Philosophy--Freedom, Responsibility, and Human Action (please see the Essay

Philosophy--Freedom, Responsibility, and Human Action (please see the attachment for detail) - Essay Example Eventually, the researcher will discuss whether or not the recent empirical evidences related to the major causes of human action or the variable status of certain moral intuitions undermines the role of intuition in philosophical discourse on human freedom and responsibility. Regardless of whether the researcher agrees or disagree with the claims that these recent empirical evidences weakens the role of intuition in philosophical point-of-view on human freedom and responsibility, the researcher will provide examples or possible alternatives as a way of defending the researcher’s answer to the question. Even though most of the human actions are controlled by environmental and genetic factors, intuition also has a role in controlling some of our actions. Basically, intuition serves as our inner higher guidance. Even before we perform an action, intuition tells us to whether or not to proceed with our intended action. Based on a person’s final judgment or decision, his or her moral responsibility as a human being will be greatly affected by his own actions. For example: A man who needs a large sum of money for his child’s heath care needs and surgery bill may end up thinking about robbing a bank or stealing something that costs a large sum of money from a stranger. Even before the man decides on whether to push through with his plan, the man will have to undergo a mental balancing between the benefit and consequences as well as the moral issues behind his intended action. At this point, intuition would normally hold the man from doing something that is morally unacceptable. Another example will be a student who is in danger of failing a subject at the end of the semester. In order to avoid failing the subject, the student may end up either choosing between copying his or her seatmate’s paper or simply put in extra

THE GLOBAL ECONOMY AND ITS IMPACT ON HUMAN HEALTH Essay

THE GLOBAL ECONOMY AND ITS IMPACT ON HUMAN HEALTH - Essay Example Outbreaks of major diseases have been handled appropriately as drug companies and governments are able to transport medical supplies and experts within the shortest time possible due to globalization. In the United States, the relationship between globalization and human health is a very complex one as it has both positive and the negative side. This relationship which is described as an inexorable force, need to be understood and developed for the well-being of all human beings. The increased knowledge and new technologies in the United States has greatly improved the surveillance of infectious diseases and the monitoring of antibiotic resistance. The country has a major influx of both legal and illegal immigrants from different parts of the world due to globalization. It has greatly increased the country’s ability to respond to disease emergency cases in other parts of the world. During the outbreak of Severe Acute Respiratory Syndrome (S.A.R.S) in China, the United States had to take a stern measures so as to ensure that the deadly disease did not spread into the country. They issued travel advisories and close monitoring of its borders. Health care provision in the United States is mainly offered by many firms and organizations in both private and public sectors. Close to 21% of the health care services is offered by the government while 58% of the of the health care institutions are held by non-profit making community based organizations while the remaining percentage is for profit-making. The expenditure on health care by the United States accounted to 17.2% of the total Gross Domestic Product in the year 2011 (OECD, 2005). The United States per capita national expenditures on health care in the year 2013 amounted to $ 9,255 while the total national health expenditures was $ 2.9 trillion. In Mexico, health

Sensory Perceptions Essay Example for Free

Sensory Perceptions Essay Provide at least three (3) reasons for believing in the accuracy or inaccuracy of sensory information. The inaccuracy of sensory information is based our experiences in life or what we experiencing at any given moment. Our sense organ is working when something arouses our nerve cells called receptor in a sense organ (Thinkquest.org. 2011, p.1). Our sight, smell, hearing, taste, and feel are part of our physical awareness. Each sense collects information about how we view the world, self and things, which detects changes within our body, mind and thought patterns (Carter, Aldridge, Page, and Parker. 2009, p.76). Our senses may not deliver accurate data to our brain if our thoughts are not clear. We have been alerted by scientist and philosophers that our sensory information is superficiality (Kirby and Goodpaster. 2007, p.56). All through our life, our senses have enriched our brain in which the senses and the brain are link as we think (p.55). Our inaccuracy of sensory information is limited when there’s an illness, lost of job, exhausted, or death. When demands we face exceeds our ability to meet them, we will feel stressed or anxiety, which affect our ability to use our sensory information. Also our sensory of information have limitations; what smells pleasant may not taste pleasant, a week ago, I brought four peaches from Giant, they were beautiful, nice color, firm texture, and they smelled good, however, they tasted horrible! not one, all of them. Basically, our senses are imperfect. My beliefs in the inaccuracy of sensory information. Identify and describe at least three (3) factors contributing to the accuracy of sensory data. Being observant, looking at things in small details and describing what you see in your owned words (Kirby and Goodpaster. 2007, p.58). Dr. Rita Carter tells us when we look at a scene, we have the impression of seeing all of it at in one glance or we just typically pick out just a few tiny details (2009, p.85). Once we change our habits how we see things, we will realized that no two things are alike. Hearing is the most crucial to our sensory data (Kirby and Goodpaster. 2007, p.59). To become a better listener, we must want to listen which a factor contributing to the accuracy of our  sensory data. According to the book Thinking (2007) â€Å"We can extend our senses by willing and by trying to absorb more intensely the sensual information around us†, this step would be contributing factor to the accuracy of sensory data. We can keep our thinking revitalized and razor-sharp through interaction by sharpening our sensory data by focusing on one sense at a time, writing with the opposite hand, going home or to work in a different direction. The tools I use to help me with my sensory data: (1) ask questions, (2) listening to my inner self or tune in to my conscious, (3) what is my mind set, angry, upset or depress, and (4) using the material in my book Thinking (2007) as a guide to improve my sensory data. Discuss the roles of â€Å"nature† and â€Å"nurture† with regard to the interpretation and evaluation of sensory data. Nature and nurture are the two factors shaping the way our brain functions (Carter, Aldridge, Page, and Parker. 2009, p.192). Nature refers to an individual’s set of genes inherited from his or her parents. The brain is also altered by the nurture which is all the environmental in which an individual is exposed to throughout life (p.192). Nature is a persons biology is his or her destiny, ultimately, whatever experiences he/she has in life positive or negative. I have childhood friends, who came from well to do family, college graduate, great career in the government, lived in nice home, parents were always nice and pleasant. Later on in life, I found out she was sexual abused by her father and eventually she turned to drugs. The experience of my childhood friend has shape the way she behave as a person and changed my ways of believing and thinking what appears to be good is not always necessary true. I did not see the false face of her father, because he was always nice and pleasant. With my childhood friend’s experiences, I’m mindful of my sensory before I make any decision. Have I slipped, yes and I know why. Nature or nurture, every single life experience we have comes to us through our sensory data. References Carter, Rita. Aldridge, Susan., Page Martyn., and Parker Steve (2009). The Human Brain Book. Kirby, Gary and Jeffery Goodpaster. (2007). Thinking, (4th ed). Edition for Strayer University. Upper Saddle River, NJ: Prentice Hall Thinkquest. (2010). Introduction to the senses Retrieved:

The Relationship between Psychology and Movies Essays -- Good Will Hunt

Movies are most of the time related to a human being’s life. Movies apply psychology to their plots. For example, movies like the StepMom directed by Chris Columbus, and Good Will Hunting directed by Gus Van Sant show us that psychology is part of our lives in a day to day base. It could go from a divorce to a person who is scared to take a step in life. The textbook, Psychology: Core Concept, by Philip G. Zimbarbo, Ann L. Weber, and Robert L. Johnson, utilizes examples from these movies. We are going to see how these movies relate to the core principles of psychology. In Chapter four, we see how psychology starts all the way from the beginning of our lives. It shows how we as organisms change over time. We go from being a zygote to an embryo and then to a fetus. Then we go into behavior performance since we are born until we die. We start with little things like responding to sounds, recognizing our moms, moving from side to side, walking, talking, playing, and so forth. One big aspect of our life is learning to talk. We start out babbling, and then go into our one- word two-word stage, until we are able to learn grammar. Another aspect of our life is cognitive development. This is where our thinking changes. This theory comes from the Swiss psychologist Jean Piaget. We start out by assimilating information. We assimilate through out our lives. Then there are stages we go through from birth to adulthood. The first stage is the Sensorimotor Stage which is from birth to the age of two. In this stage, the child relies heavily on innate motor response to stimuli. (pg.133.) Then there is the stage call Preoperational Stage which is from the age of two to about seven years. In this stage we learn to use our language in a well developed mental representation. (pg134.) Then there is the stage from seven to eleven years this is call the Concrete Operational Stage. In this stage, is capable of understanding conversation but still is incapable of abstract thought (pg.134.) The last stage is the Formal Operational Stage. This stage is from about 12 years and on. This stage is when our abstract thought appears. Then it continues to social and emotional development. This is where they child develops a theory of mind which is an awareness that other people’s behavior may be influenced by beliefs, desires, and emotions that differ from one’s own (pg. 137.) This makes up... ...his chapter. Matt Damon plays Will Hunting, a boy genius who was severely abused as a child and has been in trouble with the law ever since. He works as a janitor in a school. While working he solves an impossible mathematical problem on the blackboard. When the math professor, Lambeau, finds out that it was the janitor that solve the math problems he was amazed. This led him to go to Will’s court hearing and get him to be release under his supervision. Will is in court for The court had him meet a therapist. He first sees a psychiatrist who did not help him. Then he had hypnosis that did not work either. Then he meets the therapist who was played by Robin Williams. Sean helps Will Hunting change his life. Both Will and Sean are haunted by the past. These led to Will believing in Sean and the therapy starts to work. Also their similarity of the meaning of the world. will live life with a wonderful philosophy that he could go through the rest of his life without having to r eally know anyone.   Ã‚  Ã‚  Ã‚  Ã‚  Psychology is involved in all aspect of our lives. It answers many questions. Through movies like the ones mentioned above we are able to how psychology works.

The Lost Symbol Chapter 33-36

CHAPTER 33 Systems security specialist Mark Zoubianis was sinking deeper into his futon and scowling at the information on his laptop screen. What the hell kind of address is this? His best hacking tools were entirely ineffective at breaking into the document or at unmasking Trish's mysterious IP address. Ten minutes had passed, and Zoubianis's program was still pounding away in vain at the network firewalls. They showed little hope of penetration. No wonder they're overpaying me. He was about to retool and try a different approach when his phone rang. Trish, for Christ's sake, I said I'd call you. He muted the football game and answered. â€Å"Yeah?† â€Å"Is this Mark Zoubianis?† a man asked. â€Å"At 357 Kingston Drive in Washington?† Zoubianis could hear other muffled conversations in the background. A telemarketer during the play-offs? Are they insane? â€Å"Let me guess, I won a week in Anguilla?† â€Å"No,† the voice replied with no trace of humor. â€Å"This is systems security for the Central Intelligence Agency. We would like to know why you are attempting to hack one of our classified databases?† Three stories above the Capitol Building's subbasement, in the wide-open spaces of the visitor center, security guard Nunez locked the main entry doors as he did every night at this time. As he headed back across the expansive marble floors, he thought of the man in the army-surplus jacket with the tattoos. I let him in. Nunez wondered if he would have a job tomorrow. As he headed toward the escalator, a sudden pounding on the outside doors caused him to turn. He squinted back toward the main entrance and saw an elderly African American man outside, rapping on the glass with his open palm and motioning to be let in. Nunez shook his head and pointed to his watch. The man pounded again and stepped into the light. He was immaculately dressed in a blue suit and had close-cropped graying hair. Nunez's pulse quickened. Holy shit. Even at a distance, Nunez now recognized who this man was. He hurried back to the entrance and unlocked the door. â€Å"I'm sorry, sir. Please, please come in.† Warren Bellamy–Architect of the Capitol–stepped across the threshold and thanked Nunez with a polite nod. Bellamy was lithe and slender, with an erect posture and piercing gaze that exuded the confidence of a man in full control of his surroundings. For the last twenty-five years, Bellamy had served as the supervisor of the U.S. Capitol. â€Å"May I help you, sir?† Nunez asked. â€Å"Thank you, yes.† Bellamy enunciated his words with crisp precision. As a northeastern Ivy League graduate, his diction was so exacting he sounded almost British. â€Å"I've just learned that you had an incident here this evening.† He looked deeply concerned. â€Å"Yes, sir. It was–â€Å" â€Å"Where's Chief Anderson?† â€Å"Downstairs with Director Sato from the CIA's Office of Security.† Bellamy's eyes widened with concern. â€Å"The CIA is here?† â€Å"Yes, sir. Director Sato arrived almost immediately after the incident.† â€Å"Why?† Bellamy demanded. Nunez shrugged. As if I was going to ask? Bellamy strode directly toward the escalators. â€Å"Where are they?† â€Å"They just went to the lower levels.† Nunez hastened after him. Bellamy glanced back with a look of concern. â€Å"Downstairs? Why?† â€Å"I don't really know–I just heard it on my radio.† Bellamy was moving faster now. â€Å"Take me to them right away.† â€Å"Yes, sir.† As the two men hurried across the open expanse, Nunez caught a glimpse of a large golden ring on Bellamy's finger. Nunez pulled out his radio. â€Å"I'll alert the chief that you're coming down.† â€Å"No.† Bellamy's eyes flashed dangerously. â€Å"I'd prefer to be unannounced.† Nunez had made some big mistakes tonight, but failing to alert Chief Anderson that the Architect was now in the building would be his last. â€Å"Sir?† he said, uneasy. â€Å"I think Chief Anderson would prefer–â€Å" â€Å"You are aware that I employ Mr. Anderson?† Bellamy said. Nunez nodded. â€Å"Then I think he would prefer you obey my wishes.† CHAPTER 34 Trish Dunne entered the SMSC lobby and looked up with surprise. The guest waiting here looked nothing like the usual bookish, flannel-clad doctors who entered this building–those of anthropology, oceanography, geology, and other scientific fields. Quite to the contrary, Dr. Abaddon looked almost aristocratic in his impeccably tailored suit. He was tall, with a broad torso, well-tanned face, and perfectly combed blond hair that gave Trish the impression he was more accustomed to luxuries than to laboratories. â€Å"Dr. Abaddon, I presume?† Trish said, extending her hand. The man looked uncertain, but he took Trish's plump hand in his broad palm. â€Å"I'm sorry. And you are?† â€Å"Trish Dunne,† she replied. â€Å"I'm Katherine's assistant. She asked me to escort you back to her lab.† â€Å"Oh, I see.† The man smiled now. â€Å"Very nice to meet you, Trish. My apologies if I seemed confused. I was under the impression Katherine was here alone this evening.† He motioned down the hall. â€Å"But I'm all yours. Lead the way.† Despite the man's quick recovery, Trish had seen the flash of disappointment in his eyes. She now suspected the motive for Katherine's secrecy earlier about Dr. Abaddon. A budding romance, maybe? Katherine never discussed her social life, but her visitor was attractive and well-groomed, and although younger than Katherine, he clearly came from her world of wealth and privilege. Nonetheless, whatever Dr. Abaddon had imagined tonight's visit might entail, Trish's presence did not seem to be part of his plan. At the lobby's security checkpoint, a lone guard quickly pulled off his headphones, and Trish could hear the Redskins game blaring. The guard put Dr. Abaddon through the usual visitor routine of metal detectors and temporary security badges. â€Å"Who's winning?† Dr. Abaddon said affably as he emptied his pockets of a cell phone, some keys, and a cigarette lighter. â€Å"Skins by three,† the guard said, sounding eager to get back. â€Å"Helluva game.† â€Å"Mr. Solomon will be arriving shortly,† Trish told the guard. â€Å"Would you please send him back to the lab once he arrives?† â€Å"Will do.† The guard gave an appreciative wink as they passed through. â€Å"Thanks for the heads- up. I'll look busy.† Trish's comment had been not only for the benefit of the guard but also to remind Dr. Abaddon that Trish was not the only one intruding on his private evening here with Katherine. â€Å"So how do you know Katherine?† Trish asked, glancing up at the mysterious guest. Dr. Abaddon chuckled. â€Å"Oh, it's a long story. We've been working on something together.† Understood, Trish thought. None of my business. â€Å"This is an amazing facility,† Abaddon said, glancing around as they moved down the massive corridor. â€Å"I've never actually been here.† His airy tone was becoming more genial with every step, and Trish noticed he was actively taking it all in. In the bright lights of the hallway, she also noticed that his face looked like he had a fake tan. Odd. Nonetheless, as they navigated the deserted corridors, Trish gave him a general synopsis of the SMSC's purpose and function, including the various pods and their contents. The visitor looked impressed. â€Å"Sounds like this place has a treasure trove of priceless artifacts. I would have expected guards posted everywhere.† â€Å"No need,† Trish said, motioning to the row of fish-eye lenses lining the ceiling high above. â€Å"Security here is automated. Every inch of this corridor is recorded twenty-four/seven, and this corridor is the spine of the facility. It's impossible to access any of the rooms off this corridor without a key card and PIN number.† â€Å"Efficient use of cameras.† â€Å"Knock on wood, we've never had a theft. Then again, this is not the kind of museum anyone would rob–there's not much call on the black market for extinct flowers, Inuit kayaks, or giant squid carcasses.† Dr. Abaddon chuckled. â€Å"I suppose you're right.† â€Å"Our biggest security threat is rodents and insects.† Trish explained how the building prevented insect infestations by freezing all SMSC refuse and also by an architectural feature called a â€Å"dead zone†Ã¢â‚¬â€œan inhospitable compartment between double walls, which surrounded the entire building like a sheath. â€Å"Incredible,† Abaddon said. â€Å"So, where is Katherine and Peter's lab?† â€Å"Pod Five,† Trish said. â€Å"It's all the way at the end of this hallway.† Abaddon halted suddenly, spinning to his right, toward a small window. â€Å"My word! Will you look at that!† Trish laughed. â€Å"Yeah, that's Pod Three. They call it Wet Pod.† â€Å"Wet?† Abaddon said, face pressed to the glass. â€Å"There are over three thousand gallons of liquid ethanol in there. Remember the giant squid carcass I mentioned earlier?† â€Å"That's the squid?!† Dr. Abaddon turned from the window momentarily, his eyes wide. â€Å"It's huge!† â€Å"A female Architeuthis,† Trish said. â€Å"She's over forty feet.† Dr. Abaddon, apparently enraptured by the sight of the squid, seemed unable to pull his eyes away from the glass. For a moment, the grown man reminded Trish of a little boy at a pet-store window, wishing he could go in and see a puppy. Five seconds later, he was still staring longingly through the window. â€Å"Okay, okay,† Trish finally said, laughing as she inserted her key card and typed her PIN number. â€Å"Come on. I'll show you the squid.† As Mal'akh stepped into the dimly lit world of Pod 3, he scanned the walls for security cameras. Katherine's pudgy little assistant began rattling on about the specimens in this room. Mal'akh tuned her out. He had no interest whatsoever in giant squids. His only interest was in using this dark, private space to solve an unexpected problem. CHAPTER 35 The wooden stairs descending to the Capitol's subbasement were as steep and shallow as any stairs Langdon had ever traversed. His breathing was faster now, and his lungs felt tight. The air down here was cold and damp, and Langdon couldn't help but flash on a similar set of stairs he had taken a few years back into the Vatican's Necropolis. The City of the Dead. Ahead of him, Anderson led the way with his flashlight. Behind Langdon, Sato followed closely, her tiny hands occasionally pressing into Langdon's back. I'm going as fast as I can. Langdon inhaled deeply, trying to ignore the cramped walls on either side of him. There was barely room for his shoulders on this staircase, and his daybag now scraped down the sidewall. â€Å"Maybe you should leave your bag above,† Sato offered behind him. â€Å"I'm fine,† Langdon replied, having no intention of letting it out of his sight. He pictured Peter's little package and could not begin to imagine how it might relate to anything in the subbasement of the U.S. Capitol. â€Å"Just a few more steps,† Anderson said. â€Å"Almost there.† The group had descended into darkness, moving beyond the reach of the staircase's lone lightbulb. When Langdon stepped off the final wooden tread, he could feel that the floor beneath his feet was dirt. Journey to the center of the Earth. Sato stepped down behind him. Anderson now raised his beam, examining their surroundings. The subbasement was less of a basement than it was an ultranarrow corridor that ran perpendicular to the stairs. Anderson shone his light left and then right, and Langdon could see the passage was only about fifty feet long and lined on both sides with small wooden doors. The doors abutted one another so closely that the rooms behind them could not have been more than ten feet wide. ACME Storage meets the Catacombs of Domatilla, Langdon thought as Anderson consulted the blueprint. The tiny section depicting the subbasement was marked with an X to show the location of SBB13. Langdon couldn't help but notice that the layout was identical to a fourteen-tomb mausoleum–seven vaults facing seven vaults–with one removed to accommodate the stairs they had just descended. Thirteen in all. He suspected America's â€Å"thirteen† conspiracy theorists would have a field day if they knew there were exactly thirteen storage rooms buried beneath the U.S. Capitol. Some found it suspicious that the Great Seal of the United States had thirteen stars, thirteen arrows, thirteen pyramid steps, thirteen shield stripes, thirteen olive leaves, thirteen olives, thirteen letters in annuit coeptis, thirteen letters in e pluribus unum, and on and on. â€Å"It does look abandoned,† Anderson said, shining the beam into the chamber directly in front of them. The heavy wooden door was wide open. The shaft of light illuminated a narrow stone chamber–about ten feet wide by some thirty feet deep–like a dead-end hallway to nowhere. The chamber contained nothing more than a couple of old collapsed wooden boxes and some crumpled packing paper. Anderson shone his light on a copper plate mounted on the door. The plate was covered with verdigris, but the old marking was legible: SBB IV â€Å"SBB Four,† Anderson said. â€Å"Which one is SBB Thirteen?† Sato asked, faint wisps of steam curling out of her mouth in the cold subterranean air. Anderson turned the beam toward the south end of the corridor. â€Å"Down there.† Langdon peered down the narrow passage and shivered, feeling a light sweat despite the cold. As they moved through the phalanx of doorways, all of the rooms looked the same, doors ajar, apparently abandoned long ago. When they reached the end of the line, Anderson turned to his right, raising the beam to peer into room SBB13. The flashlight beam, however, was impeded by a heavy wooden door. Unlike the others, the door to SBB13 was closed. This final door looked exactly like the others–heavy hinges, iron handle, and a copper number plate encrusted with green. The seven characters on the number plate were the same characters on Peter's palm upstairs. SBB XIII Please tell me the door is locked, Langdon thought. Sato spoke without hesitation. â€Å"Try the door.† The police chief looked uneasy, but he reached out, grasped the heavy iron handle, and pushed down on it. The handle didn't budge. He shone the light now, illuminating a heavy, old- fashioned lock plate and keyhole. â€Å"Try the master key,† Sato said. Anderson produced the main key from the entry door upstairs, but it was not even close to fitting. â€Å"Am I mistaken,† Sato said, her tone sarcastic, â€Å"or shouldn't Security have access to every corner of a building in case of emergency?† Anderson exhaled and looked back at Sato. â€Å"Ma'am, my men are checking for a secondary key, but–â€Å" â€Å"Shoot the lock,† she said, nodding toward the key plate beneath the lever. Langdon's pulse leaped. Anderson cleared his throat, sounding uneasy. â€Å"Ma'am, I'm waiting for news on a secondary key. I am not sure I'm comfortable blasting our way into–â€Å" â€Å"Perhaps you'd be more comfortable in prison for obstructing a CIA investigation?† Anderson looked incredulous. After a long beat, he reluctantly handed the light to Sato and unsnapped his holster. â€Å"Wait!† Langdon said, no longer able to stand idly by. â€Å"Think about it. Peter gave up his right hand rather than reveal whatever might be behind this door. Are you sure we want to do this? Unlocking this door is essentially complying with the demands of a terrorist.† â€Å"Do you want to get Peter Solomon back?† Sato asked. â€Å"Of course, but–â€Å" â€Å"Then I suggest you do exactly what his captor is requesting.† â€Å"Unlock an ancient portal? You think this is the portal?† Sato shone the light in Langdon's face. â€Å"Professor, I have no idea what the hell this is. Whether it's a storage unit or the secret entrance to an ancient pyramid, I intend to open it. Do I make myself clear?† Langdon squinted into the light and finally nodded. Sato lowered the beam and redirected it at the door's antique key plate. â€Å"Chief? Go ahead.† Still looking averse to the plan, Anderson extracted his sidearm very, very slowly, gazing down at it with uncertainty. â€Å"Oh, for God's sake!† Sato's tiny hands shot out, and she grabbed the weapon from him. She stuffed the flashlight into his now empty palm. â€Å"Shine the damned light.† She handled the gun with the confidence of someone who had trained with weapons, wasting no time turning off the pistol's safety, cocking the weapon, and aiming at the lock. â€Å"Wait!† Langdon yelled, but he was too late. The gun roared three times. Langdon's eardrums felt like they had exploded. Is she insane?! The gunshots in the tiny space had been deafening. Anderson also looked shaken, his hand wavering a bit as he shone the flashlight on the bullet- riddled door. The lock mechanism was now in tatters, the wood surrounding it entirely pulverized. The lock had released, the door now having fallen ajar. Sato extended the pistol and pressed the tip of the barrel against the door, giving it a push. The door swung fully into the blackness beyond. Langdon peered in but could see nothing in the darkness. What in the world is that smell? An unusual, fetid odor wafted out of the darkness. Anderson stepped into the doorway and shone the light on the floor, tracing carefully down the length of the barren dirt floor. This room was like the others–a long, narrow space. The sidewalls were rugged stone, giving the room the feel of an ancient prison cell. But that smell . . . â€Å"There's nothing here,† Anderson said, moving the beam farther down the chamber floor. Finally, as the beam reached the end of the floor, he raised it up to illuminate the chamber's farthest wall. â€Å"My God . . . !† Anderson shouted. Everyone saw it and jumped back. Langdon stared in disbelief at the deepest recess of the chamber. To his horror, something was staring back. CHAPTER 36 â€Å"What in God's name . . . ?† At the threshold of SBB13, Anderson fumbled with his light and retreated a step. Langdon also recoiled, as did Sato, who looked startled for the first time all night. Sato aimed the gun at the back wall and motioned for Anderson to shine the light again. Anderson raised the light. The beam was dim by the time it reached the far wall, but the light was enough to illuminate the shape of a pallid and ghostly face, staring back at them through lifeless sockets. A human skull. The skull sat atop a rickety wooden desk positioned against the rear wall of the chamber. Two human leg bones sat beside the skull, along with a collection of other items that were meticulously arranged on the desk in shrinelike fashion–an antique hourglass, a crystal flask, a candle, two saucers of pale powder, and a sheet of paper. Propped against the wall beside the desk stood the fearsome shape of a long scythe, its curved blade as familiar as that of the grim reaper. Sato stepped into the room. â€Å"Well, now . . . it appears Peter Solomon keeps more secrets than I imagined.† Anderson nodded, inching after her. â€Å"Talk about skeletons in your closet.† He raised the light and surveyed the rest of the empty chamber. â€Å"And that smell?† he added, crinkling his nose. â€Å"What is it?† â€Å"Sulfur,† Langdon replied evenly behind them. â€Å"There should be two saucers on the desk. The saucer on the right will contain salt. And the other sulfur.† Sato wheeled in disbelief. â€Å"How the hell would you know that?!† â€Å"Because, ma'am, there are rooms exactly like this all over the world.† One story above the subbasement, Capitol security guard Nunez escorted the Architect of the Capitol, Warren Bellamy, down the long hallway that ran the length of the eastern basement. Nunez could have sworn that he had just heard three gunshots down here, muffled and underground. There's no way. â€Å"Subbasement door is open,† Bellamy said, squinting down the hallway at a door that stood ajar in the distance. Strange evening indeed, Nunez thought. Nobody goes down there. â€Å"I'll be glad to find out what's going on,† he said, reaching for his radio. â€Å"Go back to your duties,† Bellamy said. â€Å"I'm fine from here.† Nunez shifted uneasily. â€Å"You sure?† Warren Bellamy stopped, placing a firm hand on Nunez's shoulder. â€Å"Son, I've worked here for twenty-five years. I think I can find my way.†

A Study in Changing Policy and Education

This paper is traveling to discourse the early old ages policy within instruction today. It acknowledges the new authorities that has come in topographic point believe the Foundation Stage model is no longer the statutory demand to be used in schools today ( DfE, 2010 ) . However, some of the cardinal arguments in the policy and the quandary practicians have faced. The principle for to analyze the early old ages policy relates to the purpose of the policy. Throughout the old ages at that place have been many alterations within the early old ages policy although there are still some facets which remain the same. Boyle and Bragg ( 2006 ) argue that many facets of old policies such as a ‘target driven curricular theoretical account ‘ remain present today although some of them are ‘grotesquely inappropriate ‘ today ( Moss, 2003 ) . Palaiologou ( 2010 ) research suggested the demand for raising farther policy and course of study development within early old ages. H owever, alterations in early old ages proviso began as a manner to cut down poorness and to assist kids to hold better chances in life. The conservative authorities aimed to supply a better start in life for disadvantaged kids, utilizing instruction as a tool. The authorities gave instruction as a manner of assisting kids break the ‘cycle of want ‘ ( Baldock et al. , 2009 ) . However, Cohen et Al. ( 2004 ) found there was a split duty between public assistance and instruction in early old ages services. Therefore, it can be criticised that there would a large different between the quality of proviso. As a consequence, this split effected support, the construction of proviso and different degrees of work force ( Cohen et al. 2004 ) . Then Labours ( 1997 ) motto of ‘Education, Education, Education ‘ brought upon the foundation phase model. There will be treatments on past early old ages policies every bit good as the principle for following the foundation phase model and it affects on instruction. Subsequently there will be a critical integrating of the policy, which may conflict with other policies. Play-based acquisition is an issue this paper wishes to analyze. A cardinal constitution of the foundation phase refers to the importance of play-based acquisition. There contrasting positions related to this portion of the policy who believe drama based acquisition to be ‘ absurd ‘ ( Hofkins, 2008 ) . There will besides be a critical treatment related to some cardinal contractions the policy nowadayss. There are inquiries raised based on some of the cardinal subjects and rules. For illustration, a cardinal purpose of the foundation phase is puting the criterions for all kids can be criticised as an issue related to the criterions docket ( Alexander, 2010 ) . The purposes to do certain all kids are doing advancement so improve attainment. There is farther treatment of other equivocal facets of the policy. There will besides be treatments related to international positi ons of early old ages policy compared to the foundation phase. For illustration, the Reggio Emilia attack take a socio cultural position on instruction ( Bennet, 2001 ) , which take a more child-centred attack to acquisition ( Soler and Miller, 2003 ) . Therefore, this paper aims to detect the true value and effects of the foundation phase has on all kids. However, the undermentioned subdivision will first analyze the principle for the policy.Changing times: Early old agesThe authorities was determined to implement alterations. The socio-constructive attack to acquisition has helped authorities draws attending to understand how pupils engage within the course of study puting. Solar and Miller province: ‘this gave addition concerns with how kids interact within the scene and how kids speak and interact with other students, artifacts, and the instructor ‘ ( 2003:59 ) . The foundations for early old ages should be on understanding the rational, emotional, societal, and phys ical demands of kids ( Woodhead, 2000 ) . Research has shown the positive effects of ‘high quality proviso ‘ on kids ‘s development in all countries mention above ( Sammons et al. , 2002, Sylva et al. , 2004 ) and besides make fix them for formal schooling. However, local governments believed they could non use these in pattern. Hargreaves and Hopper ( 2006 ) support this claim and believe it gave a ‘low position ‘ perceptual experience of early old ages instructors ( p.1 ) . However, kids bring their experiences into their scene and the early acquisition ends account for this assortment. This implies that steps of student larning through proving will non expose the quality of experiences kids have in the early old ages. However, it can be criticised that the authorities have made premises about where the degrees begin and end for all kids. It is concurred by Miller et Al ( 2003 ) that argue the authorities assume it is clear what exact accomplishments and cognition can be learnt in the scene. Those people who do non work with kids ‘s experiences alongside the procedure of instructor have framed the counsel for early old ages. These policy shapers are more concerned about what instruction is for instead than what the experience of instruction might affect ( Miller et al. , 2003 ) . The shapers of the foundation phase have attempted to look at the holistic kids through Every Child Matters ( ECM ) ( Palaiologou, 2010 ) . However, they lack the apprehension of the importance of kids ‘s experiences due to their ain deficiency of experience in the schoolroom ( Maybin and Woodhead, 2003 ) . This suggests practicians every bit good as instruction philosophers should make the preparation of the instruction policy. Alternatively, practicians with high quality experience would be better organizing policies because they are able to understand that acquisition should be based on student experiences, background, and demands ( Solar , 2003 ) . Harmonizing to these policy shapers attainment and accomplishing good academic results seems to be the cardinal importance of instruction. In the foundation phase, the early acquisition ends help kids to achieve a clear set of results ( DfES, 2008 ) . It is argued that the ends provide a shelters base for good accomplishment. Staggs ( 2000 ) believes these ends give kids an first-class start to future acquisition and fix the kids with the ideal ‘knowledge, accomplishments, and apprehensions ‘ ( Solar and Miller, 2003, p. 5 ) which will be needed for better employment as they grow into maturity. However, in contrast, opposing trusters view this perceptual experience as an sole environment because the early acquisition ends aim to concentrate on the importance of economic well-being instead than kids ‘s larning experience ( Kelly, 1994 ) . Anning and Edwards ( 1999 ) besides strongly knock this attack to be about the well-being of the economic system and fight. Theref ore, it can be argued that it is non an inclusive course of study because it fails to admit that non all kids will be capable of employment. For illustration, some kids with terrible particular educational demand ( SEN ) will non be capable of employment ; hence, the policy fails to provide for the demands of all kids ( Staggs, 2000 ) . It maintains the impression to force the kids who are able to be successful and reach attainment marks instead than concentrate on the importance of kids as persons ( Potter, 2007 ) . To reason, this subdivision of the paper has acknowledged the cardinal purpose for the policy is to drive economic well-being. Despite the impression of the holistic kid, the purpose for the authorities is to drive these kids to accomplish the best possible results. It suggests the policy tends to belie itself because it fails to admit kids with SEN. Therefore, it is questionable to inquire is at that place a important difference in the foundation phase compared to old policies. Therefore, the undermentioned subdivision of this paper will analyze the quality of proviso to old old ages. In add-on, examine the different reading of a high quality proviso within the policy.High quality provisoThe foundation phase underscore the importance of high quality proviso, which can better cognitive, linguistic communication and societal development ( DfES, 2008 ) . Labour ( 1997 ) felt the foundation phase would assist disfavor kids through high quality proviso. It would let giving these kids a good start in instruction and perchance extinguishing the ‘cycle of want ‘ ( Baldock et al. , 2009 ) . However, before analyzing the effects of high quality proviso the word ‘quality ‘ demands to crucially incorporate. High quality proviso related to many facets. The importance of practician ‘s degree of making and pedagogical accomplishments is the cardinal portion of high quality proviso. Sylva and Pugh ( 2005 ) strongly agree that instru ctors and staff that are good qualified can do the proviso more valuable for kids. Practitioners are able to understand the importance of a schoolroom puting that will provide for all kids ‘s demands, through print rich environment ( DfES, 2008 ) . However, it is questionable how Ofsted would believe high quality proviso to be outstanding. Practitioners have to follow the reading of high quality proviso harmonizing to Ofsted which is authorities based, despite holding contrasting position. Merely a few developments of intercession have shown betterments in cognitive development. Research has revealed that kids societal accomplishments ( National Audit Office, 2004 ) . It suggest that kids and improved in the quality of larning and less outlooks of kids traveling through intercession programmes. Again, it is debateable that the importance of high quality proviso to take kids from neglecting in schools and better their development for better readying for the grownup universe of economic well-being ( Sammons et al. , 2002 ) . Although research has pointed out that high quality of proviso has increased success in employment ( National Audit Office, 2004 ) . Phillips et Al. ( 2001 ) found that higher quality proviso led to kids higher degree of equal drama and higher degrees of self-awareness and competency. There is grounds to propose that there are benefits of high quality pre-school educational proviso to a scope of different results ( Sylva et al. , 2003a, 2003b ) . Melhuish ( 2004 ) states that high quality child care can bring forth benefits for cognitive, linguistic communication and societal development. Again, this paper has discovered the concluding behind high quality of proviso is once more related back to the importance of good attainment and advancement for the benefit of economic well-being. It is get downing to go clear that the purpose of the foundation phase is non concentrating on the importance of kids but to fix them for the hereafter of wining. The undermentioned subdivision will critically incorporate some mojor cardinal facets within the policy.Play-based acquisitionThis paper will research drama based acquisition and its importance in immature kids ‘s acquisition. Play performs an of import map in immature kids ‘s lives and enables them to experiment in a safe environment ( Broadhead, 2004 ) . It allows kids to research and develop their cognition, apprehension, and accomplishments. Learning through child-initiated activities is cardinal to any early old ages puting. Structured and unstructured drama Sessionss develop societal and physical accomplishments and careful mediated intercession, kids ‘s nature wonder can be enhanced and their apprehension of their universe challenged ( DfE 2008 ; Harrison and Howard, 2009 ; Siraj-Blatchford et al. , 2004 ) . Play has held a major function in early childhood development. The benefit of drama based acquisition has stimulate and involvement kids into ac quisition ( Russell, 2010 ) . Symbolic actions and representations are believed to be the ways in which kids learn to do sense of their milieus and their ideas. Vygotsky states that ‘children work out practical undertakings with the aid of their address every bit good as their eyes and custodies ‘ . Claxton ( 2008 ) goes on to state that, play-based acquisition instils a desire to larn and leads to greater accomplishment throughout life. He supports this with grounds from European experiences leting for play-based larning up to age seven, beyond the age that most UK schools encourage it. However, there have been many critics of the impression of play-based acquisition as House ( 2008 ) states that ‘to Teach kids through drama ‘ compactly sums up all that ‘s incorrect with it ‘ . This suggests that instruction is about developing kids ‘s larning through didactic attacks. Critics believe that the thought of play-based acquisition allows kids to inquire aimlessly as practicians look after them. House ( 2010 ) goes on to state that this thought of play-based acquisition is ‘absurd ‘ . It is believed to represents an inappropriate thought of a school political orientation for kids ( Hofkins 2008 ) . The BERA-SIG reappraisal ( 2003 ) besides raised a figure of troubles with drama as a manner of larning. It may propose that the foundation phase will non be taken earnestly as a portion of instruction kids but instead looking after kids until they are ready for formal acquisition. Sutton-Smith ( 1997 ) argues that drama is progressive and can assist develop kids ‘s. However besides he besides believes that it is non the lone manner of acquisition of larning. This paper acknowledges contrasting positions of drama based larning but believes that elusive undertakings and activities can assist to supply kids with rich larning experience prior to that they have been embedded decently by practicians ( Bennett et al. , 1997 ) . The undermentioned sub-section will look at some of the cardinal contradiction in the policy.A alone kid?The foundation phase is intended to play a cardinal function in assisting kids achieve the five results enshrined within the overarching ECM model ( DfES, 2004 ) . However, it is argued to knock with the national course of study ( Cambridge reexamine 2009 ) . As reference earlier, the foundation phase aims to look at the holistic kids. In contrast, the state course of study is based on more topics based acquisition. Therefore, the contrasting policies make it hard for practicians. Polic y shapers need to take into consideration the difference in policy. Critics can oppugn the ground for contrasting policies. It can be suggested that there should be one policy for all kids in primary. This paper believes there should be one policy that practicians should follow because the foundation phase does non see those kids who may be exceeded and besides the national course of study does non grok those kids who are accomplishing believe the national outlooks. This can be hard for practician who have non received efficient sum of preparation in within that policy. The National Union of Teachers ( NUT ) remarks on the deficiency of sufficient kid development within the EYFS papers: The papers should take to widen and enrich practicians ‘ cognition and apprehension of this, through explicit and elaborate counsel within the papers itself and besides by signposting practicians to where more information could be found, to supply the evidence-base and the underpinning rules for the EYFS ‘s design. ( NUT, 2006, p. 7 ) . Others have expressed concern at the continuance of an overly normative attack to what is to be offered to immature kids. The deficiency of elaborate counsel in the foundation phase makes it hard for practicians to understand what they need to make Locke et Al. ( 2002 ) particularly in linguistic communication and communicating. As most deprived kids enter the foundation phase with low degrees of linguistic communication. Therefore, the foundation phase is non able to assist practician to get the better of these barriers even thought the purpose of the policy is to assist take kids from deprived and disadvantaged backgrounds. It does non state the practician how to accomplish this. This paper believes there are some contradictions within the policy as it let the practician the purpose but fails to assist to accomplish the purpose sufficiently. It can besides be argued to be a sole course of study despite trying to be inclusive to those kids. The undermentioned subjugation will lookin g at the recommendation brand by Alexander ( 2010 ) in relation the foundation phase.Alexander ReviewAlexander ( 2010 ) argues the foundation phase period needs to re-considered. Presently the foundation phase is till the age of 5 old ages. However, Alexander argues that kids should remain within the foundation phase till the age of 6. An illustration of this type of policy is in Reggio Emilia schools where kids start formal schooling at the age of 6 old ages ( Miller et al. 2005 ) . Research has shown that the longer age in play-based scene has had a better impact on kids ‘s development Carr and May, 2000 ) . As the kids are able to travel off from the type of larning to formalised learning when they enter formal lessons they are able to hold on the construct much easier and better. Widening it to age six so it will give kids the best possible foundation for oracy, literacy, numeracy ( Cambridge Review, 2010 ) . Therefore, this recommendation is of import to see because there is research back uping the thought. Passage is a challenge in all schools ( Sylva and Pugh, 2005 ) . Therefore, if this recommendation is taken to consideration so it could assist to ease the force per unit area of passages and let kids to ease their manner into formal acquisition. This suggest that it will assist the kids to accomplish better once they are in that formal scene as they will be older and aware of what is expected from them. Tickell ( 2010 ) will describe the thought of widening the foundation phase for deprived biennial olds. Again, this suggests that it is all about undertaking those deprived kids in society. This manner those kids can accomplish better results for themselves and forestall them from underachievement because they are non able to acquire the support needed. However, issues with policy and the media have besides effected the perceptual experience of widening the foundation phase. As the media are able to pull strings study to provide for their demands and so impact the ideas of spectator ‘s perceptual experience of instruction. For illustration, the Cambridge reappraisal ( 2009 ) mentions the proposal of widening the foundation phase down to age two and up to age six. However, the media have portrayed this as the authorities of desiring to maintain kids off from instruction until age six. Therefore, is it questionable that the media are seeking to demo the foundation phase as a manner of kids being looked after instead than a manner of kids larning before formal acquisition. It is problematic that the media have a negative deceptive perceptual experience of the foundation phase and proposing portraying to households that the authorities are taking kids from instruction. However, they fail to understand the contrasting position that the foundation phase will assist those deprived kids from a immature age and aid to fix all kids from the passage to formal acquisition. This paper believes that the extension the foundation phase should be considered as seen in ascertained pattern, kids have found it hard to travel from a free low manner of larning to an hr of literacy and mathematics. Therefore, an extension will let the practician aid kids to see longer formal acquisition in that extension period. The concluding subdivision of this paper will discourse some international perceptive on early old ages instruction and compare it to the foundation phase in England.International positionsCarr ( 2000 ) argues that the early childhood course of study can be conceived of as a cultural site affecting the building of societal world, which leads to the building of communicative interactions between instructors and pupils ( Smith, 1999, p. 6 ) . This model have been based on socio-constructivist theories. The Reggio Emilia attack does non utilize a policy framewotk. Alternatively it uses a kids centred attack to larning. This context enables the Reggio Emilia attack expression at the sociocultural positions of kids instead than the importance of effectual pegeagody and force per unit areas from a stiff course of study. The kids are seen to ease their ain acquisition and who are able to larn efficaciously they manner they wish to. However, there is tenseness towards this attack as there is excessively much accent given to the socio-constructivist model of larning. As opposing theoreticians argue that kids learn in set ways and grownups need to supply kids with enabling environments instead than puting kids to larn what they feel. However, the impression of the ‘spider web ‘ in the Te Whariki course of study is the key to understanding the linking of a child-centred acquisition which underpins this course of study ( Carr and May, 2000 ) . Early old ages pedagogues should accept the thought that larning is related to kids ‘s experience. As reference earlier kids use their experiences to develop further and retrieve what they have learnt antecedently. This implies that kids larning through proving are non able to derive and accomplish positive experience that will assist them in their acquisition. Therefore, the importance for high quality proviso and exciting and manus on environments allows kids to derive more memorable experience that they are able to take away with them to utilize in the hereafter. However, Bertram and Pascal ( 2002 ) believe there are issues in early old ages proviso in Hong Kong. They argue that there is an addition between the addition development western manner of acquisition and the traditional manner of larning. It is believed that instructors are ‘transmitters ‘ so that kids focus on a more didactiv manner of larning instead than concentrating on the child-centred attack ( P ascal, 2002 ) . In contrast, there are some schools which are get downing to take the socio constructive manner of larning to consideration in their schools. Kwon ( 2003 ) critics the early old ages proviso in Hang Kong to pattern in England. He argues that the importance of independency in early acquisition reflects the English values kids to single rights and freedom to make what they feel is appropriate to them. However, the political manner in Hang Kong differs to the political relations in England ; hence, there is bound to be tenseness between the contrasting ways of acquisition. However, despite the contrasting positions within these states, they all suggest a holistic position of acquisition.DecisionThe EPPE undertaking ( 2003 ) suggested that effectual pattern needed non merely pedagogical apprehension of early old ages larning but besides an appropriate environment of proviso. Bowman et Al ( 2000 ) argues the contractions of the policy and debating the state that the purpo se of the policy towards economic factors, drama based acquisition or adult-child relationships fails to admit the importance of the function of the practician. Through the practicians, involved kids are able to derive high quality experiences. In add-on, although there are critics against the policy, it is of import to retrieve that it attempts to lend to the holistic attack of kids and non merely the topic based acquisition. Policy, societal and economic positions are the cardinal factors that can impact the outlooks of early old ages instruction. AS this paper has realized many facets of the policy is to take to add to future economic affairs and economic loads. Most significantly the purpose of the foundation phase is to fix kids for formal school and prevent hereafter attainment failure ( Heckman & A ; Masterov, 2004 ; National Audit Office, 2004 ) . Therefore, this paper has discovered the purpose of the foundation phase is to take kids from that ‘cycle of want ‘ and assist disadvantaged kids ( Ball and Vincent, 2005, Sylva, 2000 ) . The statement is that the intent of foundation phase is to fix kids for another phase of instruction ( Moss and Petrie, 2002 ; Bertram and Pascal, 2002 ) . Therefore, this paper feels it still fails to provide for all kids as non all kids will travel off from the foundation phase. As there is such a strong perceptual experience that the foundation phase is to fix, it fails to admit kids with SEN that have nil to fix for. Children with SEN, may non be able to achievement the academic success as most kids. Therefore, it is arguable the foundation phase is sole to kids with terrible SEN and is providing for a norm society to better the economic system. It seems that the whole intent of the policy is to profit the economic system and train kids and bring forth ideal people who will suit into a society to be successful. However, with the current recession in society even the most academic and deeply successful grownups are at hazard from losing their occupations. It is hard to understand that the foundation phase will forestall economic devastation taking topographic point.

Inflation Rate in Russia Over 16 Years.

Inflation Rate in Russia Over 16 Years. Free Online Research Papers The purpose of this report is to show what has been happening to the rate of inflation of Russia for the past 18 to 20 years. After investigating looking at last year (2006) results, it can be stated with confidence that the countrys deepest economic recession of its transition to a market economy has been completely overcome. Inflation in 2005 was about 9%, its lowest level in 15 years. Moreover, from 2000 to 2005, consumer demand internally has grown by 12% each year, which is a good sign of a modern economy. Russia possesses ample supplies of many of the worlds most valued natural resources. However, most such resources are located in remote and climatically unfavorable areas that are difficult to develop and far from Russian ports. For nearly sixty years, the Russian economy and that of the rest of the Soviet Union operated on the basis of a centrally planned economy. Russias economy is difficult to be measured in comparison to other countries due to its high rate of inflation and price-fixing for certain utilities. Inflation refers to the general sustained rise in the level of prices of goods services. The rate of inflation is measured by calculating the percentage price increase in goods services, usually over a year. Economists agree that the main cause of inflation is ‘too much money chasing too few goods’. This means people are able to increase their spending on goods faster than producers can supply the goods they want to buy. The rise in spending causes an excess of aggregate demand for goods services their prices are forced upwards. * The costs of inflation to the economy  · Many pensioners are on fixed pensions so inflation reduces the real value of their income year on year.  · Inflation usually leads to higher nominal interest rates that should have a deflationary effect on GDP.  · Inflation can also cause a disruption of business planning – uncertainty about the future makes planning difficult and this may have an adverse effect on the level of planned capital investment.  · Some economists say that inflation causes unemployment. As prices rise, people can’t afford to buy so many goods services so demand falls. In addition, some people save more in times of high inflation to protect the real value of their savings. This again means less spending on goods services. As a result firms may cut their output make resources, including labour, unemployed. * Inflation in Russia Two fundamental and interdependent goals macroeconomic stabilization and economic restructuring - marked the transition from central planning to a market-based economy (In 1990). Opening domestic markets to foreign trade and investment, thus linking the economy with the rest of the world, was an important aid in reaching these goals. In 1992, the first year of economic reform, retail prices in Russia increased by 2,520%. A major cause of the increase was the decontrol of most prices in January 1992, a step that prompted an average price increase of 245% in that month alone. In October 1991, a program of radical economic reforms was established which laid out a number of macroeconomic policy measures to achieve stabilization. It called for sharp reductions in government spending, targeting outlays for public investment projects, defense, and producer and consumer subsidies. The program aimed at reducing the government budget deficit from its 1991 level of 20% of GDP to 9% of GDP by t he second half of 1992 and to 3% by 1993. In the monetary sphere, the economic program required the Russian Central Bank to cut subsidized credits to enterprises and to restrict money supply growth. The program called for the shrinkage of inflation from 12% per month in 1991 to 3% per month in mid-1993. By 1993 the annual rate had declined to 240%, still a very high figure. In 1994 the inflation rate had improved to 224%. Trends in annual inflation rates mask variations in monthly rates, however. In 1994, for example, the government managed to reduce monthly rates from 21% in January to 4% in August, but rates climbed once again, to 16.4% by December and 18% by January 1995. Instability in Russian monetary policy caused the variations. After tightening the flow of money early in 1994, the Government loosened its restrictions in response to demands for credits by agriculture, industries in the Far North, and some favored large enterprises. In 1995 the pattern was avoided more successfully by maintaining the tight monetary policy adopted early in the year and by passing a relatively stringent budget. Thus, the monthly inflation rate held virtually steady below 5% in the last quarter of the year. For the first half of 1996, the inflation rate was 16.5%. However, experts noted that control of inflation was aided substantially by the failure to pay wages to workers in state enterprises, a policy that kept prices low by depressing demand. During January-July 1998, the pace of inflation slowed more, with cumulative CPI growth over the period declining to only 4.2 percent, compared to 9.6 percent in the year-earlier period. The slowdown in inflation in the first half of 1998 was due to a strict monetary policy adopted as a result of the deepening financial crisis. In 2001, the reduction in inflation was mostly due to a seasonal decline in food prices. Higher inflation in 2005 than in 2004 was due in large part to increases in administered utilities prices early in the year. The primary source of inflationary pressures in Russia remains the huge balance of payments surplus. As oil prices grow, so do the potential pressures for inflation or nominal currency appreciation. Year Inflation % 1999 36.5 2000 20.2 2001 18.8 2002 15.1 2003 12.1 2004 11.7 20052006 10.94.1 Contribution of Key Factors to Inflation in 2003 2004 * Inflation in the future Therell be a considerable increase in inflation forecasts; the reason for this will be a substantial jump in tariffs of natural monopolies as of 2008 (their growth rate will be 50-100% higher). 2007 2008 2009 2010 Inflation CPI% 8.5 8 7.5 7 A strong expansion in internal demand continues to drive economic growth in Russia, although a slowdown in most manufacturing and tradable sectors is becoming increasingly visible. Higher-than-expected inflation in early 2006 has motivated discussions of a new package of anti-inflationary measures by the government and Central Bank. Russia currently has only limited instruments for reducing core inflation. Primary among these instruments are levels of government spending (as opposed to accumulation in the Stabilization Fund), exchange rate policy, and other limited means of the Central Bank for regulating liquidity. When a larger internal bond market finally develops, the hand of the Central Bank will be strengthened considerably for the conduct of anti inflationary monetary policy. Russias lasting economic growth has served as the foundation for achieving the level of inflation in 2006. The governments efforts to restrict the money supply and the Stabilization Funds efforts to sterilize it have also had a positive effect. However, there are still reserves left for curbing inflation in 2007. Russian commodity producers competitive potential has not been fully taken advantage of. 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