The Potential for Energy Savings Firms in Singapore Essay

The Potential for Energy Savings Firms in Singapore - Essay Example Singapore is one of the largest oil refiners in the world. It has a distinction of being the world’s busiest bunkering port and the world’s third-largest oil trader. The Asia Pacific oil prices are set by the Singapore oil price. Singapore has to buy all the oil resources needed for the country from abroad. Like any other country, Singapore is also facing the challenge to the sustained energy resources supply. Since the country depends solely on imported oil and gas for its energy needs, Singapore is highly vulnerable to the risk of loss of supply. The competition for energy resources between nations is tightening day by day. Hence the requirement of energy security is very crucial for the country. In the national energy policy report, Lim HNG Kiang, the Minister for trade and industry of the Singapore Government, says that â€Å"Moving forward, we need a holistic national energy policy framework to meet our objectives of economic competitiveness energy security and environmental sustainability. As a small island state with limited indigenous resources, a strong and growing economy is our best defense against high energy prices and climate change.†Ã‚   The Singapore’s energy system is largely based on imported oil and natural gas. In order to sustain their economic growth and support civilization, Singapore must take serious consideration of their energy sector and should have a clear view on energy security. There is a need to become more energy efficient. Alternative resources for energy can be utilized by Singapore, but the resources are limited. Turning to nuclear energy like major countries in the world is not easily possible for the small island city nation. For that, they should consider oceanic nuclear power plants in international waters. Biofuel and solar energy are the other two alternatives for Singapore’s energy sector.

Reform on The English Libel Law Essay Example | Topics and Well Written Essays - 1500 words

Reform on The English Libel Law - Essay Example However, does the Defamation Bill reflect these concerns? This essay seeks to critique the current Defamation Bill (As Amended on Report, ordered to be printed on 5 February 2013) particularly focusing on Clauses 4, 5 and 6 thereof. The said Clauses provide for some of the defences to an action for defamation. Clause 4 Clause 4 refers to the truthfulness of the imputation which if shown by the defendant to be substantially true, then it may be a defence in an action for imputation (Defamation Bill, Clause 4). Additionally, where there are two or more distinct imputations, the defence of truth will not be diminished if the imputations which appear to be substantially true, those not shown to be substantially true do not significantly injure the claimant’s reputation (Defamation Bill, Clause 4). This clause seeks to substitute the previous common law defence of justification (Shaw & Chamberlain, 2011, p. 49). The defendant must show that the imputation made is ‘substantial ly true’, a stand of the common law (Chase v News Group Newspapers Ltd [2002] EWCA Civ 1772). Although there is no definition on what is â€Å"substantially true,† still, there is no ambiguity as to the meaning of truth (Mullis & Scott, 2011, p. 12, citing the Oxford English Dictionary). ... 12). Although it should be the claimant that should have the burden of proof to demonstrate the falsity of an imputation since the former is in a better position to demonstrate such, this is not always true as the facts would wholly rely on the kind of imputation made (Mullis & Scott, 2011, p. 12). The terms â€Å"substantially true† and â€Å"serious harm† on claimant’s reputation, were not defined in the bill and opens a wide interpretation as to its meaning (Mullis & Scott, 2011). Litigation may likely occur especially on the demarcation between those considered as substantially true and which are not, or those considered as a significant injury to a claiman t’s repute (Young, 2011). Further, although the truth may be known, it may nevertheless be difficult to establish (Flood v Times, [2009] EWHC 2375 (QB)), (Young, 2011). There is no criterion to lessen the probability of increasing false information especially as to those which may occur after publication (Young, 2011). It would be hard to comply with the required responsible journalism especially where the imputation was false, but was nevertheless supported by sufficient evidence that the statement was true at the time when such a statement was published by the responsible publisher (Young, 2011). Clause 5 This is the defence of â€Å"Honest Opinion† and sets forth the conditions that it must be a statement of opinion; such opinion is of public interest; the â€Å"honest person could have held the opinion† based on â€Å"a) a fact which existed when the statement complained of was published; and (b)  a privileged statement published before the statement comp lained of† (Shaw & Chamberlain, 2011, p. 49, citing the Defamation Bill).

Consequences Of Childbearing For Teenagers Social Work Essay

Consequences Of Childbearing For Teenagers Social Work Essay Introduction Public concern over adolescent sexual health and the resolutions to these concerns has over the past three decades generated political debate and academic inquiry the world over. At the core of adolescent sexual health is the issue of teenage pregnancy. South Africa has not been spared from the challenges teenage pregnancy presents. Inquiry into teenage pregnancy in South Africa began in the 1980s. In an effort to control the prevalence of teenage pregnancy, academics and policy makers alike have developed various strategies and policies targeting teenagers. Yet three decades later, teenage pregnancy still remains a topical issue in South Africa. About 16 million adolescent girls between 15 and 19 years give birth each year worldwide, and 80% of these girls are found in developing countries (World Health Organisation, 2010). In South Africa, 40% of all births involve girls under the age of 19 years, and 35% of these teenagers, give birth before reaching the age of 19 years (Medical Research Council, 2009).According to the Department of Basic Education (2009), in South Africa, a total of 45,000 teenagers were pregnant in 2008, while the number increased to 49,000 in 2009. This chapter examines literature on teenage pregnancy, and will assist in providing rationale and context for this study. This literature review will deviate from the traditional Knowledge, Attitude and Perception (KAP) literature studies that isolate individuals from social, cultural and economic contexts that influences and shape their lives. The weakness of KAP studies is that they do not acknowledge the effect of cultural, economic and societal factors on human behavior. Jewkes et al. (2001) add that KAP studies on teenage pregnancy in South Africa have mainly been descriptive and do not make an effort to account for the gap between knowledge, attitude and perception. In effort to account for these discrepancies, and come up with gaps in teenage pregnancy research, this literature review has been divided into the following two sections (i) the consequences of child bearing on teenagers, and (ii) factors contributing to teenage pregnancy. CONSEQUENCES OF CHILDBEARING FOR TEENAGERS The challenge of unplanned and unwanted pregnancy for a teenager has long-term consequences, not only for the mother, but for society as a whole, with far-reaching implications for economic and social development. Mpanza (2010:66) puts forward that teenagers who drop out of school due to pregnancy never do well after they return from childbirth, this can be attributed to divided loyalties between taking care of the child and continuation of school. Because of its usually unwanted and unplanned nature, teenage pregnancy always poses a health and social risk, a point further supported by Edgardh (2000), Genius and Genius (2004), Santelli (2000), and Petiffor et al. (2004). These studies confirm that early sexual initiation is a predictor of risky sexual behaviour and is more likely to be non-consensual, unprotected and to be subsequently regretted, resulting in unplanned and unwanted pregnancy. While the consequences of teenage pregnancy are varied, it is important to acknowledge that teenage pregnancy is a result of a complex set of varied, but interrelated factors. An understanding of these factors will enable a better understanding of the knowledge, attitudes and perceptions of teenagers towards teenage pregnancy. Disruption of school Teenage pregnancy has the potential of limiting a learners future career prospects. For the pregnant learner, impending motherhood forces her to drop out of school as she is unable to continue studying (Macleod Tracey, 2009). Learners are forced to leave school when their pregnancy has progressed as schools are considerate of their state (Bhana Swartz, 2009). The Department of Educations (DoE) 2007 Measures for the Prevention and Management of Learner Pregnancy makes it possible for educators to request learners take a leave of absence for up to two years (Macleod Tracey, 2009:15). Even with legislation in place, pregnant teenagers are sent away from school earlier than they should (ibid). This is probably due to the perception that pregnant learners are a bad influence to other learners. Vagueness and ambiguity of the education guideline presents a challenge to the educators who are left to interpret it at their discretion. For instance, the document puts the responsibility of parenting firmly on the learner, and states that a period of two years may be necessary for this purpose. No learner shall be should be re-admitted in the same year that they left school due to pregnancy (DoE, 2007:5), educators are left to decide how long the learner stays away from school. This ruling may be in conflict with the desires of the young mother who may have sufficient support at home, which enables her to return to school earlier than expected (Bhana Swartz, 2009). Young fathers are also affected by pregnancy, albeit differently. It has been reported that impending fatherhood, cultural and societal expectations may force the young father to leave school and seek employment. This is conditional as it depends on whether the boy accepts responsibility or not (Shefer Morrell, 2012; Bhana Swartz, 2009). However, Macleod and Tracey (2009) argue that the level of disruption caused by pregnancy on learners is debatable as learners drop out of school for various reasons of which teenage pregnancy is one. Preston-Whyte  and Zondi (1992) concur with this assertion. Manzinis (2001) study of teenage pregnancy in KwaZulu-Natal (KZN) indicates that more than 20.6% of pregnant teenagers had already dropped out of school before falling pregnant. Apart from falling pregnant, teenagers may leave school due to frustrations associated with the inexperience of teachers, who often are required to teach in areas that are not their expertise, and a lack of relevance of the curriculum and teaching materials (Human Science Research Council, 2007). Among factors within the home that led to drop-out, learners in this study cited the absence of parents at home, financial difficulties and the need to care for siblings or sick family member. Strassburg et al. (2010) and Fleisch et al. (2010) concur with the 2007 HRSC findings and assert that the reasons teenagers drop out of school are a combination of inter-related factors. As such, Fleisch et al. (2010) note that poverty alone cannot best explain why teenagers drop out of school, because there are other factors such as academic ability of the teenager, teacher-pupil relationship, support from home and school, alcohol and drug abuse and family structure that contribute to school dropout. Lloyd and Mensch (1995:85) summarise the various reasons why teenagers may drop out of school by stating that, Rather than pregnancy causing girls to drop out, the lack of social and economic opportunities for girls and women and the domestic demands placed on them, coupled with the gender inequities of the education system, may result in unsatisfactory school experiences, poor academic performance, and acquiescence in or endorsement of early motherhood. However, pregnancy ranks among the top contributors to school dropout for girls in South Africa (HRSC, 2009). While pregnancy may not be the reason for leaving school, child care is a reason for not returning to school. Manzini (2001) indicates that young mothers, who have to take care of their babies, and find it difficult to juggle student life and being a mother, ultimately drop out. Various reasons for not returning to school have been explored, among them being a lack of a support structure, financial challenges and access to a Child Support Grant (CSG). Research in South Africa indicates that teenagers who do not have support from their families and struggle financially once the baby is born, usually dropout of school so as to provide for the baby and themselves (Bhana Swartz, 2009). On the other hand, studies in Brazil and Guatemala indicate that girls are forced to look for jobs to supplement family income and take care of the new family member (Hallman et al., 2005). Young mothers who have support structures in the form of parents and grandparents have an opportunity of returning to school (Grant Hallman, 2006). Matthews et al. (2008) concur and maintain that the presence of an older female in the family enables learners to return to school, while the absence of the same forces them to look for alternative ways of making a living. This is the same with teenage fathers who have accepted responsibility and have family that is prepared to support the child (Bhana Swartz, 2009). The return to school in South Africa is motivated by a desire for a better life. Anecdotal evidence suggests that parents of African teenage mothers usually send the teenager back to school, since she has a higher chance of fetching high bride price in the event that she gets married. In the African belief system, an educated woman is bound to fetch a higher price than that of an uneducated one (Macleod, 2009; Mkwananzi, 2011; Bhana, Swartz Morrell, 2012). Kaufman, de Wet and Stadler (2000) concur, adding that the fact that the teenager has proven her fertility actually increases her chances of marriage in future. Interestingly, teenagers in Hlabanganas 2012 study in Soweto (South Africa) indicated that falling pregnant before marriage decreases the bride price, as prospective grooms consider the teenage mothers as used goods. Reasons for returning to school after pregnancy may vary for both sexes, but the important part is that the teenager is back in school. Clearly the effects of teenage pregnancy on the teenager vary for the young parents, the difference may lie in the financial circumstances of the teenagers family and on the part of the young father whether or not he accepts responsibility of the pregnancy. The consequences of dropping out of school for teenage girls due to pregnancy cannot be overestimated, especially in a continent where the adage when you educate a woman , you educate a nation holds true (Hubbard, 2009: 223). The main thrust of the study is to understand why teenagers continue falling pregnant in the face of efforts by the South African government in trying to manage teenage pregnancy. In an effort to control and manage teenage pregnancy, the government has provided youth-friendly clinics, life skills programmes in schools and is currently on a much opposed drive to supply condoms in schools. Opposition for distributing condoms in schools comes from parents who fear that by distributing condoms in schools, teenage rs are given indirect permission to indulge in sexual activities. In light of the efforts made by the South African government and a decade of spending on teenage pregnancy management, figures still indicate that teenage pregnancy rates are on the increase nationwide. Disruption of school, as a consequence of teenage pregnancy merits scrutiny in this study, as it will enable an understanding of their perceived effect of teenage pregnancy on young girls who are pregnant. health risks Research on health risks associated with early childbirth in teenagers is mainly divided into two main camps. One camp argues that teenagers are at risk of health problems due to their socio-economic status. The other camp, which is scientific, argues that age at first childbirth puts young women at risk of health problems as she is not mature enough to push the baby, and this proves fatal to both mother and child. Some young mothers who have assisted births end up having obstetric complications such as hemorrhaging and damage to the womb. Macleod (2009) identifies paucity of research in South Africa in terms of health risks associated with early childbirth. Age at first child birth contributes to a range of complications, including pregnancy-induced hypertension, anemia, obstructed and prolonged labour, low birth weight, preterm labour and delivery, perinatal and infant mortality, and maternal mortality (WHO, 2007). These complications are usually associated with the physical immaturity of teenagers, an assertion that Cameron (1996) supports and adds that limited access to health care services is another contributing factor to the range of complications. He suggests that complications become more pronounced when the teenager decides to terminate pregnancy (Cameroon, 1996:83). In South Africa, the Choice on Termination of Pregnancy Act (No. 92 of 1996) allows minors under the age of 18 years to terminate a pregnancy without the consent of either parents or guardians. Manzini (2001) suggests that due to health personnel attitudes, teenagers are forced to have unsafe abortions, which may lead to death. Lack of support structure before and after termination maybe the reason for teenagers resorting to self-administered terminations and this usually leads to irreversible damage to the womb or even death (Petiffor et al., 2005). Sexually active young fathers face different health challenges from those of the young mother and child. Bhana and Swartz (2009) indicate that young fathers in Cape Town (South Africa), often have multiple and concurrent partners (MCP), and this puts them at great risk of contracting and spreading HIV. However, they are quick to mention that impending fatherhood for those that have accepted responsibility is cause for behaviour change. MCPs are one of the main drivers of the spread of HIV (Halperin Epstein, 2007). Young men put themselves at risk by practicing unprotected sex with multiple partners who themselves may be part of a potentially sexual network. Geronimus and Sanders (1992) observe that young African American women who live in conditions of poverty are more prone to problems as they are unable to access pre- and post-natal care. They note that this is different for white teenage mothers who are the bulk of teenage mothers in America. Geronimus and Sanders (1992) suggest that this may be due to the differences in economic status of the teenagers. Macleod (1999) points out that despite their socio-economic status, teenage mothers hardly ever access pre- and post-natal services. This may be due to the stigma associated with teenage pregnancy, and may also be due to the attitudes of service providers. While studies may site negative attitudes of staff towards teenagers (Wood Jewkes, 2003), Ehlers (2003) paints a more positive picture, arguing that youth-friendly services initiated by South Africas Department of Health (DoH) have made great strides in addressing the stigma attached to adolescent sexuality. The Child Support Grant (CSG) Social grants or assistance can best be described as non-contributory cash transfer programmes set up by the government for the under privileged, aged or vulnerable (Grosh et al., 2008). Social grants are very important as they assist in alleviating poverty, reducing the level of vulnerability of vulnerable groups in society and providing social insurance to the vulnerable groups in society (Neves et al., 2009). The CSG was first introduced in South Africa in April 1998 as a poverty alleviation strategy for the poorest children (Parliamentary Liaison Office, 2007). Initially restricted to children under the age of seven years, it was later extended to include 14 year olds in 2003. According to Hall (2011), the CSG pay-out in 2011 was R275 per month per child. A lot of debate surrounds the CSG and teenage pregnancy in South Africa with the media fuelling the opinion that teenagers fall pregnant to access the CSG. Popular opinion states that the CSG has led to a perverse incentive for teenagers to conceive and go on to spend the money on personal goods (Macleod, 2006). In response to the media outcry, the Department of Social Development (DSD) commissioned research into the matter in 2006. The research concluded that there was no direct relationship between CSG and teenage pregnancy (Kesho Consulting, 2006). Other research by Makiwane and Udjo (2006) concluded that there is no evidence that the CSG leads to an increase in welfare dependency in South Africa. Furthermore, during the period in which the CSG has been offered, rates of termination of pregnancy have increased (Macleod, 2009). In 1998, when the CSG was introduced, abortion rates were at 4.1%, a decade later abortion rates were at their all-time high of 8.1 %, and in 2011 they were at 6.3%. Macleod (2009) suggests that the high rate of abortion amongst teenagers, in the face of the CSG, is evidence that there is no relationship between the CSG and teenage pregnancy. Matsidiso Nehemia Naong (2011) concurs with research that indicates that there is no link between the CSG and teenage pregnancy. In her study of three of South Africas provinces (Free State, Mpumalanga and Eastern Cape), Naongs sample of 302 school principals and 225 Grade 12 learners indicated that there was no relationship between the CSG and teenage pregnancy. Instead, the study concluded that poverty, peer pressure and substance abuse contributed to teenage pregnancy. Naong concludes that teenage pregnancy and CSG are divorced and any influence between the two is negligible. Interestingly enough, anecdotal evidence suggests that more and more teenage girls are falling pregnant in an effort to access the CSG so as to complement household earning or in some instances the CSG is the main source of income. In such cases teenage pregnancy ceases to be unplanned and becomes planned and unwanted. In a 2005 study of CSG use in KZN, Case, Hosegood and Lund (2005) showed that 12.1% of pregnant teenagers who had conceived cited the CSG as the reason. Tyali (2012) in his study of HIV and AIDS communication in Platfontein (South Africa) found that teenagers were deliberately falling pregnant so as to access the CSG, while others wanted to access the HIV and AIDS grant. Marsh and Kaus (2010) study of teenagers perceptions and understanding of teenage pregnancy, sexuality and abortion concurs with Tyalis (2012) conclusion that teenagers deliberately fall pregnant to access the CSG. Using a population sample of 35 teenagers (24 girls and 11 boys), Marsh and Kau (2010) discovered that the CSG was perceived as means of increasing household income, by having a baby, the teenager then contributes towards the household income through access of the CSG. Interestingly, Marsh and Kaus research population indicated that the influence or pressure to bear children in order to access the CSG came from family. On the other hand other teenagers viewed the CSG as a way of increasing the pocket money for clothes and cell phones. On the other hand, the CSG has been credited with enabling teenager mothers to return to school. The CSG is associated with an increase in school attendance and improved child health and nutrition. Thus, the grant can be associated with an improvement in the lives of children whose caregivers receive the CSG on their behalf (Macleod, 2009:24). It will be interesting to find out how teenagers perceive the relationship between the CSG and teenage pregnancy. Their attitudes regarding the grant will also be important in the formulation of a communication intervention, and eventually contribute towards efforts to manage teenage pregnancy rates. CONTRIBUTING FACTORS TO TEENAGE PREGNANCY The present study does not look at pregnant teenagers knowledge, attitudes and perceptions towards teenage pregnancy; instead it focuses on non-pregnant teenagers knowledge attitudes and perceptions towards teenage pregnancy. Having said that, contributing factors to teenage pregnancy merit exploration as these factors will shed light on knowledge, attitudes and perceptions towards teenage pregnancy. Understanding how teenagers make meaning of teenage pregnancy through their knowledge, attitudes and skills is important in particular if this understanding is viewed through the contributory factors to teenage pregnancy. Contributing factors to teenage pregnancy are important for this study as they will put the study in context and enable the researcher not to take the revisionist and reductionist approach towards teenage pregnancy. The reductionist and revisionist approaches to teenage pregnancy ignore other non-sexual factors that contribute to teenage pregnancy. The following contributing factors were apparent in this review of the literature and will be dealt with in the following sections: Family Relations Family is an important unit for socialisation as it enables the sharing of beliefs and ideals that lead to societal norms. Research indicates that family relations are an important aspect in teenage pregnancy rates. Eaton (2003) and Bhana (2004) found that teenagers with single parents were prone to risky sexual behaviour, and pregnancy compared to those with both parents. This may be attributed to issues to do with shared control and responsibility of both parents, whereas in single family parents control is vested in one parent. Family form becomes a protective condition to young people. Muchuruza (2000) concurs and puts forward that in Tanzania teenagers coming from single parent families have risky sexual behaviour and are more likely to become young parents. Where the single parent struggles to provide for the girl child, the girl is at greater risk of pregnancy as she has to look for means of survival and usually this is achieved through intergenerational relationships. The maj or reason why teenagers engage in intergenerational relationships with older men and women is that they see them as providers of social status symbols such as flashy cell phones and jewellery, while at the same time taking care of their basic needs. Such relationships jeopardize the health of the two people involved as the teenager is unable to negotiate for safe sex because of fear of losing their economic goals (Leclerc-Madlala, 2008). Most documented research on intergenerational relationships is between girls and sugar daddies. These sugar daddies feel that such relationships are transactional hence there is no need for them to use protection (ibid). Such relationships leave the teenager vulnerable to HIV and AIDS, pregnancy, Sexually Transmitted Infections (STIs) and to sexual manipulation. Bhanas (2004) Cape Town (South Africa) study found that 66% of the teenagers reported that family norms enabled them to have people to advise them on how to live a constructive life, while 55% said that availability of family members acted as source of control for their sexual behaviour. This is evidence that family relations play an important part in the behaviour of teenagers and most importantly their sexual behaviour. The presence of a responsible biological father encourages girls to delay their sexual debut and instils in boys a sense of sexual responsibility. Blum and Mmari (2005) point out that the presence of a male figure in a household and their attitude to sexual behaviour plays an important part in influencing teenagers sexual behaviour. They found that girls with father figures who were against premarital sex were less likely to engage in premarital sex and experience unplanned pregnancy, compared to those with father figures who had sexually permissive attitudes and those without fathers. In the same context, Lovings (1993) investigation into the connection between family relationships and teenage pregnancy in Durban (South Africa), established that warm relationships between fathers and their daughters played an important role in delaying young girls sexual initiation. Mfono (2008) holds the view that teenage girls whose mothers were teenage mothers themselves have a greater chance of being teenage mothers. Arai (2008) observed that in Britain and America, the daughter of a teenage mother is one and a half more likely to become a teenage mother herself than the daughter of an older mother. This, according to Hlabangana (2012) is due to the fact that these teenagers come from communities where it is normal to be a teenage mother, since almost everyone has been or is a teenage mother. The HRSCs 2008 study of perceptions towards teenage pregnancy in Johannesburg, Cape Town and Durban (South Africa) coincides with Hlabanganas assertion that teenage pregnancy has been normalised. According to the respondents of the HRSC study, non-pregnant teenagers are viewed as the other, and are asked when they too will be pregnant. Such attitudes make teenage pregnancy a way of life, and teenagers themselves view teenage pregnancy as a reality that forms a part of e veryday life rather than an alien occurrence (HRSC, 2008). This cycle self-perpetuates from one generation to another until it becomes acceptable and normal for teenagers to fall pregnant. The intergenerational cycle is a result of a lack of upward mobility; upward mobility is an individuals ability to rise above their current social or economic position (Hlabangana, 2012). Arai (2008) considers this low expectation on the part of teenagers, as one of the reasons that perpetuates the intergenerational cycle of teenage pregnancy. This she attributes to structural factors in deprived communities such as schools that fail to give teenagers a reason to feel entitled to anything. Knowledge, attitudes and perceptions of teenagers towards teenage pregnancy may be rooted in the lack of upward mobility that Arai refers to. Arai (2008) notes that in Britain, the low expectation argument for teenage pregnancy is a powerful one as evidenced by many British researchers (Garlick et al., 1993; Rosato, 1999; Selman, 1998; Smith, 1993; Wilson, 1991). She puts forward that in Britain, teenage pregnancy is very high amongst teenagers who do not have family support, come from broken homes, are raised by single parents, have difficulty with school and who come from socially disadvantaged backgrounds. According to Arai (2008), teenagers from such backgrounds have access to contraception and sexual health information, but display a deficiency in their knowledge of sexual health, proper contraceptive use, are shy to engage in sexual health communication and are wary to access services for sexual health. In a 1999 study in Northumberland, Britain, it was discovered that teenage parents had low educational achievement and low expectations of their future prior to their parenthood Arai (2009). She notes that these teenagers went on to have low paying jobs where they had to work long hours. In another Scottish study, (Smith,1993 in Arai, 2009) observed that teenagers from deprived backgrounds were six times likely to fall pregnant and then abort than their counter parts from well to do areas. These studies, validate Arai (2009) and Hlabanganas (2009) notion of upward mobility and entitlement for more on the part of the teenagers. Interestingly, Rutenberg et al. (2003:5) in their study of attitudes towards HIV and AIDS and teenage pregnancy in KZN (South Africa) discovered that for some adolescents, increasing opportunities and aspirations for education and employment, in addition to the perceived risk of HIV and pregnancy, results in many adolescents not wanting an early pregnancy. Rutenberg et al.s study, validates Arais (2008) and Hlabanganas (2009) assertion that teenagers with a low sense of upward mobility are most likely to find themselves as teenage parents while those with a high level of upward mobility are most likely to prevent themselves from early parenthood. This study will seek to unearth these varying dynamics in an effort to understand teenagers attitudes towards other teenagers who fall pregnant. economic status Pregnancies among teenagers are related to social problems, and this is predominant in developing countries and in particular poverty stricken communities. Risky sexual behaviours among teenagers are more likely to occur in poor families and those with single families. Lack of resources forces girls to become sexually involved in an effort to get material gains (Jewkes, Morrell Christofides, 2009). Hallman (2004) found that in South Africa low income families contributed to risky sexual behaviour among young people in both rural and urban areas. The study argues that low income accounts for girls decision to engage in risky sexual behaviour in trying to make ends meet. Macleod (2009) and Manzini (2009) concur with Hallman, and further add that young people from low economic statuses are most likely not to use condoms. This is attributed to lack of access to health services, reproductive health information and proper support structures from other social institutions. Teenagers who find themselves in intergenerational relationships find themselves unable to negotiate safe sex practices in fear of jeopardising their economic goals (Panday et al., 2009; Leclerc-Madlala, 2008). Many young women not only engage in risky sexual activities to meet their basic needs such as money, food and clothing, but also to satisfy wants such as expensive cell phones, high-class jewellery and rides in luxury cars (Hunter, 2002; Leclerc-Madlala, 2004). Chances of teenage pregnancy become high when the teenager comes from a home without adult supervision and most likely poor economic standing. Mfono (2003) confirms these arguments stating that teenagers are at high risk of pregnancy if they come from financially disadvantaged backgrounds, or if they succumb to peer pressure to engage in sexual activities for economic gain. On the other hand, teenage girls reject the transactional sex talk and state that they are able to make do with what is available without having to engage in intergenerational and transactional relationships with older partners. Sathiparsad and Taylors (2011) study of 335 girls and boys in eThekwini Secondary Schools in Durban (South Africa) revealed that girls view themselves as independent and rational thinkers. These girls suggested that they do not think that sex is synonymous with love, and assert their power as individuals by their ability to say no to unprotected sex. This is indicative of girls resisting manipulation and normative submission (ibid). For the purposes of this study, it will be interesting to find out how teenagers perceive economic status as a contributing factor to teenage pregnancy. Gender Dynamics The South African DoHs Policy Guidelines for Youth and Adolescent Health (2001) locates gender considerations as fundamental to the health of young people. The policy guidelines identify sexual health and sexual exploitation, sexual abuse, gender-based violence, coercive sex and gang rapes as areas of concern that put young women in particular at risk of HIV and AIDS and teenage pregnancy. Dunkle et al. (2004) in their study of young women attending ante-natal clinics in Soweto (South Africa) discovered that over half of the women aged between 15 and 30 years had been exposed to sexual violence. Another survey, conducted by the Planned Parenthood Association of South Africa (PPASA) in six of South Africas provinces, found that 20% of girls reported forced sexual encounters or were sexually assaulted (PPASA, 2003). Similarly, Vundule et al. (2001) found that 33% of girls in South Africa have their first intercourse as a result of force, including rape. Where there is unequal power distribution and lack of negotiation skills, pregnancy ceases to be a matter of choice. Sexual violence alters the power relations in any relationship, and in most cases women are vulnerable and unable to negotiate safe sex. Teenagers may avoid negotiating contraceptive usage, in particular condoms, for fear not only of violent reactions, but also of emotional rejection, of being labelled unfaithful or HIV positive (Wood, Maforah Jewkes, 1998). Furthermore, women attempting to use other invisible contraceptive methods, such as the injection, may be accused by their partners of causing infertility, disabled babies and vaginal

Computers, the Internet, and the World of Education :: Technology Education Educational Essays

Computers, the Internet, and the World of Education Computers and the internet have changed the world of education in innumerable ways. This means the teacher must also change. Most students now have access to countless sources of information from all over the world. They can also talk to experts in multitudes of professions. Many students now learn to type before they learn to write in cursive. Despite these facts not all the changes have been positive. Students are now exposed to outside predators who may try to take advantage of them. In addition they may be exposed to obscene materials. Schools have installed filters, but they sometimes are unable to prevent all inappropriate material from being viewed. Many teachers complain that the internet allows plagiarism and all out cheating with access to pre-made term and research papers (where do you think this paper came from). Many critics of the educational system also point out that often students only like to use computers to access information. They don’t like to use compute rs for their many other uses like complicated math problems or construction of spreadsheets. Unfortunately, this seems to be true computers need to be used across the curriculum not just for research projects. Yet another benefit having computers and internet access in the classroom is the ability of students to be able to talk to experts in their respective fields. Children doing a project on insects can to talk to scientists who work with insects every day. They may be lucky enough to talk to an astronaut or maybe an author whose books they have been reading. Children can also participate in interactive chat rooms with other students or international pen pals. With this said it’s important that teachers take the proper precautions. Everyone knows that the internet poses many dangers especially for unsupervised children. When children are using chat rooms, care needs to be taken to ensure the children safety. Any student using a chat room needs to have a screen name(www.ptft.merit.edu). Teachers have to make sure they go over certain rules before they allow any student use the internet. Students must be taught to never give personal information over the internet this includes their name, location, or telephone number. It can be quite a liability to have internet access in the classroom; teachers must be sure they protect themselves. Another worry is that students may access inappropriate material.

Urban Renewal

What is Urban renewal? Discuss the issues and strategies of urban renewal of a state capital. Urban renewal is a program of land re-development in areas of moderate to high density urban land use. It can be envisaged as the physical and infrastructural changes in land use, built environment or intensity of the use of land or building that could be considered as inevitable outcome of the action from economic, social, political, technical and environmental forces acting upon urban areas at different times of its existence.It is a program designed to help communities improve and revitalize areas that have deteriorated, are unsafe and/ or show signs of economic or physical conditions that are detrimental to the community as a whole. Urban renewal could be in the form of: -Physical change: Part of land is developed as a multistory building. -Infrastructural change: widening of roads, introduction of metro-rail, etc. -Change in land use: function of building changes, keeping the structure same eg residential to commercial -Change in built form: increase in no. of storeys. Change in environment: congestion on road cleared, trees planted , garbage removed, etc. In the second half of the 20th century, renewal often resulted in the creation of urban sprawl and vast areas of cities being demolished and replaced by freeways and expressways, housing projects, and vacant lots, some of which still remain vacant at the beginning of the 21st century. Urban renewal's effect on actual revitalization is a subject of intense debate. It is seen by proponents as an economic engine, and by opponents as a regressive mechanism for enriching the wealthy at the expense of taxpayers and the poor.It carries a high cost to existing communities, and in many cases resulted in the destruction of vibrant—if run-down —neighborhoods. Urban renewal in its original form has been called a failure by many urban planners and civic leaders, and has since been reformulated with a focus on r edevelopment of existing communities. Over time, urban renewal evolved into a policy based less on destruction and more on renovation and investment, and today is an integral part of many local governments, often combined with small and big business incentives.But even in this adapted form, Urban Renewal projects are still widely accused of abuse and corruption. Behind the idea of urban renewal was a belief that if the government removed people from such places and put them in better places, it would improve not only their lives and their self-image, but also their behavior. This idealistic philosophy became common in America by the end of World War I. IMPORTANCE OF URBAN RENEWAL Urban renewal is critical to the success of local communities and the long-term prosperity of citizens living in urban areas.Without urban renewal, there would be no incentive for developers to tackle the challenges associated with redevelopment, and deteriorating downtown areas would be subject to increase d crime and safety problems, while continued growth on the fringes of communities would add to the problem of urban sprawl. NEED FOR URBAN RENEWAL – Rise in land value – Expansion of service centers – Change in transportation mode – Latest realization of global energy scenario. BENEFITS OF URBAN RENEWALProviding matching funds for money from other sources (such as state or federal grants) Funding infrastructure, which brings additional funds to the community through permit fees, system development charges (SDCs), water and sewer hook? up charges, etc. Increasing the value of property next to the urban renewal district. Improving the quality of life through new or renovated parks, roadways, civic and cultural facilities, and expanded economic development OBJECTIVES OF URBAN RENEWAL – To eliminate sub optimal uses To create conditions for efficient and economic use of scarce and costly urban infrastructure. – To improve the efficiency of urban system – To reduce social cost of urban development and arrange for cross financing Urban renewal also took hold in medium sized cities, many of which used urban renewal laws to pay for public housing, new bridges, and new thoroughfares. There was a time when the phrase â€Å"urban renewal† was a popular one. But today it often carries a negative connotation, regardless of the truth, however, urban renewal did a lot to change cities.Chicago's now demolished Cabrini-Green housing project, one of many urban renewal efforts. Issue: -Cities unfortunately with some exceptions, have not been enabled to look inward and build on their inherent capacities, both financial and technical, and instead are still being seen in many states as ‘wards’ of the State governments. -A major failure of city governance has been our inability to address the needs of the poor – basic services like drinking water supply, sanitation, housing and social services are not availa ble to an increasing share of urban population. The latent creativity and vitality of our cities and the people who live in them must be tapped to facilitate higher economic growth. -Substantially upgrade the delivery of basic and other urban services which are in bad state. -Understand the cost and impact of providing poor basic services in the urban areas, so that efficient services can be planned. -Plan for generating gainful employment opportunities and environmental safeguarding adopting community centered approach.Provide opportunities and funds for capacity building, skill development, vocational training, and flow of micro- credit. -The Development Commission (PDC) uses urban renewal as a tool to help specific areas of the city realize capital projects – parks, streetscape improvements, community centers, and the like that would not happen on their own. A house in Nashville before urban renewal URBAN RENEWAL SCHEMES Components of Urban Renewal: – Urban redevelo pment – Urban Rehabilitation – Conservation: – Preservation – Rebuilding – Reuse – Replication Urban renewal funds can be used for . . .Infrastructure (including such basic improvements as curbs and sidewalks, streets, sewers, flood control, and utility relocation and improvement) Public improvements (such as parks and open space, pedestrian and bike trails, landscaping and streetscaping, parking lots and parking structures, transportation improvements, helping to construct public buildings and facilities) In certain cases, redevelopment assistance for housing or commercial uses (such as land acquisition and site preparation or other public improvements) Planning and engineering (such as design, traffic and engineering studies); technical assistance to property owners and developers, and staff support from the renewal agency SITE SELECTION – Should be around or within prime location – Should intervene problem areas – Lan d should be easily available – Utility plan showing linkages with offsite infrastructure – Landscape proposals SEQUENCE OF PROJECT FORMULATION – Preparation of survey maps. Types of survey maps are: -Tourism map – 1:100000 – City map – 1:50000 – Police station map : 1:63366 ( 1† to a mile) Revenue survey map : 1:600 (plot size and built up spaces) – Identification of project area and influence area – Conduct field survey to collect socio economic data – Land maps, land holding pattern, building height , building edge etc. – Traffic information – Utility services – Financial status – Scheme/ concept preparation – Land use distribution – Future built form – Circulation plan EXECUTION OF THE SCHEME – Land acquisition – Payment of compensation – Construction of rehabilitation structures – Clearance of site and site development – Removal of under-gound utilities and relaying of utilities – Development of roads and other open areasWhen the site is ready for construction , it is either leased out to promoters or Development authorities themselves start the construction. The urban renewal of a state capital involves: Working: The basic idea behind urban renewal is simple: future tax revenues pay for revitalization efforts. The City Council, acting on the recommendations of a community based steering committee and PDC, draws a line around an area (the urban renewal boundary) and identifies desirable improvements within that area (the urban renewal plan). The city issues urban renewal bonds to pay for the identified improvements. As property values increase in the area due to new investment, the rise in property tax revenues (called â€Å"tax increment†) is used to pay off the urban renewal bonds.This financing method is called tax-increment financing, and it is the most common method of paying for improvements in an urban renewal area. Kind of projects : Urban renewal funds can be used for a variety of capital investments, such as: Redevelopment projects, such as projects near light rail that combine retail and residential components. Economic development strategies, such as small-business loans or loan programs tied to family-wage jobs. Housing loans and other financial tools for ownership and rental housing which serve a variety of income levels. Streetscape improvements, including new lighting, trees, sidewalks, pedestrian amenities, etc. Transportation enhancements, including light rail, streetcar, intersection improvements, etc. Parks and open spaces.Roots of urban renewal : Urban renewal emerged in the late 1940s as an attempt to revitalize central cities, which were losing population and resources to new post-war suburbs. Until the 1960s, urban renewal was a federal program used to clear large areas of land largely to provide what was then considered to be improved hou sing conditions for thousands of people. It also funded large projects such as hospitals, highways and civic centers. The funding mechanisms and purposes of urban renewal changed in its early decades, but the term broadly referred to a set of programs and policies meant to counter inner-city disinvestment and reinvigorate declining downtown areas. Criteria : Urban renewal areas must show evidence of some degree of blight, demonstrated by conditions such as poorly constructed buildings, faulty planning, lack of open spaces, deteriorated properties, an incompatible mix of uses and improper utilization of land. -Urban renewal areas, their principles and the specific projects funded by them are conceived in consultation with citizen committees who represent a broad spectrum of community interests. In addition, three public bodies must approve any new urban renewal area: the Portland Development Commission, the Portland Planning Commission, and City Council. -In urban renewal areas, publ ic investment is used to stimulate private investment on a much larger scale.The amount of urban renewal funds invested in any one area is small compared to the private investment that follows. -Urban renewal is primarily used to update and improve an area's infrastructure — through capital expenditures on transportation improvements and parks for example — and to provide incentives for desired development such as affordable housing, family-wage jobs and building refurbishment. -Urban renewal is designed to benefit all people within the urban renewal area, in surrounding neighborhoods and throughout the city and metropolitan area. -The urban renewal plan, which guides all public spending in the area, is conceived by citizens who are best able to make decisions about how to improve their neighborhood. Urban renewal can be a strong and effective tool to protect long-term affordability in revitalizing neighborhoods by financing the construction of affordable housing. -Urb an renewal works to revitalize communities within the existing built environment. -Promote livelihood opportunities through skill building and enhancement of entrepreneurship. Enable public private partnership arrangement covering infrastructure development and service delivery. -The realization of the overall programme goal of improving the quality of life for all is possible only through the framework of long term development plan, replacing the narrow project based approach.

Analysis of God Sees the Truth but Fail- Leo Tolstoy Essay

The story is spread over a period of 26 years, where the main character Aksionov changes over time. He becomes a person whom everyone in the prison, including the guards, trust. He was liked for his meekness and his fellow prison mates respected him. He was called’ grandfather’ and ‘The saint’. He became the spokesman for petitions and was the person to whom people came to when they had quarrels or any kind of problem. He is interpreted as a person who stuck to his values and his identity even after all the years in prison. He had no news of his family and was hurt by this fact alot. He had aged over the years and looked older than his age. His hair was gray, he stooped, walked slowly spoke very little and never laughed. Even then his presence was felt throughout the prison because of his kind nature and he was loved by everyone. The other character in the story, Makar Semyonich is a stark contrast to Aksionov. Semyonich is was tall, with a closely cropped gray beard. They were both of the same age but Aksionov had aged over the years in the prison, while Semyionich was strong and well built. Because of his appearance, Semyonich called Aksionov â€Å"gran’dad†. They way Semyonich spoke to the others was in a very casual tone, as if it was nothing great that he had landed in prison and that the crime he had committed was not that a heinous one. Even after he found out who Aksionov was, his voice did not show any remorse or guilt, which showed that he wasn’t guilty that someone else had been convicted of a crime that he had committed. When the murder of the merchant was discussed, Semyonich uttered the words â€Å" how could anyone put a knife into your bag while it was under your head?† When he said these words, Aksionov understand he was the real murderer as he had not said that the bag was under his pillow. When he found out who the real killer was,he longed for vengeance even if he himself should perish for it . there was a change in his attitude, in his thoughts. He was no longer in peace and had a sense of uneasiness in him. Even when the guards were asking Aksionov if he knew who had dug a hole in the prison, Semyonich stood as if he was innocent, as if he had no care in the world. But Aksionov did not give up semyonichs name even though he had seen him do it, because he was good at heart and wasn’t too sure if he was the one who had killed the merchant. Seeing that Aksionov hadn’t given his name up, Semyonich went to him and confessed his crime of murdering the merchant, for which Aksionov had spent  26 years in jail. He begged for forgiveness and even said that he would confess to the guatds. But it did not ake a difference to Aksionov as his entire life had been spent in prison and there was nobody outside waiting for him- his wife was dead and his children did not remember him anymore. Semyonich felt the pain Aksionov was suffering , and begged for his forgiveness, for he wanted to change as a person and wouldnot be in peace with himself until Aksionov had forgiven him. The story is about forgiveness and how forgiveness can bring a change in a person. There is a change in Semyonich when he realises his mistake and sees the suffering of Aksionov in prison, which drives him to beg for forgiveness from Aksionov. He even confesses in court of his previous crime, though it did not make a difference in Aksionov’s life as he passed away before his order for release came. There always was a sense of acceptance in Aksionov’s mind and heart, acceptance of his condition in prison and he was at peace with himself. But when he realised who the real murderer was, his peace was overtaken by anger, revenge and hatred towards Semyonich. He wanted him to suffer ah he had for the past 26 years. But when Semyonich came to ask him for forgiveness, a sense of relief overcame him, his heart grew light and and the longing for home left him. He knew that god would forgive Semyonich for his mistake. Forgivinh Semyonich did change Aksionov in a way, it removed the hatred and anger within him towards Semyonich. When Aksionov did not give up semyonichs name, Semyonich realised what pain and suffering he had put an innocent man through and felt remorseful about it. There is a contrast in the presentation of the two main characters. Aksionov’s thoughts, his change as a person, his character is potrayed from his thoughts and actions. Alot of his thoughts are written in the story and with that we get to know more about his nature, his attitude towards life. Semyonich’s character can be gathered from his dialogue and speech. His inner thoughts have not been mentioned and with the help of his speech we find out that he has no care in the world, doesn’t feel guilty about his crimes as mentioned above. The focus of this is also on the morals and values that people hold. The story has dramatic representation as well narrative representation. There are dialogues and conversations in the story, which helps the reader understand the characters better, as well as understand the moral of the story and the theme which the author has tried  to convey. The story also has a character focus, where the change in the attitude and nature of both characters is emphasized on, especially Semyonich. The story also raises the question of punishment, by imprisonment, being a correct measure. AND OF CLAY ARE WE CREATED-ISABEL ALLENDE The story is spread over a time span of 3 days. The main characters are Rolf Carle, a journalist who specialises in disasters and Azucena, a girl who is stuck under the earth because of a landslide caused by the volcanic eruption. The story is narrated by a third person, Rolf Carles’s girlfriend, but is in the first person narrative form. She is seeing the whole episode between Carle and Azucena through the television and comments upon what she sees and understands. She knows Carle’s past, understands his pain and suffering and comments about it in parts of the story. The narrator empathises with him. She also comments on the media, similar to the comments in the poem’ Adam from New Zealand’ by Imtiaz Dharkar. The narrator comments about the extent media goes to get their stories, how they make innocent people media fodder and exploit them for their own benefit, about how they try to capture reality, the true stories by not being fully involved. The problem with the narrator being a peripheral character is that she truly doesn’t know what the main characters are thinking, what their emotions are. She cant go into their minds and write, so she writes what she thinks the characters are thinking and feeling, which is cheating as she might be making up some of the thoughts and emotions. She also emphasizes how far away she is from him during the disaster. It was as if the television screen separated both of them from each other. Rolf Carle is a journalist, who is very passionate about his job. He is a very well known figure on television, reporting live at scenes of battle and disasters. He had a calm voice in the midst of all the chaos of the disaster he was covering. He was focused, calm, had a sense of equanimity and it seemed like fear never seemed to touch or affect him. It was as if he saw all the action through the lens of the camera, through a distance and never got emotionally involved with the action. This protected him from his own emotions. He got involved, in a way obsessed with trying to protect and save Azucena. He talked to her, told her stories, got all the possible resources available to save her. his voice  broke down when he promised her she would get saved. He had forgotten his camera, he now did not look at the girl through the camera lens, but with his own eyes. He had shed his protection, he was now flooded by his emotions. The emotions he had been bottling up for years, memories of his past began overcoming him, his deepest secrets now starting flooding his mind. He could not tell Azucena all this for she would not understand. The memories of the Russians taking them to the concentration camps, his father locking him up, his mother being forced to perform for the troops, his sister, all the horrors of his past. He was now buried in the memories of those horrors of the past. He realised that all that he had achieved as a reporter was just to bury his past deeper wi thin. He was hurt again by the memory of it. He then realised that Azucena had indeed consoled him, made him accept his past and move on from it. The girl had touched a part of him which even his girlfriend had never had been able to understand, be a part of. Azucena was a young girl of thirteen, who had ever left her village and did not know about life outside hers. Even though she was neck deep in quick sand, she did not seem desperate to be rescued. She was calm and composed, as if resignation had made her accept her fate. This was a difference in attitude between her and Rolf. She was humble, and at times her tone was as if she was apologising for all the fuss she was creating. She learnt a lot about the world through the stories he told her, she had a premature optimism about being saved in the beginning. But as time passed by, she started giving up hope and completely broke down, knowing her fate. She and Rolf had an emotional connection, which helped them both accept her fate, her death and be at peace. She , unknowingly, had made Rolf confront his past. Seeing her suffering, his memories had flood back and he was finally able to make peace with what had happened all those years back. With her help he had confronted it and finally put it all away. She had become media fodder through her suffering. She was asked the same questions by the reporters; she was used as an object to show the world the horror that had taken place in that area. She could no longer answer their questions as she was too tired and sick to, as well as because she no longer wanted to. She was literally drowned in mud, and her face was showing signs of exhaustion and giving up hope. She did not understand life beyond her village, the seven seas and the rest of Europe. The main focus of the story is Rolf  Carle, his change as a character. how the encounter with Azucena affects him psychologically and how he fights the demons of his past within him. The second focus is on the media, the narrator brings out the desperation the media has to get their story and how they use people to get their stories. How they don’t understand the sentiments of the people involved, which shows the insensitivity of the media. The title is in a way symbolic to the story, it refers to how we are made from the mud and how at the end the little girl dies and sinks into the mud. It emphasizes the fact that its a circle of life- we end up at the place where we started. The story is written very metaphorically, with the use of situational and dramatic irony in some places. It goes deep into the emotions of the main character and sometimes even brings out a poetic touch. The story is set within a very short time frame of 3 days, with the conclusion bringing out a sense of change in the main characters depression in the future. It brings out two fights(metaphorically)- Rolf fighting to save Azucena by trying everything possible, and the fight with himself to prevent his past memories from coming forward and haunting him. WHAT IS A SHORT STORY? A short story is a work of fiction which is written in prose and often in narrative form, as seen in ‘And Of Clay Are We Made’. The length of a short story may vary from author to author, sometimes ranging from a page to 20 pages. It generally combines matter of fact descriptions with a poetic atmosphere. There is often little action and less character development, as compared to a novel. The plot of the story is simple, not complicated, but leaves the reader with a vivid impression which makes it easier to remember the facts. Very often short stories have abrupt or open endings, leaving an opportunity to the reader to think and form opinions about the ending. They generally tend to stick to one incident, rather than a mix of a no of incidents like in novels, and is usually restricted to only one setting. A short story is usually concerned with a single effect conveyed in only one or few significant scenes. This form encourages economy of setting, concise narrative and the omission of a complex plot. The character is disclosed in action and dramatic encounter but is seldom fully developed. A short story is usually judged by its ability to provide a complete or satisfying  treatment of its characters and subjects. There is a close connection between a short story and a poem as there is a unique union of idea and structure in both. The evolution of the short story began even before man could write. To aid himself in constructing and memorising tales, the early storyteller often relied on stock phrases, fixed rhythms and rhyme. Most of the ancient short story are in verse form and the stories from the middle east were also in verse form. They were inscribed in cuneiform on clay during 2nd millennium BC. Some writers believe that the shoert story is the most greatest and the most challenging form of literature to write, and the most infuriating too. Even though it looks very easy to pen, it sometimes takes a very long time for the writers to finish a short story. A good short story is always about a moment of profound realisation, or a hint of it. A classic length of a short story is that one should be able to finish in one sitting. The elements of a short story are: 1.Setting: the time and location in which the story takes place is called the setting. For some stories the setting is important while for others it isn’t. 2.Plot: the plot is how the author arranges the events to develop his basic idea. It is the sequence of events . the plot is planned, logical series of events having a beginning, middle and end. The story has usually has only one plot. 3.Conflict: conflict is an essential plot for without it , the plot makes no sense. It is the opposition of forces that ties one incident to another and makes the plot move. It is not merely limited to open arguments; rather it is any form of opposition that faces the main character. 4.Character: short stories use few characters. One character is central to the story with all major events revolving around the main character and is known as the protagonist. The opposite of the main character or the secondary character is known as the antagonist. 5.Point of view: point of view is defined as the angle from which the story is told. For eg: from the point of view of an adult, or a child and sometimes even from the narrators point of view, as in ‘And of Clay Are We Created’. 6.Theme: the theme is the controlling idea or its central insight. It is the authors underlying meaning or the main idea that he is trying to convey. The theme may be the author’s thoughts on a certain social, political issue. The title of the story usually point to what the writer is saying and uses  various figures of speech to convey the theme to the readers. The stories ‘GOD SEES THE TRUTH BUT WAITS’ and ‘ AND OF CLAY ARE WE CREATED’ are short stories that are in the narrative form, yet are quite different from each other, as will be seen in the following pages. The morals, the themes, time span as well as characterisat ion and style of narration are very different from each other.