Dead and wounded in war

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Fighting in the densely populated Gaza strip which borders southern Israel has led to a major humanitarian crisis, with many of the injured having no access to medical help. Israeli air strikes began on 27 December and were followed eight days later by a ground assault with troops and tanks. The action followed rocket attacks into southern Israel from Gaza.

Emergency wards in hospitals are reported to be overwhelmed, experiencing shortages of equipment and fuel. There have been reports of injured people dying before ambulances reach them, or while waiting for life-saving surgery in struggling hospitals. In some cases ambulances have been caught in crossfire and forced to abandon their missions.

Discussion ideas

> The International Committee of the Red Cross says it has received urgent requests for strong painkillers, anaesthetics, body bags and sheets to wrap dead bodies. What does this say about the level of suffering? The Red Cross also says several attempts to transport medical supplies and to escort ambulances had to be abandoned because of the fighting. Discuss the anger and frustration when humanitarian aid cannot be provided to those in need. Talk about the risks that ambulance staff and others take in providing medical assistance. How would students balance those risks? Talk about the impact of fear on everyday life. 
 
> Discuss what students know about the laws of war, or international humanitarian law. Both sides to the conflict have been reminded that indiscriminate attacks and direct attacks on civilians are not legal. Do students think that potential violations are likely to be prosecuted? Would wars involve less suffering if they were? The law says that parties to a conflict must take all feasible precautions to avoid or minimise loss of civilian life, injury to civilians and damage to civilian objects. It also says military objectives must not be located in or near densely populated areas. Talk about the problems that civilians have in finding a place of safety if they do not know what targets might be considered military. 

> If one side to a conflict violates international humanitarian law, that does not permit the other side to do so. Talk about the principle that "two wrongs don't make a right". Why do many people find it hard to understand?

More resources

Read the short briefing for teachers about international humanitarian law.

There is an explanation of the principle of proportionality in the weapons of war briefing.

Addiction and family rows

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Ex-football star Paul Gascoigne has criticised a television documentary that explored the impact his alcohol and mental health problems have had on his family. He says the decision by Channel 4 to broadcast comments by his 12-year-old son Regan was a mistake.

The documentary was filmed last summer after Gascoigne had been sectioned under the Mental Health Act and spent time in rehabilitation clinics. In the film, Regan says "I don't think there's any point in helping him. He's my dad. He should have helped and seen me all these years." 

Discussion ideas

> The television makers call it an "unflinching and moving film" which reveals the "heartache, chaos and fear that addicts' families face every day". Do students agree this is an important topic to explore? Or do they see it as sensationalist exploitation of a family under stress? How do you tell the difference? Separating couples are often advised not to row in front of their children and not to show their disapproval of each other. Do students think this is good advice? Talk about why many celebrities fail to follow it.

> Discuss the rights of children to have their opinions broadcast. At what age do people become able to speak to the media for themselves? Should children be cautioned that they might later regret what they say - and that television companies do not have their interests at heart? Should adults receive the same advice?

Happy birthday, Braille

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Birthday tributes are being paid to the inventor of a highly-successful method of touch-reading. Born 200 years ago this week, Louis Braille designed a system to allow people who are blind or visually-impaired to read printed materials by feeling the raised dots with their fingertips. It is used by millions of people across 120 countries worldwide.

Braille materials mass-manufactured from large printing presses include modern novels, government forms, children's books and information leaflets. Short messages can be written by individuals with a Braille writer or even hand-punched. There are also paperless versions that, when linked to a computer, produce a refreshable display in Braille of what appears on the screen.

Discussion ideas

> Talk about why so many people still value Braille over more modern alternatives such as audio recordings read by a person or produced by a speech synthesizer. Invite students to think about when listening to audio is not appropriate. Discuss independence and choice, speed, security, and privacy. Talk about people who are deaf as well as visually impaired. 
 
> Invite students to think about how much information, entertainment and education is available mainly in visual form. What proportion of it is also available for touch-readers? Talk about what life might be like if more everyday objects were Brailled. Make a list of objects - signs on toilet doors, labels on jars and bottles, mobile phone screens, writing on birthday cards - that could be available in Braille. What would be useful, what wouldn't? What advantages would more Braille bring to society as a whole, as well as improving the lives of blind people?

More resources

Learning the basics of Braille is simpler than many people expect. Download Braille games here.

Fire horror at Hogmanay

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A fire in a Bangkok nightclub in the early hours of 1 January led to the deaths of 59 people according to Thai police. More than a hundred people were injured, including four British nationals.

Eyewitness reports suggest that the fire may have started after fireworks were set off during the new year celebrations - though the certain cause of the fire may not be known for some weeks. Some of the dead and injured suffered smoke inhalation. Others were crushed as people rushed for the exit.

Discussion ideas

> A nightclub which had just one fire extinguisher, no marked emergency exits and bars across the windows could not operate legally in the UK. How important do students think such fire safety regulations are? They are sometimes mocked for being overprotective. Do students think this case might change anyone's view? Some journalists regularly ridicule "elf 'n' safety" rules. Discuss how and where to draw a line between essential safeguards and "the nanny state". 
 
> Talk about venues students attend that cater for large numbers of people. Do students know where the fire extinguishers and exit routes are? How would they find out? If they were travelling abroad, would they seek out such information or just trust to luck? How might their behaviour change if they knew that a country they were in was less strict about licensing and inspection? Would it make them feel more individually responsible for their own safety? Some of the staff of the Bangkok nightclub reportedly left through an unmarked back exit. How might they feel about the deaths of those who did not know about it?

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