Magnetic Resonance Imaging :: MRI

The Faces Behind the Discovery of Magnetic Resonance Imaging Isidor Isaac Rabi He won the 1944 Nobel Prize in Physics for his "resonance method for recording the magnetic properties of atomic nuclei." He was the one to discover that protons have magnetic moments and that they precess around an external magnetic field. His experiments (on nuclei) revealed the jump between energy states of the proton when resonated with radio frequency waves. Felix Bloch & Edward Purcell Both men independently took Rabi's experiments to the next level - condensed matter. Purcell Bloch These men were awarded the 1952 Nobel Prize in Physics for the "nuclear magnetic resonance in condensed matter." Paul Lauterbur Lauterbur discovered that images could be produced from the magnetic properties of the protons. This will now be called magnetic resonance imaging. Paul is a professor at the University of Illinois He was the first to use a magnetic field gradient to vary the resonant frequencies of spinning atoms. Although his images were very difficult to produce, he had a variety - glass tubes, mouse thoracic cavity, and the first human body part - a finger!! Richard Ernst He discovered that sending pulsed signals through a changing magnetic field would produce images very quickly. This made it possible for health professionals to actually be able to utilize MRI. He was awarded the 1991 Nobel Prize in Chemistry "for his contributions to the development of the methodology of high resolution nuclear magnetic resonance (NMR) spectroscopy." All of these men contributed tremendously to the design and implementation of MRI scanning machines in hospitals. Now, MRI scans are another common hospital resource. Before MRI scans, X-rays were popular. However, X-rays use ionizing radiation that could be harmful to humans. Now, MRI scans are used for a huge variety of injuries, infections, or illnesses, such as: multiple sclerosis, torn ligaments, tendonitis, cysts, spinal injuries, strokes, and many others. MRI scans can even be used to record brain activity during certain events.

Islam and Freud

Lubna Rehman Freud’s Dream Interpretation in the Light of Islamic Dream Ideas Questions about dreams, about why do we have them and what do they mean are questions that have been a subject of debate for centuries. On the one hand we have scientists who believe that we dream for  physiological  reasons alone and that dreams are essentially mental nonsense devoid of psychological meaning: â€Å"A tale told by an idiot, full of sound and fury, signifying nothing. † The idea that dreams are nothing more than â€Å"meaningless biology†. On the other hand we have a coalition of Freudians which includes Dr.Fleiss who found his dream interpretations â€Å"quite accurate† and other dream analyzers who committed to the view that we dream for  psychological  reasons and that dreams always contain important information about the self or some aspects of one's life which can be extracted by various methods of interpretation. This camp says that â€Å"an uninter preted dream is like an unopened letter. † The third camp is the one occupying the middle ground, that believes both of the extreme positions on the function and meaning of dreams to be partly right and partly wrong.Its proponents such as Alfred Adler argue that dreams may have both physiological and psychological determinants, and therefore can be either meaningful or meaningless, varying greatly in terms of psychological significance. Allan Hobson was also for a psychological meaning of dreams but he thought no need to lock it under layers of secretive subconscious meanings. The fourth and another important camp about dreams in the Muslim faith. In the Qur’an, as in the Jewish Torah and the Christian New Testament, dreams serve as a vital medium by which God communicates with humans.Dreams offer divine guidance and comfort, warn people of impending danger, and offer prophetic glimpses of the future, offer a valuable source of wisdom, understanding, and inspiration. Sa tan also plays a major role in dreams by bestowing dreams that cause grief or even purely sexual dreams (unlike Freud’s sexual ‘interpretation’) which requires the dreamer to take a bath. Trying to cover up the cultural chasm between Islamic and Western traditions, this paper is an attempt to highlight and contrast the Islamic and Freudian ideas of dream interpretation.The simple fact is that all humans dream, and thus dreaming itself is a bridging phenomenon between the two traditions. Freud thought that the function of dreams was to allow the release of repressed thoughts and impulses which cause excitation in neural activity. The only way that the wish could be subdued is by the release of the â€Å"nervous energy† that was caused by it. Also, Freud noted that â€Å"though the number of symbols is large, the number of subjects symbolized is not large. In dreams those pertaining to sexual life are the overwhelming majority†¦They represent the most primitive ideas and interests imaginable. † Therefore, the same â€Å"dream symbol† meant that they both had the same repressed wish. | Part of what made people skeptical about Freudian theories is this notion of universal dream symbolism. That is, if two people have the same visual imagery in a dream, is it the case that it has the same meaning? Some scientists dismiss the notion of  meaning  all together. | Allan Hobson and Robert McCarley, two Harvard University scientists stressed that the motivating force for dreaming is not  psychological  but  physiological.Muslims on the other hand have been paying close attention to their dreams for nearly 1500 years, and their insights and observations have many significant points of contact with the theories developed by Western psychologists over the past 150 years. With the very definition of who the Islamic interpreters of dreams are, Muslims can discard the very existence of Freud’s ideas. Sunnah says tha t the interpreters of dreams are either Prophets or their followers. Or else, they have to be good, pious and knowledgeable people who know the Quran, the sunnah, Arabic language and the culture and tradition of the people.Like Islam, even though Freud did look at the content, significance, purpose, the person, his people, state, job and livelihood; Freud limited his growth when he theorized that personality is developed by the person’s childhood experiences. He was always sure about his disbelief in religion. He actually envisaged that as the masses of people become further educated, they would ‘turn away’ from the ‘fairy tales of religion. ’   Carl Jung, a contemporary of Freud took an exception.He wrote, â€Å"Freud has unfortunately overlooked the fact that man has never yet been able singlehanded to hold his own against the powers of darkness — that is, of the unconscious. Man has always stood in need of the spiritual help which each i ndividual’s own religion held out to him. † Jung agrees with Freud that dreams may look backward to past experiences, but he argues that dreams also look forward to anticipate what the dreamer's future developments may be . Jung did not mean that dreams predict the future, only that dreams can suggest what might happen, what possibilities the future might hold.Hence, Carl Jung, a totally opposite pole of Freud and a non-deliberate support to Islam, believes in the â€Å"religious man† unlike to Freud who believed in the â€Å"psychological man†. Freud’s perception of dreams seems so much influenced by secularism and so he seems to approach dreams from a materialistic point of view. To him, unlike Islam, dreams represent purely material meanings and the characteristics of dream life are a disconnected activity of separated organs or groups of cells in a sleeping mind. Freud took dreams to be like phobias and obsessions.He classified dreams into wishf ul thinking, being aggressive or sexual and considered most of the symbols that appear in dreams to be sexual which represent the male or female sexual organs. As can be seen in the book â€Å"Interpretation of Dreams†, all kind of playing, slipping, breaking branches etc were all symbols of masturbation according to him and breaking of teeth was something symbolic to castration. He observed that these symbols are â€Å"a sort of substitute for the thought process, full of meaning and emotion†. Where he interprets a lock and key to be a sexual act, the Hadith interprets it to be a symbol of wealth, power and authority.Where he thinks of a knot to be another sexual act, a knot according to Islamic dream interpretation symbolizes grief. Unfastening of the knot symbolizes a freedom from grief. So, even though one can agree with him that these symbols carry a lot of meanings but one can also disagree with him on the kind of the meaning that they carry. It is not always tru e that all the dream symbols would carry the same message of aggressiveness and sexuality. Looking at our normal life and the dreams that we get from time to time it is not true that all of them fall under these categories as Freud claims.Some dreams reveal more important messages to an individual or to society. Logically speaking, human beings are different and so they think differently, therefore, even their dreams, which may be representing another world of creation, must be of different kinds and each dream by necessity must have a different message that it carries. Therefore, Freud’s allegation that most dreams are sexual is not acceptable. Nevertheless, his division of dreams into simple and complex is acceptable. Islam’s disagreement with him lies in, among other things, the way he describes the simple dreams, which he called â€Å"wish ulfillments category†. In his words he elaborated this category by saying â€Å"these are connected with day time life. The wishes, which are fulfilled in them, are carried over from daytime and as a rule from the day before, and in waking life they have been accompanied by intense emotion†. It is also not true that all the simple dreams are carried over from daytime and it therefore follows that not all of them are wish fulfillments of a dreamer. Furthermore, his rule of such dreams coming from the day preceding the dream is also not true to all the dreams of this kind.An example to illustrate this will be of a dream analyst who was sent to Africa on a government mission. He confirmed that as much as he wished in his trip to East Africa to have a dream on Africans, he was not successful in the period of some months he spent with them. In Islam dreams are taken to be of great significance. They are not merely a matter of wild recollections of one’s activities in his alertness that may resurface to someone in his sleep; rather they are a form of connection of the soul in its spirituality with the other unseen world.This can be easily observed in our daily activities or even in something as least-considered as clothes which do have spiritual connotations. For example a woman wearing silk clothes in her dream implies her getting married, acquiring wealth or even a ceremony of some forthcoming mourning. This clearly proves how dreams, as against Freud’s theory, do have religious and not just materialistic links. In Surah Al-Ana’m, the Holy Quran says, â€Å"He is the One who takes up your souls at night, and knows what you earned during the day, then raises you from it (sleep), so as to complete the time fixed (for you to live)†.Surah Al-Zumr says, â€Å"God captures the souls at the time of death as well as those whose time has not yet arrived, in sleep. Then He keeps back those whose death has been decreed and sends back for an appointed time, the others†. Hence, in disagreement with Freud, Islam sees a complete connection with God while dreaming. Where in Islam the dream is related to the truthfulness of the dreamer, Freud’s theory proves it to be the preceding day’s affair; where Freud believed dreams to only gratify unconscious desires and longings, Islam showcases them as a glimpse into the future, a hint or sometimes even a warning.Being irreligious, and especially a non-Muslim, Freud did very little for the dream-theory propounded by different religions. Though his â€Å"Interpretation of Dreams† presents an unprejudiced and almost unerring analysis of dreams, it includes only a few types of dreams. It gives us a mixture of different kinds of fallacious dreams while totally ignores the veracious dreams because veracious dreams have almost nothing to do with one’s psyche; and were, therefore, totally unknown to psychologists like Freud.Also, since the future is more important than the past of a dreamer, he would definitely prefer Islamic Hermeneutics in order to know about his future . Where Freudian Hermeneutics is the product of the researches/studies of one individual, in the Western context, in the ‘Modern’ post-Renaissance period; Islamic Hermeneutics represents a divinely revealed system incorporating the entire structure of human existence in this world and the next, which is in itself detailed, complete and traditionally active since many centuries in various parts of the Islamic world.

Pinay Ako

Pinay Ako â€Å"MANILA, Philippines- The inability of the Philippine economy to produce high-paying  jobs especially for women has pushed Filipinos to marry foreigners as a way to provide for their families, the study Country Gender Assessment by regional lender Asian Development Bank said. † 1 The research that was conducted last 2009 showed an estimate of 300,000 Filipinos of whom 92% are women, are married to foreigners mainly from United States, Japan, Canada, the United Kingdom and South Korea.Pinay ako (translated as I am a Filipina) and I dislike the fact that we are well-known to the world to be gold-diggers –yes, that is how they call us. I never planned nor wanted to be one of them. I remember going to a church that does not support the trending 18-year-old-pinay-marrying-80-year-old-kano2. Unexpectedly, I met Jaimee, 20. My parents and relatives were against us. It is because aside from being too young, Jaimee is a foreigner from Kansas, USA.We have been th rough a lot of troubles and we have prayed and cried so many times to fight for the love. I guess it is true that things that are meant to be will always be. The more they pulled us away from each other, the more we got closer. He became my husband after a year. I am going to be different among typical Filipinas. I have always been ambitious and I think I will always be. Jaimee told me that this is one of the traits that he liked the most in me. If truth to be told, before I met him I never wished for marriage.I wanted to be independent and free. When I was still at university my primary goal was a booming career. I am more of a career woman. I love business. I love office. I actually worked in our family’s small factory and did college at the same time. When I married Jaimee I got new goals in life. First is my promise to be the best wife to him and the best mother to our future children. Second is to make a difference. I am going to be different among typical Filipinas. I a m going to take a stand and become a model and inspiration.

Wh Review

World History Semester Exam/CBA Review (1) History. The student understands traditional historical points of reference in world history.The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization; and (C) explain how major river valley civilizations influenced the development of the classical civilizations. (3) History.The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; (B) explain the impact of the fall of Rome on Western Europe; and (C) compare the factors that led to the collapse of Rome and Han China. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450.The student is expected to: (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire; (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy; (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism; (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa; (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; (G) explain h ow the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe; (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; (I) explain the development of the slave trade; (J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750.The student is expected to: (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizatio ns. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and (7) History. The student understands the causes and impact of European expansion from 1450 to 1750.The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750; (C) explain the impact of the Atlantic slave trade on West Africa and the Americas; (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade; (E) explain Ming China's impact on global trade; and (F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the hist orical development of a region or nation; and (16) Geography.The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history.The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his i deas found in The Wealth of Nations; (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government.The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U. S. Constitution, and the Declaration of the Rights of Man and of the Citizen; C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; (23) Culture.The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and (25) Culture.The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750.The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Era tosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms.The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; and (D) transfer information from one medium to another. World History Semester Review 2012 Directions: Answer the following questions using definitions, examples and explanations of the importance of each term, person or idea. 1. How did the Neolithic Revolution change the development of human culture? ____________________________________________________________________ _________ _______________________________________________________________________________ 2.List the advancements in Early River Valley Civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of Early River Valley civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? Why did this type of government develop? Give examples from Early & Classical civilizations of monarchies. ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ 5. What role did religion play in politics of ancient civilizations (theocracy)? Why is it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Explain the significance of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner stone for societal development? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who were the Ancient Hebrew s? What is the contribution to the development of ancient (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Compare and contrast Spartan and Athenian Society. Why were these two

Environmentalism Religion Essay Example | Topics and Well Written Essays - 250 words

Environmentalism Religion - Essay Example The answers to it, however, are difficult, complex, and complicated by a host of cultural, environmental, and religious variables. Lynn Whites argues that those Biblical precepts made Christianity, â€Å"especially in its Western form, â€Å"the most anthropocentric religion the world has seen, â€Å" In contrast to paganisms, Christianity posited â€Å"a dualism of man and nature† and â€Å"insisted that it is God’s will that man exploit nature for his proper ends.† Whereas ancient pagans’ creeds gave a cyclical account of time, Christianity assumes a teleogical way to history and with it the possibility of progress. The belief in progress was adopted in modern science, which, amounted to technology, and the results was the industrial revolution. Thus the power to control nature was achieved by a civilization that inherited the license to exploit it. According to White this was not a positive historical development, therefore, he believes that science technology could be the best ecological problems they had created. In my opinion science and religion may have a connection at some point, since civilization was inherited at some point from the belief of exploiting God’s creation. However, this connection is not clear because science and religion are at loggerheads and none accepts the theories brought forth by the other. In summary religion and environment maybe related in one way or another, but there is need for an extensive research to justify that. Researchers have indicated that environmentalism is close to religion. However, people argue that the two are different and science and technology is not only an advantage but an artificial problem. Finally, the subject is prone to further and extensive research that would come to a common ground regarding the

Smoldering Combustion Essay Example | Topics and Well Written Essays - 250 words

Smoldering Combustion - Essay Example For instance, a cigarette produces char due to the chemical contents, but the combustion is influenced by physical factors. This implies that the physical elements spur the chemical reactions through the oxidation process that attack the cigarette contents. The article also tackles the post-initiation features of smoldering. This comprises of various smoldering models, such as one and two-dimensional smolder models. However, oxygen controls the entire combustion process and this depends on the rate and degree of the reaction. One-dimensional smolder spreads based on the oxygen diffusion, either upwards or outwards from the layer of fuel particles (Ohlemiller 2-220). This model is restricted by reverse and forward propagation approaches. The combustion reaction is sometimes instigated by self-sustained processes. In this regard, self-sustained smolder propagation is prevalent by the oxidation kinetics of a solid. Reverse propagation is when oxygen diffuses to the reaction region from the external surface of the fuel layer. Forward propagation also affects the one-dimensional smolder in which oxygen flows in the similar direction as the movement of the smolder front (Ohlemiller

Interpretation of Laws in the United Kingdom Essay

Interpretation of Laws in the United Kingdom - Essay Example This paper declares that the literal rule demands that the judiciary should use the ordinary meaning of a statute by merely reading the text irrespective of the outcomes. The rule is based on the assumption that the objective of Parliament is well captured in the plain and natural sense of the choice of words is uses in drafting a statute. As the report stresses the case of Fisher v Bell magnifies the superiority of the literal rule. The court’s decision was inspired by the literal meaning of The Restriction of Offensive Weapons Act 1959, which outlawed the offering for sale of select offensive weapons such as flick knives. James Bell created a display of such unlawful weapons in his shop, prompting his arrest and charges. In its decision, the Divisional Court absolved him of any offense as per the literal meaning of the statute, arguing that the mere display of the knives by the defendant did not amount to an offer for sale. The plain meaning of the contract law stipulates that displaying something at a point of sale should not be misconstrued to mean an offer for sale; rather it is just a mere invitation of potential customers to learn more about the item and tender their offers. The literal rule has merits and demerits. It limits litigations, promotes clear drafting of legislations and enhances easier interpr etation of laws by laymen provided they can understand the language used. Nonetheless, the literal rule may lead to interpretation of legislations out of context and narrowing of the parameters of a law. The golden rule Greeawalt (2012) has pointed out that the golden rule requires judicial members to give life to the literal rule so as to achieve a better interpretation of the law. The rule states that in the event that the literal rule fails to yield a proper meaning of a law, it is rational to explore another sense in the words. Lord Wensleydale in the case of Grey v Pearson (1857) HL Cas 61 is credited with creating a precedent when he stated that the literal meaning of an Act should be read and construed as it is, but if by doing so, a judicial officer would face an absurdity, then the person should modify the literal value of the text (Wagner, Werner, and Cao, 2007). The golden rule was invoked in the case of Adler v George (1964) to prevent an absurdity in court. The Official Secrets Act 1920 Â § 3, outlaws any distraction to the HM Forces around a forbidden base. Frank Adler’s violated the law and was charged with causing distraction to the officers. In his defence, Adler argued that he was actually inside a prohibited place and not in its vicinity.