reducation@redcross.org.uk | 
