Social Justice in the Holy War Essay Example | Topics and Well Written Essays - 750 words

Social Justice in the Holy War - Essay Example The same asserts as written in the Qur’an that it is the duty of all believers to engage in this war â€Å"with their goods and lives† for they will be rewarded if slain in the process (K. 3:157-158, 169-172); while those who do not participate in this endeavour shall expect relentless retribution at their doors (K. 9:81-82, 48:16). Regrettably, thousands of innocent civilians form part of the catastrophe with every assault; worse, it is not adequately rationalized how such injustice can be irreproachable. This lifelong discord between Muslims and the Western religions is in reference to their separate views on social justice. While most democratic countries do not interfere in the spiritual practices by legitimate organizations, they avow to implement essential measures should peace and order is compromised. Muslims are directed to stand against the enemy of the church and to readily use force when called for by the situation. Quite the opposite, the Western government and its constituents employ due process of law—conscientious deliberations are carried out before war is declared, and death sentence through electrocution, gas chamber, or lethal injection is conceded. Jihad entails exerting the maximum potential to attain a goal that is purely dedicated for God’s cause. One who is devoted to this cause is compelled to use all physical, intellectual, financial, economic, and spiritual capacities to service it; employs whatever force he or she can when confronting that which blocks his or her way; and when necessary dies for it (Jonsson 511). In other words, the cause justifies the means; that regardless of the consequence, the exercise of jihad is all that counts. Life itself is of lesser importance, and to live a life free of violence has no bearing at all. "The fruits of the greater jihad are the conviction that the individual sacrifices himself and his material well-being and must bear martyrdom for the purpose of confronting the enemy, in the way of God† (Hamzeh 37). Then again, the Muslims are encouraged to fight against seduction, superstition, wrong belief, carnal desire, and evil inclinations in the quest of intellectual and spiritual enlightenment (Jonsson 513). This notion of the greater jihad is a battle against oneself—to place â€Å"one’s power and faculties under the yoke of Allah’s commands and purging the domain of one’s body of satanic elements and their forces† (Hamzeh 36). To denounce evil in an effort to purify the body and soul is an exceptional Islamic doctrine that is in harmony with that of the other religions; yet, evil is another element that the former gives distinct connotations to. While the notorious Osama bin Laden, founder of the Islamic extremist group al-Qaeda, bluntly refers to the Americans as abomination, those that suppose otherwise denies him the right to call himself a Muslim. In the Quran, two basic words, 'Adl and Qist, broadly t ranslates as justice. Adl in Islam means a balanced approach to all things, including life. Therefore, Adl also pertains to a person who is â€Å"morally, behaviorally, and spiritually balanced† (Barazangi, et al 19). Qust, on the other hand, refers to the way in which Muslims deal with one another, and God deals with us. Qist essentially concerns human social interaction, if we use the term to include both God and humans in this interchange. It includes the notion of fairness in dealing with others (Barazangi, et al 19). Authors Capeheart and Milovanovic propose that social justice is concerned not in the narrow focus of what is just for the individual alone, but what is just for the social whole. Given the current global condition, social justice must include an understanding

Human Trafficking in Sudan Essay Example | Topics and Well Written Essays - 3000 words

Human Trafficking in Sudan - Essay Example The legacies of slavery and colonialism can help to understand the current civil war and political violence as well as human trafficking. However, the emphasis in this paper will be on human trafficking and slavery. The foundation of slavery in Sudan has its roots in frontier war zones of eighteenth and nineteenth centuries.1 One important aspect in the slavery of Sudan as well as Muslim society is that the slave will be treated as part of the family or a member of it. However, the descendents of a slave are slaves until they are freed by their master. Hence, the abolition of slavery in the West did not affect the situation in Sudan and Arab as well as African leaders of Central Sudan encouraged human trafficking on the premise of Sharia or Islamic law and encouraged the enslavement of non-Muslims. As a result non Muslims from Brazil were sent to Central Sudan that witnessed the human trafficking as the slaves from communities of Arab traders and Islamicized local leaders were sold in Central African markets. The human trafficking developed on the name of religion as the leaders started selling the people who did not embrace Islam. As it is clear that the rulers have the privilege of using the religion for their materialistic needs, the ruling group has monopolized Sudan's slave trade and that resulted i n slaves being an important export commodity. As the slave ownership with the help of farming helped the merchant class to be wealthy, the leading merchants established the slave establishments. The girl slaves from the slave family were forced to do prostitution and have sent their part of the earnings to their master. The beneficiaries of the earnings of those prostitute slaves were known for their nobility and that resulted in economic development of a particular class by exploiting the slave population. In addition to that, the exploitation of slaves resulted in mobilization of labor on a large scale. The mobilization accompanied the appropriation of products of slaves. However, even in the context of mobilization, the small-scale household labor force characteristic indigenous non-Muslim societies were not eliminated. Instead to that the labor force has turned into a component of a multifaceted system of forced labor that developed the production in plantations. As mentioned ea rlier as the slavery is a result of war zones in the previous centuries, the territorial conquest resulted in acquisition of slaves. As enslavement and state expansion happened simultaneously, that resulted in cultural differences between different groups and developed political variations among social groups. The establishment of Funji Kingdom resulted in Islamization of Northern and Central Sudan that resulted in enslavement of non Muslims. 2 The enslavement of people enabled the people in Sudan to buy women in most states of Sudan and it is not impossible to buy a pretty girl or a boy as a slave according to your desire. The slavery in Sudan changed it into a source country for men, women and children who are trafficked for the purposes of labor as well as sexual exploitation. The slavery in Sudan has helped other Arabian countries to enjoy the fruits and labors of it. As the

Admission Essays for EMBA Admission - The University of Chicago Booth Essay

Admission Essays for EMBA Admission - The University of Chicago Booth School of Business - Essay Example I am interested in pursuing an EMBA because throughout history businesses have always existed. These businesses have existed by trading off merchandise and/or by exchanging merchandise for currency. In this case, the merchandise is the technology service. Since then the manner of making business transactions have evolved to include technology. Although technology is a mechanism of performing business transactions more rapidly, we should not forget to maintain the human element vivid in them. I want to master my skills in business administration since throughout history it has lead to an economic empowerment for many corporations and countries. Having this economic crisis vivid in our daily lives, makes the seeking of new strategies and venues a must, to help get out of this magnificent rut. Forming part of your institution of higher learning will give me more insights of how I may make contributions in this area as an expert with the help of the expertise and experiences of your faculty members. I have had close to a decade (?) of experience in this area of business administration and I have had to make decisions that have been crucial to obtain successful business transactions results. In business it is not a good idea to make decisions on a trial and error basis. The bottom line of entrepreneurial ship is to be on the cost/effective side of the spectrum (the bottom line of a financial statement. By obtaining an EMBA at The University of Chicago Booth School of Business, will give me ample information gathered by international experts and it will give me the opportunity to make decisions based on others ´ experiences that have had positive and negative results. In doing so, I will be able to apply strategies and methodologies to make successful business transaction decisions based on others ´ experiences and based on the case studies presented in classes. I see myself collaborating with others to

Literature - Dr Jekyll and Mr Hyde, The Picture of Dorian Gray and The Essay

Literature - Dr Jekyll and Mr Hyde, The Picture of Dorian Gray and The Time Machine - Essay Example In describing the human experience during the fin de seicle era, sociologist Marshall Berman says â€Å"they are moved at once by a will to change – to transform both themselves and their world – and by a terror of disorientation and disintegration, of life falling apart† (Berman, 1982). Through this statement, it is easy to see the conflicting emotions of an individual experiencing the type of rapid change that has characterized society since this period. As the people living during this period became more familiar with the concepts of Sigmund Freud and the hidden recesses of the mind and the ideas of Charles Darwin and the processes of natural selection and evolution, it became a necessity to examine the beliefs and customs of their inner selves. No longer was the world considered stable so the only center of gravity had to be found within, yet the world within was even more threatening. Many of the old values were shifting as factories rose and cities were bui lt. Women were gaining new freedoms and the old aristocracy, with its life of leisure and waste, was slowly falling into disrepute as enterprising and hard-working individuals from the lower classes began to make names for themselves, building up a middle class that valued work above play and based wealth upon monetary measures rather than the size of one’s property holdings. The resulting clash of values also constituted a meeting between the self and the other, as landed gentry struggled to come to grips with the new boldness of the rising middle class. It was during the fin de seicle era in particular that the question of the inner nature of man and his ultimate direction in life were made the focus of scientific study at the same time that the pace and direction of life were thrown into chaos, explaining this period’s fascination with the concept of the monstrous. The novel The Strange Case of Dr. Jekyll and Mr. Hyde, written by Robert Louis Stevenson in 1886, presents the ultimate

Social Class in America Essay Example for Free

Social Class in America Essay Over the course of two hours, the documentary reveals that despite our countrys deeply-held ideals of egalitarianism and fairness, our citizens are in fact subject to sharp class distinctions and often insurmountable inequalities of opportunity. For viewers and students interested in the sociology and culture of the United States, People Like Us provides an entertaining introduction to a controversial topic. It does not offer a Marxian analysis of one groups exploitation of another, nor does it celebrate the virtues of the capitalist system. Rather, this popular history presents an outspoken group of Americans from diverse locales and even more diverse socioeconomic groups: privileged New York WASPS, upwardly mobile African Americans in North Carolina, struggling minimum-wage workers in Ohio, proud Georgia rednecks, blue-collar suburbanites in New Jersey, cliquey Texas highschool students, and more. Through their portraits, People Like Us raises questions about the ways, large and small, in which Americans classify each other, how our inherited social class affects our self-perceptions and our expectations, and how race and other factors complicate an already complex arrangement of social distinctions in our society. Producers Andrew Kolker and Louis Alvarez, who have collaborated on a series of award-winning documentaries on different aspects of American culture since 1979, found People Like Us to be an extremely challenging program to make. Crisscrossing the country to interview hundreds of Americans, they discovered that many of us take our class status for granted, while many others refuse to admit that class differences exist. In making this program, Alvarez and Kolker hope to challenge viewers to rethink their assumptions about class in America and to examine how those assumptions influence their attitudes about their fellow citizens. People Like Us premiered on the Public Broadcasting System and is intended for a general audience. It is also extremely useful for educators who wish to introduce students to basic concepts about social class and bout class distinctions in the United States. People Like Us does not pretend to be the definitive documentary about class in America. But it does aim to be a catalyst for discussion and deeper study about the many different issues of class that affect our country economically, socially, and psychologically. This guide is intended to facilitate that goal. Our suggestions for discussion questions, lesson plans, group projects, theme-based activities, readings, and writing assignments are designed to help viewers explore, in the context of their own experiences and communities, the many thorny issues raised by People Like Us. II. Program Outline People Like Us: Social Class in America is 124 minutes (2:04) in length. While its always best to screen the program in its entirety, it can also be viewed in two separate, hour-long sittings: 1) Parts I and II and 2) Parts III and IV. If class time is limited, you can also show specific short segments to the class. In that case, we recommend that you pre-screen the entire show so that you understand where each segment fits into the whole. Is there a difference between class, status, and lifestyle? 2. Reconsider the question of whether the United States is a classless, egalitarian society. Elicit viewers’ impressions of the range of Americans they saw in the program. Who are the most memorable? Why? What characteristics mark each person as belonging to one social class or another? What were some of their opinions about the class structure of the United States? Were there any statements students strongly agreed/disagreed with? Broaden the discussion: Why do many Americans deny that class distinctions exist in their country? Why do many consider class to be a touchy subject? Why do classes exist anyway? What are the effects of class stratification on Americans? Does growing up in a particular class affect our self-image and our expectations in life? If so, how? 3. Tabulate results of the mini-survey and discuss findings. Ask students to define their terms and explain why they picked a particular social class. (NOTE: since some people may feel uncomfortable about answering this question, participation in this discussion can be voluntary. ) Did they select a particular class because of their parents’ income? Their own lifestyle? Education? Aspirations? Family history? Moral values or religious affiliation? Did they change their minds about their own social rank after seeing People Like Us? If so, how and why? Divide the class into groups. Ask each group to discuss the class structure of their community. Are neighborhoods mixed or segregated by class? Which classes live in which areas and go to which schools? Which groups tend to shop at which stores, worship at which religious centers, belong to which clubs? Does any one group hold the power in local government? Are there any venues where various classes intermingle? Are there any class-based issues the community is currently confronting for example, in housing, job development, or education? 4. Assign a review. Based on their notes, ask students to write a critique, favorable or unfavorable, of People Like Us. What are the programs most important ideas about class in America? Writers should include specific examples of scenes or remarks that were most/least effective in presenting these ideas. Did viewers feel that any one of the classes portrayed was favored over the other? In an introductory essay to his play, Major Barbara, George Bernard Shaw wrote: What a man is depends on his character; but what he does, and what we think of what he does, depends on his circumstances. The characteristics that ruin a man in one class made him eminent in another. Ask students to write their interpretation of this quote. What does Shaw mean? Cite an example of behavior that is considered a virtue in one class and a vice in another. For example, compare the idea of an aggressive real estate developer with an aggressive sanitation worker. Both are in business, but their qualities may be judged differently. Don’t Get Above Your Raisin’ (Washington, DC ; Morgantown, Kentucky) Begins: 01:21. 02 Running Time: 12_ minutes Getting above your raisin is a phrase you hear all the time†¦.. The notion is that you want to change social classes†¦ You try to change social classes, theres this feeling that youre forsaking the family, youre forsaking place, youre forgetting where you came from†¦and heres this real fear that if you leave, that youll become ashamed of where you came from. Dana Felty, an ambitious young woman from a working-class background in rural Kentucky, is pursuing a career as a journalist in Washington, D. C. Despite her success, Felty feels guilty about leaving her class and culture behind. As an Appalachian, shes been taught that moving up the ladder is not as important as allegiance to the community. I think that at the core of a lot of my family, it really felt like I was telling them that I was rejecting them and I was rejecting my home, and everything that had been just the essence of who we were, she says tearfully.

Service User and Carer Participation in Social Work

Service User and Carer Participation in Social Work Identify, using examples, how a professional social worker should work in such a way as to ensure user and carer participation. Consider the practice issues for working anti-oppressively with users or carers who are either a  frail elderly person and their carer. A professional social worker must approach the elderly person as an individual and ensure that individual as opposed to generic needs are assessed. In practical terms this means that the approach taken is built upon a mix of professional pragmatism and textbook rules. This manner of approach also ensures that the social worker can approach the practice issues identified in an anti-oppressive and professional manner which promotes both user and carer participation. Certainly in terms of personal reflection, and from the writer’s perspective; as a white, middle class person, integrating the theory of how one is required to engage oneself anti-oppressively, in the capacity of social worker with the pragmatics of good social skills and an ability to put a user, such as a frail elderly person and their carer at ease is all the more important where there are differences between the practitioner and the service user in terms of age, race, religion and sex to name just a few examples. Therefore promoting user and carer participation and working anti oppressively with frail elderly users is by no means an easy task. Such a task requires an understanding of models of oppression. Models of oppression mainly relate to the ‘isms’ within society such as ageism, sexism, classism, racism and many others (Williams, (2002) 1), and in the context of this question perhaps ageism and its avoidance within a user/practitioner setting is the most relevant. The professional social worker must be aware that models of oppression must be understood and applied within carer/user settings in order to promote an ethical, participatory relationship between the two (Cambridgeshire and Peterborough Mental Health Partnership NHS Trust (2006) 14). This is because as Beckett and Maynard ((2005) 46) observe, the social worker often deals with those groups within society who are the ‘least powerful’. One classic example of this for the social worker in a practice situation could be at a juncture where a frail elderly person reaches a stage where their needs cannot be accommodated at home, and supported accommodation options for the elderly person may need to be discussed. In this instance ‘alone time’ spent between carer and the social worker and the user and the social worker can allow both to discuss the issues at hand frankly, and decide what the best way forward might be. This ensures that there is holistic user participation, as it is important that the needs of a frail elderly person are not entirely overshadowed by the input of the carer. This by no means implies that the carer should be ignored during a home visit, or should be excluded in any manner, but there will be times when it is appropriate for the frail elderly person (provided they are compos mentis) to express their viewpoint independently of those close to them (for example if they express a wish t o have arrangements made for a will). This will also give the social worker an opportunity to have some time alone with the carer, which gives the carer an opportunity to raise concerns or to discuss issues which they would perhaps not feel comfortable raising in the presence of the person who they take care of. Of course, the user participation will be important once these discussions have taken place, because a frail elderly person cannot be placed into supported accommodation without their co-operation and consent. However, it is often beneficial, where a sensitive issue should as a move between home and supported accommodation is to be broached, that a carer and a professional social worker have an opportunity to discuss the needs of the ‘user’ of the services in a setting where these issues can be spoken of frankly. This does not mean that issues should be concealed from a user or from a carer, but often in terms of facilitating anti-oppressive practice issues it i s appropriate to relate to both user and carer in different ways, and therefore it may be necessary to communicate with one or another (user and carer) separately. In this context the issue of power within society and how it relates to social inequalities must be understood. The social worker is in quite a powerful position compared to an elderly and frail service user, and therefore a professional social worker is required to appreciate how their language must be employed as a strategy to engage the service user, and carer anti oppressively, and at the same time promoting participation. To take stock of another example to illustrate this point, let us look at a scenario whereby an elderly person who is frail is hostile to interventions from a social worker. Here, the requirements for anti-oppressive techniques of care become all the more important. Difficult questions become apparent in this context. Some examples are as follows: What should one do whereby a frail elderly person has a carer who looks after their needs on a part time basis, and the social worker feels that there are issues of self neglect during episodes where the carer is not present? To take this example a little further, a scenario could arise where a frail elderly person, whose carer is not present, is being visited by a social worker. Let us imagine that the social worker wishes to gain entry to the house of the elderly frail person in order to assess their needs and the elderly person is suspicious and does not wish to allow the person in. How can language be employed in this setting to promote an ethical relationship based on anti-oppressive techniques in this scenario? A simple answer would be for the social worker firstly to explain who they are and why they wish to pay a visit to the elderly person, and secondly another strategy which could be employed would be to say to the service user (the elderly frail person); Can I come in for a Chat/some Tea?, rather then an overly formal explanation of why they are there for example ‘I have to speak to you to assess whether you are capable of looking after yourself’. This approach also empowers the service user, since they may feel more in control of the interaction, and they might also be more inclined to perceive the social worker on friendly terms. To pose another critically important question here: how should a social worker in this above outlined scenario handle a conflict which arises between an elderly user and the state where an elderly person, who lacks capacity to make decisions for themselves is self-neglecting and will not co-operate with a social worker who encourages them to move into supported accommodation? Two models of intervention may be employed here by the social worker, to deal with the conflict. One is the state intervention model, which may involve sectioning the frail elderly person and removing them into the care of an institution, and alternatively the social worker can choose to employ more moderate interventions which involve living support from voluntary sector groups (Scottish Executive (2006) Section 1.3). Which one is best always depends upon the individual circumstances of the frail elderly person, and the judgement of the individual social worker[1]. In this context, and to continue the reference to the particular example where a social worker wishes to gain entry to the house of a frail, elderly person for the purposes of assessing their needs, it is also important to remember that the social worker owes the frail elderly person some legal responsibilities. All social work practitioners, for example are required to adhere to the various codes of ethics which have been issued through the General Social Care Council, which was set up in 2001. Amongst other duties, each of the 84000 social workers and social worker students on the Social Care Register must submit to inspection by the Commission for Social Care Inspection, and are required to have their own copies of their codes of conduct; and also as of 2003, the Social Care Register requires that only registered social workers may describe themselves as social workers (to label oneself a social worker, and at the same time intending to deceive others in this respect is now a crim inal offence) (www.gscc.org.uk). Another legal responsibility which the professional service user owes to the user and to the carer is the duty not to discriminate unnecessarily against a person on the grounds of their race, ethnicity, disability, and age to give just a few examples of areas which are protected by law by anti-discrimination legalisation. Research into what practice issues are important for services users including carers and the elderly which was carried out by the Cambridgeshire and Peterborough Mental Health Partnership NHS Trust suggests that the combating of discrimination and how it can lead to an oppressive relationship between service user and social worker is very important in social work practice (Cambridgeshire and Peterborough Mental Health Partnership NHS Trust (2006) 14). In terms of both user and carer participation, the issue of confidentiality is of the utmost importance. This builds trust between user and the social work practitioner and also may lead to a feeling of empowerment by the service user, who is in the context of this question a frail elderly person. To refer back to the first example used in this essay (where the issue of perhaps assessing the needs and views of both carer and an elderly frail person separately has been raised); where there are issues which are quite sensitive between a carer, and a frail elderly person, it is important that the confidence of both parties are respected by the social worker. It is also important to speak to each person on their terms. One classic example of this in the context of a frail elderly person, addressing the user firstly by using their formal title ‘Miss Jones’ for example or ‘Mrs Smith’, as opposed to the use of first names is potentially an important strategy to emp loy. It is often the case that there will be a large generational gap between the frail elderly person and the social worker, and this makes to concept of anti-oppressive techniques and participation techniques all the more important. Such a generational gap may make a frail elderly person perceive the social worker as more of a threat to them, and may perhaps convey to them the impression that the social worker has little understanding of their needs and view of the world. In this sense, also good case management and record keeping (often a legal requirement for social workers) will also facilitate user and carer participation, as well as anti-oppressive practices. In conclusion therefore there are a plethora of practice issues which are pivotal in a scenario where a social worker is required to interact in a professional capacity with a frail elderly person and their carer. All of these issues are intersecting, related, and sometimes contingent upon each other. The requirements for user and carer participation and for an understanding of anti-oppressive techniques are therefore complex concepts which require a pragmatic approach, integrated with a theoretical approach on the part of the contemporary professional social worker. These arguments have been supported throughout the essay through a focus upon reflective and theoretical reasoning. Bibliography Books Beckett, C. and Maynard, A. (2005) Values and Ethics in Social Work. Publisher: Sage Publications. Place of Publication: UK. Articles Cambridgeshire and Peterborough Mental Health Partnership NHS Trust (2006) Strategy for Social Work and Social Care. Publisher: Cambridgeshire and Peterborough Mental Health Partnership NHS Trust. Place of Publication: UK. Scottish Executive (2006) The Need for Social Work Intervention. Publisher: Scottish Executive. Place of Publication: UK. Williams, C. (2002) A Rationale for an Anti-Racist Entry Point to Anti-Oppressive Social Work in Mental Health Services Critical Social Work, 2002 Vol. 3, 1. Website http://www.gscc.org.uk/News+and+events/Media+releases/Put+social+care+centre+stage+in+social+exclusion+drive.htm >>. 1 Footnotes [1] See the Scottish Executive Publication for a more in depth account of models of intervention.

Lighting Advancements Essay -- essays research papers fc

Have you wondered why streetlights are yellow, or why the year 2000 cars have brighter headlights and they are a different color? Have you ever wondered how the indiglo light on your watch works, or why it glows green and not white? And did you know that same indiglo light can be used while frozen, dipped in water, bent in half, stepped on, or in hazardous environments. Lighting has changed over the last few years; there are advantages and disadvantages of different kinds of lighting.   Ã‚  Ã‚  Ã‚  Ã‚  Lighting has been around since time itself existed; the first kind of lighting was fire. Fire was used to warm the inhabitants, and to provide light; many primitive cultures would use burning torches to provide light for their excursions and pathways. Fire was the only true form of light they had other than the moon. Fire had many disadvantages, one was that fire depended on fuel and needed proper conditions to operate (no rain, minimal wind). Another disadvantage is that fire, if not handled properly, could result in a brush fire or even burn down their shelter. An advantage was it was efficient when conditions were correct. It provided an inexpensive form of lighting, and could be used for cooking and heating. Due to the persistent problem of limited fuel, inhabitants looked for a way to prolong the fuel. (Thwig 29-34)   Ã‚  Ã‚  Ã‚  Ã‚  The next step in lighting that followed was a candle. Candles offered one main advantage over the fire by itself, fuel. A candle was able to provide a long burning light and was relatively inexpensive to produce. Candles were originally made from whale fat. The flame would burn and would slowly use the wick as a fuel and would burn much slower because the wax slowed the burning down. (Thwig 35-49)   Ã‚  Ã‚  Ã‚  Ã‚  The next form of lighting that followed the candle was the oil lamp. The oil for the lamps was also made from whales. The oil was the primary fuel for the fire, it burned even longer than a candle, and was cleaner. The wick was submerged in oil with one side sticking out. The oil would travel up the wick to the exposed portion. When lit the wick would be saturated with oil and the fire would burn the oil on the wick. This form of lighting was a large improvement, many cites adapted to this technology. Cities would create streetlights from the lamps and they would be lit on a n... ...is not fully utilized yet. In the coming years we will see displays of light we cannot even imagine, displays we cant even think about in our wildest dreams. But one thing is for sure lighting has, and always will be a necessity of our culture. Works Cited “ The Design Guide.'; New Hampshire. Loctite Luminescent Systems Inc.1990, Revision 0490. “Edison, Thomas Alva.'; Frank & Wagnall’s New Encyclopedia. 1989 ed. “Electro-Luminescents.'; Memtonik Innovations. Online. Pacific Bell, 7 January 2000. N. pag. Hayward, Arthur H. Colonial and Early American Lighting. Canada; General Publishing Company, 1962. “Hubble Lighting'; Hubble. Online. Pacific Bell, 23 January 2000. N. pag. Available http://www.hubble-ltg.com. “Lighting F.A.Q.'; Rudd Lighting. Online. Pacific Bell, 22 January 2000. N. pag. Available http://www.ruddlighting.com/. Neitzke, Ron. Personal Interview. 16 Feburary 2000. Sabin, Louis. Thomas Alva Edison. New Jersey Troll Associates, 1983. Thwig, Leroy. Flickering Flames. Tokyo; Charles E. Truffle Company, 1962. “Why Electro-luminescent lamps.'; Industrial Tehcnology. Online. Pacbell, 7 January 2000.