Doc's Talk: Islamic Networks Group Dialogue as Da'wa-promoting cultural Jihad

Thursday, March 19, 2009

Islamic Networks Group Dialogue as Da'wa-promoting cultural Jihad

This item is available on the Militant Islam Monitor website, at http://www.militantislammonitor.org/article/id/3427

Islamic Networks Group - Dialogue As Da'wa

By Beila Rabinowitz and William Mayer

April 10, 2008 (Preview)- San Francisco, CA - PipeLineNews.org - Islamic speakers bureaus are proliferating in the United States. They represent the vanguard of a new paradigm in jihad being waged by Islamists under the guise of "dialogue."
This emphasis on "legal" Islamism, the stealth jihad has been dictated in part by circumstances on the ground, where many of the most violent Islamists have been either killed, captured or forced to go into hiding, proving that aggression has been counter-productive.

Among the largest Islamic speaker's bureau - with international reach - is the Islamic Networks Group [ING] which claims to promote:

"...religious literacy and mutual respect through on-site presentations and interfaith dialogues to schools, community agencies, and other institutions. With our affiliates, ING's outreach spans the United States, Canada and the United Kingdom...Through the Islamic Speakers Bureau, certified Muslim speakers deliver a variety of presentations to K-12 schools, universities, corporations, health and law enforcement agencies, as well as other organizations..." [source, http://www.ing.org]
Notwithstanding such high minded claims, in reality ING is nothing more than a da'wa "proselytizing" organization which promotes an Islamist agenda. For example the group was a participant on an "Islamophobia" panel which portrayed Muslims as perpetual victims of religious and ethnic hostility:

"...the so-called, War on Terror has opened the door to the demonization of an entire population, with all too often negative consequences in terms of deteriorating civil rights and other abuses...." [source, http://www.ing.org/media_releases/community.asp?num=110]
These sentiments serve to indict the West and are the staple that binds similar organizations and individuals together. The use of the term "Islamophobia" is a misnomer and bears no relation to the meaning of "phobia," a morbid fear or aversion. Its use is a familiar tactic used by militant Muslims who attempt to silence their critics by branding them bigots.

Perhaps the most troubling aspect of these Muslim speaker's bureaus is that the often simplistically biased and historically incorrect representation of Islam they present is done in an environment in which it is unchallenged.

Thus law enforcement agencies, public schools as well as political and private institutions which open themselves for such a one-sided dialogue end up being indoctrinated rather than educated.

Since credibility and legitimacy are in short supply among Islamists, their organizations are constantly searching out authority figures in the non-Muslim community – especially military or law enforcement officials - to serve as ceremonial figureheads, recruited for the expressed purpose of providing often undeserved imprimatur for the message being spread.

For example ING touts among its board of trustees, San Jose Police Chief Rob Davis and Randy Pond, Executive Vice President, Operations, Processes, and Systems, Cisco Systems Incorporated.

ING's founder, president & chief executive is Maha ElGenaidi. She has forged alliances with the Council on American Islamic Relations and the Islamic Society of North America, both unindicted co-conspirators in America's largest federal terror prosecution.

ElGenaidi recently participated in a Muslim Students Association [an arm of the Muslim Brotherhood] event together with several radical Islamists including Siraj Wahhaj [an unindicted co conspirator in the 1993 WTC bombings] and Ingrid Mattson the president of the above noted ISNA [and on ING's Board of Advisors], the largest Wahhabi funded da'wa enterprise on the continent. [source, http://msa.tamu.edu/?page_id=50]

The Islamic Networks Group is clearly participating in stealth jihad. Its programs offer indoctrination under the guise of education and function as da'wa, Islamic conversion efforts and ING founder, Maha AlGenaidi's associations with groups founded by the Muslim Brotherhood and with individuals with ties to terrorism betray the group's media friendly guise.

Organizations such as this are a dangerous and potent weapon in the ideological jihad because they are not what they claim to be. As such organizations like the ING should be denied access to the educational system and all public and civic institutions.

We call on Rob Davis, the Chief of Police of San Jose, to stop lending the ING the undeserved legitimacy that his presence on the Board of Trustees is providing and immediately sever his relationship with the group. http://www.pipelinenews.org/index.cfm?page=ing4.10.08%2Ehtm

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MIM: Biographies of members at large and the founder of ING.

Member at large. Police Chief Davis is a 25-year veteran of the San Jose Police Department. He began as a Police Officer in 1980, promoted to Sergeant in 1989, Lieutenant in 1993, Captain in 1998, Deputy Chief in 2001, and Police Chief in 2004. In his various roles prior to becoming San Jose City's 8th Police Chief, he managed the SJPD's Bureau of Investigations, commanded the Violent Crimes Unit (Gang Unit), managed a variety of core functions for the San Jose Police Department from personnel to training functions, project managed the automation of the department's information system, taught Professionalism and Ethics at the local Police Academy, taught Peace Officers Standards and Training [POST] to California POST Trainers, and consulted in Central America for the U.S. State Department.

Maha ElGenaidi, Founder & President of Islamic Networks Group (ING)
Chief Executive Officer. Maha has spoken to hundreds of schools, churches, synagogues, police departments, corporations and other public agencies; has appeared on numerous television and radio programs, and is author of seven training handbooks on outreach for American Muslims as well as eight training modules for public institutions on "developing cultural competency with the American Muslim community". She's also currently active with many state and federal governmental agencies, and is a former commissioner on Lt. Governor Cruz Bustamante's Commission for One California, Santa Clara County Human Relations Commission, and an Advisor to California's Commission on Police Officers Standards and Training for cultural diversity and hate crimes. She's also recipient of numerous civil rights awards, which include the 2002 "Citizen of the Year" Award from the Santa http://www.ing.org/about/page.asp?num=14Clara County Board of Supervisors. Maha received her B.A. in Political Science & Economics from the American University in Cairo (AUC). She is married and lives in Santa Clara, California.

Randy Pond, Executive Vice President, Operations, Processes, and Systems, Cisco Systems Incorporated
Member at large. Randy oversees Cisco organizations of Corporate Quality, Customer Service & Operational Systems, Human Resources, Information Technology, Legal Affairs, and Worldwide Manufacturing. He also chairs the Business Process Operations Council and Business Oversight Board, two strategic executive councils within Cisco. Prior to joining Cisco, Pond was vice president of finance, chief financial officer, and vice president of Operations at Crescendo Communications. He has also held various finance and operations positions at Versatec, David Systems, Xerox Corporation, Schlumberger, and Arthur Andersen. Pond is the board president for the Children's Discovery Museum of San Jose. He has a bachelor's degree in accounting and economics from Ball State University in Indiana.

http://www.ing.org/about/page.asp?num=14

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MIM: The ING school curriculum teaches 7th graders to:

"Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life".

History-Social Science Curriculum Standards for the State of California:
Grades 7th - 12th
http://www.ing.org/catalogue/standards.asp#grade7

GRADE 7

ING Presentations that Apply to the Following Section: "Orientation on Islam & the Muslim World in the Context of World History and Social Studies" & "Islamic Contributions to Civilization" 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.

1. Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.
2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.

3. Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.

4. Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.

5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.

6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

For the complete list visit: http://www.cde.ca.gov/be/st/ss/hstgrade7.asp
GRADE 8 ING Presentation that Applies to the Following Section: "Roots of Islam in America" 8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.

2. Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).

4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.

8.11 Students analyze the character and lasting consequences of Reconstruction.

2. Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).

8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Indus-trial Revolution.

7. Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.

For the complete list visit: http://www.cde.ca.gov/be/st/ss/hstgrade8.asp

GRADE 9

ING Presentations that Apply to the Following Sections: "Orientation on Islam and Muslims in the Context of World History and Social Studies" & "Islamic Contributions to Civilization"

Although there are no state requirements for the 9th grade, we are still called on to give presentations to 9th graders.

GRADE 10 ING Presentations that Apply to the Following Sections: "Orientation on Islam and Muslims in the Context of World History & Social Studies" & "Islamic Contributions to Civilization" 10.5 Students analyze the causes and course of the First World War.

5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens. 10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.

2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

For the complete list visit: http://www.cde.ca.gov/be/st/ss/hstgrade10.asp

GRADE 11 ING Presentation that Applies to the Following Sections: "Roots of Islam in America" Students in grade eleven study the major turning points in American history in the twentieth century. Following a review of the nation's beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection.

11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

1. Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

2. Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.

3. Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

4. Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

5. Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.

1. Discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

For the complete list visit: http://www.cde.ca.gov/be/st/ss/hstgrade11.asp
GRADE 12 New ING Presentation that Applies to the Following Section: "Media Impact on Stereotypes" Standards mostly deal with the Constitution & civil liberties.

For the complete list visit: http://www.cde.ca.gov/be/st/ss/hstgrade12.asp

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MIM: The speakers list at the MSA event mentioned above which includes ING founder and president Maha ElGenaidi.

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This page lists some of the previously invited speakers and their short biographies. This list is in no particular order.

Sh Mokhtar Maghraoui
Dr Jamal Badawi
Dr Ingrid Mattson
Dr Ihsan Bagby
Imam Siraj Wahaj
Sh Yusuf Estes
Sh Mutahhir Sabree
Sr Maha ElGenaidi
Sh Mamdouh Mohammed
Sr Ameena Jandali
Imam Mahdi Bray
http://msa.tamu.edu/?page_id=50

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The IDF’s Minorities in Numbers and Pictures

In honor of IDF Diversity Week, we present diversity through numbers and pictures. Each year, more and more Muslims, Christians, Druze, Bedouin and immigrants from around the world take on the responsibility of defending Israel.

MUSLIMS:

Muslim Arab Israelis are not required to draft in the IDF, but there are many who volunteer. In 2013, there were over 200 Muslims serving in the IDF and over 300 in the reserves.

Bedouins:

Bedouins are nomadic Muslims who were in Israel when modern borders were set in place and are now considered Israeli citizens. They are not required to draft but a growing number choose to enlist. In 2012, there were over 1,400 Bedouin Muslim soldiers doing regular IDF service and almost 1,500 in the reserves.

Read more:http://www.idfblog.com/2014/02/27/truth-idf-numbers-pictures/#more-34027

Are you aware that in 2013, Middle class taxes go up-significantly?

In January of next year, the federal income tax rate for middle-class taxpayers is scheduled to rise from 25 percent to 28 percent, and the payroll tax is scheduled to rise from 13.3 percent to 15.3 percent… This drives the marginal tax rate based on the aforementioned three taxes to 48.12 percent. Add in state and local property, corporate, excise, and other state and local taxes, and the percentage of each additional dollar that is taxed hovers around 50 percent… When half of each additional dollar earned is taxed away, taxpayers experience a disincentive to start businesses or expand existing ones. This leads to fewer jobs being created.

Why is HAMAS Inside Tampa Schools?

Clare Lopez

Kelly Miliziano, who teaches history classes at Steinbrenner High School in the Tampa, Florida area apparently thinks it’s perfectly OK to invite a senior official of a HAMAS-affiliated organization into her classroom to discuss Islam with her students. According to local media reports, not only has this been going on for years, but in spite of the civil and criminal proceedings that could result from such reckless negligence, the Hillsborough County school superintendent, Mary Ellen Elia, and the chairman of the school board, Candy Olson, also expressed approval for students under their responsibility to be exposed repeatedly to guest speaker, Hassan Shibly, who is the Executive Director for the Council on American-Islamic Relations (CAIR) in the Tampa area.
More...

Did You Know... Ignoring the Call to Islam will Bring Jihad

‘Conquest through Da’wa [proselytizing] that is what we hope for. We will conquer Europe, we will conquer America! Not through sword but through Da’wa.’
-- Yousef al-Qaradawi , Muslim Brotherhood spiritual leader The Arabic word ‘Da’wa’ means the “call to Islam.” But do not think that Da’wa is the same thing as an invitation to an optional holiday event. The classical Islamic doctrine of jihad mandates that enemies must be given the opportunity to convert to Islam or pay the jizya tax before it is permissible to attack them.
Clare M. Lopez

Who is being discriminated-facts tell the truth

Religious bias

Hate crimes motivated by religious bias accounted for 1,409 offenses reported by law enforcement. A breakdown of the bias motivation of religious-bias offenses showed:

65.4 percent were anti-Jewish.
13.2 percent were anti-Islamic.
9.5 percent were anti-other religion, i.e., those not specified.
4.3 percent were anti-Catholic.
3.8 percent were anti-multiple religions, group.
3.3 percent were anti-Protestant.
0.5 percent were anti-Atheism/Agnosticism/etc.

http://www.fbi.gov/about-us/cjis/ucr/hate-crime/2010/narratives/hate-crime-2010-incidents-and-offenses.

On March 31, 1977, the Dutch newspaper Trouw published an interview

with PLO executive committee member Zahir Muhsein. Here's what he said:

"The Palestinian people does not exist. The creation of a Palestinian state is only a means for continuing our struggle against the state of Israel for our Arab unity. In reality today there is no difference between Jordanians, Palestinians, Syrians and Lebanese. Only for political and tactical reasons do we speak today about the existence of a Palestinian people, since Arab national interests demand that we posit the existence of a distinct "Palestinian people" to oppose Zionism.

For tactical reasons, Jordan, which is a sovereign state with defined borders, cannot raise claims to Haifa and Jaffa, while as a Palestinian, I can undoubtedly demand Haifa, Jaffa, Beer-Sheva and Jerusalem. However, the moment we reclaim our right to all of Palestine, we will not wait even a minute to unite Palestine and Jordan."

In March 1977, Zahir Muhsein, a PLO executive, said:

"The Palestinian people does not exist. The creation of a Palestinian state is only a means for continuing our struggle against the state of Israel for our Arab unity. In reality today there is no difference between Jordanians, Palestinians, Syrians and Lebanese. Only for political and tactical reasons do we speak today about the existence of a Palestinian people, since Arab national interests demand that we posit the existence of a distinct Palestinian people to oppose Zionism."

"For tactical reasons, Jordan, which is a sovereign state with defined borders, cannot raise claims to Haifa and Jaffa, while as a Palestinian, I can undoubtedly demand Haifa, Jaffa, Beer-Sheva and Jerusalem. However, the moment we reclaim our right to all of Palestine, we will not wait even a minute to unite Palestine and Jordan."

The Arab Apartheid

Ben-Dror Yemini
In 1948, the Arab countries refused to accept the UN partition proposal and they launched a war of annihilation against the State of Israel which had barely been established. All precedents in this matter showed that the party that starts the war - and with a declaration of annihilation, yet - pays a price for it. Between 550,000 and 710,000 Arabs fled because of the war and a larger number of 850,000 Jews were expelled or fled from Arab countries (the "Jewish nakba").
Population exchanges and expulsions were the norm at that time, occurring in dozens of other conflict points and affecting about 52 million people. In all the population exchange precedents that occurred during or at the end of an armed conflict, there was no return of refugees to the previous region, which had turned into a new national state.
Only the Arab states acted completely differently from the rest of the world. Instead of assimilating the refugees, they crushed them despite the fact that they were their coreligionists and members of the Arab nation - instituting a regime of apartheid. So the "nakba" was not caused by the actual dispossession, which had also been experienced by tens of millions of others. The "nakba" is the story of the apartheid, oppression, abuse and denial of rights suffered by the Arab refugees at the hands of the Arab countries. (Maariv)

International Law and Military Operations in Practice - Col. Richard Kemp

"Islamist fighting groups study the international laws of armed conflict carefully and they understand it well. They know that a British or Israeli commander and his men are bound by international law and the rules of engagement that flow from it. They then do their utmost to exploit what they view as one of their enemy's main weaknesses. Their very modus operandi is built on the correct assumption that Western armies will normally abide by the rules, while these insurgents employ a deliberate policy of operating consistently outside international law. "

Lost Historical Moments

What Rabin’s last Knesset speech really said:repudiation of a Palestinian state

Rabin ruled out a fully sovereign Palestinian state :

“We view the permanent solution in the framework of State of Israel which will include most of the area of the Land of Israel as it was under the rule of the British Mandate, and alongside it a Palestinian entity which will be a home to most of the Palestinian residents living in the Gaza Strip and the West Bank. We would like this to be an entity which is less than a state, and which will independently run the lives of the Palestinians under its authority.”

Rabin ruled out a total withdrawal from Judea and Samaria and thus a return to the pre-June 1967 borders :

“The borders of the State of Israel, during the permanent solution, will be beyond the lines which existed before the Six Day War. We will not return to the 4 June 1967 lines.”

Rabin ruled out withdrawing form the Jordan Valley:

“The security border of the State of Israel will be located in the Jordan Valley, in the broadest meaning of that term.”

Rabin ruled out uprooting settlement blocs, like the Gush Katif bloc in Gaza (which was subsequently uprooted by former Prime Minister Ariel Sharon):

“The establishment of blocs of settlements in Judea and Samaria, like the one in Gush Katif.

AND

Rabin ruled out removing any settlement before coming to a full peace agreement with the Palestinians:

“I want to remind you: we committed ourselves, that is, we came to an agreement, and committed ourselves before the Knesset, not to uproot a single settlement in the framework of the interim agreement, and not to hinder building for natural growth.”

Rabin insisted on Israel retaining full security control of the borders with Egypt and Jordan, contrary to Israel’s relinquishment of the Philadelphia Corridor on the border with Egypt:

“The responsibility for external security along the borders with Egypt and Jordan, as well as control over the airspace above all of the territories and Gaza Strip maritime zone, remains in our hands.”

Correcting Oslo Myths-Part 2

3) Kuttab laments that the post-1993 Oslo process resulted in a Palestinian Authority "whose ministers and legislators are not guaranteed passage between Gaza and the West Bank ...."

Before free passage or other perquisites, PA leaders were obligated, among other things, to eliminate the terrorist infrastructure in the West Bank and Gaza Strip, end anti-Israeli, antisemitic incitement in schools, mosques, and communications media, and resolve all outstanding issues through peaceful negotiations. They met none of these commitments, sometimes bolstering terrorism and greatly increasing incitement.

4) Kuttab complains that under Oslo the PA got "lightly armed police ---- but no real sovereignty over the land or contiguity between our communities in Gaza and the West Bank."

Oslo agreements repeatedly were revised, regardless of Palestinian non-compliance, until the authorized number of police grew from 8,000 to 40,000. Though they were to be the only armed forces in the territories, Israeli estimates early in the second intifada put the number of gunmen - police, "security services," terrorists, and armed gangs - at 85,000. Their armament reportedly included not only heavy machine guns and rocket-propelled grenades, but also anti-tank and anti-aircraft missiles.

Sovereignty was to be negotiated in the envisioned 1998 "final status" talks - after a five-year period of confidence-building. Palestinian leadership chronically undermined the process. Palestinian terrorism made the 1993 - 1998 Oslo period more deadly for Israelis than the 15 years preceding it.

The United States doesn't have contiguity between the lower 48 states and Alaska and Hawaii; territorial contiguity between the West Bank and Gaza Strip - that is, through the 20 miles of Israeli territory between them - was never promised and would destroy Israeli contiguity.

5) "Palestinians have been made to endure hundreds of checkpoints in the West Bank, an eight-foot wall deep in our territories, and tight Israeli control over borders."

The security barrier is not "deep in Palestinian territories," but rather encompasses less than 8 percent of Judea and Samaria, and is mostly a fence, rarely a wall; the land in question is not "our [Palestinian] territories" but disputed territory to which, according to the authors of U.N. Security Council Resolution 242, Jews as well as Arabs have claims; and there are no international borders, only the 1949 armistice lines with Jordan. Under 242, borders remain to be negotiated. As for checkpoints - like the security barrier and "tight Israeli control" - Palestinian Arabs precipitated these measures themselves. No terrorism and there would be no fence or tight Israeli control and few checkpoints - like before the first intifada.

Correcting Some Oslo Myths

1) In Oslo "Israeli, Palestinian and other world leaders promised that ... Palestinian sovereignty would be solidified."

No, they didn't. The 1993 Declaration of Principles and subsequent Oslo agreements outlined a process by which final status negotiations about the West Bank and Gaza Strip would be reached. The process required an end to anti-Israel terrorism and incitement and a commitment to peaceful negotiations. The PA, Fatah, Hamas, Islamic Jihad, the Popular Front for the Liberation of Palestine, and other terrorist groups, sabotaged the process from the start.

2) "The reality is that, in defiance of U.N. Security Council Resolution 242, which states that it is inadmissible to occupy land by force, Palestinian territories are still under foreign military occupation."
Wrong again. Resolution 242 (1967) does note "the inadmissibility of the acquisition of territory by war." It also affirms the right of every state in the area "to live in peace with secure and recognized boundaries free from threats or acts of force." There were no "Palestinian territories." Jordan occupied the West Bank, Egypt controlled Gaza. Israel did not have "secure and recognized boundaries," so retention of some of those territories was possible under 242. Israel is not a "foreign" military occupier in the West Bank but, pending final negotiations, the lawful military administrator as a result of a successful war of self-defense.

Doc's Talk