Again, for that sort of "discussion" to be useful and, if only for the sake of honesty, one should always clearly spell out his faith and convictions, without fearing mere mortals instead of his creator (provided one believe in him). After all, there are a handful of Christian, Atheist or other Somali "Converts" that are challenged even here on SOL forums. As for the veil, it is a clear Islamic Obligation precised in the Qur'aan and confirmed unanimously by scholars, Sunni as well as, just like it is prescribed in Judaism and Christianity, despite secularists pressures and propaganda through hypocrite, frivolous as well as openly racist media that crave sensationalism. Even in France, pious catholics and nuns are veiled and funded by the State, let alone the government sponsored churches in Germany and other Western States where Christian charities, schools, universities and other trusts are generously subsidized. What remains, therefore, to be "discussed"?

Through Medias, "Studies", "Aid", and other interactions with Kuffars, even people at home (Somalia, Djibouti etc) have lost much of their Islamic identity and values. Of course, staying in their countries is categorically forbidden unless one is propagating the Deen, and even then with strict conditions (Cilm, ability to resist temptations etc). After exposing their double lifes and condemning them unequivocally, you should remind them of their obligations as well as the benefits and wisdoms behind our Shariah in every aspect (Social, Health, Economic etc); hence why we should learn our Deen and act as models ourselves to fulfill our Da'wah responsibility, after our mistakes. As for the relatives, particularly the closest ones, you should force your sister to stay home and get a decent husband as soon as possible in the manner of respectable families; she can study the Deen with even relatively more neutral and objective subject such as sciences if she insists on it (at least that can be applied usefully and islamically and a SOL memeber in the medical Field usually recommends the Open University in the UK). It is utterly unreasonable to release our youth into the Western jungle, especially at an age when ignorance of the Deen basics is so widespread and we are all more or less receptive to the prevailing degenerescence, when our instincts could be fulfilled productively without attracting Allah's wrath...

The 2008 Budget approved today by the Somaliland House of Representatives is the largest to date, estimated at 51 million dollars ($51,000,000) an increase of 27% from 2007. With even 2 millions, one could run quite comfortably Hargeysa Hospital or provide badly needed equipments to others such as Gabiley "Hospital", painstakingly founded by the diaspora and still unfinished (one may wonder exactely what role is the administration supposed to do if the Somali diaspora and volunteers provide similar or better services in Xamar or Galkayo with its neurological surgery unit that attract patients from the Horn of Africa area!). Here is a student account of one of the well-known affordable and relevant technologies: "To provide safe anaesthesia in rural parts of developing countries, where such services are unavailable, specifically designed equipment is necessary. Machines must be robust, inexpensive, and be able to function despite erratic medical supplies, frequent power cuts, and limited facilities for servicing. Despite such a need, doctors continue to direct research at more expensive and elaborate systems. Surely such an attitude is contributing to the enormous global inequalities in health? While on my anaesthetics placement at Gloucestershire Royal Hospital, however, I came across a doctor whose interest in designing anaesthetic machines was aimed at this unconsidered market--the developing world. He had developed the Glostavent, an anaesthetic machine with a difference. It costs a fraction of the price of an average machine (around £8000),2 and has been designed specifically for use in difficult situations".student.bmj.com

Clearly, if the Health and Agriculture sectors are almost entirely ignored while politicians and their clients get even more, this proves beyond doubt that this "democracy", instead of the promised Shariah, is mainly run for the benefit of a few apparatchiks to desperately try to attract Western "aid". Just recently, a relative was briefing me on how alongside the record child and maternal mortality rates, the huge increase of private cars traffic led to skyrocketing accidents, exacerbated by the lack of basic planning (as if anyone could build anywhere, especially for those well-connected). Struggling on his own and with "Somaliland" not considered as an humanitarian emergency, the Hargeysa Hospital regularly witness shortages of the basics (even elementary surgical kits are not regularly supplied unlike Moagadishu hospitals, let alone affordable generic drugs). Yet, patients and emergencies continue to be evacuated there from all regions, especially the high density agricultural zone around Gabiley with its concentration of trade and passengers traffic, all the way to Wajaale frontier (with neither ambulance nor Intensive Care services, there is little to do anyway). In such a dire situation, the most basic hygiene & nutrition propaganda, coupled with low-cost sanitation and clean water schemes, could have lead to dramatic improvements, just like in other similar parts of the globe where they brought a revolution extending to all the other sectors (Economy, Education through improved attendance rates etc)...

What is Wrong With Our Education System? Taken from Albalagh Quick question: Who discovered America? The almost guaranteed answer: Why, Columbus, of course. The bright student may even know the famous story that Columbus thought he had reached India and therefore called the people he found Indians. If providing sound knowledge and developing critical thinking capabilities are any goals of an education system, the answer highlights the miserable failure of the education system prevalent in the Muslim world today on both counts. For no one asks the obvious: How can anyone be credited with discovering a land that was already heavily populated? Columbus was the first European to discover America, not the first man. Hundreds of thousands of other men and women had reached there before him and had been living for centuries. The assertion about Columbus reveals a Euro-centric mindset but the bias goes undetected and unquestioned. This is not the only questionable fact that our schools and colleges, and textbooks and teachers have been dispensing. In every field of study, they have been passing on "facts", ideas, values, assumptions, perspectives, explanations, "truths", and principles that are questionable, secular and anti-Islamic. All while sincerely believing that they are providing a great service by promoting education. Education is a wonderful thing. But, what are we really teaching? In science, we are teaching our students to look at the universe from the viewpoint of a person who does not know God. "And how many Signs in the heavens and the earth do they pass by? Yet they turn their faces away from them." [Yusuf, 12:105]. A proper study of science would make one appreciate both the Power, Majesty, and Grandeur of Allah’s creations and the humbleness and limitations of human knowledge and abilities. Today our science education, in its best form, gives exactly the opposite message. It also fails to enable students to separate scientist’s opinions from their facts. Let’s ask: In the wide Muslim world is there any, Islamic school teaching science whose graduates can challenge Darwin’s Theory of Evolution on scientific grounds? As we teach science, are we teaching our children to put science in its proper place, to know its limitations? Can they competently question the "technological imperative"? A medical doctor would not be considered competent if he did not know the limitations of the medicines and procedures he used. An engineer would be considered unqualified if he did not know the limitations of his tools. Why then our teaching of science does not include a discussion of its limitations? Because for the secular mindset science is the ultimate tool, the supreme arbiter of Truth and Falsehood. Without even realizing it, we have accepted the proposition and our science education reflects that assumption. The problem is not limited to science and technology. The best of our MBAs have learned that the goal of a business is to maximize profits, the goal of marketing is to create demand, and the proper way of making business decision is through cost-benefit analysis. All of these are as solid in their eyes and as questionable in reality as the assertion about Columbus. The best of our journalism graduates do not have a different model for journalism than the one presented by the West. They do not have their own definition of the news, their purpose for gathering it or their own moral standards that must regulate its dissemination. In economics we have been teaching that human beings are utility-maximizing animals governed by Maslow’s hierarchy of needs. In our teaching of history, we see random events without a moral calculus driving them. We do not see Allah’s laws that govern the rise and fall of nations. In psychology or sociology, medicine or engineering, civics or geography, it is the same story. In fact, our schools and colleges have been the main agency for secularization of Islamic societies. They have been effectively teaching that Islam is irrelevant to understanding this world or to solving its problems. Many of their graduates develop misunderstandings and doubts about their faith. But even when they are strong practicing Muslims, they have not been trained and educated to detect and challenge the secular dogmas that have been integrated into their curriculums. This great tragedy is of a recent origin and a historical perspective may be helpful. For centuries our societies, culture, and education system were free of the secular/religious dichotomy. Our schools taught all subjects of importance using a naturally unified approach. As long as Muslims were the leaders in all the sciences (until the fifteenth century C.E) subjects like medicine, astronomy, and chemistry had not developed their secular biases. The dichotomy started in the West during its "Renaissance" as it threw away its religious dogmas--which had become a burden--and found a speedy path to material progress using a-religious or secular approaches. The industrial revolution gave it momentum. Colonialism brought secular ideology and the religion of secular humanism to the Muslim lands. At this time, Muslims were at a low point on several fronts. They had surrendered intellectual leadership to the West and had failed to keep pace with scientific developments there. They found themselves in a no-win situation. If they accepted and taught the Western sciences, they would also be teaching anti-Islamic dogmas. If they stayed isolated, they would be left behind in science and material progress. In response, Muslims developed two approaches. Our Darul-ulooms preserved Islamic knowledge and values by hermetically sealing themselves against western influences. It is due to this effort that Islamic knowledge is alive and well today. (Where they were lax in this matter --- as in some Arab countries--- the result was a compromise in their Islamic character without any advantage in the quality of education.) However, they are not equipped to provide leadership in most other areas of the society. This role has gone to the graduates of the Western-style schools and colleges. Unfortunately, these schools and their curriculum nurture secular ways of looking at this world and solving its problems. The tensions created by the two diametrically opposed systems can be seen today in every Muslim country. This dichotomy must end. We cannot move forward without revamping our education. We cannot fully establish Islam in our societies without producing educated citizens and leaders needed for an Islamic society. The time is now to develop Integrated Islamic curriculums and remove secular biases from all of our education. Merely establishing more schools is not the answer. Developing educational institutions that can teach every subject in the wholesome Islamic context is. It is a monumental task. But without it we’ll continue to spread ignorance in the name of education.

The Real Purpose of Education by Khalid Baig, Taken from Albalagh Education---like democracy, free markets, freedom of the press, and "universal human rights" --- is one of those subjects whose virtue is considered self-evident. So is the superiority of the industrially advanced countries in attaining them. Consequently, any package that arrives with one of these magic labels on it, automatically qualifies for the "green channel" at our entry ports. No questions asked. This uncritical acceptance has severely crippled our discussion of all these vital topics. For example in education most of our discussion centers around literacy statistics and the need to have so many graduates, masters, Phd’s, and so many professionals --- engineers, doctors, etc.--- in a given country based on the standards in the industrially advanced countries. The central issue of curriculum, and even more fundamental issue of the purpose of education normally do not attract our attention; they have already been decided by the "advanced’ countries for us and our job is only to follow in their footsteps to achieve their level of progress. Indeed they have. In the "first" world, education has become an extension of the capitalist system. Its purpose is to provide qualified workforce for its machinery of production and eager consumers for its products. Stated in a more polished form, the purpose of education is to provide for the economic prosperity of a country. Similarly on a personal level today the purpose of education is to be able to earn a respectable living. While earning halal living and providing for the economic well being of a country are certainly important Islamic goals as well, the linking of education to financial goals is extremely unfortunate. It turns the centers of learning into mere vocational centers in their outlook and spirit. It degrades education and through it the society. To bring home the pivotal but forgotten role of education we need to recall that there is a fundamental difference between human beings and animals. Instincts and physical needs alone can bring ants, bees, or herds of beasts together to live in a perfectly functioning animal society. Human beings do not function that way. They are not constrained by nature to follow only those ways that are necessary for the harmonious operation of their society. If they are to form a viable, thriving society, they must chose to do so. What drives that choice is the sharing of common goals, beliefs, values and outlook on life. Without a common framework binding its members, a human society cannot continue to exist; it will disintegrate and be absorbed by other societies. Further, the society must ensure that the common ground will continue to hold from generation to generation. This is the real purpose of education. The education system of a society produces the citizens and leaders needed for the smooth operation of that society, now and into the future. Its state of health or sickness translates directly into the health or sickness of the society that it is meant to serve. Today we find many internal problems --- corruption, injustice, oppression, crippling poverty --- everywhere we turn in the Muslim world. If we think about it, we may realize that most of these problems are man-made. Which is another way of saying that they are largely traceable, directly or indirectly, to the education system that produced the people who perpetuate the problems. The rulers who sell out to foreign powers and subjugate their people; the bureaucrats who enforce laws based on injustice; the generals who wage war against their own people; the businessmen who exploit and cheat; the journalists who lie, sensationalize, and promote indecencies, they are all educated people, in many cases "highly" educated people. Their education was meant to prepare them for the roles they are playing in real life. And it has, although in a very unexpected way! The problem plagues all layers of society. Why are Muslim communities in the grip of so much materialism today? What should we expect when our entire education system is preaching the gospel of materialism? Why have we effectively relegated Islam to a small inconsequential quarter in our public life? Because that is precisely where our secular education system has put it. Why in our behavior toward each other we see so little display of Islamic manners and morals? Because our imported education system is devoid of all moral training. Why our societies are sick? Because our education system is sick. This is the real crisis of education. Before we got into this mess by importing from the Colonial powers what was current and popular, education in our societies was always the means of nurturing the human being. Moral training, tarbiya, was always an inalienable part of it. The ustaz,(teacher), was not just a lecturer or mere professional, but a mentor and moral guide. We remembered the hadith then, "No father has given a greater gift to his children than good moral training." [Tirmidhi]. Our education system was informed by this hadith. Our darul-ulooms still maintain that tradition but the number of students who pass through their gates is minuscule compared to the secular schools. In the U.S. and Europe, the schools were started by the church. Later as forces of capitalism overtook them, they molded them into their image. Moral training was a casualty of that takeover. But capitalism and their political economy did need people trained to work under these systems. So citizenship training was retained as an important, though diminishing, component of the curriculum--- a religion-free subset of the moral training it displaced. Whatever civility we see here is largely a result of that leftover component. The imported versions in the Muslim countries, though, had even that component filtered out. And the results are visible. We can solve our problem once we realize our mistakes. The first purpose of our education system must be to produce qualified citizens and leaders for the Islamic society. Tarbiya, real Islamic moral training, must be an integral part of it. This must be the soul of our education, not a ceremonial husk. All plans for improving our education will be totally useless unless they are based on a full understanding of this key fact. This requires revamping our curricula, rewriting our textbooks, retraining our teachers, and realizing that we must do all this ourselves. We do have a rich history of doing it. Are we finally willing to turn to our own in-house treasures to redo education the way it should always have been?

First of all, your primary focus should be learning and improving your Deen Akhi, just like the rest of us who struggle with even the basic pillars such as respecting Salat times, while improving yourself and fulfilling your parental as well as other responsibilities. Afterwards, "Education", if you mean getting a degree, is just another mean to an end and you do have a pretty decent English writing unlike many other "educated" people while you have managed to keep on working decently (unlike many Somali with Langage, Politics, Economics or other non vocational degrees). Believe me, you seems already much better than most Somalis for all the reasons you should know by now, and though I still don't have any daughter, you should not consider yourself as facing more problems (yours seems typical, apart from the irrelevant fact you are not Somali) . Also, why was your phone not working yesterday when I called you? Even though your view of Somalis seems generalising and getting married simply to one of the cousins is not always the ideal panacea, I would have suggested you go to the local Masjid as other convert brothers from everywhere do, albeit you have to take into account your beloved children before moving (which inshallah will prove to be an invaluable asset for all of us and the Deen unlike many Somalis)...

In addition to a deliberately discouraged private sector as to control discontent, historical famines as well as other humanitarian crisis were always canningly exploited by the Abyssinian ruling class. Somalis, discriminated more than others, are not even officially registered as food aid recipient while the military atrocities rampage goes on unabatted in its vast Somali region, west of the temporary demarcation line with Somalia. Occupied itself, Somalia is now facing the World worst humanitarian crisis after the law, order and social services of the Islamic Courts Union were toppled by Warlords "taxing" prohibitively food aid at their numerous checkpoints, through a concerted Ethiopian invasion, US bombings and CIA funding. Yet, the current Tigrayan minority which has sucessfully screwed out the vast majority from both private business opportunities as well as public offices continue to milk out its corporate cash cows. Ethiopian airlines, for instance, is managed by the TPLF (Tigray People's Liberation Front) number 2 and Ministry of Foreign Affair, Seyoum Mesfin. The latter, Meles closest ally, is also in charge of monitoring as well as regulating the TFG, and is remembered for his incessant trips to Baidoa to "reconciliate" the trio Gedi-Sharif-Yusuf or to the Ethiopian "Embassy" inside Villa Somalia, the "presidential" office!). Will Arab potential customers be seduced by Meles Zenawi attempt to garner more funds for his Genocidal Crusading Alliance with US neo-evangelists that led him to hail Iraq invasion as a "warning" for Arab terrorist states? .................................................................................................... ......................... Ethiopian to Strengthen its Presence in the Middle East Ethiopian Airlines, the fastest growing African carrier, has announced its plan to launch flight services to Kuwait and Riyadh starting June 2, 2008. The flights will operate Addis Ababa-Riyadh-Kuwait-Addis Ababa twice weekly on Mondays and Thursdays with the return flights on Tuesdays and Fridays. As a direct route to Riyadh and Kuwait from the Sub Sahara Africa, this new service provides convenient connections for passengers originating from various points in Africa. Passengers will save trip time from points of origin to destination as well as transit time at the Addis Ababa Bole International Airport. Currently Ethiopian operates 35 flights weekly to six destinations in the Middle East; namely - Abu Dhabi, Bahrain, Beirut, Dubai, Jeddah and Sana'a. The introduction of two additional weekly flights to Riyadh and Kuwait will further strengthen Ethiopian's foot prints in the Middle East. Busera Awel, Ethiopian Vice President Commercial said, "We are pleased that our enhanced presence will provide travelers, particularly those in the Sub- Sahara Africa, with more convenient access to the Middle East, and we are also confident that the new link will stimulate increased exchange of commerce and tourism traffic between the Middle East and the African continent." Riyadh and Kuwait are among the fastest growing cities in the Middle East. Riyadh is the largest city and capital of Saudi Arabia located in the heart of the Arabian Peninsula, while Kuwait, the capital of the State of Kuwait, is situated on the coastal region of the Persian Gulf. About Ethiopian MANAGEMENT BOARD CHAIRMAN :H.E. Mr. Seyoum Mesfin CHIEF EXECUTIVE OFFICER : Mr. Girma Wake PS: campaigners are strongly encouraged to use freely this article, too, in Blogs, Medias etc to educate and raise awareness about such tragedy.

First, one should dissipate calmly any misunderstanding as the prophet did when one of the companions found him next to his wife and then run away embarrassed, by calling him back so that he see her for himself. Then, if you can do little, you should put your trust in Allah and behave as usual, without resentment, for the truth can not be hidden eternally and there are always decent people to witness it if you remain in good company (there is no such thing as "friendship", only sincere muslims who love each other for Allah's sake!)...

amerigo wuxuu ahaa talyaani caan ah oo waxaa ka dhashay erey bixinta dalka america, kadibna maraykan somaali u rogtay, sidaas ayaan filayaa...

Not the people but ruthless opportunists and Jaahilnimo are to blame; other Soomalis are still pouring into Woqooyi Galbeed and they are welcomed with open hands. Let's remember that reer Woqooyi Galbeed have settled in other areas for a long time too and Somalis are inseparable for countless reasons... PS: we should concentrate on useful posting instead of contributing to our woeful situation!

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Don't know Duke since presidential office expenditures and personal income are not clearly separated by Somalis. With little transparency and responsible leaders endowed with ethics instead of opportunist politicians, these 50 millions, alongside other proven mechanisms such as end users financing and reliable supplies of generic drugs, could have easily provided both basic education and primary healthcare for the majority (all the more better if some opted for the private sector). The morale: wether 50 millions, 200 millions (in the case of tiny Djibouti) or even much more, government bureaucracy add little value for all of us, not mentioning TFG who managed to turn overnight the law, order and social services brought by the ICU into the world worst humanitarian crisis witnessing every imaginable atrocity, without even giving a glass of water to a child from the hundred millions of "aid", as judiciously noted by professor Samatar, and to the extent that international agencies are literally begging the warlords not to stop humanitarian aid at their checkpoints after "taxing" it prohibitively!

I used to hear one of my dad grandfather's brother disappeared on his ship and the rest of the brethen emigrated from Woqooyi Galbeed to Djibouti, just like my maternal parents, but chose to work with the French as officers (while the family was actively struggling for independence at the same time). Now, both close and very close relatives live in France and Canada as well, though we resisted alongside the bulk of the family to emigrate as Somalis "refugees" or whatever from the eighties (it used to be relatively easy at that time, especially with a Djib passport, as France didn't require visas previously). Of course, people are now disillusioned with life in Kuffar countries and face huge dilemmas, particularly with children who may miss the opportunity to grow in an islamic environment. As for France, I couldn't bear with the secular atmosphere with few masjids and Westernized people who should know better, even despite heavily subsidised rent, study grants and free higher education (it already gave me excellent general education, with sciences and specially mathematics), which afforded even the poorest student a relatively comfortable living (not mentioning the health system), so I mainly go back when the family meet there for health purposes so I visit my brothers too. Sadly, many are brainwashed in the process, and while anything else could be learnt everywhere, diverting one's relative or children from learning their Deen is the biggest foolishness one could ever commit (besides, staying in Unislamic lands or Kuffar countries has been condemned by unambiguously by the prophet as we shouldn't even be able to see their fires, and one may refer to the most credible Ulamas who unanimously agree on it)...

About Caato's release, despite his past initial alliance with Aydeed and allegation of immoral "entrepeneurship", I never heard the man attacking Shariah, Ulamas as well as Muslims in the same way some do it on a daily basis on international medias so Libaax analysis would have been accurate had not the said ex-warlord amended his ways and played a relatively very positive role lately, not least by supporting the courts and attacking Qeybdiid as well as his TFG opportunistic sponsors. If a former criminal repents (without mentioning anyone in particular) and help us in the greater good of the Deen, then we must be pragmatic in some circumstances (concept of maslaha in Fiqh), so to encourage the current criminals to redempt. All the more better if in doing that we can limit further fitna and rally some groups without any shot being fired against fellow muslim brothers... PS: Osman Caato's captors are yet to be confirmed, and may have even been Ethiopian trying as usual to divide us along clan lines, so we should not accept propaganda at face value!

I have learned that the best way to minimize harm is to simply avoid people well-known for rumors or other vain malayacni (who neither profit others in any way nor refrain from time-wasting for their own sake). Of course, we shouldn't keep rancors and always forgive as good muslim, so to perfect our Ihsan and so that all trials continue to act only for our best interests. PS: the fact that people may seem close to us hardly matters as only Muslims with Ikhlaas and ethical coherence could be entirely trusted...

Interesting facts by insiders concerning Kenyan Colonialism (both Kenya and its Ethiopian historical ally are eager sponsors of the "government", crowned in Nairobi), lest that the vast NFD with its oil now under exploration, may be eclipsed (without implying of course that the routine atrocities reported by international sources about Somali Galbeed are less deserving)! PS: with both the widespread atrocities in Somalia under as well as the vast Somali Galbeed, illegaly annexed by Ethiopia as the demarcation line was only provisional, are unanimously described by worse than Darfur, how shameful to distract people by clannish propaganda or pure frivolity, even on Sol!

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JZK ukhti, from that interesting web page, two excellent points no reasonable being can not dispute: The basic religious truth The basic religious truth taught in Islam may be expressed as follows (2:62, 91:7-10, 98:5 etc): a) Reality has an internal harmony and unity, it is transcendent and mysterious, and it is purposeful (belief in one God). b) Man’s actions have consequences even beyond his death (belief in the hereafter). c) Right and wrong are generally known to human nature; man needs to do what is right and avoid what is wrong (leading a righteous life). d) The above three beliefs should not simply be professed but affect our motivations, emotions, and actions. FIKR AND ‘AQL AND REVELATION One may ask: If fikr and ‘aql can by themselves lead to religious truth, then what is the function of the Qur`anic revelation? The answer to this question is: There are so many possibilities of our thinking and reasoning going astray due to the unreasonableness of our motivations and emotions that relatively few people reach the basic religious truth on their own. An overwhelming majority of people need revelation to guide their thinking and reasoning towards the truth. Revelation provides the clearest possible expression of the basic religious truth and in this way makes the journey of thinking/reasoning people towards the truth much easier. Even those who do reach the truth on their own, their sense of it in most cases is so hazy and their hold on it so weak that they can loose it under the pressures and influences that they must inevitably face. Revelation helps such people stay on the guidance and not fall back into error under various pressures and influences. Revelation creates social environment in which realizing the truth and staying on the path indicated by it becomes much easier Conclusion: Emotions and Acculturation led humanity atray throughout history, hence the necessity for a Universal Revelation (Qur'aan) to a Man universally known as a model for piety, and (our Prophet scw, called Amiin or the trusthworthy and whose fairness and trusthworthiness was sought even by Arab Pagans, as to judge among themselves), thus confirming our positive instincts (Allah Unity (Tawhid), Focused Inner as well as Struggle (Jihad), Brotherhood, Justice and equality among races and people (Prophetic Sunnah of extrem humbleness: no standing ovation or different treatment for slaves tolerated etc)...

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Apart from regular or online courses and self-teaching materials (often free in public libraries), I found a good reference dictionary with grammar notes such as the excellent "Oxford Wordpower Dictionary", Oxford University Press, extremely useful for serious learners with basic english. Of course, one could also carry a pocket dictionary such as "Collins Pocket Dictionary" (I bought mine in Aldi Store during a promotion for around 2 £) and, still better, practice everywhere by putting down each word often used, in a sentence for each meaning, on a card ("Flash cards" are excellent for memorisation in every subject, not only for words meanings and grammar). As for the popular langages learning softwares, "Tell Me More English", Auralog, is widely used in universities etc and help in all sides, especially with pronunciation, through voice analysis and detailed feedback etc (one month of serious commitment could be decisive). Crucially, through practice, such as reading relevant material (wether it be work on Hadith or IT), or listening to muxaadaros such as those on youtube, one could naturally enhance his literacy skills in any langage. Finally, reference and practice books (grammar/spelling/etcs) such as "English Made Simple" (Made Simple Books), which could be available as second-hand or used materials online (eg on Amazon) may be very useful for most of us... PS: Microsoft Word's spelling/grammar checker or even simply typing words on google could help with spelling etc (google langage tools also help when translating)...

Well, in serious discussions, a decent English (or Arabic, Somali, French etc) keep us more focused and help gauge one's intellectual skills and curiosity (after extensive reading, good english is so much easier), not mentioning the respect for your audience. Having said that, this should not be a priority in itself, more like a skill among others gained through practice and that could help (especially if you practice it in a relevant way, ie through your IT litterature or works on Hadith). Now, it is just amazing how many people with degrees or even Doctors, many of them born in US cities (especially among blacks, whose english adds to their social foes), yet speak/write in ebony or broken french, thus making people tolerate even more bad writing; so we should instead focuse on solutions...

Who ever imagined that Issayas, a Judeo-Christian Abyssinian Leader until now admired in the West as a "model", would act as a sponsor of Djihad earning for himself the title of "Terrorism" supporter? How amazing all these historical signs as allah clearly said in the Qur'aan that each group of oppressors would be countered by another group as to prevent total fassad on earth. The moral: never compromise with our Deen out of fear for you know not what is kept in store...

Western Attempts to Divide the Islamic Courts Must be Resisted In a rare interview with Western media, President Isaias Afwerki also told Reuters a United Nations effort to broker peace talks for Somalia this week were a U.S.-inspired attempt to undermine a legitimate resistance movement. Eritrea and Ethiopia's long-running enmity, including a 1998-2000 border war, and the conflict in Somalia, have polarised the Horn of Africa, one of the world's poorest and most conflict-riven regions. U.N. Secretary-General Ban Ki-moon said last month the withdrawal of the majority of 1,700 peacekeepers on the Eritrea-Ethiopia border, following a fuel cutoff by Asmara, risked new hostilities on the 1,000-km (620 mile) frontier. "It is a gimmick and a cover-up for the failure of the (U.N.) Security Council and the Secretary-General to do anything to close this chapter for good," said the 62-year-old former guerrilla fighter, who won power in 1991. "They are playing the scare game." Asmara says the world body has long favoured regional power Ethiopia and the latest manifestation of that is its failure to force Addis Ababa to comply with a 2002 border ruling that gave the flashpoint town of Badme to Eritrea. The United Nations blames Eritrea for forcing its peacekeepers to leave too early by measures like cutting off fuel supplies and banning helicopter flights. Isaias said a November 2007 "virtual" demarcation of the border, by the same independent commission that ruled in 2002, buried the issue. "The job is finished. There won't be any reason for any one of us to assume that tension may rise." Ethiopia had no legal grounds to invade Eritrea, and was anyway tied up with internal divisions, Isaias said. "How can one possibly assume Ethiopia finding an excuse to go for any use of force? I frankly can't believe that regime has expansionist dreams." SOMALIA CONFLICT Speaking at Asmara's colonial-era presidential palace, Isaias also accused the United Nations of trying to divide Somalia's opposition by hosting talks in Djibouti with the Western-backed Somali government. "I have no idea why they've gone for this. It's part of a plan meant to weaken the Somali resistance by dividing and weakening the Islamic Courts, dividing and weakening the (opposition) alliance, and creating problems here and there. "No one seems to be interested in what the United Nations, with pressures from Washington, is trying to do ... (It) may not bring in any result at all." Asmara hosts an umbrella group of exiled Somali opposition leaders, and says insurgents fighting the Ethiopian-backed government inside Somalia are a popular resistance movement unfairly characterised as terrorists by Washington and others. "It is part of the scare policy, intimidating people, finding an excuse in terrorism to justify any wrongdoing," he added, accusing Washington of trying to put a smokescreen over failed policies in Somalia and the Horn of Africa in general. The United States and United Nations have accused Eritrea of fuelling the conflict in Somalia by sending weapons to insurgents, and Washington has threatened to put it on a list of state sponsors of terrorism. "Trying to associate the resistance of the Somali people with terrorism is a mere fabrication," Isaias said. He scorned the accusations against Eritrea as "lies" and accused Washington of a post-9/11 "addiction" to terrorism claims. The United States is a major ally of Ethiopia and has used air strikes to try and kill what it says are al Qaeda suspects operating alongside militant Islamists in Somalia. Isaias said Somalis were justified in turning to Islam as a way to move beyond failed clan-based politics. "It is not some fanatic association ... There's nothing wrong with adopting Islam as a solution, or Christianity for that matter." Source: Reuters, May 13, 2008

FREE WEEKLY Islamic Circles, Gatherings, & Halaqahs Fully segregated. All circles, gatherings, and halaqahs are free and open to all. The above will start from the week beginning 12th of May 2008. SISTERS ONLY ACTIVITIES: ISLAMIC MANNERS & ETIQUETTES (Every Tuesday 11am- 1pm) A weekly circle covering the famous poem on the manners and etiquettes called Manthumah al Aadaab by Ibn Abdil Qawiyy al Mardaawi with its commentary by Imam as-Safaareeni (1188h) entitled Ghidhaa' al Albaab- Sharh Manthumah al Aadaab. This circle will be conducted by Ustadh Dr. Khalid Khan GENERAL WEEKLY HALAQAH (Every Sunday 12.15- 2.15) This weekly circle will cover different topics that are relevant to the young sisters. It will also be an ideal opportunity to meet and socialise with other Muslimaat. These halaqah will be conducted by various Shuyukh and Ustadhs insha'allaah. BROTHERS ONLY ACTIVITIES: CLASSICAL TEXT SERIES (Every Monday 7pm- 9pm) These will be a series of ongoing classes covering classical texts in matters related to manners, morals, and spirituality. The series will begin with the study of Kitaab al Jaami' (The comprehensive book) from Boloogh al Maraam by Ibn Hajar al 'Asqalani (852h) covering the topics of good manners, joining ties of kinship, asceticism and piety, cautioning against mischievous conduct, encouraging noble characteristics and remembering Allah (swt). These series will be conducted by various Shuyukh and Ustadhs. 40 HADEETH OF IMAM NAWAWI (Every Tuesday 7pm- 9pm) This weekly circle will cover the renowned forty hadeeth of Imam Nawawi which will cover the most comprehensive hadeeth in our religion. Issues of Iman, 'Aqeedah, Sunnah/ Bid'ah, morals, manners, heart softeners, etc will be covered extensively throughout the series. This is an opportunity for brothers to study and understand the deen in a complete manner. This circle will be conducted by Ustadh Abu Talha (Madinah University). GENERAL WEEKLY HALAQAH (Every Sunday 7pm- 9pm) This weekly circle will cover different topics that are relevant to the young brothers and will be delivered by a variety of different speakers ranging from speakers scholars to students of knowledge. It will also be an ideal opportunity to meet and socialise with other Muslims. These halaqah will be conducted by various Shuyukh and Ustadhs. Venue: Tayyibun Tarbiyyah Centre, 25 Hessel Street (Off Commercial Road) London E1 2LR Map: http://www.streetmap.co.uk/newmap.sr...=newsearch.srf Travel: Tube: Whitechapel, Aldgate East, or Shadwell Stations DLR: Shadwell Bus: D3, 15, 25, 106, 115, 205, 254 Contact Info: Tayyibun Tarbiyyah Centre Project of the Tayyibun Institute Office: 0207 702 7254 Mobile: 07949 713 902 E-mail: info@tayyibun.com Website: www.tayyibun.com Tayyibun Institute www.tayyibun.com For the Teachings of Qur'an and Sunnah * The Tayyibun Tarbiyyah Centre is an additional project of the Tayyibun Institute, launched for the community at the annual Conference 2008: 'Reviving the Sunnah, Awakening the Ummah' which was attended by over 1300 brothers and sisters throughout the day alhamdulillaah. * All the weekly services on above will start from the week beginning 12th May 2008 and will be ongoing until further notice insha'allaah. * Bookings for the free Islamic Circles, Gatherings & Halaqahs are strongly advised but not required. * The above will all take place at the Tayyibun Tarbiyyah Centre (25 Hessel Street , London E1 2LR) and not the main Tayyibun Institute based on 32 New Road. * All donations towards the Islamic work welcome. * The free Circles & Halaqahs are unstructured unlike the paid 'Structured Courses' of the Tayyibun Institute. * We do not permit any external recording or publicity at any of our programmes. * We maintain full 100% segregation systems.