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Bomb blast in Pakistan | Top |
A massive explosion outside the Islamabad Marriott hotel in the Pakistan capital killed at least 60 people and injured hundreds. A truck, driven by a suicide bomber, detonated an estimated one tonne of explosives, causing widespread destruction and setting fire to the hotel.
Some analysts suspect the attack was linked to conflict between the Pakistani military and armed opposition in the north-western frontier area of Pakistan, bordering Afghanistan. There, many civilians have fled the fighting, some across the Afghan border. Aid agencies say very large numbers of displaced people urgently need clean water and sanitation facilities, as well as shelter, food and access to health care, particularly with winter approaching.
Discussion ideas
> Recovering bodies and rescuing survivors from the hotel is difficult because of the unstable building. Talk about the need to safeguard rescuers while trying to save lives. Discuss the feelings of families of the missing hotel guests and staff during the period after the blast. Conflicts and violence today can involve many such bombs, some far bigger than the one tonne involved here. Talk about the impact on civilians of such massive explosions.
> The bomb blast has been called Pakistan's 9/11, in reference to the al-Qaeda attacks on the United States in 2001. Do students think the comparison is useful? Talk about the security situation in Pakistan, especially in the border area with Afghanistan. Were students aware of how bad things had become in recent months? Talk about why the humanitarian costs of some conflicts are reported in detail, but not others.
Tens of thousands of holidaymakers had to use alternative arrangements for getting home when one of the UK's largest tour operators, XL, ran out of money. Other people saw their holidays suddenly cancelled, some as they arrived at the airport for the outward trip.
The collapse of the holiday firm follows the failure of budget airline Zoom earlier in the summer. Industry experts forecast that high fuel prices and reduced demand for holidays mean that more airline companies are likely to go bust this winter.
Discussion ideas
> Invite students' views on the arrangements made to bring 85,000 passengers home. Press reports described passengers as "stranded" abroad. Is this a good description for people delayed on a Greek island or other holiday destination? How might their plight compare with people in other emergencies, such as floods, also described as "stranded". What might delayed passengers be most worried about? Many complain about lack of information. Talk about the difference good information makes during an emergency.
> Do such failures make students more inclined to take out insurance? Or more likely to read the small print in a flight agreement? Discuss risk management. How might holidaymakers reduce their chances of being a passenger on an airline that fails? What preparations can individuals make to improve their circumstances if a company does go bust?
More resources
>> Read the activities in the preparing for emergencies kit.
Rights for immigrant children | Top |
Charities and children's rights campaigners have welcomed the UK government's decision to recognise the rights of immigrant children. Until now, the government has said that the commitment to act "in the best interests" of children applies only to those born in the UK. It confirmed this position when it ratified the UN Convention on the Rights of the Child in 1991.
The move means that the government will now grant immigrant children – including young asylum seekers and trafficked children – the same rights as children born in the UK. It comes as the UN Committee on the Rights of the Child, which monitors the treaty by looking into each country's performance, is about to deliver its five-yearly report on the UK. The committee has twice strongly criticised the UK's opt-out in previous reports.
Discussion ideas
> Rights are often said to be universal. That means they apply to everyone, not selectively to particular groups. What argument can students see for and against this? If a rights treaty is designed to have international effect, can it make sense to exclude children of other nationalities? Some people argue that those who enter a country illegally should not expect rights. Do students agree?
> Press reports have suggested that it will be a violation of children's rights to hold them in custody. But if their parents are in custody, being held with them may be in their best interests. Discuss how to make this judgement. Should politicians or courts be the ones to decide?
More resources
>> Read the photo-based lesson plan looking at migration.
Lollipop rage on camera | Top |
The familiar, lollipop-shaped poles used to stop traffic at school crossings are to be fitted with hidden video cameras. Recorded footage will help prosecute drivers who speed or ignore the stop signal. A newly designed pole that records automatically when placed on the road is being introduced in many areas after successful trials.
There are an estimated 1,400 “lollipop rage” incidents each year. They range from vehicles not stopping to drivers committing assaults. The poles have been welcomed by school crossing patrol staff. One, who was injured by a vehicle that swerved past her, told reporters: "The new poles are good. They save me from all the hassle of getting pen and paper out and writing down the car number plate, colour of the car and make of vehicle when a car storms past.”
Discussion ideas
> Talk about students' own experience of road crossing at patrols. Do they think most drivers are courteous and patient when school children are crossing? Talk about what causes drivers to ignore lollipop stop signs. Is it impatience, lack of concentration or something else? How can students keep themselves safe on the roads?
> Talk about increasing surveillance in society. The poles record sound as well as vision. Will students watch what they say when they pass the pole?
More resources
>> Read more road safety materials.
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 | 
