by Alec Rawls

Anyone live within driving distance of Somerset Pennsylvania? It’s a beautiful place to visit and a group of motorcyclists from Indianapolis is already going.

Tom Burnett Senior and Alec Rawls are buying full page color ads in the Somerset Daily American for both Friday the 10th and Saturday the 11th, so anyone who makes the trip will have a ready made protest sign waiting for them. Just buy a newspaper, tape the ad to a piece of cardboard, and let the massed national media know what side you are on.

That’s right. With Barbara Bush and Michelle Obama both attending, it’s going to be a media circus, and a rare opportunity to force coverage of our issue. Just self-organize. Ad-holders will show a core of united opposition (and the media might even be forced to read our brief expose).

A PDF of the ad will be posted in another blogburst next week for anyone who wants to make signs ahead of time. There is also a set of small posters that were put together for a previous talk by Mr. Burnett. Just print with tiling to make the finished product as large or small as you want:

Board 1: The giant crescent

Board 2: It points to Mecca

Board 3: The gigantic Islamic sundial

Board 4: The 44 glass blocks

Petition to stop the Flight 93 memorial passes 10,000 signatures

Including a spate of dozen or so by 9/11 family members that feature some very strong comments. (See pages 198 and 199.)

It Points to Mecca video nearing 20,000 hits

Thanks to big fat repostings by Creeping Sharia and Atlas Shrugs. Thank You!

Here are parts 2, 3 and 4 (also worthy):

If you haven’t been to Shanksville before, there really is no lovelier place on earth than an open field in that sprawling Sherwood Forest that is Western Pennsylvania. Drink it in. There is something in the air at that patriots’ grave.

Repeat this five times:  ”Truth is not an absolute defense”!

Do you hear how insane that sounds?  Law has to be based on something,  so if Truth is not an absolute defense it leaves opinion.  So is opinion an absolute defense? What is an absolute defense in Canada?

Remember that our Founding Fathers lived under this kind of tyrannical jurisprudence which is why they coined the phrase, “You are innocent UNTIL you are proven guilty,”  laid out the arguments in the debates to create our Constitution and then provided absolute Constitutional protection of that Right in that cherished document.

Now say this five times,  ”I am innocent until the accuser proves me guilty!”

Which one of these statements sounds insane?

Think about what it would be like to have to spend 100s of 1000s of dollars to prove your innocence.  And on top of that, it’s about something you said in the course of trying to save innocent lives!  Canada is in a sorry state of affairs if this is how they protect the principle of  free speech.

Op-Ed

by Dr. Paul Williams, No Compromise Media contributor

I am a United States citizen on trial in Canada for exposing a situation at McMaster University in Hamilton, Ontario that threatened the lives and welfare of Canadians and Americans alike. My book The Dunces of Doomsday, published in the U.S. by Cumberland House, revealed potential terrorist threats from al-Qaeda affiliates at McMaster. The university is suing me for libel, demanding $4 million in punitive and aggregated damages.

Unlike American libel laws where the plaintiff must prove that what was said about him is not true,  and it was said in malice, Canadian libel laws, like the British, put the burden of proof on the defendant, not on the plaintiff.

What I wrote and said about McMaster from my home in Pennsylvania falls well within the standards of responsible journalism. Nevertheless, I have been dragged into court in Toronto, Canada, to be tried under Canadian law that lacks the U.S. Constitutional protection of free speech.

This ordeal has damaged my professional career, depleted my life savings, and placed me in financial jeopardy.

I am not alone.

Other writers have suffered a similar fate, including Joe Sharkey, a New Jersey-based freelance business journalist is being sued for reporting about a plane crash he survived over the Amazon. A woman who claims Sharkey offended the “dignity” of Brazil by criticizing its air-traffic control is suing him for libel in Brazil. This despite the U.S. National Transportation Safety Board’s conclusion that the Brazilian air traffic control was responsible to the crash.  She demands $500,000 and apologies in national and international media outlets.

Dr. Rachel Ehrenfeld, whose criticism of a Khalid bin Mahfouz, a Saudi billionaire who funded al Qaeda, has resulted in a judgment by default in British court against her for allegedly defaming the Saudi. She was ordered to pay $250,000, apologize in international media outlets and destroy her book: Funding Evil; How Terrorism Is Financed – and How to Stop It.

The same ordeal can befall all investigative reporters in the U.S. unless federal legislators pass The Free Speech Protection Act 2009, which is now before the Senate Judiciary Committee.

Last week my pretrial took place in Toronto. It was not a pleasant experience. My Canadian lawyers and the appointed mediator spent seven hours attempting to coerce me into signing an apology to McMaster University for stating the truth. They maintained that none of my statements were factual according to Canadian libel laws.

I pointed to the fact that McMaster was home to several al-Qaeda members who plotted to blow up Canada’s Parliament and behead its prime minister. In fact, a week before my pretrial took place, the guilty plea of a McMaster student, Saad Gaya, to charges of terrorism captured the headlines of Canadian newspapers. Gaya was one of eighteen al-Qaeda affiliates also charged with planning to blow up trucks loaded with bombs at the Toronto Stock Exchange, the Toronto office of the Canadian Security intelligence Service and a military base on Ontario. He was the eleventh to be convicted. The remaining seven members of the group, known as the “Toronto 18,” remain in prison awaiting trial. Such statements of fact have done little to persuade McMaster to drop the lawsuit, and my trial is set for April 2010.

In Canada, as in England and Brazil, truth is not an absolute defense.

No American citizen should be stripped of his/her Constitutional rights by foreign countries or foreign entities.

Congress should act immediately to pass the Free Speech Protection Act 2009.

Paul L. Williams, Ph.D.

Clarks Green, PA

The following is a book written by my friend, Mary.  You can read her previous chapters here. She is the ex-wife of a muslim,  and understands what it means to live under that lifestyle.  Notice I said “under” rather than live within that life style.  Living as a Muslim, when you grow up as an American and a Christian,  was not an easy walk for Mary.  Her experience is to our benefit as she educates us on the true nature of the imperialistic political system known as Islam.

by Mary Christiana Love

Chapter Three

Islam in American Classrooms

American children are being indoctrinated with anti-Democratic ideologies in American colleges, universities, and K-12 public schools with socialism, communism, and Islam. While parents believe traditional societal values are upheld, some schools are intentionally breaching customary positions of trust by providing a failing quality of education as compared to generations past. The widespread violation of standards infringe on family orientation, political and social identity, and religious persuasion.

Seditious movements fund educational programs in an effort to undermine American values to alienate children from their parents and grandparents, and ultimately replace traditional concepts with those subservient to a new world order. Emerging ideologies that alter the mind of American children are totalitarian allies– Communism and Islam. In full assault on our nation, the ideologies are demeaning our founding fathers and undermining the core of our Democracy through our children.

A September 2008 article titled “Saudi Infiltration into U.S. Education,” written for Israel National News, by Hillel Fendel warns that Saudis are using petrodollars to influence American education beginning in elementary schools. Sarah Stern, who heads the Washington, D.C. based Endowment for Middle East Truth think-tank (EMET) said the Saudis are making use of a clause called “Title VI” to indoctrinate teachers from K-12th grade with anti-American, anti-Israeli standards. Title VI and the loopholes in Bill Clinton’s 1995 Educational Guidelines allow off-campus activists to propagandize teachers and students at the taxpayer expense. Stern noted that:

“The law says you have to have teacher training seminars on campuses, and these have a radical anti-American bent. There is a place in New Mexico called Dar el Islam, a giant 1,300-acre complex that has a mosque, a madrassa [Islamic theological school], a summer camp, a teacher training workshop, and a publishing house that publishes some of the most virulent translations of the Quran, as well as the materials for their teacher-training that are used all over the country – and all stamped with the fancy blue-green-white star emblem of ARAMCO, the state-owned national oil company of Saudi Arabia. They are very, very stealth – I call this the ’soft jihad’ against America.”[1]

Title VI was first legislated in 1958 as a response to the Cold War because it was felt that American children did not know enough about the threat of Communism or the global market. Subsequently, a large amount of taxpayer money was set aside to fund college campus programs for regional studies such as African, Asian, and Middle Eastern studies.

In 1978, Edward Said of Columbia University wrote a book called “Orientialism” which became the prevailing and dominant trend in academia, making a Middle Eastern studies program very indoctrinating.  In the book, Said espoused that only individuals from given regions are qualified to talk or write about that region’s main religion.

Politicians welcomed programs and students from the Middle East when Arab leaders began lavishing generous donations to American educational institutions. In return, they demanded special privileges and the right to influence policy favorable to Islam.

Over the last 30 years, the Saudi royal family has contributed over $70 billion to promote Arab studies that center around Islam and spread anti-American and anti-Israeli propaganda. The Saudis give millions of dollars to American Universities and their motive is clearly stated by the official Saudi English weekly Ain-Al-Yaqeen:

“The Kingdom of Saudi Arabia, under the leadership of the Custodian of the Two Holy Mosques King Fahd Ibn Abdul Aziz, has positively shouldered its responsibility, and played a pioneering role in order to raise the banner of Islam all over the globe and raise the Islamic call either inside or outside the Kingdom.” [2]

Donations to universities can be made anonymously so it is impossible to know exactly how much money they receive and from whom. Some institutions receiving millions of dollars in Saudi funds are listed in the table below. Some of the Universities that receive Saudi endowments include Berkeley, Harvard, Columbia University, USC, Duke University, and even Texas A&M, to name only a few. [3]

By no means complete, the list includes known donations where possible.

Rice University accepts Saudi money for an Islamic Studies Chair. Duke University, Syracuse University, American University of Colorado, American University in Washington, D.C., and Howard University have allowed the Saudis to set up research institutes.

The endowments allow professors and so-called intellectuals the ability to promote an Islamic agenda while afforded protection under freedom of speech laws. Title VI allows for the payment of professors salaries. It also supports Saudi student activists that are trained overseas in the summer to learn terrorist tactics, and return in the fall. Thus, more and more anti-American and anti-Israel doctrine is spread, with nothing being done to stop it.[4]

Islamic organizations within American Universities are numerous. Islamic studies programs or research programs within the institutions also support the spread of Islam in America. One fund, named after Osama Bin Laden’s brother, The Bakr M. Binladin Visiting Scholar Fund at Harvard Law School, brings “visiting scholars” to study law at Harvard with the stipulation is that scholars must be citizens of a predominantly Muslim country.

The Saudi Arabian government views Western culture as its enemy, and so uses our universities as propaganda machines and research facilities. It may even use them as terrorist havens, such as The Muslim Student Association (MSA), an organization that encourages involvement in jihad, has established hundreds of chapters on colleges and university campuses across America. The co-founder of al-Qaeda, Wael Jelaidan, is one of several MSA members arrested on terrorist related charges.[5]

Prince Alwaleed bin Talal’s Georgetown University Center for Muslim-Christian Understanding, (ACMSU) is just one organization that has been donating millions of dollars for Middle East studies programs. The so-called “gifts” shrewdly promote Islamic indoctrination without condemning Islamic punishments of amputations, stonings, hangings, honor killings, punishments for blasphemy, executions of apostates, persecutions of non-Muslims, sanctioned wife-beatings, female genital mutilations, etc. Rather, ACMSU presents Islam in ways that will appeal to naïve Westerners. Using terms like “Interfaith Dialog” and “Islamic Art,” the pretense of a more “moderate” version of Shari’ah law is really just to get the camel’s nose in the tent, and allow for radicalism once numbers allow. Radical Islam can take years and generations to take root, but once put into practice, it is far from what Americans call moderate.

There are many programs that take advantage of the Title VI Program. The King Fahd Chair for Islamic Shari’ah Studies, the Sultan bin Abdul-Aziz Al-Saud Program in Arab and Islamic Studies, the H.E. Sheikh Ahmed Zaki Yamani Islamic Legal Studies Fund, the King Fahd Chair of Oncology and Pediatrics, and the Bakr M. Binladin Visiting Scholar Fund. Saudi funded educational institutions in the United States give millions of dollars to American Universities to implement their agenda. Brigitte Gabriel, author of “They Must Be Stopped,” and founder of ACT! For America, a national grassroots organization dedicated to spreading the truth about the Islamic agenda, refers to recipient universities as “occupied territories.”

The American Educational Trust (AET), established in 1982 was funded by American businesses and Arab donors. AET can afford to provide speakers to scores of colleges and universities at no charge, reportedly setting up its organization with $1,072,237. [6]

The AET website claims to:

“provide the American public with balanced and accurate information concerning U.S. relations with Middle Eastern states. AET perceives a dearth in knowledge about the Middle East, Arabs, and Muslims, in the U.S., and pursues an educational mission of Interpreting the Middle East for North Americans; Interpreting North America for the Middle East.”

Saudi billionaire friend of Hillary Clinton and advisor on Islamic affairs, Abdurrahman Alamoudi, then President of the American Muslim Council, supporter of Hamas and Hezbollah, sentenced to jail in 2004 for eighteen counts of terrorism related activities and accused of ties with Osama bin Laden, met often with Bill and Hillary Clinton to contribute to Bill Clinton’s Religious Expression in Public Schools education guidelines. As a result of this alliance, funding for Islamic educational materials poured in from Saudi Arabia and Muslim nations.

Launched by Clinton in 1995, these guidelines greatly affect public schools today even though education is not in the federal government’s jurisdiction, but is actually adjudicated to individual states.

In August 1995, Clinton provided every public school district in America with the Religious Expression in Public Schools education guidelines, which included an ambiguous statement of principles for religious expression, and activity in our public schools. Colluding with non-religious groups as well, Clinton removed all former reference to the Bible, Christianity, and the Pledge of Allegiance from our public schools. The Pledge of Allegiance is now unconstitutional because it contains the phrase “one nation under God.”  Nadine Stresses, President of the ACLU, refers to the 1995 guidelines as the authority to support the ACLU’s lawsuits restricting Christmas celebrations and removing Nativity scenes from public schools.

The 1995 guidelines drafted by the American Muslim Council, Americans United for Separation of Church and State, and the ACLU’s effective removal of Christianity diminished a cultured sense of American nationalism. Regarding his contribution to the guidelines, the director of the CIE at the time, Shabbir Mansuri, boasted that he was “promoting world cultures” and “waging a bloodless revolution” in America’s classrooms.[7]

The ACLU and the Council of Islamic Education (CIE) helped write Houghton Mifflin textbooks for K-12 American public schools with Islamic beliefs presented as historical fact. Houghton Mifflin collaborates with Microsoft and also publishes college textbooks for MS software programs actively promote multiculturalism, globalism, and political correctness indoctrination in college settings.

Way back in 1995, the Council of Islamic Education warned American scholars and public officials they would be perceived as “islamophobes,” racists, reactionaries, and enemies of Islam if they did not support promotion of Islam in American public schools. Islamic organizations applaud Clinton for helping them achieve the victory of their religious obligation to propagate Islam.

At the end of his term, Bill Clinton addressed Muslim leaders with a Ramadan message. Muslim leaders often ask for public statements, as they would later ask President Bush to humor them with formal public statements on behalf of the Arab vote. The statement that Clinton made is particularly disturbing because it is beyond protocol and good manners. The public message Clinton gave the Muslim leaders contained the unnecessary Islamic story as if it were an undisputed fact:

“As America’s six-million-member Muslim community grows in numbers and prominence, Americans of every religious tradition are learning more about the origins and meaning of Islam. That on ‘the Night of Power,’ the Angel Gabriel appeared to the Prophet Muhammad and revealed to him the first verses of the Koran. That the Koran declares that Ramadan was the month Allah’s words were sent down, and so should be spent in fasting.” -Bill Clinton

It is plausible the statement was a concession an act of obligatory allegiance and loyalty. A leader’s honor and loyalty hinges on public statements and in this case requires endorsing a disputed Islamic doctrine, while alluding to allegiance on behalf of all Americans and American policy and compromising the American education system.

Today, Christian instruction, prayer, and public nativity scenes are outlawed yet Clinton nominee, U.S. District Judge Phyllis Hamilton of San Francisco, approved an interactive program  called “Islam: A Simulation,” for public schools. The program forced California children at Excelsior Elementary School in Byron, California to “learn to become Muslim, recite the Quran, fast for Ramadan and pray Islamic prayers.”[8] In December 2003, the San Francisco court determined the school district did not violate the Constitution and was not indoctrinating students when it required them to adopt Muslim names and pray to the Islamic deity, but was just teaching them about the Muslim religion.[9]

The course was part of a curriculum taught to seventh-graders all over the state which many California schools participated in. California ruled that the state’s public schools must teach Islam in classes. California standards require Islam be taught in 7th grade, Judaism and Christianity is to be taught in 6th grade, and is covered in just two days as opposed to two weeks for Islam. Studying Christianity does not involve role playing and is presented as oppressive.[10]

The simulation forces students to memorize Islamic prayers and recite verses from the Quran. Students adopt Islamic names, and write about their experience as a Muslim at the end of the program. The exercises encouraged students to incorporate Islamic devotional phrases into speeches, and imagine they are on a pilgrimage to Mecca. The program involves state-approved curriculum using state-adopted textbooks that have now been part of the instructional program in California for over a decade. [11]

A textbook adopted by the State of California “Across the Centuries,” published by Houghton Mifflin, prompts students to imagine they are Islamic soldiers and Muslims on a Mecca pilgrimage. Simulations encourage children to use devotional phrases such as “Allahu Akbar,” Arabic for “Allah is greatest,” and to fast during lunch to experience fasting during Ramadan. Yet, Judge Hamilton ruled the program was devoid of “any devotional or religious intent” and was, therefore educational, not religious in nature. [12]

But this is endorsement of Islam with Islamic indoctrination in our public schools under the guise of social studies and history, and at the expense of freedom of religion. Stealth Islamic conversion of our youth, using loopholes in the Education Guidelines is part of a traitorous alliance that enables the Muslim Brotherhood’s resolve to destroy America.

Not only is the alliance shocking, the longer it continues, the more difficult and dangerous it will be to reverse. Victories in Islam are like a Russian doll, setting the stage for subsequently larger victories. Ultimately, when numbers allow, the Islamic penalty for any who try to take away an Islamic achievement is death. The penalty for anyone who converts out of Islam is also death. Therefore, Islamic indoctrination puts non-Muslim children in peril because according to Islamic doctrine and Shari’ah law, one must agree to follow Islam once principles are known whether agreed or not. In the Islamic context, “understanding Islam” is not meant to be interesting information. When Muslims tell non-Muslims about Islam, they are telling them required behavior; i.e.; what to think and how to behave to avoid a backlash and condemnation in the future.

Michigan State University researchers showed the importance of leading students through a logical chain of information to break down pre-existing conceptions “that are deeply held and based on intuitive or naive beliefs about the world.” The study found that acting out lessons makes information stick.

Michigan State researchers developed an experimental middle-school science curriculum, found that science is not just memorized facts and terms, but an information process that is acted out to build a picture and an explanation. One of their key findings was the importance of leading students through a logical chain of evidence, showing them a variety of phenomena that can be explained by the same basic principle, and providing the chance to use the ideas. Researchers found that this procedure is not only essential to making the insights stick, but crucial in breaking down  pre-existing beliefs, noting that science is not just memorized facts and terms, but a process that builds a picture. Findings showed that regardless of the accuracy of a curriculum, action makes the information stick.

A separate article, “The Trouble with Textbooks,” written by Stephen Budiansky in February, 2001 refers to the Michigan State study. In an effort to describe what sticks in a students mind, Budiansky noted that:

“textbooks have always been an easy target for those out to lambaste the state of public education, and that in the area of science and math, many factors are at work in the poor showing of U.S. students, including poor teacher preparation.”

Budiansky also noted the importance of research by George Nelson, a former astronaut who directed a science and mathematics reform initiative of the American Association for the Advancement, called “Science Project 2061.” Noting the importance of textbooks, Nelson wrote:

“textbooks are the de facto curriculum in this country,”

and that:

“textbooks ought to be the easiest things to fix.”

Therefore it can be concluded that the acting out process in “Islam: a Simulation,” did not merely serve to teach history and culturally enlighten, but according to the Michigan State research and Project 2061 research, the information was presented in a manner that is scientifically proven to make the Islamic teachings stick in the minds of the California youth, regardless of accuracy.

According to Budiansky, the study of middle-school science textbooks studied by Project 2061 found that science books examined did not meet the minimum requirements for effectively teaching science. Nelson said that:

“Our students are lugging home heavy texts full of disconnected facts that neither educate nor motivate them.”

In a study conducted by the National Science Teachers Association, 23 percent of middle school teachers reported they have taught subjects in which they had no prior course work. Nelson emphasized that because so many teachers are deficient in math and science skills, they rely disproportionately on the provided texts. [13]

A book titled “The Trouble with Textbooks: Distorting History and Religion,” conducted by president of the Institute for Jewish & Community Research (IJCR), Dr. Gary Tobin, and research associate Dennis Ybarra, details a 5-year joint study noting a significant amount of misinformation in American textbooks and supplemental materials in schools in every state. The study cites offensive passages that present false information and undermine the very foundation of the American educational system.

The IJCR study looked at 28 prominent history, geography and social studies textbooks and concluded that American public school students are being overloaded with Islamic and Middle Eastern indoctrination at the expense of Christianity and Judaism. It found 500 problematic passages about Judaism, Christianity, Islam and the Middle East in widely used textbooks in public schools. The study supported similar assessments that history textbooks throughout the U.S. school system glorify Islam and are critical of Jews and Israel; and disrespectful of Christianity.

Tobin and Ybarra observed that Islam is taught in the books as a matter of fact, while Judaism and Christianity are treated as beliefs. The glossary of the textbook, World History: Continuity and Change, states as undisputed fact that the Koran is the “Holy Book of Islam containing revelations received by Muhammad from God.” The same glossary describes the Ten Commandments as “moral laws Moses claimed to have received from the Hebrew God Yahweh on Mount Sinai.” Likewise, the Islamic empire of the Middle Ages was described as “a time of unqualified glory without blemishes.” Other excerpts  state that Muslims “always tolerated Jews,” “unlike their Christian counterparts.”

Tobin and Ybarra concluded that history and religion are alarmingly distorted in schools in every one of the 50 states. The study describes how the textbook publishing process suffers from lack of competition and expensive development and adapting of textbooks. Major competitors are down from nine to three in less than twenty years, and control the K-12 textbook market today.[14]

The American Textbook Council (ATC), established in 1989 as an independent national research organization to review social studies textbooks and advance the quality of instructional materials in history, worked for two years to review five junior high, and five high school World, and American history texts. The ATC found that the history textbooks used by hundreds of thousands of students in the U.S. public school system blatantly promote Islam. The resulting report, authored by Gilbert T. Sewall, was titled “Islam in the Classroom: What the Textbooks Tell Us.”

The ATC report noted that Islamic organizations are active in curriculum politics and willingly provide misinformation in an effort to expel any critical thought about Islam, without eliminating its agenda. Assisted by partisan scholars and public relations associations many individuals with the power to shape the curriculum are blind to, or openly promote Islamic efforts. The report confirms findings that the texts present “disputed definitions and claims with regard to Islam as established facts.” The report continued:

“Islamic activists use multiculturalism and ready-made American-made political movements, especially those on campus, to advance and justify the makeover of Islam-related textbook content…Particular fault rests with the publishing corporations, boards of directors, and executives who decide what editorial policies their companies will pursue…”

The review examined how history textbooks characterize Islam’s foundations and creeds; what changes and additions have occurred in textbook material written before and after 2001; what textbooks say about terrorism, 9/11, and weapons of mass destruction. It outlines Islamic challenges to global security and asks about looming dangers to the U.S. and the world. The ATC found that deficiencies about Islam in textbooks copyrighted prior to 9/11 persisted and in some cases have grown worse. Errors about Islam in older textbooks had not been corrected even when publishers had having learned of contested facts, and were given time to make corrections.[15]

Instead of making corrections or adjusting contested facts, publishers and editors defend misinformation with omissions profound and intentional. The report said lessons contain “stilted language that seem scripted or borrowed from devotional, not historical, material.”

The book, Medieval to Early Modern Times features a two-page prayer to Allah “the Merciful.”[16]

The textbook, “World Civilizations,” published by Thomson Wadsworth said,

“Excepting the Old Testament’s poetry, the Jews produced very little of note in any of the art forms … There is no record of any important (early) Jewish contributions to the sciences.”

Another book, titled “The World,” published by Scott Foresman, claimed that

“Christianity was started by a young Palestinian named Jesus.”

Historical inaccuracy does all students of religion, history, and social studies a disservice, and further suggests a motive for such bias, such as the endorsement of Islam over other religions. Discoveries in the study include routine negative stereotyping of Jews, Judaism and Israel. Some of the texts accuse the Jews of committing deicide (exterminating a diety such as Allah), and blame Israel for starting wars in the Middle East. The texts describe Jewish writings as “stories,” “legends” and “tales,” and errors are frequent throughout the books that were investigated.

The ATC report noted that several of the textbooks were harshly criticized by parents. In a Sacramento district, a parent whose child was given the text, “History Alive! The Medieval World and Beyond” published by the privately held Teachers Curriculum Institute (TCI), accused the publisher of an extremely pro-Muslim bias.

The students’ parent believed that teaching world history was acceptable, but objected to the teachings of Islam, while not addressing Christian doctrine to the same degree. The same parent said the book has only one page referencing Jews. Most of the information concerning Jews was to convey that the Jews were tortured by Crusaders to force them to convert to Christianity. It did not mention the Holocaust, or Jewish persecution by Arab Muslims for centuries thru today. The book did not give due credit to the Jews for their significant impact on the region or the culture at large, but blamed the Jews for the plagues and problems in the land.

Bert Bower, founder of the Teachers Curriculum Institute (TCI), and an executive for one of the texts reviewed by ATC, told World Net Daily that not only did his company have experts review the book, but the state of California and scholars from all over the world also reviewed it and approved it for use in public schools. One of those worldly experts was Ayad Al-Qazzar, who helped write The Arab World Notebook, a book that will be discussed next.

The ATC report noted that most textbook publishers align their work to a ban on “adverse reflection.” Adverse reflection means that a topic is conceptually at odds with historical and geopolitics. One book asks readers the question, “How did the caliphs who expanded the Muslim Empire treat those they conquered?” The book’s answer: “They treated them with tolerance.” The report said:

“Glossing over the actual physical conquering of some peoples, the book, World History: Medieval and Early Modern Times says people converted to Islam because they were attracted by Islam’s message of equality and hope for salvation.”

Islamic presentation throughout the books is described as “sugar coated,” and the books describe Islam as a “wonderland-of-tolerance often spun like cotton-candy,” where “Hope for salvation” may actually mean “survival”, when history shows that the only escape from death literally was submission to Islam. Westerners erroneously think that submission means conversion. In reality, submission means allowing Islam to reign supreme. The lives of the conquered could then be spared only if they agreed to pay a “jizya” tax and agree to live as second-class citizens known as “dhimmis.”

The books describe the Crusades as “religious wars launched against Muslims by European Christians.” “History Alive! The Medieval World and Beyond” says the Crusaders wore red crosses. The French Templars wore red crosses, but Spaniards, English, German, Italians, and Greeks also fought against the Muslims in the Crusades after Muslims had encroached on their Christian lands for centuries. For centuries leading up to the Crusades, Muslims had sanctified the invasion and pillage of Christian lands murdering and taking the indigenous citizens as slaves. Yet, the books describe the process of Muslim invasion of Christian lands as “building an empire,” and describes Christian attempts to restore those lands as “violent attacks” and “massacres.”

The report also found that the books magnified Christian brutality while ignoring precedent information on Islamic inequality, subjugation, and enslavement, while inaccurately describing Shari’ah religious law, dhimmitude, women’s rights and terrorism. Regarding 9/11, the book “The Modern World” gives an example of such non-committal in reference to 9/11:

“On the morning of September 11, 2001, teams of terrorists hijacked four airplanes on the East Coast. Passengers challenged the hijackers on one flight, which they crashed on the way to its target. But one plane plunged into the Pentagon in Virginia, and two others slammed into the twin towers of the World Trade Center in New York…”

The description unconcernedly fails to explain who “they” were, and what they wanted to accomplish. The minimal explanation evades any connection to Islamic terrorism and jihad, and indicates a total lack of understanding and remorse. The ATC report concluded:

“Many political and religious groups try to use the textbook process to their advantage, but the deficiencies in Islam-related lessons are uniquely disturbing. History textbooks present an incomplete and confected view of Islam that misrepresents its foundations and challenges to international security.”[17]

An imam from Turkey, Fethullah Gülen, who considers himself a prophet has a network off hundreds of charter schools in America Gülen is touted as a reformist and advocate for tolerance, a catalyst of “moderate Islam.” He is praised in the United States as an intellectual, scholar, and educator even though his formal education is limited to five years of elementary school.

Gülen has met with Christian clergy, Pope John Paul II, and Jewish rabbis in an effort to promote Islam under the guise of promoting an interfaith dialogue. Islamic doctrine has traditionally tied itself to Christianity and Judaism using common stories between the latter two as a door opener. Gülen has also used the literature of great Sufi thinkers pretending to share in their moderation. Gülen’s movement is called the Fethullah Gülen Community (FGC). The FGC runs hundreds of secondary schools and dozens of universities in 110 countries including charter schools in twenty-four states in the U.S. Gülen’s followers target youth in the eighth through twelfth grades preparing them for careers in law, politics, and education to create the ruling classes of a future Islamist, Turkish state. The FGC also donates money to universities such as Georgetown University.[18]

ACT! For America, a grassroots organization that helps Americans understand the tactics used by Islamists in their world conquest endeavor, issued an exclusive report about the FCG. The report revealed that Gülen is particularly dangerous is his strategic and tactical means to achieve this goal. Not only does Gülen oversee a worldwide network of schools, but his estimated budget of 25 billion dollars also funds businesses, foundations and media outlets. In a 1999 sermon on Turkish television, Gülen described stealth jihad:

“You must move in the arteries of the system without anyone noticing your existence until you reach all the power centers … until the conditions are ripe, they [the followers] must continue like this. If they do something prematurely, the world will crush our heads, and Muslims will suffer everywhere, like in the tragedies in Algeria, like in 1982 [in] Syria … like in the yearly disasters and tragedies in Egypt. The time is not yet right. You must wait for the time when you are complete and conditions are ripe, until we can shoulder the entire world and carry it … You must wait until such time as you have gotten all the state power, until you have brought to your side all the power of the constitutional institutions in Turkey … Until that time, any step taken would be too early—like breaking an egg without waiting the full forty days for it to hatch. It would be like killing the chick inside. The work to be done is [in] confronting the world. Now, I have expressed my feelings and thoughts to you all—in confidence … trusting your loyalty and secrecy. I know that when you leave here—[just] as you discard your empty juice boxes, you must discard the thoughts and the feelings that I expressed here.”

The FCG schools offer recruitment for outside school activities such as summer camps, which recruit members and followers. They advocate “taqiyya,” which is sanctioned as obligatory lying when deception is a means to protect and further Islamic causes. Misleading information and headlines often convey two different messages, one to the indigenous Islamic population and one to the West. This deceptive practice is common in the Islamic world, and has led many in the West, including political leaders and academics, to be misled as to the true intentions of Islamists.

President Obama is pushing to relax requirements for charter schools while Islamic organizations are pushing to expand Charter schools. Not classified as “private” schools, charter schools currently cannot legally endorse or promote a religion.

Funded by Minnesota taxpayers, Tarek ibn Ziyad Academy (TIZA) is a K-8 charter school in Minnesota that operated as an Islamic school for five years before the state finally ruled against it.

TIZA has one campus in Inver Grove Heights and a smaller site in Blaine, has about 430 K-8 students, most of who are Muslim. Founded in 2003, TIZA receives state per-pupil funding. The state education department expected funding to total $4.7 million for the 2008-2009 school year.

With a mosque and the headquarters of the Muslim American Society of Minnesota share the school building, founders Asad Zaman and Hesham Hussein, both leaders of the Muslim American Society of Minnesota, and local imams, opened TIZA for the 2003-2004 school year with Imam Asad Zaman as the principal. TIZA is named after a Muslim warlord, Tarek ibn Ziyad, who invaded Spain from Africa in a bloody battle in the eighth century, marking the beginning of the Muslim conquest of Spain. Upon his arrival in Spain, Tarek ibn Ziyad ordered his Muslim forces to burn their boats:

“Brothers in Islam! We now have the enemy in front of us and the deep sea behind us. We cannot return to our homes, because we have burned our boats. We shall now either defeat the enemy and win or die a coward’s death by drowning in the sea. Who will follow me?”

The soldiers then rushed ahead, crying “Allahu akbar.” To defeat a superior Spanish force.[19] Islamists boast that Muslims ruled the country for hundreds of years afterward so well that Spain became a fountainhead of culture and civilization for the whole continent of Europe.[20]

An initial review of TIZA operations found that the school was nonsectarian, and not in violation of Minnesota law or federal guidelines on constitutionally protected prayer in school. The Minnesota Department of Education maintained that TIZA was not an Islamic or a religious school. The review found that prayer on Monday through Thursday appeared to be voluntary and student led.

In January 2009, the American Civil Liberties Union (ACLU) of Minnesota filed suit against TIZA, and the Minnesota Department of Education. The ACLU claims that TIZA  received millions of dollars of taxpayer money to support a private religious school, citing that the school receives state per-pupil funding expected to total $4.7 million for 2008-2009 school year.

The state’s ACLU Executive Director, Charles Samuelson, said the school used government aid money to pay rent to holding companies, and then funnel funds to the Muslim American Society of Minnesota and Minnesota Education Trust, which the ACLU says is a non-profit group that promotes Islam. The ACLU claims that a conflict of interest is created because the society and the school were incorporated by the same person, and on the same day, and are really one in the same organization.

Students at TIZA pray Islamic prayers, the cafeteria serves food that is prepared according to Islamic law, and Islamic Studies are held on the campus at the end of the school day. According to a TIZA report, seventy-seven percent of TIZA parents said their main reason for choosing TIZA was for the after-school programs. Yet the Imam-Principal Asad Zaman maintained that TIZA is not a religious school.

For years, Asad Zaman used loopholes in President Bill Clinton’s 1995 Educational Guidelines to teach Islam at TIZA, as will be evident in the unfolding story. The Guidelines were assembled with the help of Hamas and Hezbollah supporter, Abdurrahman Alamoudi, who, prior to his arrest and conviction on terrorism related charges in 2004, was President of the American Muslim Council.

In March 2008, a substitute teacher at TIZA revealed that Islam did play a significant role at TIZA. On the Friday the substitute teacher  arrived at TIZA, and was told that after lunch there would be a “school assembly” in the gym. Prior to the assembly her duties would include taking her fifth-grade students to the restroom to perform what was described as “their ritual washing.”

After their ritual washing, teachers led the children into the gym, where a man dressed in white was preparing to lead a prayer. Beside him was another man prostrated in prayer on a carpet.

The substitute teacher said that the prayer activity was not voluntary. Children were “corralled by adults and required to go to the assembly where prayer occurred.” She also said that the school day included after-school Islamic Studies. She said that assignments written on the blackboard included studying the Koran, and was told that Islamic Studies were held after school and she might have to stay for hall duty.

At the end of the day, her fifth-graders stayed in the classroom. The man who led the prayer in the gym came into the classroom to teach Islamic Studies to the students while the busses waited outside. After the Islamic Studies class was over, the busses took the children home.

The Minnesota Department of Education had not noticed the religious practice during any of their visits. In 2004, the Assistant Commissioner sent two letters to the school inquiring about reported religious activity. When questioned, Imam-Principal Asad Zaman said that prayer in the school was voluntary and student-led, and the department accepted Zaman’s answer without confirmation. [21]

TIZA’s website requested volunteers to help with the Friday prayers. The website advertised a “rigorous Arabic language program” as well as “an environment that fosters your cultural values and heritage.” It explained the school’s efforts to provide students with a:

“…learning environment that recognizes and appreciates the traditions, histories, civilizations and accomplishments of Africa, Asia and the Middle East.”

In an e-mail, Zaman explained the request for volunteers to help with Friday prayers was to ensure that TIZA staff members were not involved in organizing the Friday prayers. However, it is still probable that it was TIZA staff members who planned the website, organized the schedule, and requested the volunteers. It does not change the fact that the prayer services took place in the school building during school hours. According to federal guidelines on prayer in schools, teachers at a public school cannot participate in prayer with students. Zaman admitted that “some” Muslim teachers “probably” attended the prayer session. [22]In the spring, 2008, Minnesota Department of Education began a review, saying that the school must change the way it handles prayer in school and after school busing. Also, under Minnesota State Law, the school was ordered to raise an American flag every day in session. Furthermore, the Department informed TIZA that Minnesota state law requires schools to provide transportation at the end of the normal school day.[23]

Zaman claimed that K-8 school began to receive death and arson threats as a result of media attention, frightening students, so police began patrolling the school. In response to Zaman’s claims and because television reporters went to the school unannounced, TIZA obtained a security system requiring visitors to buzz at the school entrance.

As a result, on Fridays the school began to release teachers and most students at midday. Parent volunteers, or a community member led students who stayed behind in prayer, and those who did not want to pray could read or engage in a quiet activity. From Monday-Thursday, students were given the option of signing up for after school activities including a fee-based Muslim studies course, Boy Scouts, Girl Scouts, or a free secular program.[24]

While it may seem reasonable to say that students can sit out of the prayer, there is enormous pressure to pray within a group. Students who choose not to pray will be noted and stigmatized, potentially leading to problems at home from religious parents who would then feel shamed. Prayer in school is a form of coercion, and would likely lead to problems for non-praying students, and more lax parents within the larger Muslim community. This same coercion would automatically extend to fasting at Ramadan, when food is probably not even available at Muslim schools, and eating in front of fasting students would be viewed as ‘blasphemous.”

Muslims would have us believe that prayer is mandatory at prescribed times, when in fact it is not. Muslims are allowed to postpone their prayers as long as necessary. If prayer is not convenient at a given time, for reasons such as when in the presence of non-Muslims, or at a workplace, or normal public school, etc., Muslims can postpone them. Prayers can accumulate for days on end, but cannot be done in advance. Of course, it in inconvenient to have to do more prayers later, but children could actually wait to do their afternoon prayers when they are at home.

Concerning young female students is the requirement that women do not pray when they are menstruating. In fact, Muslims believe Allah will reject prayers of women when performed during monthly menstruation. Therefore, whenever a female student sits out of a prayer, everyone will know she is menstruating. In a subtle way then, and a gross violation of privacy, all boys and men in the school will know which girls are menstruating and which ones are not. Furthermore, some students may not want to practice Islam and would prefer to live in a Democratic society without Islamic coercion.

Allegations against TIZA are that the school’s main campus was not originally built as a school, and the lease was not reviewed by either the state Department of Education or the state Department of Administration. Also, there are prayers on the walls of the school entry and teachers have participated in student prayer activities. Samuelson said the school used its website to seek volunteers to lead prayers, and that it requires students and staff to dress in attire that conform to Islamic religion. He also said the school issues a handbook instructing staff to not discuss what goes on at the school.

Federal guidelines do allow students to organize prayer groups in public schools, but teachers and school employees may not compel students to pray or actively participate in student prayer. Samuelson noted that the Minnesota ACLU has sued other public school districts for promoting Christian sects. It has sued cities around the state for violating the separation of church and state clause of the First Amendment, including the city of Duluth for putting a Ten Commandments monument on the city hall lawn. [25]

Saudi-associated organizations hold the mortgages of 70% of America’s mosques. Along with financing comes control over many, if not all, aspects of the mosque. For example, Saudi/Wahhabi authorities are able to influence the selection of their imams, their training, the Korans and other materials they use, their sermons and programs for mosque schools.[26]

Aside from charter schools, another serious concern is Saudi Arabian government run schools. The Saudis run nineteen international schools including The Islamic Saudi Academy (ISA) in northern Virginia. Chaired by the Saudi ambassador to Washington, the school shares the embassy’s employer tax number under the name of the “Royal Embassy of Saudi Arabia.” Since 2003, The United States Commission on International Religious Freedom (USCIRF) has issued four reports warning that the school’s textbooks contain intolerant language that indoctrinate students with Islamic supremism, polarization, and incitement. The Saudi government agreed to remove disparaging references, but in 2008, passages still clearly pressed readers to commit acts of violence.

According to a June 11, 2008 article by the U.S. Commission on International Religious Freedom, a twelfth-grade textbook the school uses defines just cause for killing in the case of:

“…unbelief after belief, adultery, and killing an inviolable believer intentionally.”

Saudi Wahabbi interpretation of Islam identifies Christians, Jews, Hindus, Buddhists, Shiite Muslims, and Sufi Muslims as major polytheist religions. Another twelfth-grade textbook describes:

“…major polytheism makes blood and wealth permissible,”

Non-Muslims can be exempt from the cruel and unusual punishment if they have certain agreements with the Islamic governments such as American businesses in Saudi Arabia, as described in a ninth-grade textbook:

“It is not permissible to violate the blood, property, or honor of the unbeliever who makes a compact with the Muslims. The blood of the mu’ahid is not permissible unless for a legitimate reason…the mu’ahid is an unbeliever who contracts a treaty with a Muslim providing for the safety of his life, property, and family.”

The implication is that violence against non-Muslims is lawful unless an agreement is effective. Such agreements for loyalty are exemplified by American oil companies operating in Saudi Arabia, financial institutions that provide Shari’ah compliant products, politicians and agents who lobby for Saudi causes such as Jimmy Carter and Bill Clinton, and Barrack Obama. It is reasonable to conclude that even George W. Bush’s lack of immigration enforcement and open borders was an agreement to keep America safe from attack.

The U.S. Commission on International Religious Freedom has long called for Saudi Arabia to be designated a “country of particular concern,” for systematic violations of religious freedom. Expressing concern over promotion of religious intolerance, and religious-based violence in textbooks used in Saudi Arabia and at Saudi schools abroad, the Commission has urged the U.S. government to press the Saudi government to promote tolerance since 2001. The Universal Declaration of Human Rights bans discrimination and incitement, and specifically provides that education:

“shall promote understanding, tolerance and friendship among all nations, racial or religious groups…”

The Declaration specifically provides that:

“The child shall be protected from any form of discrimination on the ground of religion or belief. He shall be brought up in a spirit of understanding, tolerance, friendship among peoples, peace and universal brotherhood, and respect for freedom of religion or belief of others. . .”

It is shocking that high school students in the United States are among those discussing when, and under what circumstances killing non-Muslims is allowed. The U.S. government must ensure that the Saudi government reviews and revises the globally distributed books. The U.S. government should insist that the Saudi government behave as members in good standing of the international community, regardless of the huge amount of world market dollars they may control.[27]

Ayad Al-Qazzar, a Muslim apologist, so called ‘worldly’ expert and frequent speaker in Northern California school districts promoting Islam and Arab causes

helped write a 540 page Arab World Notebook that was distributed to over 10,000 teachers, reaching 25 million students. The Arab World and Islamic Resources (AWAIR) is a proselytizing non-profit organization that conducts teacher workshops and sells supplementary materials to schools in an effort to promote Islam.

The Textbook League in Sausalito, California is a resource for middle school and high-school educators. It lists readings, resources, and so-called lesson plans in a two-version publication aimed at teachers. A 1998 version of their publication says The Arab World Studies Notebook  is published jointly by the Middle East Policy Council (MEPC) and by the Arab World and Islamic Resources and School Services (AWAIR). The editor of the Arab World Notebook is also the director of AWAIR, a woman named Audrey Shabbas.

The MEPC is a pressure group based in Washington, D.C., known prior to 1991 as the Arab American Affairs Council. Its activities include sponsoring teacher workshops to indoctrinate teachers about the Arab World and Islam.

President of the Textbook League, William J. Benneta investigated MEPC’s Web site, and Arab World Studies Notebook. On the Website page with the same name as the notebook, he read a claim about the Arab World Studies Notebook:

“…an updated and enhanced version of the Arab World Studies Notebook (1990), a previous work so highly regarded that educators in California were permitted to purchase it with state funding.”

Bennetta investigated and found the claim false, noting that the Curriculum Framework and Instructional Resources Office (CFIRO) of the California State Department of Education does not appraise content. Therefore, granting approval does not mean that an approved publication is highly regarded. Furthermore, Benneta contacted the administrator of the CFIRO and found that there was no record of ever approving The Arab World Studies Notebook. The Introduction to the Arab World Studies Notebook, states:

“Believing firmly that teachers are the vanguard of change in any society, AWAIR has taken as its mandate, to impact the very resources chosen and used by teachers as well as the training and sensitizing of teachers themselves.”

The phrasing “training and sensitizing” actually means subjecting teachers to heavy bombardment of religious and political propaganda, knowing that they have little to zero prior knowledge on the subject of Islam. Bennetta wrote that:

“The Arab World Studies Notebook is a vehicle for disseminating disinformation, including a multitude of false, distorted or utterly absurd claims that are presented as historical facts. I infer that the Arab World Studies Notebook has three principal purposes: inducing teachers to embrace Islamic religious beliefs; inducing teachers to embrace political views that are favored by the MEPC and AWAIR; and impelling teachers to disseminate those religious beliefs and political views in schools.”

Bennetta noted further that:

“The promotion of Islam in the Arab World Studies Notebook is unrestrained, and the religious-indoctrination material that the Notebook dispenses is virulent. Muslim myths, including myths about how Islam and the Koran originated, are retailed as matters of fact, while legitimate historical appraisals of the origins of Islam and the Koran are excluded. Shabbas wants to turn teachers into agents who, in their classrooms, will present Muslim myths as history,” will endorse Muslim religious claims, and will propagate Islamic fundamentalism.”

A lesson in the Arab World Studies Notebook says that Jesus ‘is an important figure in Islam’ Another lesson plan says that Islam ‘recognizes Jesus.’ It is a fact that Muslims recognize Jesus, yet deny and denounce basic Christian teachings, such as that Jesus was divine and part of the Trinity. Jesus is apparently important enough in Islamic teachings that Muslims are enjoined to not take Christians and Jews as friends (Koran 5:51). They also are enjoined to believe that Christians are perverse (Koran 9:30). And to deny that Jesus was crucified. (Koran 4:157).

Koran passages reject essential Christian beliefs about Jesus, and Muslim propagandists conceal the Koran’s judgment that Christians and Jews are unfit to be accepted by Muslims as allies or friends.

The prevailing belief of Muslims about Jesus is that Christians are wrong in their understanding of Jesus; and that Jesus, who lived before Muhammad,  was actually a Muslim. Yet, Muslim propagandists in America, strive to create the impression that Islam is congenial to, and a logical conclusion to Christianity while routinely and dishonestly exploiting how Jesus is perceived in the Koran and in Muslim culture.

In the Arab World Studies Notebook, unsupported claims about Muslims in the pre-Columbian New World are completely without documentation or support, leading one to speculate the intended audience consists of teachers who in an effort to keep their jobs, and lacking knowledge of history and religion, will advocate what they are told without question.

One ridiculous and unsupported myth in the Arab World Studies Notebook is that Muslims supposedly reached the New World in pre-Columbian times, spreading throughout the Caribbean, Central America, South America and even Canada. According to the myth, by the time Columbus arrived, the New World was full of Muslims. English explorers supposedly met Iroquois and Algonquin chiefs who had names like ‘Abdul-Rahim’ and ‘Abdallah Ibn Malik!’ Shabbas does not cite any sources to support the claims and does not reveal names for the English explorers.

The Arab World Studies Notebook is full of unqualified statements such as the one on page 27 that states, “As is well known, the Qur’an was revealed through the Prophet Muhammad . . .” It does not say how it is well known, or by whom it is well known. In fact, in America, a country where 80% of the population claims to be Christian, it is neither well known nor mainstream. It is however, recognizable to Christians as Islamic-fundamentalist myth.

The Arab World Studies Notebook states, “The Koran is the last link in a chain of revelation going back to time immemorial, even to the very origin of humankind.” Muslims believe the Koran is a miraculous revelation channeled through Muhammad, who was illiterate. Left to memory for centuries, it is not known how many versions of the Koran were written and rewritten before an accepted version was assembled, or who actually wrote them down.

Another myth in the Arab World Studies Notebook is that the Koran condemns wars of “territorial conquest.” No doubt, Muslims would prefer peaceful conquests, however the book says that from the 8th through 13th centuries, Arabian Muslims built a great empire that “extended across North Africa, the Middle East, and Central Asia, from Spain to the borders of China.” It does not say exactly how the conquest took place or acknowledge that thousands of churches, temples, and civilizations were destroyed in the process, or that 270,000,000 non-Muslim lives were lost in nearly 1400 years of violent jihad.[28] [29]

Americans will not tolerate loss of freedom for subversive ends through trickery and deceit. Yet a stealth movement is rapidly seeking to impose objectionable “Shari’ah Law” in place of Democracy and the Constitution.

According to Lebanese born terrorist expert, and founder of ACT! For America, Brigitte Gabriel,

“For the last 16 years, Saudi Arabia and the Gulf states … because of the money coming from the oil,  have been pumping millions of dollars into our universities appointing Arab professors who are anti-American, and anti-Israel, have been basically brain-washing our students to believe we (Americans) are the problem.”

“The children, who have been educated in American universities for the last 16 years, have graduated and are now working … not influenced … by our patriotic education as Americans, but they have been influenced by Arab thinking … and hatred based on revenge.”

The evidence of such brainwashing is an attempt to raise our children against us and force them to ultimately live in dhimmitude. Many responsible groups and individuals aware of the treacherous violations of freedom are aware that an attempt to undermine our society is underway. Western free thinkers will never stand for such a breach in conscience and it will be exposed and stopped as historical fact and geopolitical reality  inevitably lead to differences in culture and religion. Forced multiculturalism and political correctness provide fertile ground for hostilities in an attempt to abolish cherished and established standards of the hosting culture, which in this case is America.

[2] Shapiro, Ben; “King Fahd’s Plan to Conquer America,” December 20, 2002, http://www.campus-watch.org/article/id/408

[3] Kaplan, Lee; “The Saudi Fifth Colimn  on Our College Campuses,” April 5, 2004, http://www.frontpagemag.com/readArticle.aspx?ARTID=13551

[4] Esposito, John and Algar, Hamid; “The Fifth Column [On Middle East Studies, Title VI, Saudi Funding], The Conservative Jedi Blog, January 23, 2008,  http://conservative-jedi.blogspot.com:80/2008/01/fifth-column.html & http://www.campus-watch.org/article/id/4725

[5] Shapiro, Ben;“King Fahd’s Plan to Conquer America,” http://www.campus-watch.org/article/id/408

[6] Emerson, Steve; The American House of Saud: The Secret Petrodollar Connection, Chapter 15, p.292, Franklin Watts Publisher, 1985

[7] Richard, Riley W., Secretary of Education; Archived Letter to American Educators, http://www.ed.gov/Speeches/08-1995/religion.html

[8] Schroeder, Jen, “Islam, A Simulation Handout,” http://www.blessedcause.org/islam.htm

[9] Lynne, Dianna; “Islam Studies Spark Hate Mail, Lawsuits,” January 16, 2002 http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=26074

[10] “Schoolhouse Shari’ah,” September 24, 2009,  http://www.investors.com/NewsAndAnalysis/Article.aspx?id=507056

[11] Shroeder, Jen; “How Clinton Sold Our Children to Islam,” June 26, 2004, http://www.blessedcause.org/proof/Clinton%20Abdurahman%20Alamoudi.htm

[12] “Islamic Indoctrination Taken to Supreme Court,” June 9, 2006, http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=50562

[13] Budianski, Stephen; “The Trouble With Textbooks,” February 2001, http://www.prism-magazine.org/feb01/html/textbooks.cfm

[14] The Trouble With Textbooks, http://www.troublewithtextbooks.org/

[15] “Islam in the Classroom: What the Textbooks Tell Us,” http://www.historytextbooks.org/islam.htm

[16] Unruh, Bob; “Brave New Schools: History Textbooks Promoting Islam,” May 10, 2008, http://www.wnd.com/index.php?fa=PAGE.view&pageId=63872

[17] Sewall, Gilbert T.; “Islam in the Classroom: What the Textbooks Tell Us, American Textbook Council, New York, NY, 2008

[18] Sharon-Krespin, Rachel; “Fethullah Gulen’s Grand Ambition: Turkey’s Islamic Dagger,” Middle East Forum, Winter 2009 , http://www.meforum.org/2045/fethullah-gulens-grand-ambition

[19] Spencer, Robert; “Muslim Elementary School Welcomed in Minnesota,” March 13, 2008, http://www.humanevents.com/article.php?id=25470#continueA

[20] World Net Daily,  “Imams Promote ‘Our Values’ On Taxpayer Dime,” March 15, 2008, http://www.wnd.com/index.php?fa=PAGE.view&pageId=58967

[21] “Teacher Spills Beans About Islamic Classes,” April 9, 2008, http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=61129

[22] Kersten, Katheryn; “Teacher Questions Muslim Practices at Charter School,” May 19, 2008, http://www.startribune.com/local/17406054.html

[23] Tarek ibn Ziyad Press Release,” http://kstp.com/kstpImages/TiZA_Media_Statement.pdf

[24] Lemagie, Sarah; “State Orders Charter School to  Correct Two Areas Tied to Islam,” May 28, 2008, http://www.startribune.com/local/south/19076119.html?page=2&c=y

[25] Furst, Randy and Lemagie, Sarah; “ACLU Files TIZA Lawsuit,” January 22, 2009 http://www.startribune.com/local/east/38034459.html?elr=KArksDyycyUtyycyUiD3aPc:_Yyc:aUU

[26] Gaffney, Frank; “A Troubling Influence,” December 9, 2003,  http://www.frontpagemag.com/articles/read.aspx?guid=c7cd908b-6d7e-49eb-a0a9-da0a18745a29

[27] June 11, 2008: Saudi Arabia: USCIRF Confirms Material Inciting Violence, Intolerance Remains in Textbooks Used at Saudi Government’s Islamic Saudi Academy, http://www.uscirf.gov/index.php?option=com_content&task=view&id=2206&Itemid=1

[28] Administration; Social Daily News, November 8, 2007I, “Islam: 270,000,000 Million Bodies in 1400 Years,” http://www.socialdailynews.com/2007/11/islam-270-million-bodies-in-1400-years/

[29] Bennetta, William J.; “Arab World Studies Notebook lobs Muslim Propaganda at Teachers,” October 8, 2003, http://www.textbookleague.org/spwich.htm

The Islamic fire, fueled by immense oil income, is raging in certain regions of the world, smoldering in others, and is ready to ignite in yet other parts of the world. It is imperative for the free people of the world to abandon all illusions about Islam and put out its fire, once and for all. Multiculturalism, live and-let live, is a delusion of kind-hearted naïve people. Islam, as fractured as it is, is a non-compromising mono-culture; a cruel culture of a primitive people handed down by Muhammad some 1400 years ago.

It is true that most religions are intended to attenuate human fears.  They are based on natural fears, many of which are irrational…but natural nonetheless.  For example, many pagan religious practices were focused on the seasonal cycles related to the harvest.  Why?  Because if the harvest was poor, their entire civilization could perish, or be weakened to the point where a neighboring tribe would kill them off.  While they misunderstood the scientific basis for weather, they created natural (yet irrational) religious beliefs about weather and harvest.  In this sense, religions were psychologically useful and inevitable in addressing natural conditions.

But some religions establish for themselves fears of things which do not exist…which the religion itself invented in order to create and perpetuate fear, and then artificially addressed it in order to establish a political regime.  The political nature of Islam transcends personal spiritualism and becomes a cult of oppression. This is fraud. This is evil. This is Islam.

Islam essentially invents the idea that Christians, Jews, and pagans are abominations and offensive to Allah, and that their very existence represents an attack upon the self-defined Islamic right to reign over the world.  Allah thus enlists Muslim believers to eradicate by force those who offend him and by disbelieving, prevent his rule.  True Muslim believers therefore become the enforcers, hit men and mercenaries for their god, in order to establish a global Caliphate for their parasitic clergy.  Their targets are artificially constructed adversaries.  Believers are instructed to fear the “great Satan.” and are told that if they do not live up to Allah’s calls to Jihad, they are themselves offensive to Allah and to their families.  It’s a “you’re either for me or against me” strategy.

Contrast this with say, Christian fears.  Christians too fear offending God, because they believe that God will judge their lives when their bodies die.  So their fears are reduced by atoning in personal alignment with the teachings of the Bible.

So, as a political religion, Islam creates artificial fear of alien groups, and then eliminates the fear through war and coercion.  Islam pleases Allah with brutality and Jihad.  Islam seeks to instill a political regime to enforce its provisions.  When such a political doctrine declares that “resistance is futile”, it is referring to corporeal enforcement by people.

Personal religions acknowledge natural fears, and then use light, wisdom, and the capacity for human nobility to eliminate them through a positive, spiritual exercise.  Other religions encourage voluntary, personal spiritual alignment.  The only “coercion” in a religion based on personal spiritualism is the conveyance of the natural idea of a soul and judgment.  If you believe in these things, you change and atone, perhaps out of fear.  If you do not, you accuse the evangelizer of being fraudulent…but a fraud is a demonstrable deception not an opinion, and the one who disbelieves in a personal religion cannot prove his point of view, so fraud is not in play as a driver of personal spiritualism.  When a personal religion declares that “resistance is futile”, it is referring to spiritual enforcement by God.

This is the difference between day and night, between good and evil. Islam believes in the rule of Islam, Caliphate to the Sunnis and Imamate to the Shi’as. Hence, to Muslims, all other forms of government represent the handiwork of the Satan and the infidels. Therefore, one and all non-Islamic systems of government must be purified by the Islamic fire.

Islam is and has always been political, in the form of Imamate, Caliphate or by proxy where Islam, through religious divines, controlled the state. Saudi Arabia, for instance, does not even have a constitution. The Quran is the constitution. The country has a king. Yet, the king is the supreme enforcer of the laws dictated by Islam.

Islam is so radical that even the term “radical” does not adequately depict its true character. The founder of Islam, Muhammad, behaved in extreme ways whenever he could. Early on, in Mecca, among his tribe of Quraish, he was ridiculed as a crazed Poet. Ordinary residents of Mecca scorned him in their habitual way of treating the mentally deranged. What did Muhammad do? He personified meekness itself. He put up with extreme indignities, did not fight back and suffered abuses.

Time was on Muhammad’s side. Before long, he attracted followers, some of whom were men of power and influence, such as Umar, Uthman and Abu Bakr. Then the pendulum swung. The long-suffering meek became the tyrannical avenger. He ordered all the idols in the idolatry of Mecca destroyed, except the one called Allah. Yet, he selected the same name for a non-corporeal deity who commissioned him as his messenger.  Then Allah’s messenger, Muhammad, set out to systematically exterminate people he perceived as his tormentors and enemies—Jews of Medina, among others.

The Quran is full of black and white, right and wrong, acceptable and unacceptable verses. Men who didn’t convert to Islam were labeled infidels and slaughtered; their women and children were taken along with all their belongings as booty. It was either Islam’s way or the highway. This radicalism is very much in action today.

In another Islamic country, Iran, where the mullahs rule, the constitution is squarely based on the Quran. Many laws are strictly drawn from the Sharia. The mosque is the state and no other competing political ideology is permitted. But marrying religion with government is stoking fire with explosives. In free democracies, governments are accountable to the people and serve at the people’s pleasure. In Islamic theocracy, governments are accountable only to Allah and the people must serve at the pleasure of the government. And one can see the result of Islamic total or partial rule in fifty-four or so countries which rank among the highest nations of the world on every index of misery.

Wouldn’t it be wonderful if Iran threw off its oppressive theocratic rule and established a government “of the people”, with room for all beliefs?  Iran could be a powerful nation and a peaceful one, an example for the rest of the developing world of how to thrive without Islamic politics.  However, the road to freedom is perilous.  Nothing as worthwhile as freedom can be purchased easily. But the cause is worth it.

While I desire freedom in Iran, I am a committed anti-Islamist and anti-communist in general. I believe communism as an expression of materialist naturalist philosophy is atheistic, representing a desire by man to dominate both nature and man.  To me, it is Satan’s “denial” play…that there is no God.  But Satan and his minions work in multiple theaters simultaneously. Islam is Satan’s chief “deception” play. Rather than deny God exists, it asserts that God does in fact exist, but that God does not desire men worship out of love or free will, but through rote, fear, and guilt, and through the sins of pride, envy, and chauvinism.

It is a mentality of enslavement that drives Islam…“submission” in which man subdues other men in order to establish a kingdom of oppression and hatred on earth. Atheism, materialism and Islam appear as contradictions with respect to each other, but when you peel away the veneer of their pretense, you see that their aims are the same.  Fascism is fascism.

We live in a society which worships “experts” and specialists.  However, our distorted society of “experts” has continually failed us.  Almost nothing they have told us has turned out to be true.  Thus, I am a revisionist in that I believe much of what we believe is true is utterly false.  I also believe in good and evil, a notion sadly obsolete in our nihilistic time.  I don’t think Satan is any more a metaphor than is God.

Islam is theocracy, the rule of the clerics. The authoritarianism runs from the top to the bottom in a strict hierarchy with Allah at the top, to his Prophet, to the Caliphs or the Imams, to the lesser men of cloth along the chain of command. No one is allowed to contest or dispute the word and actions of the authorities. Islam and democracy, therefore, are inherently irreconcilable. In some Islamic circles Muslims speak of Islamic Democracy—an oxymoron.

Jihadists are the army of Allah. The use of violence as an instrument of policy has been and continues to be central to Islam. Muslims war under the firmly-believed and widely-cherished set of ideas that are rabidly militaristic. No matter which side is killed, Islam is the victor, “You kill them, you go to paradise; you get killed, you go to paradise,” are two examples of exhortation to jihadism and war.

To cut to the chase, we need to eliminate some disinformation and myths about the “war on terror”:

1. We are not fighting terrorism.  We are engaging in an ideological battle between freedom, conservatism, democracy, individual rights, capitalism, “Christian” ethics and Islamofascism, communism-socialism, theocracy, and tyranny.  There are also internationalist, dictatorial, globalist forces that seek to use the conflict to create an international government and a unification of all religions by the destruction of nationalism, patriotism, individual rights and sectarianism.
2. It is not “fanatical”, “radical”, or “extreme” Islam that we are fighting, but normal, orthodox, canonical, typical, accepted, traditional Islam, straight from the mouth of the Muhammad.  Islam is violent in direct proportion to its mission and scripture.  The so-called fanatics are only upholding the truth of their principles.  There are those who do not openly engage in terrorism or warfare, but are in support of it, or are working in other ways to spread Islam by force or fraud.
3. Islam is evil, by any accepted definition of that word, and must be seen as such by all rational non-Islamists.  There is no such thing as “peace” in Islam except the peace that comes after a successful war against infidels.
4. Islam can work by brute force and by the lengths to which the believers will go to perpetuate it.  Its theology and practices make it inherently evil and dangerous to all of mankind.  It has already spread and infected the world like a cancer.  How do you nuke it out of existence?  You can’t…in fact, they will nuke us first, and I guarantee it.  When this happens, all hell will break loose, and most freedoms will be up in smoke.  Ask yourself how the Palestinian problem can ever get resolved.  There are only two ways: either they are gone from the land of Israel or converted from Islam. Otherwise, the war will never end. The Israeli-Palestinian war is not about the land, it never has been. It is about the eradication of the Jews; right to the last one of them because Muhammad had prescribed it and is eternal.

We must begin to declare Islam evil, not from a sectarian perspective, but from a universal, humanist one.  Every encroachment of Islam as a religion must be rejected, harassed and discouraged by all people everywhere.  Any leftist attempts to give aid and comfort to this religion of hate must be denounced and frustrated at every turn.  Otherwise, get used to your radioactive suit and your fallout shelter, a standard of living—and a level of freedom of 1/10th of what you have today.

Warning to free men and women: remain a spectator at your own peril. It is imperative that you take a stand and do your part at denouncing the fraud of Islam and do all you can to prevent the Islamic fire from devouring our civilized democratic system.

Merle Haggard – America First

The Saudis are far wealthier than the USA…………… let’s not continue to squander American wealth and blood in defense of those (Saudis) who have waged a relentless and successful war against the United States and Western Culture.

Send them all to hell!

US ADMINISTRATION ADVISED TO GIVE HAND TO YEMEN

By Mohammed Al-Azaki

FOR THE YEMEN POST

A US Congress delegation chaired by former Republican presidency nominee John McCain concluded their visit to Yemen last week during which they met with President Saleh.

The visit came few days after the Congress discussed the situation in Yemen and came up with recommendations for the American Administration under Barrack Obama to help Yemen.

Governmental sources reported that Saleh and McCain discussed the aspects of bilateral relations in economic, security and terrorism-fighting as well as the regional and international developments.

Senator McCain, according to the same source, expressed his satisfaction as to the level of existing cooperation between the United States and Yemen in all fields, particularly in the security side as well as fighting terrorism.

MaCain also assured that America is keen about enhancing and developing the bilateral relations and partnership with Yemen as well as support for the country’s security and stability as they are the basis for the whole region’s security and stability.

Yemen War: Where US and Iran Jockey for Regional Primacy

DEBKAfile Exclusive Analysis

August 24, 2009, 5:00 PM (GMT+02:00)

The latest paroxysm of Yemen’s five-year war with the rebel Houthis has left more than 2,000 dead in less than a month and up to 150,000 homeless. Yemeni government troops are battling around 15,000 Iranian-armed and trained Houthi rebels dug into the northern Sadaa mountains on the Saudi Arabian border. Saudi air force bombers are pounding the rebels and the Egyptian air force and navy are ferrying ammunition to the Yemen army with US encouragement and funding.

This is the second war in less than a year in which US allies are pitted against Iran-backed forces. The first was Israel’s three-week campaign against Hamas in the Gaza Strip, which ended last January.

The Obama administration has pitched in with financial assistance for the Saudi and Egyptian efforts to help Yemen. This was agreed at the meeting the US and Egyptian presidents held at the White House last Tuesday, Aug. 18. In this fashion, US president Barack Obama is making a stand against Iran alongside Hosni Mubarak and King Abdullah.

by Paul Williams

Billions Missing!!! What, Barack, Worry?

August 20 is election day in Afghanistan.

The Obama Administration has deployed 21,000 U.S. troops to safeguard the country for the momentous event, and an additional 4,000 military personnel to train Afghan security forces to squelch any problems at the polling places.

In addition to the troops, Jr. Obama has provided the Afghan government with an additional $10 billion in non-military aid.

Afghan President Hamid Karzai now relies on US taxpayers to provide 90% of the country’s budget.

Most of this money goes into the pockets of corrupt government officials and unscrupulous contractors.

For every $100 shelled out by the Obama Administration, less than $20 is spent for the designated project. The remaining $80 gets lost in the shuffle.

Of the $15 billion which the Karzai Administration has received in foreign aid, $5 billion has vanished into thin air.

But no Capitol Hill official has expressed concern – – let alone launch an investigation.

Afghanistan ranks fifth in Transparency International’s list of corrupt countries. The only countries with less transparency and more corruption are Haiti, Iraq, Myanmar, and Somalia.

Jean Mazurelle, the director of the World Bank in Kabul, recently said: “In Afghanistan, the wastage of aid is sky-high. There is real looting going on. It’s a scandal. In 30 years of my career, I’ve never seen anything like it.”

When the inspectors general of the Pentagon and State Department investigated the U.S. funded program to train the Afghan police in 2006, they found the number of men trained (about 30,000) to be less than half the number reported by the administration (70,000). The training, which lasted less than eight weeks, at most, consisted of classroom instruction with no in-the-field tactical/weapons training. Only about half the equipment assigned to the police — including thousands of trucks — could be accounted for, and the men trained were then deemed “incapable of carrying out routine law enforcement work.”

Dyn Corp, the American firm that won the no-bid contract to train the police, has received more than $1.6 billion from American taxpayers.

Similarly, the Lewis Berger Group has received billions to build roads, dams, schools, and clinics throughout Afghanistan.

With weeks of its construction, inspectors found that one of the Group’s clinics was falling apart. Much of the ceiling was falling down; the plumbing leaked; and the place reeked of raw sewage.

Another of Berger Group’s multi-million dollar clinics was constructed on a remote spot within the sparsely populated province of Badakhshan. To make matters worse, the spot is subject to violent earthquakes.

USAID contracted the Louis Berger Group to construct a short stretch of road between Kabul center and the international airport.

The Louis Berger Group then sub-contracted the project to the Afghan Reconstruction Company, and the road was constructed at a cost of over $2.4 million per kilometer, at least four times the average cost of road construction in Afghanistan.

Despite these reports, the same contractors continue to receive billions from the Obama Administration.

Rarely has corruption and incompetence been so richly rewarded.

Two pissants in a pod

The single greatest beneficiary of the wars in Iraq and Afghanistan remains KBR, the former Halliburton subsidiary. KBR has received nearly $32 billion from Uncle Sam since 2001. In May, April Stephenson, director of the Defense Contract Audit Agency, testified that KBR was linked to “the vast majority” of war-zone fraud cases and a majority of the $13 billion in “questioned” or “unsupported” costs. According to Agency, it sent the inspector general “a total of 32 cases of suspected overbilling, bribery and other violations since 2004.”

According to the Associated Press, “billions of dollars” of the total paid to KBR “ended up wasted due to poorly defined work orders, inadequate oversight and contractor inefficiencies.”

Contractors are getting rich and fat in Kabul – – and thanks to the $10 billion increase in reconstruction funding, they will become much richer and fatter under the Obama Administration.

What’s worse, a full 40% of reconstruction funds, according to Fetrat Zerak of the Institute for War and Peace Reporting, has been shelled out to the Taliban for protection.

The Taliban are not alone in profiting from the largesse of American taxpayers. Another beneficiary is Ahmed Wali Karzai, President Karzai’s brother, who allegedly controls the largest syndicate in a country which supplies 93% of the world’s heroin-grade opium.

The widespread corruption throughout Afghanistan  is even acknowledged by President Karzai,, who is running for re-election in August. “All the politicians in this country have acquired everything — money, lots of money,” President Karzai said in a recent speech. “God knows, it is beyond the limit. The banks of the world are full of the money of our statesmen.”

In the streets of Kabul, tales of corruption are as easy to find as kebab stands. Everything is up for sale,  including  public offices, military ranks, and access to government services. It takes $25,000 to settle a lawsuit, $6,000 to bribe a law enforcement officer, $8,000 to get out of jail, and $100,000 to secure a job as a provincial police chief — a bargain since police chiefs continue to connect more bribes than other public officials.

What Are We Fighting For?

AFGHANISTAN REMAINS A RADICAL MUSLIM STATE

Radicals Hamid Karzai of Afghanistan, Mahmoud Ahmadinejad of Iran and Asif Ali Zardari of Pakistan

Little in Afghanistan has changed despite the annual expenditure of $65 billion from Uncle Sam’s coffers and the deaths of 753,118 people.

Afghanistan remains under the rule of the same intransigent interpretation of the Koran that was upheld by the hard-line Taliban.

Under President Hamid Karzai, the Taliban’s Department of Vice and Virtue has morphed into the Ministry of Religious Affairs, an agency responsible for making sure Afghan woman don’t engage in “un-Islamic” displays in public. Married girls are still forbidden by law to attend high school classes for fear their unmarried classmates will hear sexual information. Recently, three girls, ages 10 to 15, were poisoned for attending school in the town of Khost.

Afghan women are still regularly subjected to forced marriage and forced to undergo “virginity checks” if they are seen in the presence of a male not related to them.

The fashion of the day remains the head-to-toe blue burqa is still worn by a majority of Afghan women out of fear of rape and harassment.

Nor have economic conditions improved despite the massive infusion of foreign aid. Some 42 per cent of Afghanistan’s 25 million inhabitants live on less than a dollar a day and life expectancy is only 45 years. Overall literacy rate is just 34 per cent and 18 per cent for women. 80 per cent have no access to clean water, and 60 per cent remain without any electricity.

The New York Times reports: “From the lowliest traffic policeman to the family of President Hamid Karzai himself, the state built on the ruins of the Taliban government seven years ago now often seems to exist for little more than the enrichment of those who run it.”

The purpose of the war in Afghanistan, as stated by former US President George W. Bush, was twofold: (1) to destroy al Qaeda and the Taliban, and (2) to establish “a model of democracy” in a country that was governed by intolerance and hate.

Neither purpose has been achieved.

For proof that Afghanistan under Karzai remains a militant Islamic stronghold, consider the following rulings:

Death Sentence for Questioning Sexist Marriage Law. Sayed Parwez Kaambakhsh, an Afghani journalism student, disseminated an article at his university entitled “The Koranic Verses that Discriminate Against Women.” Originally written by an Iranian internet journalist, the piece questioned why Muslim men may have up to four wives while Muslim women are prohibited from having more than one husband. For this crime, Kaambakhsh was arrested in January 2007 and sentenced him to death for blasphemy and defamation of Islam. An appeals court is reviewing the case.

Imprisoned for Translating the Quran. In November 2007, Ghows Zalmay, a former journalist and attorney-general’s spokesman, was imprisoned for publishing a translation of the Quran into Dari. Conservative religious leaders said the translation was “un-Islamic” and misinterpreted verses about adultery and begging. Some members of the Afghan parliament have accused Zalmay of being “worse than Salman Rushdie,” the British author of “The Satanic Verses” (published in 1988). Zalmay now faces the death penalty.

Death Sentence for Converting to Christianity. In 2006, Abdul Rahman, a 41-year-old Afghan, decided to convert from Islam to Christianity. He was arrested and sentenced to death. By strict interpretations of Islamic law, conversion from Islam to another religion is considered apostasy, a crime that merits capital punishment.

Imprisoned for Publishing Articles Challenging Sharia Law. In 2005, Ali Mohaqiq Nasab, an Islamic scholar, published an article in “Women’s Rights” (Haqoq-e-Zan), a Kabul monthly magazine. The article questioned the harshness of certain punishments under Islamic law, such as the stoning to death of women found guilty of adultery, and argued that it is no crime to give up Islam. A religious adviser to President Karzai filed a complaint about the article with the Afghan Supreme Court. Nasab was found guilty of blasphemy and sentenced to two years of hard labor in a high security prison with no possibility of appeal or parole.

Prohibition: The Afghan constitution bans the sale, production or consumption of alcohol. In April 2005, in what was termed a “compromise,” Afghanistan authorities allowed the sale of alcohol to foreigners in hotels and bars. “This double standard,” the Chicago Tribune reported, “has caused resentment among liberal and conservative Afghans. Many liberal Afghan men would like to drink alcohol. Conservative Afghans would like to rid the country of all alcohol, and, if necessary, the foreigners blamed for bringing it in.” Indeed, if Karzai loses his bid for re-election on August 20, his willingness to permit this double standard may prove to be the deciding factor.

For the above, the Obama Administration remains intent upon shelling out $10 billion in addition funds to the Karzai government and sacrificing the lives of stout-hearted American soldiers.