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tv   The Context  BBC News  September 11, 2024 8:30pm-9:01pm BST

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before all of that let's get some support with will perry. hello, well. england's cricketers will need 180 to win the first t20 international against australia at the utilita bowl in southampton. at 118—2 in the tenth over, the england bowlers impressed late on, with liam livingstone taking 3—22. jofra archa and saqib mahmood both picked up two. australia opener travis head top—scored with 59. it's the first of three t20s, with cardiff and old trafford to come. england just about to get their endings under way. ireland came through a chaotic batting collapse to earn a consolation three—wicket victory in the rain—affected third and final one—day international, their first win over england in the format since 2001. with eight needed from the final over, ireland lost three wickets in three balls to leave four runs required
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from the last ball, from which alana dalzell struck the winning boundary. miami dolphins wide receiver tyreek hill says he could have handled himself better in the initial moments of a traffic stop on sunday that led to him being handcuffed and pulled out of his car by police officers near the team's stadium. hill says he wishes he did some things "differently", including leaving the window of his car down when officers instructed him to do so. he instead rolled the window up. the incident escalated quickly from there. however, hill also says he wants one of the officers involved in the incident dismissed from the police force. i could have been better. you know, i could have let down my window, you know, in that instance. but the thing about me is i don't want attention, i don't want to be, like, cameras out, phones on you in that moment. but at the end of the day, you know, i'm human. i got
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to follow rules, i've got to, you know, do what, you know, everyone else would do, you no? so, now, does that give them the right to literally beat the dog out of me? absolutely not, but at the end of the day, i wish i could go back and, you know, do things a bit differently. the solheim cup starts on friday. europe are on a great run, winning it in 2019 and �*21 and retaining the cup last year in spain after a thrilling draw against the usa. this year's tournament is in gainsville, virginia, with competition getting under way with four foursomes matches followed by an afternoon session of four four—ball matches. suzanne pettersen and stacey lewis will again be captaining the two teams. it's been the motto of the team this year, unfinished business. some people have asked me what one word would be to describe team usa this year
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and i willjust say "hungry". being on the same amount of solheim cups and not necessarily getting the job done last year, it leaves not the best taste in your mouth, but luckily, we didn't have to wait two years. we have this year to get back at it, and i can tell you now, we are more hungry than ever. i think playing away, you are always — i think playing away, you are always the underdog because of it that's — always the underdog because of it that's how we have always looked — it that's how we have always looked at it. yeah, if you look at the — looked at it. yeah, if you look at the previous three solheims, we have — at the previous three solheims, we have come out on the high side _ we have come out on the high side and — we have come out on the high side and we are going to try to keep— side and we are going to try to keep that _ side and we are going to try to keep that going, for sure. at the same _ keep that going, for sure. at the same time, being away, i'm very— the same time, being away, i'm very happy— the same time, being away, i'm very happy to kind of leave the pressure — very happy to kind of leave the pressure to the americans to say they— pressure to the americans to say they are the home favourites. england had been fortunate in that first over chasing 180 to
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be australia is southampton. this all for months now, back to you, christian. will, thanks very much. let's return to our top story, the us presidential debate. the night, for harris supporters, probably went better than maybe even the most optimistic among them could have hoped. for the trump supporters, the reaction, as we have discussed, was less favourable. some have turned their ire towards the moderators. donald trump said _ towards the moderators. donald trump said his _ towards the moderators. donald trump said his debate _ towards the moderators. donald trump said his debate was - trump said his debate was rigged against him and he was asked this. rigged against him and he was asked thie— rigged against him and he was asked this-— asked this. what did you think about the moderators? - asked this. what did you think about the moderators? i - asked this. what did you think about the moderators? i fit i asked this. what did you think| about the moderators? i fit the moderators _ about the moderators? i fit the moderators were _ about the moderators? i fit the moderators were very - about the moderators? i fit the moderators were very unfair. i moderators were very unfair. trump — moderators were very unfair. trump suaporters _ moderators were very unfair. trump supporters to - moderators were very unfair. | trump supporters to describe the debate as three against one in part because he was fact that more than harris. but he said much more that was not true. in said much more that was not true. .. , said much more that was not true. ,,, , ., true. in springfield, they are eatin: true. in springfield, they are eating the — true. in springfield, they are eating the dogs, _ true. in springfield, they are eating the dogs, the - true. in springfield, they are eating the dogs, the people| eating the dogs, the people that— eating the dogs, the people that came _ eating the dogs, the people that came in, _ eating the dogs, the people that came in, they- eating the dogs, the people that came in, they are - eating the dogs, the people. that came in, they are eating the cats. _ that came in, they are eating the cats. they— that came in, they are eating the cats, they are _ that came in, they are eating the cats, they are eating - that came in, they are eating the cats, they are eating the|
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the cats, they are eating the pets — the cats, they are eating the pets of— the cats, they are eating the pets of peorrte _ the cats, they are eating the pets of people that - the cats, they are eating the pets of people that live - the cats, they are eating the i pets of people that live there. that _ pets of people that live there. that prompted _ pets of people that live there. that prompted one _ pets of people that live there. that prompted one of- pets of people that live there. that prompted one of the - that prompted one of the more unlikely fat checks. bbc that prompted one of the more unlikely fat checks.— unlikely fat checks. abc news did reach out _ unlikely fat checks. abc news did reach out to _ unlikely fat checks. abc news did reach out to the _ unlikely fat checks. abc news did reach out to the city - did reach out to the city manager there and he told us there — manager there and he told us there had _ manager there and he told us there had enough credible reports _ there had enough credible reports of claims of pets being harmed — reports of claims of pets being harmed by individuals within the individual community. sifter the individual community. after sourcin: the individual community. after sourcing that _ the individual community. after sourcing that claim _ the individual community. after sourcing that claim to _ the individual community. he sourcing that claim to people on television, donald trump also said this.— also said this. her vice president _ also said this. her vice president will - also said this. her vice president will be - also said this. her vice l president will be excess abortion— president will be excess abortion in— president will be excess abortion in the - president will be excess abortion in the night - president will be excessj abortion in the night my president will be excess . abortion in the night my is fine — abortion in the night my is the he _ abortion in the night my is fine. he also _ abortion in the night my is fine. he also says - abortion in the night my is i fine. he also says execution after— fine. he also says execution after birth _ fine. he also says execution after birth. his _ fine. he also says execution after birth. his execution, l fine. he also says executionl after birth. his execution, no longer— after birth. his execution, no longer abortion, _ after birth. his execution, no longer abortion, because - after birth. his execution, no longer abortion, because the j longer abortion, because the baby— longer abortion, because the baby is— longer abortion, because the baby is born, _ longer abortion, because the baby is born, is _ longer abortion, because the baby is born, is ok— longer abortion, because the baby is born, is ok and - longer abortion, because the | baby is born, is ok and that's not ok— baby is born, is ok and that's not ok with _ baby is born, is ok and that's not ok with me. _ baby is born, is ok and that's not ok with me.— not ok with me. again the moderators _ not ok with me. again the moderators did _ not ok with me. again the moderators did not - not ok with me. again the moderators did not let - not ok with me. again the | moderators did not let this pass. moderators did not let this ass. , ., , , pass. there is no stay in this country where _ pass. there is no stay in this country where it _ pass. there is no stay in this country where it is _ pass. there is no stay in this country where it is legal - pass. there is no stay in this country where it is legal to l country where it is legal to kill a — country where it is legal to kill a baby after it is born. the — kill a baby after it is born. the moderators fact checked or clarified donald trump five times, kamala harris not once despite her making same as it required correction. for example, she said donald trump left us the worst on clement
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since the great depression. that's not true. she also said this. it that's not true. she also said this. ., , ., this. if donald trump were to be elected. _ this. if donald trump were to be elected, he _ this. if donald trump were to be elected, he was _ this. if donald trump were to be elected, he was assigned | this. if donald trump were to | be elected, he was assigned a hatiohat— be elected, he was assigned a national abortion man.- national abortion man. there she goes _ national abortion man. there she goes again, _ national abortion man. there she goes again, it's - national abortion man. there she goes again, it's a - national abortion man. there she goes again, it's a lie. - she goes again, it's a lie. that— she goes again, it's a lie. that harris— she goes again, it's a lie. that harris statement - she goes again, it's a lie. i that harris statement was misleading but there were also many other donald trump claims it went unchecked. for example, he said we have millions of people pouring into work at it from mental asylums and jails. this is not supported by evidence. during one attack on joe biden and kamala harris, he says this is the worst inflation we've ever had. that's not true. and how abc approached all this was different to cnn injune. he decided not to fact checkjoe biden a donald trump during the debate though it did so afterwards. this illustrates however since donald trump first ran in 2016, journalism has wrestled with how to respond to the volume of false and misleading claims he makes.
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maybe it will but while both candidates may seem miss it required correction, donald trump did so much more. it is not biased to point that out. thank you to him for pointing that out and a lie from abc news came say 57.5 million television viewers watch the debate last night. that is a bit higher than the first debate between donald trump and joe biden, 51 million tuned into the cnn debate. does tend to get more interest once we are past labour day and that certainly was the case last night. let's talk about this. again and again we hear from psychologists, from teachers and from parents that children are hooked on social media, are miserable because of it and are damaged by it. so what do we do about it? where are the solutions? well, maybe the australian government are taking the lead. they are proposing to ban children from using social media with a minimum age limit as high as 16. they will turn to age verification online,
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which they say can work. here's the australian prime minister, anthony albanese. i want to see kids off their devices and onto the footy fields and the swimming pools and the tennis courts. we want them to have real experiences with real people because we know that social media is causing social harm. so what we've done is put money in the budget in may for a trial that will take place over the next couple of months, an age verification trial. and we're committed to introducing legislation before the end of this year for age verification to make sure that we get young people away from this social harm. the plan, it seems, is to introduce legislation in the australian parliament by the end of this year and block children from social media and other digital platforms unless they are over a certain age, likely to be between 14—16. the state of south australia
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is one step ahead of them. they announced monday they will restrict access to people aged 1a and over. the uk's communications regulator, 0fcom, estimates as many as 60% of 8—11—year—olds have social media profiles. that equivalent to 1.6 million children across the uk. lorin lafave is the founder of the breck foundation, which educates young people on how to stay safe online. her 14—year—old son was killed ten years ago after being groomed online. and dr fiona scott is a lecturer in digital literacies at the university of sheffield. welcome to you both. thank you for taking the time. let me start with you. some would argue it is a social media companies that should be taking the lead on this, but they are not. do you think what the austrian government is proposing can work? i think it's really — proposing can work? i think it's really interesting. - proposing can work? i think it's really interesting. i - it's really interesting. i realty— it's really interesting. i
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really look forward to seeing what — really look forward to seeing what the research that comes out of — what the research that comes out of that because i think there _ out of that because i think there are great leaders in try to make _ there are great leaders in try to make and help young people have _ to make and help young people have less — to make and help young people have less adverse experiences in their— have less adverse experiences in their online world. i think it's going _ in their online world. i think it's going to be difficult with the age _ it's going to be difficult with the age reassurance in the age verification, but it is possible. and i think if we don't _ possible. and i think if we don't have government help us, this is— don't have government help us, this is a — don't have government help us, this is a media companies drag their— this is a media companies drag their feet _ this is a media companies drag their feet. we had the online safety— their feet. we had the online safety act, which isjust realty— safety act, which isjust really getting moving now, but i really getting moving now, but idoh't — really getting moving now, but i don't want us to wait for idon't want us to wait for another— i don't want us to wait for another child to be harmed and we need — another child to be harmed and we need to push them along because _ we need to push them along because their profits are more important than the safety of children. so important than the safety of children. ., ., , ., ,, children. so what do you think the riaht children. so what do you think the right cut — children. so what do you think the right cut age _ children. so what do you think the right cut age should - children. so what do you think the right cut age should be? l children. so what do you think the right cut age should be? i | the right cut age should be? i think it's really difficult object _ think it's really difficult object because children mature at different ages but we really need — at different ages but we really need to— at different ages but we really need to give them these rites of passage. basically now we are giving children as young as, you _ are giving children as young as, you know, primary school and _ as, you know, primary school and everything, all of this information and contact, and it's too— information and contact, and it's too much for them and they
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have _ it's too much for them and they have hot— it's too much for them and they have not developed and matured. i originally really was pushing and wanting it to be 13 and older. _ and wanting it to be 13 and older, but the more i see chitdreh_ older, but the more i see children suffering with anxiety, eating disorder, self harming, _ anxiety, eating disorder, self harming, being encouraged to do suicidal— harming, being encouraged to do suicidal techniques, harming, being encouraged to do suicidaltechniques, i harming, being encouraged to do suicidal techniques, i feel that— suicidal techniques, i feel that we _ suicidal techniques, i feel that we need a lot more education and resilience before we allow— education and resilience before we allow them to use these platforms. so why not give children _ platforms. so why not give children a happy teenage start? why not— children a happy teenage start? why not let them build their skitt— why not let them build their skill sets and it resilience and — skill sets and it resilience and flourish and learn through technology, but also learn in a face—to—face? whyjust allow them — face—to—face? why just allow them to— face—to—face? whyjust allow them to tuck away and spend so much _ them to tuck away and spend so much time — them to tuck away and spend so much time when they might spend their whole lives stuck on a device? _ their whole lives stuck on a device? why not let them play and have — device? why not let them play and have a childhood?- and have a childhood? doctor scott, and have a childhood? doctor scott. can — and have a childhood? doctor scott. can we _ and have a childhood? doctor scott, can we first _ and have a childhood? doctor scott, can we first got - and have a childhood? doctor scott, can we first got with i scott, can we first got with the predicate is what the government in australia is proposing? we read that they would be using face recognition
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technology. 0fcom here in the uk does not submit think that that would work. what do you think? �* , �* , ., think? i'm extremely it's to the argosy _ think? i'm extremely it's to the argosy of _ think? i'm extremely it's to the argosy of the _ think? i'm extremely it's to the argosy of the speaker l think? i'm extremely it's to i the argosy of the speaker has raised — the argosy of the speaker has raised i— the argosy of the speaker has raised. i think— the argosy of the speaker has raised. i think what _ the argosy of the speaker has raised. i think what is - raised. i think what is unfortunate _ raised. i think what is unfortunate is- raised. i think what is unfortunate is that i raised. i think what is - unfortunate is that evidence suggests— unfortunate is that evidence suggests the _ unfortunate is that evidence suggests the source - unfortunate is that evidence suggests the source of- unfortunate is that evidence suggests the source of age i suggests the source of age bahds _ suggests the source of age bands don't _ suggests the source of age bands don't work. - suggests the source of age bands don't work. and - suggests the source of age bands don't work. and not| suggests the source of age - bands don't work. and notjust that, _ bands don't work. and notjust that, trut— bands don't work. and notjust that, but they _ bands don't work. and notjust that, but they actually - bands don't work. and notjust that, but they actually could i that, but they actually could potentially _ that, but they actually could potentially have _ that, but they actually could potentially have the - that, but they actually could l potentially have the opposite effect — potentially have the opposite effect in _ potentially have the opposite effect. in the _ potentially have the opposite effect. in the sense - potentially have the opposite effect. in the sense of- potentially have the opposite effect. in the sense of we - potentially have the opposite | effect. in the sense of we can keep— effect. in the sense of we can keep evolving _ effect. in the sense of we can keep evolving the _ effect. in the sense of we can keep evolving the technology| effect. in the sense of we can . keep evolving the technology to try and — keep evolving the technology to try and make _ keep evolving the technology to try and make sure _ keep evolving the technology to try and make sure that - keep evolving the technology to try and make sure that we - try and make sure that we ehforce _ try and make sure that we enforce these _ try and make sure that we enforce these bands, - try and make sure that we enforce these bands, butl enforce these bands, but actually— enforce these bands, but actually children- enforce these bands, but actually children will- enforce these bands, but. actually children will always find ways _ actually children will always find ways to _ actually children will always find ways to access - actually children will always find ways to access social . find ways to access social media _ find ways to access social media ahd _ find ways to access social media. and i— find ways to access social media. and i would - find ways to access social| media. and i would agree find ways to access social - media. and i would agree with the past — media. and i would agree with the past week— media. and i would agree with the past week or _ media. and i would agree with the past week or in _ media. and i would agree with the past week or in the - media. and i would agree with the past week or in the sensel the past week or in the sense of what — the past week or in the sense of what we _ the past week or in the sense of what we really _ the past week or in the sense of what we really need - the past week or in the sense of what we really need is - the past week or in the sense of what we really need is the | of what we really need is the government— of what we really need is the government to _ of what we really need is the government to intervene, i of what we really need is the i government to intervene, but perhaps — government to intervene, but perhaps not _ government to intervene, but perhaps not irr— government to intervene, but perhaps not in this _ government to intervene, but perhaps not in this way. - government to intervene, but perhaps not in this way. we l perhaps not in this way. we really need _ perhaps not in this way. we really need is _ perhaps not in this way. we really need is a _ perhaps not in this way. really need is a company perhaps not in this waym really need is a company to design better products and put the onus on this is media companies basically to treat children as children and not put inappropriate things in front of them.— put inappropriate things in
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front of them. yeah, there is that most — front of them. yeah, there is that most think _ front of them. yeah, there is that most think there - front of them. yeah, there is that most think there is - front of them. yeah, there is that most think there is lot l that most think there is lot that— that most think there is lot that is— that most think there is lot that is come _ that most think there is lot that is come out— that most think there is lot that is come out over- that most think there is lot that is come out over the l that is come out over the recent— that is come out over the recent years _ that is come out over the recent years about - that is come out over thej recent years about things that is come out over the - recent years about things like algorithmic— recent years about things like algorithmic intelligent - recent years about things like algorithmic intelligent and . recent years about things like | algorithmic intelligent and the roles— algorithmic intelligent and the roles it — algorithmic intelligent and the roles it plays _ algorithmic intelligent and the roles it plays in— algorithmic intelligent and the roles it plays in directing - roles it plays in directing children— roles it plays in directing children and _ roles it plays in directing children and adults - roles it plays in directing children and adults to i roles it plays in directing i children and adults to sort roles it plays in directing - children and adults to sort of realty— children and adults to sort of really inappropriate - children and adults to sort of really inappropriate and - really inappropriate and hateful _ really inappropriate and hateful content. - really inappropriate and hateful content. the - really inappropriate and - hateful content. the definitely evidence — hateful content. the definitely evidence informed _ hateful content. the definitely. evidence informed regulation... but lorin — evidence informed regulation... but lorin says _ evidence informed regulation... but lorin says that's _ evidence informed regulation... but lorin says that's not - evidence informed regulation... but lorin says that's not going i but lorin says that's not going to enough despite the regulation.— to enough despite the reuulation. ., , , ., �* regulation. probably not. buti think the thing _ regulation. probably not. but i think the thing we _ regulation. probably not. buti think the thing we are - regulation. probably not. buti think the thing we are missing | think the thing we are missing is how— think the thing we are missing is how important— think the thing we are missing is how important it _ think the thing we are missing is how important it is - think the thing we are missing is how important it is to- think the thing we are missing is how important it is to havel is how important it is to have the conversations— is how important it is to have the conversations about - is how important it is to havel the conversations about social media — the conversations about social media with _ the conversations about social media with children, - the conversations about social media with children, including a schoot~ _ media with children, including a school. teachers— media with children, including a school. teachers are - a school. teachers are extremely _ a school. teachers are i extremely overburdened, certainty— extremely overburdened, certainty in— extremely overburdened, certainly in the _ extremely overburdened, certainly in the uk, - extremely overburdened, certainly in the uk, but . extremely overburdened, i certainly in the uk, but what we really _ certainly in the uk, but what we really need _ certainly in the uk, but what we really need is _ certainly in the uk, but what we really need is a _ certainly in the uk, but whatl we really need is a curriculum that— we really need is a curriculum that supports _ we really need is a curriculum that supports learning - we really need is a curriculum that supports learning about i that supports learning about these — that supports learning about these sorts _ that supports learning about these sorts of— that supports learning about these sorts of issues. - that supports learning about these sorts of issues. this . that supports learning about these sorts of issues. this is these sorts of issues. this is the direction _ these sorts of issues. this is the direction of _ these sorts of issues. this is the direction of travel, - the direction of travel, though, increasing. might sun's school in london has become the first to ban smartphones from the school, and it's split opinions within the school. yeah. ., , . ., �*
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yeah. the only concern i don't have about — yeah. the only concern i don't have about this, _ yeah. the only concern i don't have about this, lorin, - yeah. the only concern i don't have about this, lorin, is - yeah. the only concern i don't have about this, lorin, is and| have about this, lorin, is and i am a concerned parents about this and this is what doctors and got us involved in, we are trying to create an enhanced digital literacy because it is the future for our show but on the future for our show but on the other hand we say we don't what you want to go platforms. there is a mixed message there. i think the thing is we want them — i think the thing is we want them to— i think the thing is we want them to develop their skill sets— them to develop their skill sets on— them to develop their skill sets on technology for learning and for — sets on technology for learning and for creating, but not necessarily having all their social _ necessarily having all their social interaction through social— social interaction through social media. so we are not saying. _ social media. so we are not saying, you know, proposing to take _ saying, you know, proposing to take away— saying, you know, proposing to take away technology, but make sure that — take away technology, but make sure that the social media platforms are safer for our children— platforms are safer for our children to spend time on. in exactly— children to spend time on. in exactly the safety was not put in by — exactly the safety was not put in by designs was trying to put the city— in by designs was trying to put the city in _ in by designs was trying to put the city in the back door when it's too— the city in the back door when it's too late. we need apps designed from the start that are safer children.— are safer children. doctor scott. yeah, _ are safer children. doctor scott. yeah, absolutely. | are safer children. doctor. scott. yeah, absolutely. is more complex _ scott. yeah, absolutely. is more complex work. - scott. yeah, absolutely. isl more complex work. people scott. yeah, absolutely. is- more complex work. people have already— more complex work. people have already responded _ more complex work. people have already responded quickly- more complex work. people have already responded quickly to - already responded quickly to the story— already responded quickly to the story describing -
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already responded quickly to the story describing is - already responded quickly to the story describing is a - already responded quickly to l the story describing is a blunt toot. — the story describing is a blunt toot. and _ the story describing is a blunt toot. and i_ the story describing is a blunt tool, and i would _ the story describing is a blunt tool, and i would very- the story describing is a blunt tool, and i would very much l tool, and i would very much agree _ tool, and i would very much agree we _ tool, and i would very much agree. we need _ tool, and i would very much agree. we need to- tool, and i would very much agree. we need to work- tool, and i would very much agree. we need to work onl agree. we need to work on that evidence — agree. we need to work on that evidence informed _ agree. we need to work on that evidence informed work. - agree. we need to work on that evidence informed work. the i evidence informed work. the foundation _ evidence informed work. the foundation in _ evidence informed work. the foundation in australia, - evidence informed work. the foundation in australia, they| foundation in australia, they are set— foundation in australia, they are set up— foundation in australia, they are set up for— foundation in australia, they are set up for child - foundation in australia, they are set up for child safety i foundation in australia, they are set up for child safety in| are set up for child safety in their— are set up for child safety in their absolutely _ are set up for child safety in their absolutely against - are set up for child safety in their absolutely against this j their absolutely against this move — their absolutely against this move we _ their absolutely against this move. i've been— their absolutely against this move. i've been doing - their absolutely against this | move. i've been doing some research _ move. i've been doing some research with _ move. i've been doing some research with children - move. i've been doing some research with children in - move. i've been doing some research with children in the uk and _ research with children in the uk and australia _ research with children in the uk and australia recently, . research with children in the . uk and australia recently, and a tot— uk and australia recently, and a tot of— uk and australia recently, and a lot of parents _ uk and australia recently, and a lot of parents talked - uk and australia recently, and a lot of parents talked about l a lot of parents talked about the idea _ a lot of parents talked about the idea of— a lot of parents talked about the idea of sort _ a lot of parents talked about the idea of sort of— a lot of parents talked aboutj the idea of sort of controlled exposure _ the idea of sort of controlled exposure and _ the idea of sort of controlled exposure and that's - the idea of sort of controlled . exposure and that's something the idea of sort of controlled - exposure and that's something i would _ exposure and that's something i would really _ exposure and that's something i would really support. _ exposure and that's something i would really support. the - exposure and that's something i would really support. the idea l would really support. the idea that you — would really support. the idea that you need _ would really support. the idea that you need to _ would really support. the idea that you need to have - would really support. the idea that you need to have some i that you need to have some exposure _ that you need to have some exposure to _ that you need to have some exposure to social - that you need to have some exposure to social media i that you need to have some exposure to social media in| exposure to social media in order— exposure to social media in order to _ exposure to social media in order to sort _ exposure to social media in order to sort of _ exposure to social media in order to sort of have - exposure to social media in order to sort of have a - exposure to social media in| order to sort of have a basis for understanding _ order to sort of have a basis for understanding the - order to sort of have a basis for understanding the risks. j order to sort of have a basisl for understanding the risks. i think— for understanding the risks. i think i— for understanding the risks. i think i would _ for understanding the risks. i think i would also _ for understanding the risks. i think i would also add - for understanding the risks. i think i would also add that i think i would also add that actually— think i would also add that actually we _ think i would also add that actually we think- think i would also add that actually we think about. think i would also add that i actually we think about social media, — actually we think about social media, we _ actually we think about social media, we have _ actually we think about social media, we have a _ actually we think about social media, we have a very- actually we think about sociall media, we have a very specific idea _ media, we have a very specific idea of— media, we have a very specific idea of what— media, we have a very specific idea of what that _ media, we have a very specific idea of what that means - media, we have a very specific idea of what that means in - idea of what that means in terms _ idea of what that means in terms of— idea of what that means in terms of sort _ idea of what that means in terms of sort of _ idea of what that means in terms of sort of twitter. idea of what that means in| terms of sort of twitter and facebook _ terms of sort of twitter and facebook come _ terms of sort of twitter and facebook come about - terms of sort of twitter and| facebook come about social media — facebook come about social media for— facebook come about social media for children - facebook come about social media for children includesl facebook come about sociali media for children includes a lot media for children includes a tot of— media for children includes a tot of realty— media for children includes a lot of really beneficial - media for children includes a lot of really beneficial things| lot of really beneficial things like scratch _ lot of really beneficial things like scratch platform - lot of really beneficial things like scratch platform where. like scratch platform where children _ like scratch platform where children are _ like scratch platform where children are creating - like scratch platform where children are creating and l children are creating and sharing _ children are creating and sharing their— children are creating and sharing their own- children are creating and sharing their own gamesj children are creating and - sharing their own games with others — sharing their own games with others through— sharing their own games with others through coding. - sharing their own games with others through coding. also i others through coding. also things— others through coding. also things like _ others through coding. also things like you _ others through coding. also things like you two - others through coding. also things like you two kids - others through coding. also things like you two kids is. things like you two kids is technically— things like you two kids is technically a _ things like you two kids is technically a form - things like you two kids is technically a form of- things like you two kids isl technically a form of social media _ technically a form of social media so _ technically a form of social media so i _ technically a form of social media. so i think- technically a form of social media. so i think it's - media. so i think it's unfortunately- media. so i think it's - unfortunately something that needs— unfortunately something that needs a — unfortunately something that needs a tot _ unfortunately something that needs a lot more _ unfortunately something that needs a lot more sort - unfortunately something that needs a lot more sort of- unfortunately something that needs a lot more sort of new| needs a lot more sort of new
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wants— needs a lot more sort of new wants to _ needs a lot more sort of new wants to bay— needs a lot more sort of new wants to bay and _ needs a lot more sort of new wants to bay and thought. i needs a lot more sort of newl wants to bay and thought. do ou wants to bay and thought. you think, lorin, just finally that 0fcom should follow what goes on in australia it may be peer review and see if it does work and whether it could be introduced in some areas here introduced in some areas here in the uk? irate introduced in some areas here in the uk?— in the uk? we definitely need to look and — in the uk? we definitely need to look and see _ in the uk? we definitely need to look and see how _ in the uk? we definitely need to look and see how it - in the uk? we definitely need to look and see how it works, | to look and see how it works, and _ to look and see how it works, and it— to look and see how it works, and it may— to look and see how it works, and it may be build on it, maybe _ and it may be build on it, maybe take versions of it because _ maybe take versions of it because the work that i do with the foundation, we are constantly hearing parents struggling to keep their children safe. and there is never— children safe. and there is never going to be one fixed for every— never going to be one fixed for every family in every child, but — every family in every child, but i — every family in every child, but i think you're just not giving _ but i think you're just not giving them time to develop and mature — giving them time to develop and mature. and if there is 8—11 —year—olds, 1.6 million you said — —year—olds, 1.6 million you said earlier, that's too many children— said earlier, that's too many children that are being exposed to adult— children that are being exposed to adult content and inappropriate content, and i think— inappropriate content, and i think being a parent and working with parents, it breaks my heart — working with parents, it breaks my heart to think of children not having their childhood. so ithink— not having their childhood. so i think we _ not having their childhood. so i think we cannotjust not having their childhood. so i think we cannot just turn a blind — i think we cannot just turn a blind eye _ i think we cannot just turn a blind eye and say it's too
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difficult. ithink blind eye and say it's too difficult. i think we need to find — difficult. i think we need to find a — difficult. i think we need to find a way to get social media companies to agent verify because they can do it if they want — because they can do it if they want to— because they can do it if they want to and then within my bereaved parents group, even on the parents had disagreements about— the parents had disagreements about ages but all of us have lost — about ages but all of us have lost children and we don't want other— lost children and we don't want other people to lose their children, which is why we are pushing — children, which is why we are pushing for the online safety the activity although they can be and — the activity although they can be and for everyone to actually have _ be and for everyone to actually have an — be and for everyone to actually have an open mind and look at what _ have an open mind and look at what other countries are trying to do— what other countries are trying to do to — what other countries are trying to do to keep their children safe — to do to keep their children safe online.— to do to keep their children safe online. ., ,, , ., ., safe online. thank you for the work that _ safe online. thank you for the work that you _ safe online. thank you for the work that you do, _ safe online. thank you for the work that you do, good i safe online. thank you for the work that you do, good to i safe online. thank you for the | work that you do, good to talk to you, lorin, and also doctor fiona scott, thank you for your expertise, thank you.- expertise, thank you. thank ou. expertise, thank you. thank you- you — expertise, thank you. thank you. you might _ expertise, thank you. thank you. you might have - expertise, thank you. thank you. you might have some i expertise, thank you. thank i you. you might have some peas on that side _ you. you might have some peas on that side to _ you. you might have some peas on that side to get _ you. you might have some peas on that side to get in _ you. you might have some peas on that side to get in touch i on that side to get in touch in the normal way. around the world and across the uk, this is bbc news.
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we'll back. not much discussion in that debate last night on how to solve the crisis in the middle east, a war that has left over 40,000 people killed and has taken an enormous toll on children. between october and january, over 1000 children in gaza had
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one or both legs amputated, and those numbers have been rising daily, according to unicef. but with just nine orthopaedic surgeons in the entire strip, the hospitals are overwhelmed. 0ur reporter ru abbass examines the case of one patient and her doctor, and a warning — this report does contain some distressing scenes from the start. it's just before midnight on friday, the 30th of august in north gaza. paramedics rush through thick air full of soot and debris to the site of an air strike. israel does not allow international journalists into gaza. the bbc has been unable to independently verify this footage. with the building on the brink of collapse, every second counts in the frantic search for survivors. among them is a child named wafa. just minutes earlier, she was at home with her mother and sister. both died instantly in the bombing, just days from celebrating
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her seventh birthday. now, with each laboured breath, her fragile body struggles for survival, unaware that she will never walk again. according to unicef, gaza is the most dangerous place in the world to be a child. hospitals are overwhelmed with cases like wafa. the doctor who operated on her says he handles up to ten such cases daily and surgeries are carried out without anaesthetics due to a severe shortage of medical supplies. injanuary, a viral video circulated on social media showing him forced to amputate his teenage niece's right leg at home. the operation took place on the kitchen table without anaesthesia. translation: we were under siege. the house was bombed. i had to make a decision. either she is martyred, or i have to amputate her.
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i will never forget it. israeli defense forces say they are hunting down hamas fighters and they work to minimize harm to civilians. dr bseiso sees up to 200 patients a day, half of whom are children. after conducting an unprecedented number of surgeries, doctors are having to use unconventional tools to operate. translation: i'll never forget there was a sight| when my colleague was injecting patients with ketamine on the hospital floor. we used car mechanic drills to perform surgeries. a typical sterilised procedure takes up to an hour, but we work within three minutes with makeshift tools from a carpenter's workshop. since the war began, gaza's doctors have worked tirelessly. most are unpaid, and the relentless pressure has severely impacted their own well—being. translation: | am the kind | whose tears start at the door.
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i cry while i operate, and it's particularly hard when it's children. we don't have enough medical staff, supplies are almost nonexistent and operations are done without anaesthetics or sterilisation. we work like robots. we wouldn't be able to continue if we stopped to acknowledge our feelings. many times we have gone into surgery to find that the patients are our loved ones. we are mentally exhausted, and our energy is completely depleted. we can't take it. as infectious diseases ravage gaza, the world health 0rganization describes the state of health care as "beyond words". translation: there are around 11,000 injured in gaza _ that need to go abroad to complete their treatment. i implore everyone, we can't handle this. we are all psychological victims during and predating this war. everything we have seen in previous wars doesn't compare. there is no winner. all parties will lose.
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children like wafa require a lifetime of surgeries. unable to provide the critical care needed for survival, doctors are struggling with the medical system on its knees in gaza, a place where no one is promised tomorrow. ru abbass, bbc news. since that report was filmed, we are sad to say wafa, the little girl featured, has since died. you can, of course, find out much more about the situation in gaza and the impact this war is having on the health care systems over on the bbc news website and app. a new vincent van gogh exhibition at london's national gallery has received rave reviews from critics. it features more than 60 pieces painted by the dutch artist, who died in 1890 aged 37. david sillito reports.
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the national gallery, and a van gogh blockbuster. the most famous artist in the world. instagram is going to be awash in the weeks to come. and the inspiration? the national gallery's own sunflowers, bought exactly 100 years ago forjust over £1000. they're now worth around £100 million. but today, we got to see them for the very first time as van gogh intended, as part of a trio of paintings. his hope was by seeing all these together, it would provide a bit of solace, consolation for the soul. but no—one ever did. the last time they were all together was in vincent van gogh's studio. this is quite a moment in the art world. he sketched this in a letter to his brother in 1889, saying, "wouldn't this be wonderful?" and bringing these three pictures together would be comforting.
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so the only time this has been seen together is in van gogh's studio, 130 years ago? exactly. it's quite astounding. 0ur colleagues sort of walk into the room and go... he gasps. so that's nice. they are, as you can probably imagine, preparing themselves for a busy few months. david sillito, bbc news, the national gallery. great painter. we will be right back. hello there. things should get a little bit warmer over the weekend, but right now, it's still cold out there. we've seen a lot of showers earlier on today, some dramatic weather watcher pictures. it took a while for the showers to push down into more southern counties of england, and here we saw the best of the sunshine. the showers have been heavy. we've had some hail in there as well, and we still have this very showery air stream with low pressure between
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us and scandinavia. we've got a northwesterly wind here, but the winds originating perhaps as far north as the arctic circle, which is giving us the chill. and as those winds do become lighter overnight and skies tend to clear, the temperatures are going to drop quite quickly, the showers retreating back to exposed coastal areas. so, for many of us, it will be dry and clear and probably a little bit colder than last night. a typically four or five degrees, but maybe close to freezing in scotland and also for northern england. a sunny start for many showers to begin with for northern ireland, wales, the far southwest, northern scotland and down those north sea coasts. and as temperatures rise just a little, so the cloud will build up and we'll see showers developing inland as well. not as many, not as heavy as we've seen today, and the winds still northwesterly, but not quite as strong. it doesn't really help the temperatures, mind you — still 13—15 degrees below average for this time of the year.
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we've got the cold air in place, and before this weather front tracks in from the atlantic, this nose of high pressure will build across on thursday night and friday morning, killing off the showers, making the winds very light and with clear skies. this could be the coldest night of the week. early friday could start with a frost in some places, particularly for scotland and northern ireland. sunny start for many, but clouds will increase through the day. we're going to find that weather front bringing some rain into northern ireland, and then later in the day, into western parts of scotland, should be dry for england and wales and temperatures a little bit higher here by friday, still pretty cold out there for scotland and northern ireland after that potentially frosty start over the weekend. high pressure in the south, low pressure to the north. that'll bring some wet and windy weather wet and windy weather into northern areas on saturday, and as that weather front moves south, it's just going to weaken all the while. so, scotland and northern ireland will see those winds do become wider overnight and temperatures are going to drop quite quickly. some wetter, windy
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weather on saturday. the weather will be improved by sunday. further south, little or no rain for england and wales, but for all of us, temperatures are going to be higher.
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hello, i'm christian fraser. you're watching the context on bbc news. in springfield, they're eating the dogs — the people that came in — they're eating the cats. i have talked with military leaders, some of whom worked with you, and they say you're a disgrace. democrats here say they are very happy with howl kamala harris managed to keepj donald trump on the defensive,
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going after him hard, | getting under his skin and leaving him looking angry and rattled. - joining me tonight are dr christina greer, kamala harris managed to keepj donald trump on the defensive, the associate professor of political science at fordham university in new york, miles taylor, who was chief of staff of the department of homeland security during the trump administration, caroline modarressy—tehrani, emmy—nominated journalist who has covered four us presidential elections, and abel maldonado, former lieutenant governor of california. and i am mind to call... we will get that right as we go! before we do that, though, let's get the latest bbc news. here is the latest. ukraine's president zelensky has called for what he called strong decisions about allowing his country to use
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long—range western weapons for strikes inside russia. his remarks coincide with a visit to kyiv

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