4 ‘British’ Muslims Jailed For Plotting UK Terrorist Attack

Once again so-called ‘British Muslims’ have been found guilty of planning terrorist attacks on UK soil. Their families came to Britain supposedly for a better life than the one they had in their Muslim homeland. This is the gratitude they show the people of the country that took their families in.By plotting terror attacks that could potentially have a devastating effect  on 100′s of British families. 30 years total between the 4 Luton Islamic jihadis is nothing when you consider the suffering they could have caused had they managed to carry out the attack. The only punishment worthy of this treason is the gallows. That way at least we can be sure they will never get their wish any time in the future of killing innocent Brits.

Four jailed for plotting UK terror attack

FOUR men who considered using a toy car to deliver a bomb in an al Qaeda-inspired attack in the UK have been jailed for a total of more than 30 years.

By: Charlotte Meredith

Published: Thu, April 18, 2013

Zahid-Iqbal-and-Sharfaraz-Ahmed-were-jailed-for-up-to-16-years-in-Britain

Zahid Iqbal and Sharfaraz Ahmed were jailed for up to 16 years in Britain

Zahid Iqbal, Mohammed Sharfaraz Ahmed, Umar Arshad and Syed Farhan Hussain discussed setting off a home-made bomb at a Territorial Army centre in Luton, London’s Woolwich Crown Court heard.

The men, all from Luton, had admitted one count of engaging in conduct in preparation for acts of terrorism between January 1 2011 and April 25 2012 at a hearing on March 1.

Ringleaders Iqbal and Ahmed were given extended terms of 16 years and three months, including 11 months in jail.

Mr Justice Wilkie QC said the two men posed “a significant risk of serious harm to the public.”

Arshad was jailed for six years and nine months and Hussain for five years and three months.

Iqbal and Ahmed spoke about making an improvised explosive device (IED) based upon instructions in an al Qaida manual entitled “make a bomb in the kitchen of your mom – by the al Qaida chef”, the court was told.

Covert recordings of the pair heard Iqbal suggesting attaching the bomb to a remote controlled toy car and sending it under the gap of a gate to a Territorial Army (TA) centre in Luton.

Iqbal was recorded telling Ahmed: “I was looking and drove past like the TA centre, Marsh Road. At the bottom of their gate there’s quite a big gap.

“If you had a little toy car it drives underneath one of their vehicles or something.”

The men were arrested following a series of raids at their homes in April last year after an intelligence-led joint operation by the Metropolitan Police Counter Terrorism Command and the British Security Service (BSS).

 British men Syed Farham Hussein, Umar Arshad, Mohammed Sharfaraz Ahmed and Zahid Iqbal

Their persistent commitment to terrorist activity… marks them out as particularly dangerous

The court heard that Iqbal was acting as a “facilitator” for people who wanted to travel for “extremist purposes” he had helped Ahmed travel to Pakistan in March 2011 for military training, the court heard.

Ahmed was observed by surveillance on “numerous occasions” going on trips to mountainous regions such as Snowdonia with others in preparation.

The judge said: “In each of their cases, their persistent commitment to terrorist activity, in a number of different ways, over a significant period of time and, in each case, their willingness to take practical steps to obtain terrorist training abroad, marks them out as particularly dangerous.

“This, coupled with the fact that, after their houses had been searched, and they were obviously under serious suspicion, they nonetheless continued to access material consistent with the mindset which informed their previous preparatory activities, persuades me that they continue to be “dangerous” to such a degree that I should exercise my discretion to pass an extended sentence.”

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7 thoughts on “4 ‘British’ Muslims Jailed For Plotting UK Terrorist Attack”

  1. Muslim youths are the product of western education which makes a man stupid, selfish and corrupt. Muslim children need state funded Muslim schools with Muslim teachers as role models during their developmental periods. Culture and race is always a factor in a child’s life. To deny the importance of race and culture is not only insulting to Muslim children, it also risks causing unnecessary confusion and distress. Cultural Identity is particularly significant for a child. Little attention is paid to the child’ cultural background. There is a social and economic pressure on bilingual Muslim children that they must speak English, adopt British values and ditch their religious beliefs, to assimilate into this country rather than maintain their cultural traditions and historical ties. Speaking English does not promote integration into British society and broadens opportunities. The result of such a policy is that British schooling is guilty of producing Muslim youths who are angry, frustrated and extremist. Majority of them leave schools with low grades. The number of Muslim youths is on the increase in prisons. Anti-social behaviour and drug addiction is on the increase. They find themselves cut off from their cultural heritage and are unable to enjoy the beauty of their literature and poetry. Thanks to British schooling.

    Living together requires quite simply, an acceptance of the others, of the way in which (the other) is dressed.

    Bilingual Muslim children have been in state schools for the last 50 years. They have been suffering from Paki-bashing. They have been unable to develop their confidence and self-esteem due to racism and bullying. This is one of the main reason why they have been unable to achieve good grades. They have been suffering from Identity Crises. They do not know where they belong. Muslim school with bilingual Muslim teachers is only the answer.

    Education report by Birmingham Advisory Service recommends that school lessons should take into account cultural differences in order to improve pupils’ performance. It calls for teaching “the need for mutual respect and understanding”. Minority pupils are underachieving at school because the curriculum is racist. The study found lessons often failed to motivate or interest pupils because curriculum did not provide enough positive role models. The curriculum needs to be more balanced and less Eurocentric. Pupils grow up thinking there is no other playwright than Shakespeare. An ethnicity “Tsar” should be appointed to reform British schooling. Muslim schools performed best overall, although they constitute only a fraction of the country’s 7000 schools. Muslim schools do well because of their Islamic ethos and a focus on traditional discipline and teaching methods. They teach children what is right and what is wrong, because young children need structural guidance. Muslim school is responsible for the development of the whole child. Muslim schools give Muslim children “pride, identity and a sense of culture and languages.

    There are hundreds of state schools where Muslim children are in majority. In my opinion, all such schools may be designated as Muslim community schools with bilingual Muslim teachers as role models. There is no place for a non-Muslim child or a teacher in a Muslim school.
    IA

    http://www.londonschoolofislamics

    1. If muslim parents are so concerned about muslim childrens education, why the fuck did they come out of their hell hole of a country in the first place.
      Immigrants were welcomed to the UK on the basis of integration into British society, not to destroy it.
      So if muslim parents and their children are unhappy, they can always fuck of back to whatever 7th century shit hole they came from, tomorrow would be good before anymore disgruntled islam children decide to blow anyone up as they have in Boston.

      Fuck of camel jockey.

  2. It is easy to say” Go back to where you came from”,but do not forget that British Muslims are actually born and educated here. They are in the unenviable position of trying to combine two diffent worlds. That is no easy. We do not want to change you lot but we would like to see our children getting balanced Islamic education along with National Curriculum. We would like our children to learn and be well verded in standard English to follow the National Curriculum and go for higher studies and research to serve humanity. At the same time we would like our children to learn and be well versed in Arabic, Urdu and other community languages to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. A Muslim is a citizen of this tiny global village. He/she does not want to become notoriously monolingual Brit. Bilingualism is an asset but British schooling regards it as a problem.

    We live in a shrunken world and millions of people are on the move; one of our biggest challenges is how we learn to live in proximity to difference – different skin colours, different beliefs and different way of life. According to a study by COMPAS, Muslims born and educated were given the impression of outsiders. The perception among Muslims is that they are unwelcome in Britain is undermining efforts to help them integrate into wider society. Most of them say that they have experienced race discrimination and religious prejudice. Muslims and Islam is promoted a fundamentalist and separatist by the western elite, which have negative impact on community and social cohesion. The number of racist incidents occurring in London Borough of Redbridge’s schools have reached their highest levels since record begin.

    A City or a locality, where Muslims are in majority is a ghetto. There is a tendency for people of similar backgrounds to live together in neighourhoods. The term”ghettoisation” is inappropriate. The original ghettos in Europe during the middle ages were set up by law to confine the Jewish population to one area of a city. According to a research by an Australian academic that Muslim communities in Britain are being increasingly ghettoized in a trend that set back hopes of assimilation by years. Britain has now eight cities in the top 100 most ghettoized cities. The people from the Pakistani community in Bradford and Oldham and Leicester had trebled during the decade. A report by an academic Dr Alan Carling, that Bradford risks becoming a front line in the global clash between the West and Islam. But Islam and Muslims do not clash with the concepts of pluralism, secularism and globalisation. The native flight from Bradford’s inner-city wards showed clear evidence of an increase in segregation in the city since 1991. Native parents are avoiding sending their children in state schools where Muslims and other minorities are in majority. The dominance of Pakistani Muslims in the city has meant that Bradford has become bi-cultural.

    Immigrants are the creators of Britain new wealth, otherwise, inner cities deprived areas could not get new lease of life. The native Brits regard such areas as ghettoes. Integration is not religious and cultural, it is economic and Muslims are well integrated into British society and at the same time they are proud of their Islamic, linguistic and cultural identities, inspite of discrimination they have been facing in all walks of life. According to UN, 80% of British Muslims feel discriminated. They are less burden on social services. Immigrants made up 8.7% of the population, but accounted for10.2% of all collected income tax

    It is often quoted by the Western media that Muslim schools ghettoizse the children, and even lead to their radicalisation if they are not integrated. There is no evidence that faith schools lead to a “ghettoized education system. In British schools, pupils are encouraged to focus too much on their similarities rather than their differences. The integrationist approach merely results in Muslims feeling that their faith, language and culture is not respected.

    A report by the Institute for Community Cohesion found that native parents were deserting some schools after finding their children out numbered by pupils from ethnic minorities. Schools in parts of England are becoming increasingly segregated. The study focused on 13 local authorities. Many of the schools and colleges are segregated and this was generally worsening over recent years. This is RACISM because British society is the home of institutional racism. My statement regarding Muslim schools where there is no place for non-Muslim child or a teacher is based on educational process and not on racism. Muslim children need Muslim teachers during their developmental periods. For higher studies and reserech, Muslim teacher is not a priority.
    IA

    http://www.londonschoolofislamics.org.uk

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