3-2-30-e1 Introduction 0 - 3 Observe 3-2 In Depth 3-2-30 Communications Student Work 3-2-30e-3

3-2-30e-2 Communicate - Operationally Define

Analyze

© 2006 Donald Johnson Created 2006 11 Stavropol, Russia Last Revised 2008
What do we have to start with? Observe and Investigate! That is our foundation to reason on!

 Reality  Physical and Behavioral Introduction A work in Progress 1 Curiosity    1.1 Purpose 2 Materials    2.2 Apparatus Diagram    2.3 Procedure 3 Observations 4 Analysis 5 Contraries 6 Synthesis 7 Conclusions 8 Thesis 9 Discussion

Introduction

The mechanics of communication most likely start with compression waves in the Aether (Luminiferous aether).

The purpose of this introduction is to show the ignorance of the power of words and the poor foundation that ignorant intellectualism and ignorant blind faith in what some one says can lead to. The good thing the French did was to introduce the use of the powers of 10 for different scales of the same dimension. These are understandable by a child by 6th grade and very helpful in later comparisons and calculations. To define a standard foot is understandable for a four year old child. But to take away the "foot" for a fraction of the distance from the equator to the North Pole?

 Figure 1 Tangibility of the operational definition for Length killed in France 1793. Historically, the meter was defined by the French Academy of Sciences as 1/10,000,000 of the distance from the equator to the north pole through Paris. Now, it is defined by the International Bureau of Weights and Measures as the distance traveled by light in absolute vacuum in 1/299,792,458 of a second. (from http://en.wikipedia.org/wiki/Metre)  There is no problem for accurate work to operationally define the measure of a foot in terms of how many multiples of a given wavelength of light! The metre (British spelling and BIPM spelling[1]) or meter (American spelling) (from the French unit me'tre, from the Greek noun μέτρον, "measure") is the base unit of length in some metric systems, including the International System of Units (SI). The SI unit symbol is m.[2] The metre is defined as the length of the path travelled by light in a vacuum in 1/299 792 458 second.[1]   The metre was originally defined in 1793 as one ten-millionth of the distance from the equator to the North Pole. In 1799, it was redefined in terms of a prototype metre bar (the actual bar used was changed in 1889). In 1960, the metre was redefined in terms of a certain number of wavelengths of a certain emission line of krypton-86. In 1983, the current definition was adopted. The imperial inch is defined as 0.0254 metres (2.54 centimetres or 25.4 millimetres). One metre is about ​3 3⁄8 inches longer than a yard, i.e. about ​39 3⁄8 inches. This contains the ignorant concept of a vacuum due to the ignorant interpretation of the Michelson-Morley experiment!!! https://simple.wikipedia.org/wiki/Michelson-Morley_experiment The Aether (basic element of matter) is in constant motion and collision. Aether pressure is the cause of gravity and the shadow effect of the earth's density causes a cloud of Aether to hover the earth! (for those with some knowledge, density has to do with degrees of freedom which builds in atomic and molecular complexity causing deflection and earth bound Aether cloud formation. Gravity is not magic "force at a distance"  https://www.physicsclassroom.com/class/circles/Lesson-3/Newton-s-Law-of-Universal-Gravitation The ignorance  action-at-a-distance magic of gravitational force is discussed in detail in Unit 6 of The Physics Classroom Tutorial, is a force that most of us are familiar with. Gravitational forces are action-at-a-distance forces that act between two objects even when they are held some distance apart. When in truth they are being pushed together by the decrease in pressure due to their mutual shadows! See the classical reality derivation!!! https://www.thewaythetruthandthelife.net/index/1_background/1-1_cosmology/1-1-09_gravity-derived.htm

1 Curiosity

What do we have if we do away with folktales myths and faith based realities, like Mohammad's heaven where suicide bombers get the virgins promised!!

Numbers 31:1 And the Lord spake unto Moses, saying, 2 Avenge the children of Israel of the Midianites: afterward shalt thou be gathered unto thy people. 3 And Moses spake unto the people, saying, Arm some of yourselves unto the war, and let them go against the Midianites, and avenge the Lord of Midian. 4 Of every tribe a thousand, throughout all the tribes of Israel, shall ye send to the war. 5 So there were delivered out of the thousands of Israel, a thousand of every tribe, twelve thousand armed for war. 6 And Moses sent them to the war, a thousand of every tribe, them and Phinehas the son of Eleazar the priest, to the war, with the holy instruments, and the trumpets to blow in his hand. 7 And they warred against the Midianites, as the Lord commanded Moses; and they slew all the males. 8 And they slew the kings of Midian, beside the rest of them that were slain; namely, Evi, and Rekem, and Zur, and Hur, and Reba, five kings of Midian: Balaam also the son of Beor they slew with the sword. 9 And the children of Israel took all the women of Midian captives, and their little ones, and took the spoil of all their cattle, and all their flocks, and all their goods. 10 And they burnt all their cities wherein they dwelt, and all their goodly castles, with fire. 11 And they took all the spoil, and all the prey, both of men and of beasts. 12 And they brought the captives, and the prey, and the spoil, unto Moses, and Eleazar the priest, and unto the congregation of the children of Israel, unto the camp at the plains of Moab, which are by Jordan near Jericho.

13 And Moses, and Eleazar the priest, and all the princes of the congregation, went forth to meet them without the camp. 14 And Moses was wroth with the officers of the host, with the captains over thousands, and captains over hundreds, which came from the battle. 15 And Moses said unto them, Have ye saved all the women alive? 16 Behold, these caused the children of Israel, through the counsel of Balaam, to commit trespass against the Lord in the matter of Peor, and there was a plague among the congregation of the Lord. 17 Now therefore kill every male among the little ones, and kill every woman that hath known man by lying with him. 18 But all the women children, that have not known a man by lying with him, keep alive for yourselves.

--------------------------------------------------------------------------------------------------------------

The name of God most often used in the Hebrew Bible is the Tetragrammaton (YHWH יהוה‬). ... The documentary hypothesis proposes that the Torah was compiled from various original sources, two of which (the Jahwist and the Elohist) are named for their usual names for God (YHWH and Elohim respectively).

--------------------------------------------------------------------------------------------------------------

Mohammad led Jewish merchant caravans. Both the Jews and Arabs had memorization/story telling cultures (although the Jews had a writing document culture also)!

As they stayed the night at various oasises1 they would set around the camp fire and the Jews would share the Torah (including story about exterminating the enemies of YHWK - Elohim - Allah but keeping the booty and virgins for a reward!!!

Note 1: oasis noun -\ plural oases - Definition of oasis 1 : a fertile or green area in an arid region (such as a desert) The caravan stopped to rest at an oasis.

1.1 Purpose

My purpose here is to build a language system for "Scientific Investigation and Insight" based on observation founded on the acceptance of Space, Matter in Space and Motion of Matter in Space.

2 Materials

Exposure Level: The Exposure level is answering the question of: What is that or who is that? Before we are born we feel pressure and react in the womb. This sense of pressure is our first sense of force as having magnitude and direction. We also experience sound as having amplitude and direction. When a child is learning to talk, words are operationally defined on the exposure level by labeling the thing, person or action of attention at the moment, like push. crawl, talk, mommy, daddy, brother, water and so forth.

Qualitative Level: The Qualitative level is answering the question of: How is that? We talk about being hot or cold, tired or rested, hard or soft, hit hard from the left or a strong wind from the north or driving west fast or speeding up going north or sound from behind etc. Our operational experience involving first feeling touch or pressure or impact, next is associated seeing, hearing and smelling. We have an intuitive sense of past and future. We can measure the intuitive sense of past and future in days or years of lifetimes. The concept of dimension comes from the concept of direction and the fact that we exist in a three dimensional physical space. The use of the word Space has been degraded by mathematics using it to characterize a sophisticated abstraction that is not the real thing but makes the real thing a part of the more unreal abstraction. This degeneration leads to much confusion and harm to intuitive intellectual growth and development. Some erroneous conceptions are expressed in abstracted language that one would need a doctoral degree to understand the abstractor's error and show them their error. The sophisticated error is taken to be the intellectually superior. This is sophistry.

The American Heritage  Dictionary of the English Language: Fourth Edition.2000. sophistry SYLLABICATION: soph-is-try NOUN: Inflected forms: pl. soph-is-tries
1. Plausible but fallacious argumentation.
2. A plausible but misleading or fallacious argument.

Quantitative Level: Where the qualitative level told you "What you have." The quantitative level asks the question:  "How much of it do you have?"

Abstract Level: The Abstract Level is an imaginary model level. The Abstract Level asks: How do I make a Image or a Mathematical Computerized Model of its apperaence or behavior?

Of course abstraction goes much farther. Some highly developed abstract mathematics is just waiting for a real world application, while Physics have often know a mathematical result from nature long before any Mathematician can prove the theorems being used.

Since the Renaissance, every century has seen the solution of more mathematical problems than the century before, and yet many mathematical problems, both major and minor, still remain unsolved.[1]

Unsolved problems remain in multiple domains, including physics, computer science, algebra, additive and algebraic number theories, analysis, combinatorics, algebraic, discrete and Euclidean geometries, graph, group, model, number, set and Ramsey theories, dynamical systems, partial differential equations, and miscellaneous unsolved problems. Prizes are often awarded for the solution to a long-standing problem, and lists of unsolved problems (such as the list of Millennium Prize Problems) receive considerable attention.

2.1 Diagram:

3 Healthy Culture

Awareness of LanguageHave Operational Language

2 Operational Language

Awareness of Curiosity Have Curiosity

1 Curiosity

3.2 Diagram 1 The Need for an Operational Language

2.2 Procedure (for making observations):

Sent: Tuesday, August 01, 2006 11:09 AM

To: 'Joe.braddy---newschief--com' Subject: Letter to the Editor

Last week Hezbollah began firing longer range rockets into Israel. Hezbollah calls the rockets "Khaibar-1's". It is instructional to note the details of the Battle of Khaibar that the rocket's name is taken from. The battle occurred in 629AD and Muhammad surprised the oasis of Khaibar north of Medina. Khaibar was largely populated by Jews who had been expelled from Medina 2 years before. The inhabitants were butchered and most of the remaining enslaved. One of the Jewish chiefs Kimana was tortured to death by a fire on his chest to make him reveal where the tribe had hidden their wealth. Kimana's wife Safiyya became a concubine of and was raped by Muhammad that night. Muhammad agreed to allow a remnant to stay if they agreed to give him half their produce. Muhammad reserved the right to cancel the treaty and expel the Jews whenever he liked. Might this choice of names tell us something about Hezbollah?

The Quran commands crucifixion and mutilation

The Quran in Sura 5:33 says:

5:33 Those who wage war against Allah and His Messenger and strive to spread corruption in the land should be punished by death, crucifixion, the amputation of an alternate hand and foot or banishment from the land: a disgrace for them in this world, and then a terrible punishment in the Hereafter . . . . (MAS Abdel Haleem, The Qur’an, Oxford UP, 2004)

In my science teacher preparation courses and texts there was talk of "The Priesthood Of Science". At this level of discussion I could use labels but that is how dehumanization takes place. It goes deeper than that. A person can only talk to you form 1) their own experience, 2) What some one else told them or 3) their imagination. Labels are important but dangerous. Race hatred is incited by labels. But we still need labels for people that are willing to raise there children as a sacrifice to their god. In the 2006 Palestinian election a woman was elected because she raised three sons to go into a restaurant and commit suicide and murder a bunch of young people as a sacrifice to Allah. Then to be proud of it and offer Allah 3 more sons!

3 Observations:

Maryam Mohammad Yousif Farhat (or Mariam Farahat; born in 1950), popularly known as Umm Nidal, "the mother of Nidal" or "the mother of struggle"[1], is one of Hamas' most popular candidates elected in the Palestinian legislative election, 2006. She sent three of her six sons on Hamas suicide missions against Israel.

She attracted public attention after being filmed preparing and advising her 17-year old son Muhammad Farhat for his March 2002 suicide attack against Israeli civilians. After infiltrating the Gaza Strip former Jewish settlement of Atzmona, opening fire on the students and throwing hand grenades at the school where they were studying, killing five teenagers and wounding 23 others, he was shot dead. Upon hearing of her son's death, she proclaimed "Allahu Akbar!" and gave out boxes of halva and chocolates in celebration.[2] Her eldest son, Nidal, was killed in February 2003 as he was readying for his attack on Israelis. A third son, Rawad, died in 2005 in an Israeli air strike on his car carrying Qassam rockets. Three other sons are still alive. In an interview published in both the Israeli Arab weekly Kul al-Arab and the London-based Arabic language daily Al-Quds al-Arabi, Umm Nidal reiterated that what she called "martyrdom" (shehada, the act of jihad) is the most supreme act, and one of the basic principles of Islam. In her December 2005 interview, Umm Nidal said that she has prepared all of her sons for jihad for the sake of Allah. In an interview aired by Dream2 TV on December 21, 2005, she said:

"I protect my sons from defying Allah, or from choosing a path that would not please Allah. This is what I fear, when it comes to my sons. But as for sacrifice, Jihad for the sake of Allah, or performing the duty they were charged with - this makes me happy." "There is no difference [between operations against civilians and soldiers]. This is Islamic religious law. I don't invent anything. I follow Islamic religious law in this. A Muslim is very careful not to kill an innocent person, because he knows he would be destined to eternal Hell. So the issue is not at all simple. We rely on Islamic religious law when we say there is no prohibition on killing these people." "The word 'peace' does not mean the kind of peace we are experiencing. This peace is, in fact, surrender and a shameful disgrace. Peace means the liberation of all of Palestine, from the Jordan River to the Mediterranean Sea. When this is accomplished - if they want peace, we will be ready. They may live under the banner of the Islamic state. That is the future of Palestine that we are striving towards." [3]

4 Analysis
5 Contraries
6 Synthesis
7 Conclusions
8 Thesis
9 Discussion

Thesis:

As a new born we have a sucking urge. We move compulsively and our hand touches things. We learn to move and by chance find our thumb and suck on it. In time we have an insightful or intuitive knowing how to find our thumb. Exposure Level: This is my mouth. This is my finger tips. This is my elbow. From my finger tips to my elbow I call distance. Qualitative Level: My thumb is close to my mouth. From my mouth to my finger tips is a big distance.  Quantative Level: I call an arm-length the distance from my elbow to my fingertips. My thumb is is one arm-length from my elbow. I can move my thumb from my mouth till it is two arm-lengths away. Model Level: We operationally define make a "length standard" for measurement a "golden arm" or just "Arm" or "A"!  3.2 Definition 1"length standard" for measurement a "golden arm"

Analysis (observations):

3.2 Language What do we mean when we say we do something with all our heart or sole or spirit? For individual spiritual, physical, intellectual and scientific growth; we need a clear operational language, the accumulation of discoveries and insights of free societies and cultures. We need clear sets of postulates in the social sciences grounded in the physical sciences and using unambiguous operational definitions like in the physical sciences. The idea of operational definition is fundamental but many in authority over standards and over teacher training are out of touch with this truth. We measure distance by comparing it to some distance we know. Given a city block; we say things like, "The store is three blocks from our house". We can choose any standard we want for distance. The foot was used to pace of distance by putting one foot in front of the other and counting the steps from one location to another. Hence, the human foot is the operational definition of a unit for distance measure. Longer strides were the operational definition of a yard. We had a length measure standard that was accessible to a 5 year old. How sad to take away tangibility and intuitive understandability, then have authority figures and their trained teachers parade the developmental damage as intellectual superiority. This is particularly important when it comes to modeling human behavior. The past is filled with psycho-babble from often demented people studying demented people. The models have little to do with deductive truth and more to do with dehumanizing jargon used by authority figures to deprive or rescue individuals from responsibility. But when one is deprived of responsibility for their actions they are deprived of their human rights to a necessary element of the environment necessary for them to achieve the greater part of their potential for development..

 3.2 Physical Screen 9 Previous Next

Early physical scientific knowledge was often lost from one person to another because “the words were used differently” by different thinkers. For example words like energy, power, momentum, force, acceleration and impulse etc. were often confused. Before the time of Galileo, many Natural Philosophers wrote with deep understanding on the qualitative level. But, their work was not clearly understood because they used words like work, energy, impulse, momentum, force, power etc. in different ways. It was not until the introduction of quantative operational definitions founded on clearly stated intuitively founded postulates that the confusion began to end. mathematical modeling gave the foundation for thermodynamics, electricity and magnetism, chemistry, atomic and nuclear physics and cosmology. The problem was solved in part by intuitive Postulates like Space and its properties of distance and direction. Next came uniform motion with speed and direction. Then there is matter, which occupies space but has no intrinsic direction. One of the foundations of confusion in the foundation of physical science is the fact that the most common human event is the day and after that the year. These are not eternal truths but they are perceived as such in the intuitive experience of a human lifetime and indeed human history! They give rise to the concept of uniform circular motion, angle and Period. This circumvents the more fundamental concepts of displacement and velocity. Time measured in periods and angular measure are still taken as fundamental by some. But there is a more fundamental intuitive level. Some view dimensionless theoretical construction as some how superior because they are more purely mathematical!!  I had 23 years of teaching Physics and Mathematics. What a joy to teach physics by student discovery! What a joy to teach mathematics and language to students motivated “out of a need to know”. You can see some of the published work of my students in section 7 student publications high school.

 3.2 Physical Screen 10 Previous Top

The concept of a vector is a physical property that has quantity and direction. The concept of pseudo vectors destroys some part of reality conceptualization! I wrote an assembly language a program to calculate a two-dimensional slice of a vortex. There was great need for the trig functions. I realized that the radius, opposite and adjacent lengths were always present. So rather than using the trigonometric  functions I calculated the values from their operational definitions of lengths. The change from a look-up table to calculation increased the speed of the programs computations and display! This is when I realized how trigonometric tables and angles destroyed some intuitive physical insight and harmed the potential of the learner. Now working with HTML to build a web-site, the information is so degraded with aberrations that I first have to learn a new language before I can learn the HTML programming language! What is needed in the documents of Computer Science, Science and Mathematics is common language. This would be helpful to not discourage the learner and the practitioner that has not worked in the area for a few years. There needs to be (and is) periods of consolidation. A a science of revision that includes learners and their feedback and input as a stakeholder rather than dictatorial authority. I don't want to say to much here. I've probably had to program in five or six languages with different generations and off-shoots, then  exposed to  another 5 or 6 as part of computer science courses. I do not see an easy process hear. For now it is what works. We need to be more well rounded in our understanding. We need to better understand how learning and development of insight works. We initially learn in Postulates. Postulates are understanding of our environment that we accept and act on as given

 3.2 Behavioral Screen 1 Top Next

Our understanding is based on our experience. Interacting with a broad base of real world experience (especially physical) in all our life stages is important for perspective. A doctoral program and the dedication to academia is at a price of time and experience. I have been fortunate all my life I have had a broad base of interaction both with nature and the community giving me interaction with physical and social surroundings. When someone is communicating with you, you need to ask, "Where is he or she coming from?" While doing course work for my Masters in Science Education and for my 23 years of teaching afterwards, I sat in a booth in my community restaurant evenings to grade papers while having coffee brought me. I ended up with a nice close community. The local police got free coffee and hung out there. I got to be friends with many of them. Their conversation was interesting. There was a type of person they called "A Suit" from the way people were in their frequent court appearances. When "a Suit" talked you knew where he or she was coming from so you knew how to take what he or she said. Think about it. If you are talking to some one with a suit they probably want your money or your vote! When the culture is corrupted or inexperienced they lack the healthy checks and balances, for responsibility accountability, for empowerment of all stake holders. What is healthy child development, home and culture? What is the truth and what is propaganda? We need clear language, science and education that can separate the true and false statements. For our Culture to become Healthy we need to have a clear language and mathematics. We need this to learn, correct, to overcome hate and developed a society that respects individual sovereignty and the right of every child to have their potential for human/spiritual growth and development respected. Clear unambiguous communications is an essential part of this foundation. Like what is meant by Spiritual?

 3.2 Behavioral Screen 2 Previous Next

 3.2 Behavioral Screen 3 Previous Next

3.2 Operational Definitions Exposure Level: The Exposure level is answering the question of: What is that or who is that? Before we are born we feel pressure and react in the womb. This sense of pressure is our first sense of force as having magnitude and direction. We also experience sound as having amplitude and direction. When a child is learning to talk, words are operationally defined on the exposure level by labeling the thing, person or action of attention at the moment, like push. crawl, talk, mommy, daddy, brother, water and so forth Qualitative Level The concept of dimension comes from the concept of direction and the fact that we exist in a three dimensional physical space. The use of the word Space has been degraded by mathematics using it to characterize a sophisticated abstraction that is not the real thing but makes the real thing a part of the more unreal abstraction. This degeneration leads to much confusion and harm to intuitive intellectual growth and development. Some erroneous conceptions are expressed in abstracted language that one would need a doctoral degree to understand the abstractor’s error and show them their error. The sophisticated error is taken to be the intellectually superior. This is sophistry. The American Heritage® Dictionary of the English Language: Fourth Edition.2000. sophistry SYLLABICATION: soph-is-try NOUN: Inflected forms: pl. soph-is-tries 1. Plausible but fallacious argumentation. 2. A plausible but misleading or fallacious argument Quantitative Level: Where the qualitative level told you what you have, the quantative level asks the question: Given what you have then, "How much of it do you have?" Model Level: The model level asks: How do I make a Mathematical Computerized Model of its behavior? Of course abstraction goes much father. Some highly developed abstract mathematics is just waiting for a real world application, while Physics have often know a mathematical result from nature long before any Mathematician can prove the theorems being used.

 3.2 Behavioral Screen 4 Previous Next

3 Healthy Culture

Awareness of LanguageHave Operational Language

2 Operational Language

Awareness of Curiosity Have Curiosity

1 Curiosity

3.2 Diagram 1 The Need for an Operational Language

 Procedure (observations): 3.2 Behavioral Screen 5 Previous Next

Sent: Tuesday, August 01, 2006 11:09 AM

To: 'Joe.braddy---newschief--com' Subject: Letter to the Editor

Last week Hezbollah began firing longer range rockets into Israel. Hezbollah calls the rockets "Khaibar-1's". It is instructional to note the details of the Battle of Khaibar that the rocket's name is taken from. The battle occurred in 629AD and Muhammad surprised the oasis of Khaibar north of Medina. Khaibar was largely populated by Jews who had been expelled from Medina 2 years before. The inhabitants were butchered and most of the remaining enslaved. One of the Jewish chiefs Kimana was tortured to death by a fire on his chest to make him reveal where the tribe had hidden their wealth. Kimana's wife Safiyya became a concubine of and was raped by Muhammad that night. Muhammad agreed to allow a remnant to stay if they agreed to give him half their produce. Muhammad reserved the right to cancel the treaty and expel the Jews whenever he liked. Might this choice of names tell us something about Hezbollah?

The Quran commands crucifixion and mutilation

The Quran in Sura 5:33 says:

5:33 Those who wage war against Allah and His Messenger and strive to spread corruption in the land should be punished by death, crucifixion, the amputation of an alternate hand and foot or banishment from the land: a disgrace for them in this world, and then a terrible punishment in the Hereafter . . . . (MAS Abdel Haleem, The Qur’an, Oxford UP, 2004)

In my science teacher preparation courses and texts there was talk of "The Priesthood Of Science". At this level of discussion I could use labels but that is how dehumanization takes place. It goes deeper than that. A person can only talk to you form 1) their own experience, 2) What some one else told them or 3) their imagination. Labels are important but dangerous. Race hatred is incited by labels. But we still need labels for people that are willing to raise there children as a sacrifice to their god. In the 2006 Palestinian election a woman was elected because she raised three sons to go into a restaurant and commit suicide and murder a bunch of young people as a sacrifice to Allah. Then to be proud of it and offer Allah 3 more sons!

 3.2 Behavioral Screen 6 Previous Next

Maryam Mohammad Yousif Farhat (or Mariam Farahat; born in 1950), popularly known as Umm Nidal, "the mother of Nidal" or "the mother of struggle"[1], is one of Hamas' most popular candidates elected in the Palestinian legislative election, 2006. She sent three of her six sons on Hamas suicide missions against Israel.

She attracted public attention after being filmed preparing and advising her 17-year old son Muhammad Farhat for his March 2002 suicide attack against Israeli civilians. After infiltrating the Gaza Strip former Jewish settlement of Atzmona, opening fire on the students and throwing hand grenades at the school where they were studying, killing five teenagers and wounding 23 others, he was shot dead. Upon hearing of her son's death, she proclaimed "Allahu Akbar!" and gave out boxes of halva and chocolates in celebration.[2] Her eldest son, Nidal, was killed in February 2003 as he was readying for his attack on Israelis. A third son, Rawad, died in 2005 in an Israeli air strike on his car carrying Qassam rockets. Three other sons are still alive. In an interview published in both the Israeli Arab weekly Kul al-Arab and the London-based Arabic language daily Al-Quds al-Arabi, Umm Nidal reiterated that what she called "martyrdom" (shehada, the act of jihad) is the most supreme act, and one of the basic principles of Islam. In her December 2005 interview, Umm Nidal said that she has prepared all of her sons for jihad for the sake of Allah. In an interview aired by Dream2 TV on December 21, 2005, she said:

"I protect my sons from defying Allah, or from choosing a path that would not please Allah. This is what I fear, when it comes to my sons. But as for sacrifice, Jihad for the sake of Allah, or performing the duty they were charged with - this makes me happy." "There is no difference [between operations against civilians and soldiers]. This is Islamic religious law. I don't invent anything. I follow Islamic religious law in this. A Muslim is very careful not to kill an innocent person, because he knows he would be destined to eternal Hell. So the issue is not at all simple. We rely on Islamic religious law when we say there is no prohibition on killing these people." "The word 'peace' does not mean the kind of peace we are experiencing. This peace is, in fact, surrender and a shameful disgrace. Peace means the liberation of all of Palestine, from the Jordan River to the Mediterranean Sea. When this is accomplished - if they want peace, we will be ready. They may live under the banner of the Islamic state. That is the future of Palestine that we are striving towards." [3]

 3.2 Behavioral Screen 7 Previous Next

xx

 Analysis (observations): 3.2 Behavioral Screen 8 Previous Next

 3.2 Behavioral Screen 9 Previous Next

xx

 3.2 Behavioral Screen 10 Previous Top

End