A Comparison between Walgreens and Wal-Mart Term Paper

A Comparison between Walgreens and Wal-Mart - Term Paper Example Both companies started off with core objectives of providing efficient services with regard to effective delivery of services in the drug retail sector. With time, both companies have grown to reputable companies with regard various service delivery practices related to the retailing industry. There exists a thin line with regard to the existence of service advantages of the services offered by both companies. Thus, in comparing and contrasting both companies, an individual requires the necessary content for effective realization of the service advantages. In addition, the employment of various analytic tools such as Porters’ 5 forces would provide the desired distinguishing edge. Founded by Charles R. Walgreen in 1901, Walgreens has grown to be one of the largest drug retailing companies in the U.S. according to its official website; the company currently boasts of over 8000 locations across the nation. This represents a significant expansion of the company from its headquart ers in Chicago, Illinois. Thus, the company provides services with regard to pharmacy, health and wellness. The company’s provision of these services is championed by the employment of various drugs stores and health service divisions in the country. Walgreens owes its origin to the establishment of small drug store in Chicago, Illinois in the early XX century. By the 1920s, the company’s stores had incurred a tremendous growth. ... Thus, according to the company’s official website, the company operates various departmental and warehouse stores around the world. The company has grown to be the leading retailer globally and the third largest public corporation. With more than 2 million employees around the world, the company boasts of the largest employee base in the in the globe. Headquartered in Bentonville, Arkansas, Wal-Mart owes its origin to the discounting ventures of its founder, Sam Walton. Walton employed the use of various discounted stores in the promotion of increased sales. Thus, Walton opened his first discounted store in Arkansas in 1962 which represented the birth of Wal-Mart Company. The company has, thus, rapidly expanded to become one of the leading companies in the world with regard to the retail industry. Comparative Analysis of both Wal-Mart and Walgreens Both Wal-Mart and Walgreen companies have engaged in cut-throat competition practices with regard to the dominance of the drug ret ail industry. However, it is necessary to note that upon the inception of Wal-Mart in 1962, Walgreens had been in operation for over 50 years. Thus, in order to gain rapid market share and competitive advantage with regard to Walgreens, Wal-Mart had to employ strategic competitive measures. Thus, Wal-Mart employed strategy that was centered on improving livelihoods. Enhancing people’s lives, thus, formed Wal-Mart’s mission (Amendola, 2012). This was accomplished through helping people to save money. Sam, Wal-Mart’s founder, wanted to improve people’s lives by lowering the high cost of living. Through the establishment of various strategies in Wal-Mart, Sam succeeded in creating a suitable platform for

French and Indian War Essay Example for Free

French and Indian War Essay The French and Indian War altered the political, economic, and ideological relations between Britain and American colonies. Ideologically, this War brought up resentment toward Britain this changed the political relationship between Britain and its colonists because the British were forced to unfairly tax them due to their debt. The French and Indian war transformed North America by only leaving the British and the colonists left in their region. Greedy as the British were they did not treat the colonists fair by taxing them lead to resentment that lead to the American Revolution. After the French and Indian War, North America completely changed. Before 1754 English, French, Spanish, and the Russians had a portion of North America that they had power over. After 1763 the French were completely left out and had no land at all. (Document A) This impacted Britain and American colonists politically because it lead to the Proclamation of 1763 where Native Americans believed that the white people were not allowed to settle in their land that they had inhabited for hundreds of years. (Document .B) Britain thought that with the proclamation everything would turn out great, but it did not it just angered the colonists. They were angry because they believed they had no freedom. After the French and Indian War, England had to pay off a huge debt that had been accumulating over the years. The only way they saw to pay this was to regulate trade meaning that they would have fully control and know who and what they are trading with, and to tax everything. Britain made these changes and angered the colonists even more because the colonists felt it was not fair that all of a sudden they started taxing everything. (Document F) Taxation had a huge impact on the economic relationship between the colonists and their mother country because many of these acts forced the Americans to ship their raw materials to Britain, only to later buy the finished products from them. Mercantilism was soon abandoned when the colonists rebelled. An act that really angered the colonists was the Stamp act. Colonists furious of these taxations used boycotting as their weapon, they practiced non-importation and non-consumption. Although hurting the colonists and the British, the British soon came to realize that they were not messing around.(Document G) Colonists coming together and boycotting these acts had a huge impact on the British ideological values. The colonists felt that taxation was another thing that they should be mad at the British for. It added more stuff to what was already going on. The colonists were already mad about the Proclomation and just taxing everything did not make colonists happier. The colonists soon came to understand that they had little to no freedom which lead to the idea of becoming independent. Thinking that they could stand on their own. They don’t need the British. (Document D) The French and Indian war brought up resentment toward the british this changed the political relationship between Britain and the colonists because of the taxation that the British put on everything. Colonists began to change their mindset from being one whole colony to believing that they could stand on their own and become independent thus leading to the Revolution.

Atmosphere and Tension in Great Expectations Essay -- Great Expectation

Atmosphere and Tension in Great Expectations In this essay I am going to write about how Charles Dickens creates atmosphere and tension in the opening chapter, of Great Expectations. Because the audience cannot see what Dickens wants them to, he has to create atmosphere and tension to guide the audience through the incident, as well as hooking the audience by keeping them interested. Dickens intentionally creates that atmosphere because he wants us to feel sympathy for Pip and what he’s going through. And if we care about what happens to Pip we keep interested. Atmosphere and tension set the tone and mood of the book. Dickens begins his book by starting with Pip at the graveyard to create atmosphere and tension, by referring to death and tombstones. The story is set in a time were disease and death were common, before any major advances in medicine, and it was ordinary to loose a lot of your close family to illness. We are told by Pip, that his mother, father, and five little brothers were buried there but that is all we are told. By doing this Dickens has deliberately created a felling of solitude and helplessness and makes the reader feel and identify with Pip. Dickens tells us the churchyard is overgrowing with nettles and there are gravestones all around the area. Instantly the graveyard creates a morbid feeling, and knowing that Pip’s dead relatives are surrounding him produces a scary feeling, that you wouldn’t want to be in yourself. The reader becomes worried that a young child is in such a place alone, which adds to the dread that something might go wrong. Dickens also uses weather to create atmosphere and tension by making it seem bitter, and cruel. The weather is described as a â€Å"raw afte... ...e tombstone obviously isn’t Pips he thinks he is going to die because of how the convict is acting physically and verbally. It feels personal to him and this is a fear-building phrase. Pip is portrayed as being venerable and young. Dickens wants you to see him as an innocent, to see him scared of what is going on as it is a new and shocking experience. Dickens wants us to understand and sympathise with him. Pip describes the convict as â€Å"a fearful man† and the convicts first words as â€Å"a terrible voice†, which tells us that Pips first impression of the convict is a fearful one. The convicts orders are written as if they were directed at the reader. For a second we become pip and undergo what Pip is going though. This creates tension as the reader begins to understand what pip has felt. Dickens uses colour as another factor to create atmosphere morbid.

“Hedonism” By Jessica Shelby Essay

Oscar Wilde’sThe Picture of Dorian Gray is a prime example of hedonism, a movement in the late 1800’s that claims pleasure to be the prime goal in one’s life. The focus of the novel is the beauty of Dorian Gray, his self-destructive search for pleasure, and the corruption of both the lives he has encountered and his own soul. Beauty and pleasure are the focus of all characters and scenes depicted in The Picture of Dorian Gray. Wilde’s timeless novel vividly portrays the hedonism ideals as the theme of the Picture of Dorian Gray with its characters’ mentality, roles, and eventual demise. The hero of the novel, Dorian Gray, is introduced as an innocent, beautiful young boy until he-in a mad instant- prays that his beauty shall live on while his portrait bares the resemblance of his shame and disgrace. Basil Hallward, the painter of the doomed portrait, praises Dorian for his timeless beauty and innocence. Basil is obsessed with Dorian, and his pleasure is found with the ideal of Dorian that allows him to paint so elusively. The corruption of Dorian begins with Basil’s adoration, but it is lofted with Lord Henry’s hedonistic ideals and all around negative influence. Lord Henry teaches Dorian to cherish his youth and beauty, all the while filling Dorian’s mind with selfish ideals of pleasure and beauty. â€Å"I believe that if one man were to live out his life fully and completely, were to give form to every feeling, expression to every thought, reality to every dream- I believe that the world would gain such a fresh impulse of joy that we would†¦ return to Hellenic ideal- to something finer, richer, than the Hellenic ideal.† With musings such as this, Lord Henry begins his takeover of young Dorian’s mind, ideals, and eventually his soul. Dorian tries to redeem himself, but with a few words from Lord Henry, he is back in the pursuit of pleasure. For example, Dorian realizes his injustice to Sybil Vane and intends to apologize. Then, Lord Henry tells him of her death and makes it sound glorious- like the perfect ending to a delightful play.  Rather than dwelling in the death of a loved one, Dorian tosses the matter aside. Dorian develops in the novel. He begins lofty collections, but eventually bores of them. Then, Dorian searches for pleasure in religion; he even considers converting to Catholicism-not because of any interest in God, but because he fancies the customs. However, Dorian soon grows weary of that and begins to seek refuge with opium, experimentation, and the finding and destroying of romances. All of the lives that Dorian touches are blasphemies, banished, or buried. The women who have met Dorian cannot walk about shamelessly, because â€Å"Prince Charming†-as Sybil Vane christened young Dorian- has taught them shame, has disgraced them, and found pleasure with his shameless use of them. The men who have befriended Dorian either are banished from London, living in Opium dens like Adrian Singleton, or have taken their own lives like Alan Campbell. Meanwhile, Dorian remains gorgeous, but his picture grows hideous. Even in the growing bestial creature on the unfortunate canvas gives Dorian pleasure. Dorian is so pleased that he bares no shame; the thing behind the cloth that lives in the canvas is destined to that. Not Dorian, however, he can seek pleasure with no outward consequences. Not until Dorian-in, yet another fit of rage- stabs the portrait transferring all of his sins, shame, and corruption to his own flesh and blood and his once luminous beauty takes its place on the canvas. The Picture of Dorian Gray by Oscar Wilde, not only depicts the hedonistic ideals, but it also portrays why the movement cannot last in society. Yes, the novel is factual, and it is highly unlikely that a portrait will bare a man’s shame while he remains forever young. However, â€Å"sin is a thing that writes itself across a man’s face,† and if all of society was in pursuit of selfish pleasure, not only will there be no society, but those who did live such lives would be outcast. For example, all of those in the novel not as fortunate as Dorian to be forever innocent looking were banished from London, not able to show their face, or so ashamed that they resorted to taking their own lives. Oscar Wilde’sThe Picture of Dorian Gray is a prime example of hedonistic ideals because of the characters, their actions, and  demise.

Terrorism Case Study

Caless (2012) defines terrorism as † the threat or use of violence to further a political agenda for change by inducing widespread fear†. However, experts have been debating over a clear definition for terrorism for over 100 years. Although the word was first used over 200 years ago when discussing the Reign of Terror (Whitaker, 2001). Consequently, there have been over 100 definitions offered for terrorism (Laqueur, 1977, cited in Martin, 2013). Alex Schmid's (2004) research also illustrates the lack of clarity surrounding the definition.And most experts believe that an impartial and universal recognised definition will never be agreed upon (Ganor, 2002). With the lack of clarity surrounding the definition, a further question arises; who is classed as a terrorist? This is reflected in the well known phrase â€Å"one man's freedom fighter, is another man's terrorist. † (Gerald Seymour, 1975, cited in Ganor, 2002). Overall, it is agreed, that this depends on the sub jective viewpoint of the individual (Ganor, 2002; Jackson, 2008; Corte, 2007).The Just War doctrine is an â€Å"ideal and moralistic philosophy† (Martin, 2013). It asks questions such as â€Å"what types of force are morally acceptable? † and â€Å"who can morally be defined as an enemy? † This notion is usually used by ideological and religious extremists, in order to justify their own acts of extreme violence. A prime example of religious extremists is the ‘jihadi Islamic fundamentalists', the term jihad means a sacred â€Å"struggle† but is manifested by some radical Muslim clerics as a holy war and therefore perceived that their war is a â€Å"just war† (Martin, 2013).This paper will endeavour to answer the question; Did University College London (UCL) further radicalise Umar Farouk Abdulmutallab? There have been many debates, theories and investigations surrounding this question, many of which will be analysed throughout. Umar Farouk Abd ulmutallab (born 22 December 1986) is a Nigerian Islamist who attempted to detonate plastic explosives in his underwear whilst travelling from Amsterdam to Detroit, on Christmas Day 2009, on the Northwest Airlines Flight 253. In January 2005 Abdulmutallab joined an Islamic forum under the pseudonym â€Å"Farouk1986† (Now Public, 2009).He frequently contributed to the forum. His postings normally gave advice to other forum members, although on occasion he expressed more personal views. These included his â€Å"jihad fantasies†, describing how â€Å"Muslims will win and rule the world† and prays to Allah to â€Å"unite us all Muslims and give us victory over those who do not believe†. The majority of his postings illustrate his loneliness and his struggle to contain his â€Å"sexual drive†, and he goes on to urge fellow forum users to limit their activities to â€Å"Islamically good† and to only â€Å"hang around with good Muslims who enjoy s tudying†.Throughout his postings in the forum he maintains that he is memorising the Quran (Islamic Forum, 2005). These postings illustrate that Abdulmutallab's views on the Islamic religion, are very similar to Salafism or Olivier Roy's neo-fundamentalism (see: Social Science Research Council). This is shown with his fixation on personal faith, and is also portrayed when he praises Shaykhs Saud as-Shuraim and Abdul Rahman as Sudais (Islamic Forum, 2005). Another radical Muslim he mentions is Abdullah el-Faisal, who is currently in prison in the UK for influencing his supporters to murder Jews, Hindus and Americans (Forest, 2012).Some of the media (Gardham, 2009) focused on Abdulmutallab's love for football and this is clearly seen within his postings online. However, by November 15th 2005, he had turned against it stating â€Å"Let’s save our honor and religion and try to stay away from football and do sporting activities that are more Islamically beneficial†¦ ru nning, paintball, archery (or any other sport of the like that teaches [how to] target and aim). † (Islamic Forum, 2005). There are many different theories as to where Abdulmutallab was further radicalised, the one that will be discussed in this paper is the possibility hat University College London (UCL) and it's Islamic Society were the perpetrators. During the investigation of the attempted attack of Flight 253, the University College of London (UCL) had held their own investigation of their Islamic Society and although the evidence holds strongly against them, as will be seen throughout this paper, they came to their own conclusion that   there was â€Å"no evidence to suggest either that Umar Farouk Abdulmutallab was radicalised while a student at UCL, or that conditions at UCL during that time or subsequently were conducive to the radicalisation of students. (UCL, 2010). Umar Farouk Abdulmutallab began university, in September 2005, during a peak of Islamist activity in the UK, there were events organised by Ikhwan (Ikhwan Web, 2005)  and Jamaat-e-Islami inspired groups that were being held weekly and their influence over British Islam was steadily increasing (Hitchens, 2010). This year is an important one, as the emergence of the first Islamic militant groups in Bangladesh (Kabir, 2005) were seen and Islam became the official religion of Iraq (Islamopedia Online).British Islamists were exploiting the wars in Afghanistan and Iraq and implicating the Western governments with the â€Å"war on Islam and Muslims,† (Hitchens, 2010). According to Islamist's, Western Muslims, had a duty to stand up for their religion and fight back using peaceful methods (O'Connor, 2012). The â€Å"Stop Police Terror† lecture was given by Awlaki at the East London Mosque in 2003 (YouTube, 2011). The listed supporters of this group could be found on the Stop Political Terror website, and interestingly UCL was among this list (Stop Political Terror, 2003- 2005).The aims of this campaign was to urge Muslims to fight against the â€Å"anti-terrorist police† and to alert them of â€Å"the deteriorating situation in the UK and the scale of arrests, raids and abuse meted out [against Muslims] by Anti-Terrorist Police. † The campaign statement also included a clear warning: â€Å"Britain's Muslims, as a community, will refuse to cooperate with the law enforcement authorities  if  this abuse continues. † (Stop Political Terror, 2003-2005). During this time, the Federation of Student Islamic Societies (FOSIS) ran another campaign alongside â€Å"Stop Political Terror. , issuing further explicit statements -â€Å"previously, it was Muslims themselves under attack, now the agenda [is] to attack Islam, its principles †¦ New laws making it an offence †¦ aim to divide and weaken the Muslim community. † And â€Å"The relative concept of ‘extremism’ is being used to condemn Muslims from very diverse political viewpoints. † (Hitchens, 2010). The perception of a Western â€Å"war on Islam† is one of the key recruitment tools of global jihadist groups like al-Qaeda (Home Office, 2011).Therefore, it is clear that Abdulmutallab was absorbed in an protesting setting, and this appeared to him to give value and objective, to his already pre-existing neo-fundamentalist attitude and personal discontent (loneliness). It is also apparent from his previous online statements, that he was vulnerable to the indoctrination; â€Å"I hope to get over my loneliness when I go to university†¦ where there are usually Islamic groups [and] clubs with good Muslims† (Islamic Forum, 2005).His obsession with Islam is clearly illustrated with the amount of time he devoted to the group, and after a year of starting university he was already president of UCL's Islamic Society (Irvine, 2009). Terrorist groups are also known to use the media to their advantage. As terrorism is à ¢â‚¬Å"not limited to specific locales or regions† and the media has allowed everybody to witness some form of terror. Knowing this terrorist groups can therefore understand the power of the images and manipulate them to their advantage (Martin, 2013).Gus Martin (2013) explains the media frenzy surrounding terrorism, and describes the 21st century as being â€Å"an era of globalized terrorism†. Another key recruitment tool that jihad groups use is the internet (US Department of Defense, 2007). Sites such as Facebook, (Torok, 2011) and the creation of websites that can be regionalised. Although governments monitor the websites and, if necessary shut them down, another website can be made and the process can start again (McNeal, 2008). It is clear that Abdulmutallab was a fan of internet use, with his frequent postings on the Islamic Forum.Awlaki could also be an key element in the â€Å"jihad internet recruitment† process. The media present him as the â€Å"Bin La den of the internet† (Madhani 2010; CNN, 2011). He was  a Muslim lecturer and spiritual leader who had been accused of being a senior al-Qaeda â€Å"effective global recruiter† (Telegraph, 2012) and motivator. He is thought to have given a series of video link lectures at the East London Mosque (Gilligan, 2010). They however, categorically deny this ever took place, and deny that Abdulmutallab even attended the Mosque (East London Mosque, 2010). The University of Westminster Islamic Society are alleged to have ties with Awlaki.Another Islamic Forum announced him as a guest at University of Westminster Islamic Society Annual Dinner in 2006 (Ummah Forum, 2006). Along with these connections Awlaki is also suspected to have had â€Å"recruited† Abdulmutallab before the attack. According to Fox News, an FBI bulletin states that Awlaki showed Abdulmutallab â€Å"how to detonate the bomb† (Catherine Herridge, 2011). Research carried out by the University of Cam bridge suggest that â€Å"the majority of young British Muslims are opposed to political Islam, and are more likely to join Amnesty International† (Cambridge University, 2008).This was criticised, when Anthony Glees accused Cambridge of trying to prove that British universities are not â€Å"hotbeds of Islamic radicalism† and called the research â€Å"flimsy and uncompelling† (Lipsett, 2008). Their research was argued against by the Centre for Social Cohesion (CSC), who stated that â€Å"Umar Farouk Abdulmutallab was radicalised at University College London†, and goes on to describe British universities as the â€Å"breeding grounds of Islamic extremism†(Centre for Social Cohesion, 2010).They describe themselves as the â€Å"Centre [that] has been at the forefront of the debate on what role Universities should play in ensuring that British students do not fall victim to the ideology of violent Islamism. † (Centre for Social Cohesion, 2010). They went on to completely contradict Cambridge Universities report, and suggested within the report that Islamic extremism will â€Å"flourish†. This statement was further supported when Abdulmutallab became the fifth president of a UK Islamic society to face terrorist charges (Weiss, 2011).The vulnerability of Abdulmutallab along with the recruitment tools of jihadist groups illustrate how easily individuals can slip beyond this porous boundary rapidly and very often unnoticed. Since the September 11th attack on the World Trade Center, it has become apparent that Al-Qaeda are focusing on mobilising Western Muslims to commit â€Å"lone-wolf† terror (RUSI, 2012). This evidence is supported by the ICSR (2011) who describe Awlaki's role as â€Å"ideological rather than operational† and explain that the greatest threat he poses is the mobilisation of Western Muslims through his sermons and therefore expanding the jihadi movement.Umar Farouk Abdulmutallab's extremis t views are apparent very early on. Although, as his loneliness grew, so did his radical views. It appears that he was trying to fight his urges to act upon these views time after time. Abdulmutallab was quite clearly an â€Å"extremist† turned â€Å"terrorist†, as it is clearly defined by Martin (2013); â€Å"extremists† who violently act out their extremist beliefs are â€Å"terrorists†. It is clear that his time at UCL and within the Islamic Society unquestionably played a part in Abdulmutallab's further radicalisation when examining the evidence discussed.It is also remarkable to see that UCL was among the list of supporters of the Stop Police Terror campaigns, almost condemning themselves of the radicalisation. They contradicted themselves when they released their findings that â€Å"no evidence to suggest †¦ that conditions at UCL †¦ [are] conducive to the radicalisation of students. † (UCL, 2010). It is noted that Cambridge Univers ity's ‘flimsy' research could support the UCL's outcome, but then could this research, with their ‘bad press', also diminish their findings.Overall, there are many factors that led to the radicalisation of Abdulmutallab, his state of mind, his vulnerability, and the people that he was associated with within the Islamic Society. Therefore, the UCL was not completely at fault, it was also the fundamentalists, that infiltrated the system and took advantage of a vulnerable, young Muslim. References Caless, B (2012) ‘Terrorism and Political Violence: Introduction, Overview and the Problem with Definitions. (Accessed: 5 December 2012). Cambridge University (2008) ‘Campus radicalism fears too extreme? ‘ Available at: http://www. cam. ac. k/research/news/campus-radicalism-fears-too-extreme/ (Accessed: 5 December 2012). CNN Online (2011) ‘ Al-Awlaki: Who was he? ‘, CNN Online, Available at: http://security. blogs. cnn. com/2011/09/30/al-awlaki-who-wa s-he/ (Accessed: 5 December, 2012). De La Corte, L (2007) ‘Explaining Terrorism: A Psychosocial Approach'  Perspectives on Terrorism, North America, Vol. No. 2 [Online] Available at: . (Accessed: 5 Dec. 2012). East London Mosque (2010) ‘ East London Mosque and London Muslim Centre  Ã‚   Statement on Anwar Awlaki' [Online] Available at: http://www. astlondonmosque. org. uk/uploadedImage/pdf/2010_11_07_15_44_46_Awlaki%20Statement%206%20Nov10%20-%20Full%20Statement. pdf (Accessed: 5 December, 2012) East London Mosque (2010) ‘ Sunday Mirror publish ELM letter' [Online] Available at: http://www. eastlondonmosque. org. uk/archive/news/243 (Acccessed: 5 December, 2012). Forest, J (2012) ‘Perception Challenges Faced by Al-Qaeda on the Battlefield of Influence Warfare. ‘  Perspectives on Terrorism, North America, Vol. 6, No. 2. [Online] Available at: . (Accessed: 05 Dec. 2012). Ganor, B. (2002) ‘Defining Terrorism- Is One Man's Terrorist Another Man' s Freedom Fighter? ‘. International Institute for Counter-Terrorism [Online]. Available at: http://www. ict. org. il/ResearchPublications/tabid/64/Articlsid/432/Default. aspx#Defining_Terrorism:_The_Present_Situation (Accessed: 1 December 2012). Gardham, D. (2009) ‘ Detroit bomber: internet forum traces journey from lonely schoolboy to Islamic fundamentalist', The Telegraph, 30 December 2009 [Online]. Available at: http://www. telegraph. o. uk/news/worldnews/northamerica/usa/6910776/Detroit-bo mber-internet-forum-traces-journey-from-lonely-schoolboy-to-Islamic-fundamentalist. html. (Accessed: 5 December 2012). Gilligan, A (2010) â€Å"East London Mosque: the terrorist question and the lies†, The Telegraph, 2 November 2010 [Online]. Available at: http://blogs. telegraph. co. uk/news/andrewgilligan/100061920/east-london-mosque-the-terrorist-connection-and-the-lies/ (Accessed: 5 December 2012). Gregory S. McNeal (2008). â€Å"Cyber Embargo: Countering the Internet J ihad†Ã‚  , Case Western Reserve Journal of International Law, vol. 9, pp. 789-826. [Online] Available at: http://works. bepress. com/gregorymcneal/15 (Accessed 1 December 2012) Herridge, C (2011). ‘ Awlaki Trained Suspected Christmas Jet Bomber How to Detonate Underwear, Document Reveals'. Fox News, 4 October 2011 [Online] Available at:  http://www. foxnews. com/us/2011/10/04/al-awlaki-trained-suspected-christmas-day-jet-bomber-how-to-detonate-underwear/#ixzz2ECpGaSXS (Accessed:5 December 2012). Hitchens, A (2010) ‘The Making of the Christmas Day Bomber', Current Trends in Islamist Ideology, Vol. 10 [Online]. Available at: http://currenttrends. rg/research/detail/the-making-of-the-christmas-day-bomber (Accesed: 29 November 2012). Home Office (2011) Contest: The United Kingdom’s Strategy for Countering terrorism. London: The Stationery Office. (Cm. 8123). [Online] Available at: http://www. homeoffice. gov. uk/publications/counter-terrorism/counter-terrorism -strategy/strategy-contest? view=Binary (Accessed: 2 December 2012). ICSR (The International Centre for the Study of Radicalisation)(2011) ‘ICSR Insight: How Anwar al-Awlaki Became the Face of Western Jihad'. [Online] Available at: http://icsr. nfo/2011/09/icsr-insight-how-anwar-al-awlaki-became-the-face-of-western-jihad/ (Accessed: 5 December, 2012). Irvine, C (2009) ‘ Detroit terror attack: suspect president of university Islamic society', The Telegraph, 29 December 2009 [Online]. Available at: http://www. telegraph. co. uk/news/uknews/terrorism-in-the-uk/6902785/Detroit-terror-attack-suspect-president-of-university-Islamic-society. html (Accessed: 5 December, 2012) Ikhwan Web (2005) International Religious Freedom Report 2005. Available at: http://www. ikhwanweb. com/article. php? id=13543&ref=search. php