Sunday, March 4, 2012

: Why Teaching People to Think for Themselves Is Repugnant to Religious Zealots and Rick Santorum

Why Teaching People to Think for Themselves Is Repugnant to Religious
Zealots and Rick Santorum
By Henry A. Giroux / TruthOut.org

Democracy cannot function without an informed citizenry, and an
ignorant public is just what Santorum and his allies count on.
February 27, 2012 | LIKE THIS ARTICLE ?
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Right-wing fundamentalists such as Republican presidential
candidate Rick Santorum hate public schools, which he suggests are
government schools wedded to doing the work of Satan, dressed up in
the garb of the Enlightenment. Santorum, true to his love affair with
the very secular ideology of privatization, prefers home schooling,
which is code for people taking responsibility for whatever social
issues or problems they may face, whether it be finding the best
education for their children or securing decent health care.

Actually, Santorum and many of his allies dislike any public
institution that enables people to think critically and act with a
degree of responsibility toward the public. This is one reason why
they hate any notion of public education, which harbors the promise,
if not the threat, of actually educating students to be thoughtful,
self-reflective and capable of questioning so-called common sense and
holding power accountable. Of course, some progressives see this as
simply another example of how the right wing of the Republican Party
seems to think that being stupid is in. But there is more going on
here than the issue of whether right-wing fundamentalists are
intellectually and politically challenged. What makes critical
education, especially, so dangerous to radical Christian evangelicals,
neoconservatives and right-wing nationalists in the United States
today is that, central to its very definition, is the task of
educating students to become critical agents who can actively question
and negotiate the relationships between individual troubles and public
issues. In other words, students who can lead rather than follow,
embrace reasoned arguments over opinions and reject common sense as
the engine of truth.

What Santorum and his allies realize is that democracy cannot function
without an informed citizenry and that, in the absence of such a
citizenry, we have a public disinvested from either thinking
reflectively or acting responsibly. There is nothing more feared by
this group of fundamentalists than individuals who can actually think
critically and reflectively and are willing to invest in reason and
freedom rather than a crude moralism and a reductionistic appeal to
faith as the ultimate basis of agency and politics. What Santorum and
his appeal to theocracy longs for is a crowd of followers willing to
lose themselves in causes and movements that trade in clichés and
common sense. This is the Tea Party crowd with their overt racism,
dislike for critical thought and longing for outlets through which
they can vent their anger, moral panics and hatred for those who
reject their rigid Manichean view of the world. This is a crowd that
embraces the likes of Santorum and other fundamentalists because they
provide the outlets in which such groups can fulfill their desire to
be amused by what might be called the spectacle of anti-politics.

As the anti-public politicians and administrative incompetents in
Arizona made clear in their banning ethnic studies and censoring books
critical of a conflict-free version of American history, critical
pedagogy is especially dangerous. Not only does it offer students a
way of connecting education to social change, it also invokes those
subordinated histories, narratives and modes of knowledge in an
attempt to give students often rendered voiceless the capacities to
both read the word and the world critically. But the religious
fanatics and privatizing fundamentalists do more than censor critical
thought; they also substitute a pedagogy of punishment for a pedagogy
of critical learning. Too many children in America now attend schools
modeled after prisons. Schools have become places where the challenge
of teaching and learning has been replaced by an obsession with crime,
punishment and humiliation. Too many young people are being charged
with criminal misdemeanors for behaviors that are too trivial to
criminalize.

What are we to make of a incident in a Stockton school where a
five-year-old was handcuffed and taken to a hospital for psychiatric
evaluation? This hard-to-believe event happened because the child in
question pushed away a police officer's hand after he placed it on the
child's shoulder. What does it mean when young people are charged with
assault for engaging in behaviors that, in the past, would have barely
solicited a teacher's attention? How do we defend a public schools
system that warrants the pepper spraying of a child with an IQ well
below 70 because "he didn't understand what the police were saying?"

This is barbarism parading as sound educational and disciplinary
practice. As is well known, zero tolerance laws have become a plague
imposed on public schooling. In fact, they have become a shameless
quick and easy fix for punishing young people. For example, Texas
served more than a 1,000 primary school kids over a six-year period
with tickets for misbehaving and, in some cases, fines ran as high as
$500. In Chicago, Noble Street schools, run by Michael Milkie, set up
a dehumanizing discipline system that repeatedly issued demerits and
fines to students "for 'minor infractions' ranging from not sitting up
straight to openly carrying 'flaming hot' chips." In the course of
three years, ten Noble schools netted $386,745.00 in fines. The
Advancement project has called such disciplinary practices "pernicious
and harmful to youth."

No doubt, but they are also harmful to poor families who have to
choose between buying food and paying school administrators for
punishing and cruel fines. In many respects, this amounts to a tax on
poor people, one that Matthew Mayer, a professor in the graduate
school of education at Rutgers University, described as "almost
medieval in nature. It's a form a financial torture, for lack of a
better term.... because it likely has no bearing on students' academic
performance and disproportionately hurts poor families." Clearly, this
practice cannot be defended as a disciplinary measure, however
stringent. On the contrary, it is a form of harassment, one that is
aimed at both students and their parents. And what is the pedagogical
rationale for this illogical and cruel practice? Students in this
pedagogical scenario are reduced to Pavlovian dogs, while the
anti-public privateers extend the reach of the punishing state into
the school and make a large profit to boot. What is it about critical
schooling and pedagogy that is so dangerous to the religious and
ideological fundamentalists?

The most obvious answer is that critical pedagogy believes in forms of
governing that respect both teachers and administrators on the one
hand, and students on the other. That is, it supports those
institutional conditions that extend from decent pay to equitable
modes of governance that make good teaching possible. Second, it
argues for modes of education that extend the capacities of students
to both critique existing social forms and institutions and transform
them when necessary. Put bluntly, it insists that knowledge is crucial
not merely to thinking critically, but also to acting responsibly in
the service of civic courage. What the critics of critical pedagogy
refuse to accept is that as a moral and political practice, rather
than an empty and sterile method, critical pedagogy offers the promise
of educating students to be able to reject the official lies of power
and the utterly reductive notion of training as a substitute for an
informed mode of education. Paraphrasing Bill Moyers, critical
pedagogy is, in part, part of a project whose purpose is to dignify
"people so they become fully free to claim their moral and political
agency." In this instance, critical pedagogy opens up a space where
students should be able to come to terms with their own power as
critical agents; it provides a sphere where the unconditional freedom
to question and assert one's voice, however different, is central to
the purpose of public education, if not democracy itself. And as a
political and moral practice, pedagogy should make clear both the
multiplicity and complexity of history as a narrative in which
students can engage as part of critical dialogue rather than accept
unquestioningly. Similarly, such a pedagogy should cultivate in
students a healthy skepticism about power, a "willingness to temper
any reverence for authority with a sense of critical awareness." As a
performative practice, pedagogy should provide the conditions for
students to be able to reflectively frame their own relationship to
the on-going project of an unfinished democracy. It is precisely this
relationship between democracy and pedagogy that is so threatening to
conservatives such as Santorum, Sarah Palin, and other religious
advocates of the new theocracy as the only mode of political
governance and learning.

Education as a critical moral and political project always represents
a commitment to the future and it remains the task of educators to
make sure that the future points the way to a more socially just
world, a world in which the discourses of critique and possibility in
conjunction with the values of reason, freedom and equality function
to alter, as part of a broader democratic project, the grounds upon
which life is lived. This is hardly a prescription for political
indoctrination, but it is a project that gives education its most
valued purpose and meaning, which, in part, is "to encourage human
agency, not mould it in the manner of Pygmalion." It is also a
position that threatens right-wing private advocacy groups,
neoconservative politicians and religious extremists because they
recognize that such a pedagogical commitment goes to the very heart of
what it means to address real inequalities of power at the social
level, and to conceive of education as a project for democracy and
critical citizenship while at the same time foregrounding a series of
important and often ignored questions such as: "Why do we (as
educators) do what we do the way we do it"? Whose interests does
public education serve? How might it be possible to understand and
engage the diverse contexts in which education takes place? In spite
of the right-wing view that equates indoctrination with any suggestion
of politics, critical pedagogy is not simply concerned with offering
students new ways to think critically and act with authority as agents
in the classroom; it is also concerned with providing students with
the skills and knowledge necessary for them to expand their capacities
both to question deep-seated assumptions and myths that legitimate the
most archaic and disempowering social practices that structure every
aspect of society and to take responsibility for intervening in the
world they inhabit.

Education is not neutral, but that does not mean it is merely a form
of indoctrination. On the contrary, as a practice that attempts to
expand the capacities necessary for human agency and, hence, the
possibilities for democracy itself, the public should nourish those
pedagogical practices that promote "a concern with keeping the forever
unexhausted and unfulfilled human potential open, fighting back all
attempts to foreclose and pre-empt the further unraveling of human
possibilities, prodding human society to go on questioning itself and
preventing that questioning from ever stalling or being declared
finished." In other words, critical pedagogy forges both critique and
agency through a language of skepticism and possibility and a culture
of openness, debate and engagement, all elements that are now at risk
in the latest and most dangerous attack on public education.

The attack on public schooling and critical pedagogy is, in part, an
attempt to deskill teachers and dismantle teacher authority. Teachers
can make a claim to being fair, but not to being either neutral or
impartial. Teacher authority can never be neutral, nor can it be
assessed in terms that are narrowly ideological. It is always broadly
political and interventionist in terms of the knowledge-effects it
produces, the classroom experiences it organizes and the future it
presupposes in the countless ways in which it addresses the world.
Teacher authority at its best means taking a stand without standing
still. It suggests that, as educators, we make a sincere effort to be
self-reflective about the value-laden nature of our authority while
taking on the fundamental task of educating students to take
responsibility for the direction of society. Rather than shrink from
our political responsibility as educators, we should embrace one of
pedagogy's most fundamental goals: to teach students to believe that
democracy is desirable and possible. Connecting education to the
possibility of a better world is not a prescription for
indoctrination; rather, it marks the distinction between the academic
as a technician and the teacher as a self-reflective educator who is
more than the instrument of a safely approved and officially
sanctioned worldview.

The authority that enables academics to teach emerges out of the
education, knowledge, research, professional rituals and scholarly
experiences that they bring to their field of expertise and classroom
teaching. Such authority provides the space and experience in which
pedagogy goes beyond providing the conditions for the simple acts of
knowing and understanding and includes the cultivation of the very
power of self-definition and critical agency. But teacher authority
cannot be grounded exclusively in the rituals of professional academic
standards. Learning occurs in a space in which commitment and passion
provide students with a sense of what it means to link knowledge to a
sense of direction. Teaching is a practice rooted in an
ethico-political vision that attempts to take students beyond the
world they already know, in a way that does not insist on a particular
fixed set of altered meanings. In this context, teacher authority
rests on pedagogical practices that reject the role of students as
passive recipients of familiar knowledge and view them instead as
producers of knowledge, who not only critically engage diverse ideas,
but also transform and act on them. Pedagogy is the space that
provides a moral and political referent for understanding how what we
do in the classroom is linked to wider social, political and economic
forces.

It is impossible to separate what we do in the classroom from the
economic and political conditions that shape our work, and that means
that pedagogy has to be understood as a form of academic labor in
which questions of time, autonomy, freedom and power become as central
to the classroom as what is taught. As a referent for engaging
fundamental questions about democracy, pedagogy gestures to important
questions about the political, institutional and structural conditions
that allow teachers to produce curricula, collaborate with colleagues,
engage in research and connect their work to broader public issues.
Pedagogy is not about balance, a merely methodological consideration;
on the contrary, as Cornelius Castoriadis reminds us, if education is
not to become "the political equivalent of a religious ritual," it
must do everything possible to provide students with the knowledge and
skills they need to learn how to deliberate, make judgments and
exercise choice, particularly as the latter is brought to bear on
critical activities that offer the possibility of democratic change.
Democracy cannot work if citizens are not autonomous, self-judging and
independent - qualities that are indispensable for students if they
are going to make vital judgments and choices about participating in
and shaping decisions that affect everyday life, institutional reform
and governmental policy. Hence, pedagogy becomes the cornerstone of
democracy in that it provides the very foundation for students to
learn not merely how to be governed, but also how to be capable of
governing.

One gets the sense that right-wing pundits, politicians and religious
bigots believe that there is no place in the classroom for politics,
worldly concerns, social issues and questions about how to lessen
human suffering. In this discourse, the classroom becomes an unworldly
counterpart to the gated community, a space for conformity and
punishment as a tool for perpetuating dominant market-driven values
and white Christian religious values. This is not education; it is a
flight from self and society. As Eric Fromm has pointed out, this type
of education embodies a flight from freedom, produces authoritarian
personalities and punishes those who refuse to live in a society
modeled as a fundamentalist theocracy. The outcome of this type of
anti-enlightenment education is not a student who feels a
responsibility to others and who feels that her/his presence in the
world matters, but one who feels the presence of difference, if not
thinking itself, as an unbearable burden to be contained or expelled.
Santorum and his fundamentalist allies argue for a notion of education
that supports the notion of the teacher as a police officer, clerk or
pitchman for privatization rather than an understanding of educators
as engaged public intellectuals. That is, as intellectuals and civic
educators who work under conditions that enable them to embrace the
authority, respect and autonomy necessary for making education a
worldly practice and critical pedagogy an empowering experience.

The current assault on young people, public education and critical
thinking is first and foremost an attack not only on the conditions
that make critical education and pedagogy possible, but also on what
it might mean to raise questions about the real problems facing public
education today, which include the lack of adequate financing, the
instrumentalization and commodification of knowledge, the increasing
presence of the punishing state in the schools, the hijacking of
public education by corporate interests, the substitution of testing
for substantive forms of teaching and learning and the increasing
attempts by right-wing extremists to turn education into job training
or into an extended exercise in patriotic xenophobia and religious
fundamentalism. As the right-wing juggernaut destroys the social
state, workers protections, unions and civil liberties, it is easy to
forgot that a much less visible attack is being waged on young people
and especially on public schools and the possibility of critical forms
of teaching. Critical pedagogy, that arch enemy of fundamentalists
everywhere, must be understood as central to any discourse about
educating students to be informed, skilled and knowledgeable critical
agents, but, more importantly, it must be understood as the most
crucial referent we have for understanding politics and defending all
aspects of public schooling as one of the very few remaining
democratic public spheres remaining in the United States today.

More:
http://www.alternet.org/story/154312/why_teaching_people_to_think_for_themselves_is_repugnant_to_religious_zealots_and_rick_santorum/?page=entire

--
Together, we can change the world, one mind at a time.
Have a great day,
Tommy

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Together, we can change the world, one mind at a time.
Have a great day,
Tommy

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Missouri Teacher Al Fischer Fired Simply For Being Gay

Gay St. Ann Teacher Fired
His partner says their 20-year relationship was not a secret.


STL TODAY/KSDK/KPLR-TV Posted on: 2:28 pm, March 2, 2012, by Chris Smith


MARYLAND HEIGHTS, MO. (KPLR11.com) Full disclosure. I am happily
married. Admittedly, it took me three tries. But I have been absurdly
happily married for seventeen years now. All kinds of studies show
that people who are married earn more money. They live longer. They
raise kids better. They're healthier. Maybe it's because we've found
someone who's willing to put up with us until we die.

Given all the benefits of marriage and given that everyone from
political candidates to church groups keep yapping about what a good
thing marriage is; I noted with some interest that a St. Louis county
music teacher's decision to get married, got him fired. Al Fischer's a
popular teacher at Saint Ann Catholic School in North County.

He decided to get married to his long time love, Charlie Robin; who's
head of the Edison Theatre at Washington University. Al and Charlie
decided to travel to New York State, where gay marriage is legal and
tie the knot. But Charlie says when a supervisor overheard al talking
about the wedding with co-workers, Al was fired.

Al's employer is the Archdiocese of St. Louis. The supervisor who
overheard his conversation was an official with the archdiocese. And
the archdiocese says it did the right thing, that firing Al, quote "is
in full compliance with the Christian witness statement signed by
every educator in the catholic school system", close quote. That
witness statement says teachers must abide by the Catholic Church's
moral and social teachings.

That means no gay marriage. It apparently also means no birth control.
It also means they can't support women as priests. So that's what
catholic teachers agree to. And they can be canned for not obeying. I
understand the kids at St. Ann's lost a darn good music teacher. I'm
assuming nobody from the archdiocese will send al and Charlie a
wedding gift.


See Couple & Watch Video At:
http://kplr11.com/2012/03/02/jacology-gay-st-ann-teacher-fired/


--
Together, we can change the world, one mind at a time.
Have a great day,
Tommy

--
Together, we can change the world, one mind at a time.
Have a great day,
Tommy

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**JP** Daily Quran and Hadith

THE NAME OF "ALLAH"
Assalamu'alaikum Wa Rahmatullah e Wa Barakatuhu,

 



 



-- 


Thanks & Best regards,
 
Imran Ilyas
Cell: 00971509483403

****People oppose things because they are ignorant of them****


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Aooooooooooga




Perfect for driving by the local mosque at prayer time.

 
 


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Re: Watch Now: "8" L.A. Premiere: A Play About The Fight for Marriage Equality, Brad Pitt, George Clooney Star

I am watching this "play"  as I type this, and here are my observations.
 
(1)  The "commercial" that precedes the play is from a group somewhere who is actively campaigning against schools teaching little boys that they can marry Princes, and little girls being taught that they can marry princesses in the second grade.  Hurrah for this groups' bravery.
 
(2)  This is obviously going to be a very biased play, and I doubt very seriously if it is accurate.  Already, in the opening remarks, the narrator has defined marriage as a "right".
 
(3) The narrator then goe on to say that what we are going to watch is taken only from the transcripts of the trial, that those opponents of redefinition of marriage, and those who fought to uphold the mandate of the People of California,  fought so hard for the public to actually be able to see and hear.  (It's a public transcript, on line by the way).   The play then opens with a little chit-chat by the lesbian couple (played by Jamie Lee Curtis and some other actress whose name is slipping my memory right now) and their purported sons.
 
So, what have I learned, within only two minutes of this purported play? That Hollywood and the American EqualRights Channel will lie, in order to promote their cause.  That the actors who are involved in this charade will also fabricate and lie, on such an important issue, before the American public.  
 
This is again, right out of the handbook of Kirk and Madsen,  that I shared with the group on Friday, and of which LilMarxistMoonbatTommyTomTomForNews will continue to promote the lying,  militant, secularist Gay Agenda.
 
 
 


 
On Sun, Mar 4, 2012 at 9:40 AM, Tommy News <tommysnews@gmail.com> wrote:
Watch Now: "8" L.A. Premiere

A Play About The Fight for Marriage Equality by Dustin Lance Black

Brad Pitt, George Clooney, Jane Lynch, and Kevin Bacon Star

The Play starts at about the thirty minute mark.

Watch Here:

http://www.youtube.com/AmericanEqualRights

--
Together, we can change the world, one mind at a time.
Have a great day,
Tommy



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Together, we can change the world, one mind at a time.
Have a great day,
Tommy

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Should be in every tv.





 


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Watch Now: "8" L.A. Premiere: A Play About The Fight for Marriage Equality, Brad Pitt, George Clooney Star

Watch Now: "8" L.A. Premiere

A Play About The Fight for Marriage Equality by Dustin Lance Black

Brad Pitt, George Clooney, Jane Lynch, and Kevin Bacon Star

The Play starts at about the thirty minute mark.

Watch Here:

http://www.youtube.com/AmericanEqualRights

--
Together, we can change the world, one mind at a time.
Have a great day,
Tommy

--
Together, we can change the world, one mind at a time.
Have a great day,
Tommy

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Hank’s Senate race heats up with nasty attack ad



New post on Fellowship of the Minds

Hank's Senate race heats up with nasty attack ad

by Dr. Eowyn

Hank is the wildcard challenger in Virginia's hotly contested U.S. Senate race.

FOTM is so taken with Hank that we have started a "Hank for President 2012" campaign. He has his own Web site, Facebook page, and Twitter handle!

The race is really heating up, as Hank's dastardly opponents are asking embarrassing questions about his birth certificate:

But our hero is fighting back against the scurrilous smear campaign by telling his all-American personal story.

About Hank

From the very first day, Hank has been a fighter. Born to a single mother living on the streets, Hank, his mother, and his siblings were taken to an animal shelter and sat on death row. Shortly before their execution, Hank and the rest of his family were saved by an animal rescue group called Animal Allies. Hank was adopted to a loving family, and was raised by his adopted brother Sammy.

Being from the streets and having nothing, Hank learned the value of hard work. Putting himself through school while working, Hank was simply too stubborn and driven to let his disadvantages dictate his future. After graduating with honors, Hank quickly entered the business world and brought himself up to start and run a number of successful local companies.

Hank's story and dedication have inspired all who know him, and he realized that his ideas and unique life experiences could help his community, his state, and his country. After much encouragement, Hank decided to enter the race for US Senate.

Hank is a refreshing candidate - energetic, inspiring, and real. Unlike so many others, he wasn't born with a "silver spoon" - but rather earned his success and his name through hard work. He knows what it's like to have very little, and knows that with hard work and dedication anyone can seize the opportunities that this great nation presents all of us.

Hank knows that the key to a better America and a brighter future is the creation of jobs - jobs that will improve a street, a town, a state, and the nation. These time-tested ideas and Hank's energy and determination make him the best candidate for the job, and have brought millions of Virginians from frustrated voters to energized campaigners.

Hank currently lives in Springfield, VA with his family.

H/t beloved KhetaAmenti

~Eowyn

Dr. Eowyn | March 4, 2012 at 4:00 am | Tags: Animal Allies | Categories: 2012 Election, Animals, Congress, Humor, United States, US Presidents | URL: http://wp.me/pKuKY-cTc

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Re: **JP** CHALLENGE 2012

dear brother WAQAR SHAFI

hope you will be well
if any jobs regardig to IT PROFESSIONALannounce /vacant

than kindly inform me


regards
nuzair ahmed
BSIT FINAL YEAR
IICT, U Sindh Jamshoro

On Thu, Feb 23, 2012 at 3:23 PM, Waqar Shafi <waqar.shafi@gmail.com> wrote:
> its a vegetable not a fruit
>
>
> On Wed, Feb 22, 2012 at 11:06 PM, Shehzad Kaleem <shehzadramta@yahoo.com>
> wrote:
>>
>> BITTER GOURD
>>
>> ________________________________
>> From: Waqar Shafi <waqar.shafi@gmail.com>
>> To:
>> Sent: Wednesday, February 22, 2012 1:47 PM
>> Subject: **JP** CHALLENGE 2012
>>
>>
>> WOH KON SA FRUIT HAY JO KACHA HO TU MEETA.
>> OR
>> PUK JAYEE TU KARWA HOTA HY…
>>
>>
>>
>> --
>> Regards.,
>>
>> WAQAR SHAFI
>> I. T. PROFESSIONAL
>> KARACHI-PAKISTAN.
>> Email Me: waqar.shafi@gmail.com
>>
>> --
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>> Groups "JoinPakistan" group.
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>> members.
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>> http://groups.google.com.pk/group/joinpakistan?hl=en?hl=en
>> You can also visit our blog site : www.joinpakistan.blogspot.com &
>> on facebook http://www.facebook.com/pages/Join-Pakistan/125610937483197
>>
>>
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**JP** Blessed Names and Exalted Titles of Shaykh Abd al-Qadir al-Jilani Radi Allahu Ta'ala Anho

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All Praises is due to Allah Almighty SubHanuhu wa Ta'ala, choicest Salams and Salutations upon His Beloved Habib, Sayyiduna Muhammadur-Rasulullah SallAllahu Alaihi wa Sallam, his noble family, the illustrious Sahabah and distinguished Awliya Ridwanullahi Ta'ala Alaihim Ajma'een.

A rich store of information about Gawth al-Aazam is conveniently available, to those familiar with the religious and spiritual tradition of Islam, in his names, his surnames, and the many titles conferred upon him by his devoted followers. It is not unusual for these to take up several lines in an Arabic manuscript, but let us start with the short form of His name:

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O Ghawth! You hold a place of prominence ... Your feet are above others heads in eminence

Shaykh ‘Abd al-Qadir al-Jilani
 
Shaykh:

A term applied throughout the Islamic world to respected persons of recognized seniority in learning, experience and wisdom. Its basic meaning in Arabic is “an elder; a man over fifty years of age.” [The spellings Sheikh, Shaikh and Shaykh may also be encountered in English-language publications.]

‘Abd al-Qadir:

This is HIS personal name, meaning “Servant of the All-Powerful.” [The form ‘Abdul Qadir, which the reader may come across elsewhere, is simply an alternative transliteration of the Arabic spelling.] It has always been a common practice, in the Muslim community, to give a male child a name in which ‘Abd is prefixed to one of the Names of Allah SubHanuhu wa Ta'ala.

al-Jilani:

A surname ending in “i” will often indicate the bearer’s place of birth. Shaykh ‘Abd al-Qadir Radi ALLAHu Ta'ala Anho was born in the Iranian district of Gilan, south of the Caspian Sea, in A.H. 470/1077-8 C.E. [In some texts, the Persian spelling Gilani is used instead of the arabicized form al-Jilani. The abbreviated form al-Jili, which may also be encountered, should not be confused with the surname of the venerable ‘Abd al-Karim al-Jili Radi ALLAHu Ta'ala Anho [A.H.827/1424 C.E.], author of the celebrated work al-Insan al-Kamil, who came from Jil in the district of Baghdad.]

Let us now consider a slightly longer version of the Shaykh’s name, as it occurs near the beginning of Al-Fath ar-Rabbani :

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O master! For the sake of your dignity ... Upon your servant’s plight take pity
 
Sayyiduna ‘sh-Shaykh Muhyi’d-Din Abu Muhammad
‘Abd al-Qadir Radi Allahu Ta'ala Anho
 
Sayyiduna ‘sh-Shaykh:

“Our Master, the Shaykh.” A writer who regards himself as a Qadiri, a devoted follower of Shaykh ‘Abd al-Qadir Radi ALLAHu Ta'ala Anho, will generally refer to the latter as Sayyiduna , or Sayyidi .

Muhyi’d-Din:

“Reviver of the Religion.” It is widely acknowledged by historians, non-Muslim as well as Muslim, that Shaykh ‘Abd al-Qadir Radi ALLAHu Ta'ala Anho displayed great courage in reaffirming the traditional teachings of Islam, in an era when sectarianism was rife, and when materialistic and rationalistic tendencies were predominant in all sections of society. In matters of Islamic jurisprudence and theology , he adhered quite strictly to the highly “orthodox” school of Imam Ahmad ibn Hanbal Radi ALLAHu Ta'ala Anho.

Abu Muhammad:

“Father of Muhammad.” In the Arabic system of nomenclature, a man’s surnames usually include the name of his first-born son, with the prefix Abu [Father of……..].

Radi Allahu ‘Anhu:

“May Allah SubHanuhu wa Ta'ala be well pleased with him!” This benediction is the one customarily pronounced - and spelled out in writing - after mentioning the name of a Companion of the Prophet [Allah SubHanuhu wa Ta'ala bless him and give him peace]. The preference for this particular invocation is yet another mark of the extraordinary status held by Shaykh ‘Abd al-Qadir Radi ALLAHu Ta'ala Anho in the eyes of his devoted followers.

Finally, we must note some important elements contained within this even longer version:

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The art of giving is you by inheritance ... The Prophet bequeathed to you his pittance

al-Ghawth al-A'zam Sultan al-Awliya’ Sayyiduna ‘sh-Shaykh
Muhyi’d-Din ‘Abd al-Qadir al-Jilani al-Hasani al-Husaini
 
al-Ghawth al-A'zam:

“The Supreme Helper” [or, “The Mightiest Succor”]. Ghawth is an Arabic word meaning:

A cry for aid or succor.
Aid, help, succor; deliverance from adversity.
The chief of the Saints, who is empowered by Allah SubHanuhu wa Ta'ala to bring succor to suffering humanity, in response to His creatures’ cry for help in times of extreme adversity.

Sultan al-Awliya’:

“The King of the Saints.” This reinforces the preceding title, emphasizing the supremacy of the Ghawth above all other orders of sanctity.

al-Hasani al-Husaini:

“The descendant of both Imam al-Hasan Radi ALLAHu Ta'ala Anho and Imam al-Husain Radi ALLAHu Ta'ala Anho, the grandsons of the Prophet [Allah SubHanuhu wa Ta'ala bless him and give him peace].” To quote the Turkish author, Shaykh Muzaffer Ozak Efendi [may Allah SubHanuhu wa Ta'ala bestow His mercy upon him]:

“The lineage of Shaykh ‘Abd al-Qadir Radi ALLAHu Ta'ala Anho is known as the Chain of Gold, since both his parents were descendants of the Messenger [Allah SubHanuhu wa Ta'ala bless him and give him peace]. His noble father, ‘Abdullah Radi ALLAHu Ta'ala Anho, traced his descent by way of Imam al-Hasan Radi ALLAHu Ta'ala Anho, while his revered mother, Umm al-Khayr Radi ALLAHu Ta'ala Anho, traced hers through Imam al-Husain Radi ALLAHu Ta'ala Anho.”

As for the many other surnames, titles and honorific appellations that have been conferred upon Shaykh ‘Abd al-Qadir al-Jilani Radi ALLAHu Ta'ala Anho, it may suffice at this point to mention al-Baz al-Ash’hab .

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He who sees your personality’s halo ... Actually sees our Prophet’s spiritual shadow

11 Exalted Names of Sultan al-Awliya Shaykh
‘Abd al-Qadir al-Jilani Radi Allahu Ta'ala Anho
 
There are 11 names from amongst the names of Hadrat Ghawth al-Aa'zam (Radi ALLAHu Ta'ala Anho) that are a means of gaining blessings and freedom from hardships. If these names are recited during calamities, illness or in one's home and business then the reciter will gain much benefit.

These names are as follows:-

سید محی الدین سلطان رضی اللہ تعالی عنہ
1. Sayyid Muhiy'yud'deen Sultaan (
Radi Allahu Ta'ala Anho)

محی الدین قطب رضی اللہ تعالی عنہ
2. Muhiy'yud'deen Qutub (
Radi Allahu Ta'ala Anho)

محی الدین خواجہ رضی اللہ تعالی عنہ
3. Muhiy'ud'deen Khwaja (
Radi Allahu Ta'ala Anho)

محی الدین مخدوم رضی اللہ تعالی عنہ
4. Muhiy'yud'deen Makhdoom (
Radi Allahu Ta'ala Anho)

محی الدین ولی رضی اللہ تعالی عنہ
5. Muhiy'yud'deen Wali (
Radi Allahu Ta'ala Anho)

محی الدین بادشاہ رضی اللہ تعالی عنہ
6. Muhiy'yud'deen Baadshah (
Radi Allahu Ta'ala Anho)

محی الدین شیخ رضی اللہ تعالی عنہ
7. Muhiy'yud'deen Shaykh (
Radi Allahu Ta'ala Anho)

محی الدین مولانا رضی اللہ تعالی عنہ
8. Muhiy'yud'deen Mawlana (
Radi Allahu Ta'ala Anho)

محی الدین غوث رضی اللہ تعالی عنہ
9. Muhiy'yud'deen Ghawth (Radi Allahu Ta'ala Anho)

محی الدین خلیل رضی اللہ تعالی عنہ
10. Muhiy'yud'deen Khalil (
Radi Allahu Ta'ala Anho)

محی الدین رضی اللہ تعالی عنہ
11. Muhiy'yud'deen (
Radi Allahu Ta'ala Anho)

[Fatawa Radawiyyah Sharif, Vol 26, Page 432]

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Whose eyes can towards your head rise? ... Mystics kiss your feet with their eyes

Some of his titles, beautifully rendered in the
prologue of Jala’ al-Khawatir
 
The Shaykh,
The Imam,
The most learned scholar,
The pious abstainer,
The dutiful worshipper,
The knower by direct experience,
The avoider of excess,
The Shaykh of Shaykhs,
The proof of Islam [hujjat al-Islam],
The axis of the human race [qutb al-anam],
The upholder of the Sunna,
The suppressor of heretical innovation,
The crown of those who know by direct experience,
The love of those who tread the spiritual path,
The pillar of the Shari'ah ,
The mainstay of the Haqiqah ,
The signpost of the Tariqah ,
The chief of the saints,
The leader of the pure,
The lantern of those who travel the spiritual way,
The guide,
The captain of those who are devoted to their duty,
The lamp of the people of devotion and purity,
Shaykh Muhyi ‘d-Din Abu Muhammad ‘Abd al-Qadir Radi ALLAHu Ta'ala Anho,
The son of Abu Swalih Musa al-Jili Radi ALLAHu Ta'ala Anho
The grandson of 'Abdullah The Hermit Radi ALLAHu Ta'ala Anho.

May Allah SubHanuhu wa Ta'ala sanctify his spirit and illuminate his mausoleum. May He (SubHanuhu wa Ta'ala) gather us at the Resurrection as members of his company, and may He (SubHanuhu wa Ta'ala) grant that we die in the embrace of his affection. May He (SubHanuhu wa Ta'ala) allow us to enjoy the benefit of his blessed grace and of his spoken words, both in this world and in the Hereafter. And may Allah SubHanuhu wa Ta'ala bless our Master Muhammad SallAllaho Alaihi wa Sallam and his family SubHanuhu wa Ta'ala and his companions SubHanuhu wa Ta'ala, each and every one of them, and may He SubHanuhu wa Ta'ala grant them peace in great abundance. And praise be to Allah SubHanuhu wa Ta'ala, Lord of All the Worlds.

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O Ghawth! Very sinful and dirty I have been ... Before my death please wash me clean

— — —
Courtesy:
Al-Baz Publishing Inc.

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Cooking With Wild Game

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Cooking With Wild Game

It is 5:30 a.m. on a cool fall morning, and my phone is incessantly ringing.  In somewhat of a comatose/hung-over state, I rush out of bed to see a picture of my buddy, Miller Gunn, staring back at me on my iPhone. Oftentimes when Miller calls I'm inclined to hit the silent button and go back to sleep, as it probably means he needs a ride home from a long night of honky-tonking on lower Broadway–again.  And the only thing I'll get as a thank you for this favor is a $1 breakfast burrito.

But this call is different, so I answer it.  I know I stand to benefit from this early morning wake-up call.

College football aside, there is one other event that takes place each fall season that ranks among my favorites: hunting season.  Though as strange as this may sound, I must admit that I've never really been into the whole hunting thing myself.  Sure, I've taken part in many deer, turkey, duck, and quail hunts during my days, but there's something about getting up at the crack of dawn and freezing my keister off that just never did it for me.

So what do I like about hunting season?  Well that's pretty easy: I like to eat.

Perhaps that makes me less manly, seeing as though I let my friends handle the hunting and gathering while I do the cooking.  Hmm, bite your tongue for a second–those could be fightin' words. So I'd rather just call a spade a spade:  You hunt, I cook.

During this time of the year, I get a lot of calls like these, since my friends know that I'm always willing and ready to handle their meat processing free of charge–well, almost free.  While still in the woods, I tell Miller Gunn (a great name for a hunter) to save me the backstraps and the hind quarter.

Within the hour, Miller arrives with his fresh kill.  Now, even though I live in Nashville, Tennessee, with the looks that he and I receive as we haul a field-dressed deer out of his truck and into my downtown loft, you'd think people were witnessing something out of a Stephen King novel.  Apparently Nashville is filled with a lot more city folk than I'd thought.

What ensued was hours of trimming, butchering, processing, and finally cooking.  Venison chili was the dish of choice to cheer on the Georgia Bulldogs as I watched them squander yet another season.  Oh well, at least the food was good.

And so it goes–I always answer my phone, no matter how early, on a (fall) morning.

As a chef, I'm always thrilled to work with different ingredients.  Fortunately, I have several great friends who provide me with an endless supply of wild game throughout the year.  Just a few weeks back, fellow country music singer Easton Corbin unloaded several elk steaks on me after a stint in New Mexico.  As detailed below, they were fantastic.

But quite frankly, I find that the majority of people are fearful of both cooking and eating wild game.  The comment, "it tastes gamey" is enough to make most folks steer clear of any dish beyond their beloved beef, pork, or chicken.  But, as more and more people join the "local food movement" and learn about sustainable practices, sourcing and preparing wild game is becoming more popular than ever.

Keep in mind I could write an entire book on the preparation and safe handling of wild game.  Instead, I am providing you with my favorite "go-to" recipes when I'm presented with such treasures from the wild.  Of course, if you are offered any such meat, make sure you can trust its source.  Many of your hunter friends probably are also reliable butchers–so go with your instincts.  Otherwise, processing houses and markets are your best bet as they are governed on quality and control.

My advice?  Get out there and enjoy the great outdoors.  Trust me, it tastes good!

MM

Venison Chili

Ground venison is lean and full of flavor.  With that said, because of this leanness, most processors will actually add beef or pork fat into the ground venison to boost its moisture and to impart a familiar flavor.  If you prefer a chunkier chili, skip out on the ground version and slice up the trimmed meat from the hind quarter into ½ inch chunks, and simmer the meat in the sauce for at least 3 hours, or until tender.  For those who've never tried venison, this dish is a good place to start, as its bold flavors work well to hide any taste of game. As far as other cuts such as steaks, chops, or backstrap (tenderloin) go, venison is best cooked rare to medium-rare to retain flavor and tenderness.

(Prep 20 minutes, Cook 1 hour, Serves 4 – 6)

1/4 Cup Canola Oil
1 Onion, finely diced
2 Cloves Garlic, minced
2 Jalapeno Peppers, seeded and diced
1.5 lbs Ground Venison
2 Tablespoons Chili Powder
1 Tablespoon Cumin Powder
1 Tablespoon Kosher Salt
1/2 Tablespoon Black Pepper
1 Cup Dark Beer
1 28 oz Can Tomato Puree
1 28 oz Can Petite Diced Tomatoes
1 14 oz Can Black Beans
1 14 oz Can Kidney Beans
Shredded Cheddar Cheese (topping)
Sour Cream (topping)
Sliced Jalapenos (topping)

Preheat a Dutch oven over medium heat; add oil. Next add onions and sauté for 8 – 10 minutes, or until tender.  Add garlic and jalapeno peppers and sauté until just tender, about 2 – 3 minutes.  Add ground venison and seasonings and cook until meat is just browned through, about 4 – 5 minutes, stirring on occasion.  Deglaze the pot by adding the beer and scrape up any browned bits from the bottom of the pan using a spoon.  Finally, add the remaining ingredients, reduce heat to medium low, and simmer partially covered for 30 – 45 minutes.  Remove from heat and serve with desired toppings.

Pan Seared Duck Breasts Over Brown Rice Stir-Fry

Duck tends to be one of my favorite dishes at most high-end, fancy restaurants.  This at-home recipe adds in bold Asian flavors that perfectly compliment this wild bird.  For those who've found duck meat to be oily or tough in the past, this quick pan-seared version will change your mind.  Cooked perfectly medium-rare, the meat turns out tender and moist–without any excess oil.  I've plucked the feathers and trimmed the fat for this "lean" version.  Of course, duck fat is the king of flavor and moisture, so you can always sear the breasts with the skin on while basting the breasts in its own fat for added flavor, moisture, and well, extra calories.  Either method turns out a deliciously cooked bird.

(Prep 1 hour, Cook 20 minutes, Serves 2)

2 Wild Duck Breasts, plucked and trimmed
1/4 Cup Teriyaki Sauce
Fresh Cracked Pepper
1/4 Cup Sesame Oil 
2 Cloves Garlic, minced
1 Pinch Red Pepper Flakes
1/4 Cup Onion, diced
1/4 Cup Carrot, diced
1/4 Cup Red Bell Pepper, diced
1/4 Cup Asparagus, sliced
1/4 Cup Broccoli Florets
2 Cups Cooked Brown Rice, at room temperature
2 Large Eggs, beaten
Soy Sauce, to taste
Green Onions, sliced (garnish)

At least one hour before cooking, liberally season duck breasts with fresh cracked pepper and douse with teriyaki sauce; set aside at room temperature.  Heat a cast iron skillet over high heat and sear duck breasts on each side for 2 – 3 minutes, or until medium rare (125 degrees F internal temp). Remove and allow to rest while finishing the stir-fry.  Meanwhile, in a wok over high heat add oil, garlic, and red pepper flakes; sauté 30 seconds, careful not to brown the garlic.  Add the remaining vegetables and cook until just tender.  Add rice and eggs, stirring until eggs are just scrambled; remove from heat.  Add soy sauce to taste.  Begin plating by placing a generous portion of the stir-fry onto the center of each plate.  Slice the duck breasts, on the bias, every half inch or so and rest on top of the stir-fry.  Garnish with sliced green onions. Serve.

Bison Burgers

Nowadays most bison is commercially raised and can be found in high end grocers and even large national chains.  So bison is not what most of us typically consider "wild game" these days; however, a lot of people are still wary about giving it a try.  I advocate frequently swapping traditional beef for bison in your recipes due to its rich flavor and health benefits.  Studies have shown that bison is lower in fat, calories, and cholesterol than beef, while also being nutrient dense with higher levels of protein and iron.  Due to its lean composition, I recommend cooking ground bison to medium or medium-rare.  Bison steaks and chops should be served rare or medium-rare.

(Prep 15 minutes, Cook 15 minutes, Serves 4)

Burgers
1.5  lbs Ground Bison
Kosher Salt
Fresh Cracked Pepper
4 Hamburger Buns, sliced
Unsalted Butter
 

Toppings
American Cheese
Lettuce
Sliced Tomato
Sliced Onion
Dill Pickle Chips
Assorted Condiments

Preheat a grill over medium-high heat.  Divide ground bison into 4 patties, using your thumb to create a small well in the center of each patty.  Season each patty liberally with kosher salt and fresh cracked pepper.  Lightly butter the cut side of each bun, and add to the grill for 60 – 90 seconds, or until just toasted and browned.  Add bison patties over direct heat and grill covered for 2 – 3 minutes on each side for medium-rare/medium.  Remove from grill (or top with cheese to melt) and rest 3 – 4 minutes.  Build burgers with desired toppings and condiments.  Serve immediately.

Grilled Elk Steak

This recipe utilizes the elk's backstrap (tenderloin) which is the leanest and most tender part of the animal.  Sure, fattier cuts are more flavorful, but this is my preferred cut to serve others, especially those first-timers who might be squeamish about trying a new animal.  Elk has a rich, deep flavor, similar to that of grass-fed beef or venison.  Kin to its wild game cousins, the lean composition of this meat lends itself best to being prepared quickly over high heat and cooked to rare or medium-rare.  Most importantly, this recipe keeps things simple.  A touch of balsamic vinegar helps adds some sweetness while also tenderizing the meat–after that it's just good ol' salt and pepper that bring out the flavors of this beast.  Keep it simple, stupid.

(Prep 15 minutes, Cook 10 minutes, Serves 4)

1 2lb Elk Tenderloin, trimmed and at room temperature
½ Cup Extra Virgin Olive Oil
¼ Cup Balsamic Vinegar
Kosher Salt
Fresh Cracked Pepper

Preheat a grill over medium-high heat.  Whisk together the oil and vinegar and pour over the tenderloin to marinate, 15 minutes.  When the grill is ready, shake off the excess marinade and add to grill over direct heat.  Cook for 2 – 3 minutes on all four sides, and remove from heat when the internal temperature reaches 120 – 130 degrees F, depending on your desired level of doneness.  Tent the tenderloin with foil and rest for 5 minutes.  Using a sharp knife, slice the tenderloin across the grain every half inch or so.  Serve with desired sides.

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    Dim & Dash: Making the Grade

    See Also-Dim in the Workplace:

    "Michigan State University surveyed more than 700 employers seeking to hire recent college graduates. Nearly one-third said parents had submitted resumes on their child's behalf, some without even informing the child. One-quarter reported hearing from parents urging the employer to hire their son or daughter for a position. Four percent of respondents reported that a parent actually showed up for the candidate's job interview."

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      **JP** Fw: yahi anjaam he bhaio

       
      ----- Original Message -----




       


      undefined » undefined
    1. لا يمكن ترجمة كل هذا الكم من الكلمات
    2. **JP** Fw: haal ab tak

       
      ----- Original Message -----
       

      English » English
    3. Limit Exceeded
    4. Re: Rush "Oxycontin Fatblob" Limbaugh 'Slut' Comments Drive Georgetown To Defend Student Sandra Fluke

      Hey Greg!
       
      I got the "Monster"  analogy!  Uhm.......I am a die hard Rays fan though;  and as much as I would love to see a game in Fenway,  I detest both the Yanks and the Sox!  <Grin>!  I am an "equal opportunity"  hater!
       


       
      On Sat, Mar 3, 2012 at 1:22 PM, droblaw@comcast.net <droblaw@comcast.net> wrote:
      Even scarier, do the math: 11.3  million female students in college @ $1,000/female student/year. Did the cbo factor in that number when calculating the cost of Obamacare to the taxpayers?

      Connected by DROID on Verizon Wireless


      -----Original message-----
      From: Travis <baconlard@gmail.com>
      To:
      politicalforum@googlegroups.com
      Sent:
      Sat, Mar 3, 2012 18:01:21 GMT+00:00
      Subject:
      Re: Rush "Oxycontin Fatblob" Limbaugh 'Slut' Comments Drive Georgetown To Defend Student Sandra Fluke

      Slut says her BC costa $1000 a year.  Condoms cost about 50 cents each.  That is enough condoms for her to get poked about 5 1/2 times every day.  I wonder if she thinks she should get paid by the inch or the hour?

      On Sat, Mar 3, 2012 at 9:57 AM, Keith In Tampa <keithintampa@gmail.com> wrote:
      I'll take it a step further.  The fact that Fluke woud lave the audacity to go before a Congressional committee and ask that her contraceptive usage be paid for by the taxpayers of this Nation,  is quite telling of individuals who are from left of the center of the aisle.  It demonstrates how much of a hold and influence the communists and socialists of the Democratic Party have wielded in the last twenty years.  Fluke no doubt thought her "request/message" was "normal" "ordinary" and "mainstream".
       


       
      On Sat, Mar 3, 2012 at 10:55 AM, Keith In Tampa <keithintampa@gmail.com> wrote:
      Well said Travis.
       


       
      On Sat, Mar 3, 2012 at 10:51 AM, Travis <baconlard@gmail.com> wrote:

      I agree with every word Rush said.  If Fluke wants to get paid to go to school by sacking with every guy on campus that's fine.  A better term for her might be 'common street whore'. 

       
      On Sat, Mar 3, 2012 at 9:28 AM, Keith In Tampa <keithintampa@gmail.com> wrote:
      <Grin>!


       
      On Sat, Mar 3, 2012 at 10:17 AM, GregfromBoston <greg.vincent@yahoo.com> wrote:
      I DO enjoy feigned outrage from the left.

      "If there is retributive justice, he'll get AIDS from a transfusion,
      or one of his grandchildren will get it."  <chuckles and chortles>

      Nina Totenberg, NPR

      Nary a blink from the feigned ones.

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      * Read the latest breaking news, and more.

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      * Read the latest breaking news, and more.

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      For options & help see http://groups.google.com/group/PoliticalForum
       
      * Visit our other community at http://www.PoliticalForum.com/
      * It's active and moderated. Register and vote in our polls.
      * Read the latest breaking news, and more.


      --
      Thanks for being part of "PoliticalForum" at Google Groups.
      For options & help see http://groups.google.com/group/PoliticalForum
       
      * Visit our other community at http://www.PoliticalForum.com/
      * It's active and moderated. Register and vote in our polls.
      * Read the latest breaking news, and more.

      --
      Thanks for being part of "PoliticalForum" at Google Groups.
      For options & help see http://groups.google.com/group/PoliticalForum
       
      * Visit our other community at http://www.PoliticalForum.com/
      * It's active and moderated. Register and vote in our polls.
      * Read the latest breaking news, and more.

      --
      Thanks for being part of "PoliticalForum" at Google Groups.
      For options & help see http://groups.google.com/group/PoliticalForum
       
      * Visit our other community at http://www.PoliticalForum.com/
      * It's active and moderated. Register and vote in our polls.
      * Read the latest breaking news, and more.

      --
      Thanks for being part of "PoliticalForum" at Google Groups.
      For options & help see http://groups.google.com/group/PoliticalForum
       
      * Visit our other community at http://www.PoliticalForum.com/
      * It's active and moderated. Register and vote in our polls.
      * Read the latest breaking news, and more.