The history and value of the elephant in Sri Lankan society

Reviews the literature to provide an overview of the historical significance of the elephant in Sri Lankan society, an association which dates back more than 4,000 years. The present status of this relationship assessed on the basis of the findings of a recent study undertaken on the total economic value of elephants in Sri Lanka. This paper, first briefly outlines the history, evolution, nature and their distribution of the Asian elephant while providing some insights on the status of the elephant (Elephas maxima maxima) in Sri Lanka. Next, it reviews the literature in order to assess the historical affiliation that the elephant has maintained with the Sri Lankan society, its culture, history, mythology and religion. The empirical evidence on the economic value of conservation of the remaining elephant population in Sri Lanka is reviewed and the Sri Lankan people’s attitudes towards conserving this species of wildlife. Literature reviewed and analysis undertaken indicates that the elephant in Sri Lanka, still, as in the past has a special place in Sri Lankan society, particularly, in its culture, religion and value system. Thus, there is a strong case for ensuring the survival of wild elephant population in Sri Lanka. Furthermore, it also suggests that the community as a whole will experience a net benefit from ensuring the survival of wild elephants in Sri Lanka.

Managing youth transitions in the Network Society

Castells argues that society is being reconstituted according to the global logic of networks. This paper discusses the ways in which a globalised network logic transforms the nature young people's transitions from school to work. Furthermore, the paper explores the ways in which this network logic restructured the manner in which youth transitions are managed via the emergence of a Vocational Education and Training (VET) agenda in Australian post compulsory secondary schooling. It also notes the implications of the emergence of the 'network society' for locality generally and for selected localities specific to the research upon which this paper is based. It suggests that schools represent nodes in a range of VET and other networks, and shows how schools and other agencies in particular localities mobilise their expertise to construct such networks. These networks are networked, funded and regulated at various levels - regionally, nationally and globally. But, they are also facilitated by personal networking opportunities and capacities. The paper also points to the ways in which the 'reflexivity chances' of young people are shaped by this network logic - a situation that generates new forms of responsibility, for schools and teachers, with regard to the management of youth transitions.