The concept of protecting civilians in armed conflict is enshrined in international humanitarian law and widely acknowledged in humanitarian norms. Making this concept operational in humanitarian service delivery is a challenge. Yet, there are many ways in which humanitarian workers could learn from local people about underlying tensions in their community and with these new insights adjust service delivery accordingly.The 2009 WG developed a qualitative verbal tool that could be used by humanitarian field staff to assist them in understanding issues of civilian protection from the local perspective. The attributes and uses of this tool are described in detail in this WG report. The fundamental aim of this tool is to enhance the capacity of humanitarian workers in their daily work to observe markers of activity and behavior and to inquire and listen from local people about what these markers might or might not mean. The WG emphasized the needs for confidentiality, focus on service delivery (not legal or advocacy work), and iterative routine integration of information gained into field team deliberations. The proposed tool is offered as a possible pilot step towards improving humanitarian understanding and response to local civilian protection needs. Loane G, Leaning J, Schomig S, van Tulleken A, O'Laughlin K: Civilian protection and humanitarian assistance-Report of the Civilian Protection Working Group. Prehosp Disaster Med 2009;24(4):s197-s201. Prehospital and Disaster Medicine http://pdm.medicine.wisc.edu Vol. 24, Suppl. 2 s198 Civil Protection and Humanitarian Assistance

Despite the narrative of success surrounding the Northern Ireland peace process, which culminated in the 1998 Good Friday Agreement, there remain significant humanitarian consequences as a result of the violence. The International Committee of the Red Cross (ICRC) has opened an office in Belfast after its assessments demonstrated a need for intervention. While a two-year 'dirty protest' in Northern Ireland's main prison has been recently resolved, paramilitary structures execute punishments, from beatings to forced exile and even death, outside of the legal process and in violation of the criminal code. This article examines the face of modern humanitarianism outside of armed conflict, its dilemmas, and provides analysis as to why the ICRC has a role in the Northern Ireland context.

Education has received increased attention within the humanitarian sector. In conflict-affected contexts, access to education may be hampered by attacks against and the military use of educational facilities as well as attacks and threats of attacks against students, teachers and other education-related persons. Affected populations may also find themselves unable to access education, for example due to displacement.This article looks into the different sets of humanitarian responses aimed at (1) ensuring the protection of educational facilities and related persons, mostly through advocacy efforts centred on weapons bearers, and (2) (re-)establishing education services where they are not present or are no longer functioning, mostly through programmes directed at affected populations. It then argues that, in contrast with dominant practices, the protection of education can also be ensured through programmatic responses with meaningful participation of affected communities, and examines the example of the Safer Schools programme in Ukraine.

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