The Emperors Club - 1586 Words

William Hundert (Kevin Kline) is a passionate and principled Classics professor who is enthusiastic about the start of the school year. His class turns out to be a strict yet inspiring lesson for the new students arriving at St. Benedicts Academy. It is here we are introduced to the party-minded Louis Masoudi (Jesse Eisenberg), the introverted Martin Blythe (Paul Dano), and the studious Deepak Mehta (Rishi Mehta), all of whom are incredibly intelligent. He inspires all of them to study hard in order to become one of the three contestants for The Emperors Club and be crowned Mr. Julius Caesar, a competition which pits the top three students of his class in a contest where they will be asked questions regarding the Classics. Blythe also†¦show more content†¦Benedicts, giving Hundert some insight into the younger Bells prior upbringing. Hundert returns to St. Benedicts and finds that Sedgewick Bell has received a phone call from his father, the Senator, who reprimanded him for wasting his time (but not for performing poorly in class). Hundert and Sedgewick begin to develop a close student-teacher relationship as Hundert tries to become a mentor-figure to Bell in order to help change him into a better man. Bell proves to be a bright student and eventually his grades improve enormously. Bell eventually finishes in the top three in Hunderts competition that precedes the Emperors Club contest, along with fellow classmates Masoudi and Mehta. Bell had actually earned his position at fourth place, until Hundert privately decided to raise his grade on the final essay after reviewing it again, thus moving him above Blythe. Hundert is caught between celebrating Bells newfound success and feeling guilty when he sees a dejected Blythe sitting all by himself under a tree. This is especially important as it is a break from Hunderts stance on integrity. The entire school watches the competition, as the three contestants are quizzed by Hundert. After many questions, the confident Masoudi is the first to make a mistake and he sits down. As the competition narrows down to Mehta and Bell, Hundert becomes increasingly suspicious of Bell raising his toga to his head to think. He then asks Bell a question not in the books: Who wasShow MoreRelatedThe Emperors Club1575 Words   |  7 PagesMasoudi (Jesse Eisenberg), the introverted Martin Blythe (Paul Dano), and the studious Deepak Mehta (Rishi Mehta), all of whom are incredibly intelligent. He inspires all of them to study hard in order to become one of the three contestants for The Emperors Club and be crowned Mr. Julius Caesar, a competition which pits the top three students of his class in a contest where they will be asked questions regarding the Classics. Blythe also mentions proudly that his father was once a Mr. Julius CaesarRead MoreEssay on The Emperors Club967 Words   |  4 Pa gesThe Emperor’s Club is a film that addresses many moral and social aspects that are central to contemporary society’s moral controversy. Can morals be properly instilled in a young person outside of religion? Can our future decisions be predicted based on our current character? Can our current character even be changed or molded? Can morals be learned through studying the classics? The Emperors Club’s main characters are Mr. Hundert a teacher of classics at a prestigious preparatory school, andRead MoreThe Emperors Club Reflection Paper1516 Words   |  7 Pagesas science would explain it, our brain does partial perception in an event giving us a sense of familiarity. A familiarity that felt like the event repeated. As the clichà © would say, â€Å"History repeats itself†. The first time I saw the film, The Emperor’s Club, I thought that this was just another movie telling its audience that history repeats itself. However, upon watching it closely the second time around, I realized that it wasn’t a history repeating kind but a dà ©jà   vu type. Dà ©jà   vu occurs whenRead More Comparing the Movies, Fight Club and Gladiator Essay748 Words   |  3 Pagesthe Movies, Fight Club and Gladiator People today enjoy the same things that people enjoyed during the Roman Empire. In the movie, Gladiator, Maximus fights in the Coliseum in front of all the people of Rome. In the movie Fight Club they have fights between different people in front of all the people of the club. This shows that people who lived 1000s of years before us where entertained by violence just like most of us are today. The theme that ties both Fight Club and Gladiator togetherRead MoreThe Movie The Emperor s Club 1050 Words   |  5 PagesThe movie, â€Å"The Emperor’s Club† tells a story concerning a passionate and principled teacher, Mr. Hundert, who finds his world a little shaken when a new student, Sedgewick Bell walks into his classroom. Mr. Hundert teaches at Saint Benedict, a private school for boys. The movie begins with Mr. Hundert stating that a man s character is his faith and that for the most of us, our stories can be written before we die. This movie is very powerfu l, regarding principles, virtues, and ethics that revolveRead MoreEssay on Commodus1453 Words   |  6 Pagesemperor began dressing like Hercules, son of the god Jupiter. His clothes consisted of lions skin, and he carried around a club. Commodus also enjoyed gladiatorial combat. He even went as far as fighting in arenas. This did not impress his subjects. In fact, they could not believe that their emperor willingly reduced himself to the lowest human being on earth. The emperors gladiator career seemed like a joke to the citizen. And though he claimed to have killed 12,000 men in his numerous combatsRead MoreBanning Books Should Not Be Banned Books1558 Words   |  7 PagesThrough the strife of concerned parents, many organizations try to rebel and advocate for a younger audience to read these books. These operations choose to go against parents through having a yearly â€Å"Banned Books Week.† Reading books like; Fight Club, The Glass Castle, and believe it or not Harry Potter, is a way to advocate for banned books. There are two spectrums in this argument the people worried that books can corrupt minds and the people who read to learn and understand. It is importantRead MoreEmbracing Defeat, By John Dower 1418 Words   |  6 Pagessituation through the eyes of the Japanese, their experiences, responses, and dreams. In doing so, Dower shed’s novel insight in how Japan reconstructed itself through the ashes of defeat. Beginning with a narrative of a Japanese woman first hearing Emperor’s Hirohito nationwide broadcast that the war had ended and Japan had lost, and then immediately collapsing to the ground in anguish, (34) Dower introduces the reader to an experience that resonated with a groaning people. In ‘shattered lives,’ DowerRead MoreMen Sculptures From Ancient Art867 Words   |  4 Pagespicked have a rich history of some of the great arts of the time. Apart from that, it shows how similar art works was carved from time to time. The Lansdowne Herakles is the centerpiece of the mini exhibition. It is a sculpture of a Greek god with a club in his hands. On his right hand, he has the skin of a lion. It gives a glimpse of what the man could be. He seems like a hunter or a warrior. He put center of gravity on his right leg, his left leg is slightly bend, making a pose called ContrappostoRead MoreEducation Is The Most Important Aspect Of Life2012 Words   |  9 Pagesperson born there are more opportunities to learn and educate others, always expanding on the vast definition of legacy itself. A few direct pieces from Ms. Frankenberg were quite efficacious in proving the importance of education to a legacy. The Emperor’s Club, an intriguing film about a boys private school, was perhaps the most literal definition of education and legacy of them all. Not only is the learning provided through the school curriculum, it also provides an education of the morals. However

Gender and Individual Identity - 596 Words

Gender is commonly conceived as a central part of an individual’s identity that extends further than merely one’s physiological sex. The idea of women and men being separated by innate differences has been scientifically disproved due to the lack of evidence. It is thereby apparent that gender is a discursive construct by means of creating prominent social role identities that hierarchically separate men from women. These classificatory practises have vast effects that tend to propel male authority and restrict female opportunity. The following articles present compelling accounts of the social malleability of gender to support the claim that gender is indeed a social construction. Armitage, Catherine. â€Å"The male v female brain: Is it all in the mind?† The Saturday Age. February 2, 2013, sec. Education: 15. Print. Catherine Armitage uses the expert and academic opinion of Cordelia Fine to disprove the male-favoured findings of certain gender studies, which are scientifically insignificant. Armitage’s critical exploration of the male-majority groups (â€Å"popular science journals†) and Simon Baron-Cohen who endorse and conduct these experiments reveal the sexist agendas to elevate men’s intelligence above women’s, or as Cordelia Fine phrases it â€Å"to make the status quo seem fair...natural†. The article has a well-researched and detailed perspective, which demonstrates the manipulation of gender to achieve deeming effects on women, disguised as biological nature. AmericanShow MoreRelatedAn Individual s Identity By Steinberg / Zimmerman And Deconstructing Gender : Application Of Feminist Legal Theory757 Words   |  4 PagesIn understanding Gender thus far through the eyes of this course my response is personality characteristics cannot be fundamentally attributed to an individual’s identity let alone not done successfully. The fact that previous cases have shown that the judicial system do not categorize gender roles fairly among people show that it should be at the fore front of court cases to try to gentrify the thinking on what men can do versus what women can do. That both Genders have the ability to acquire differentRead MoreGender As A Socio Cultural Construct Of Female And Male Identity That Shapes How Individuals Live And Interpret The2518 Words   |  11 Pagesâ€Å"Gender is a socio-cultural construct of female and male identity that shapes how individuals live and interpret the world around them. Gender is not natural: it is learned in society through direct and indirect means† (Knapp, 1). The purpose of this paper is to provide an examination and a comparison of the gender roles and cultural differences among men and women in Mexico and China particularly in the areas of traditional customs, education, family structure/marriage and labor markets. SinceRead MoreRacial Identity And Ethnicity Identity1626 Words   |  7 Pageswhen I realized my identity of how I saw myself and how others saw me when I was a child. I examined my identity by my gender identity, racial identity, and my ethnicity identity. I describe my earliest memory of realizing my gender identity by remembering when I realized I was a woman. I discuss how I became to learn about my racial identity and ethnicity identity by going to school with various people. I then describe how the aspects of my gender identity and racial identity did and did not influenceRead MoreA Deeper Understanding Of Identity Essay1559 Words   |  7 Pagesand more. But it is the combination of these identities that makes every human complex and unique. A deeper understanding of identity requires organizing identities into two categories: factual and non-factual. Factual identities include features and attributes that could be seen with naked eyes or measured with instruments, such as race and age. Non-factual identities, like gender identity (different from the idea of biological sex) and social identity, are malleable because they depend on actionsRead MoreRace, Racial, And The Individual s Self Concept1729 Words   |  7 Pagesracial salience, racial centrality is how individuals normatively define themselves in terms of race across all contexts. Racial regard is one’s positive or negative perception of Blacks and their understanding of others’ judgment of Blacks. This dimension has two components--private and public. Private regard is the extent to which an individual feel positively or negatively about his or her race and other Blacks. Public regard is the extent to which an individual believes other people think positivelyRead MoreQueer Theory And Intersex Individuals867 Words   |  4 PagesQueer Theory and Intersex Individuals Introduction Intersex is a part of queer theory that is lacking in research, but is necessary and has good reason to be included. The link between queer theory and intersex can be analyzed. Intersex individuals may have more difficulty finding fixed and stable identity-categories for themselves. Labeling and queer theory and intersex individuals is also a topic for discourse. Queer Theory Teresa de Lauretis coined queer theory in 1991 (Bell). Queer theoryRead MoreGender And Gender Identity1648 Words   |  7 PagesIn light of performativity, political transformation via hegemonic cultural practices continues to advocate for gender parody. Overall, the recent exploration of alterity ethics complements performativity politics by exploiting the subversive potential of gender identity as well as female identity. For the oppressed individuals, power should be subverted via political strategy guided by the consequences and punishment with the objective of maximizing the good in the society. In other words, performativityRead MoreCultural Differences Paper892 Words   |  4 Pagesdifferences. Every individual has multiple identities Race, ethnic, gender, national, regional, organizational, personal, cyber/fantasy—that act in concert. The importance of any single identity is a result of the situation. As the context varies, you may choose to emphasize one or more o f your identities. A conceptual inquiry into race or gender would seek an articulation of our concepts of race or gender (Riley 1988). For outside a rather narrow segment of the academic world, the term ‘gender’ has comeRead MoreA Body And Mind Dichotomy, Or Cartesian Daulism1617 Words   |  7 Pagesdenunciation. This is to say that there is no way to invalidate one’s thoughts, or one’s mind. The moment a stated declaration of one’s identity is made, aside from finding inconsistencies with their statements, their testimony as to their identity stands. This means that innateness is one’s thoughts, feelings, and desires, and thus, identity. And as such this identity is only discernable by expression thereof. In other words, the only way to know what one’s innateness entails is to attend to their expressionsRead MoreGender Diversity : The Wide Range Of Gender Variation894 Words   |  4 PagesGender Identity Gender diversity increases awareness and understanding of the wide range of gender variation in children adolescents and adults. The video shows diversity on kid’s gender identity. This video explains how biological sex does not always match gender identity. The three different kids in the video showed gender identity issues since they were in their early childhood. Jazz was biologically a boy, but he identifies himself as a girl since he was fifteen months old. His parents allow

Terrorism Case Study Free Essays

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). We will write a custom essay sample on Terrorism Case Study or any similar topic only for you Order Now 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 subjective 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 Abdulmutallab (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 studying†. 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†¦ running, 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 th eir 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 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 Laden 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 Cambridge 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 extremist 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 University’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-was-he/ (Accessed: 5 December, 2012). De La Corte, L (2007) ‘Explaining Terrorism: A Psychosocial Approach’  Perspectives on Terrorism, Nort h America, Vol. No. 2 [Online] Available at: http://www. terrorismanalysts. com/pt/index. php/pot/article/view/8. (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: http://www. terrorismanalysts. com/pt/index. hp/pot/article/view/forest-perception-challenges. (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 Jihad†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. homeo ffice. 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=13543ref=search. php How to cite Terrorism Case Study, Free Case study samples