Essay on Tragic Flaws in Oedipus the King - 3561 Words

Oedipus the King, Sophocles’ classical Greek tragedy, presents tragic flaw(s) as the cause of the near-total destruction of the life of the protagonist. This essay examines that flaw. In his essay â€Å"Sophoclean Tragedy† Friedrich Nietzsche agrees that there is an â€Å"error† within the protagonist, but refrains from specifying exactly what it is: The most pathetic figure of the Greek theatre, the unfortunate Oedipus, Sophocles takes to be a noble man called to error and alienation in spite of his wisdom, yet called too, in the end, through monstrous suffering, to radiate a magic power rich in a blessing which works even after he passes on. . . . these very actions attract a higher, magical circle of influences which ground a new world†¦show more content†¦In Aristotle’s view, then, Oedipus’ misfortune was directly ocasioned by some serious hamartia. . . . The word hamartia is ambiguous: in ordinary usage it is sometimes applied to false moral judgments, sometimes to purely intellectual error - the average Greek did not make our sharp distinction between the two(18-19). This view of a tragic flaw, moral or intellectual in nature, within the protagonist is not shared by all literary critics. Robert D. Murray, Jr. in â€Å"Thought and Structure in Sophoclean Tragedy† gives a formalist’sperspective on the issue: For the formalists, A. J. A. Waldock answers the moralists with appealing indigantion, in his discussion of the Oedipus Tyranus: We know little of Sophocles’ religion. . . . He believed that there are ups and downs in fortune, and that men are never secure. . . . There is no meaning in the Oedipus Tyrannus. There is merely the terror of coincidence, and then, at the end of it all, our impression of man’s power to suffer, and of his greatness because of this power. Now Waldock’s reaction is surely a needed response to the ultramoralistic notion that Sophocles was driven by an urge to warn his contemporaries that they should not be rash or proud lest a vengeful heaven strike them down. . . .(24-25) Waldock’s interpretation runs counter to that of Charles Segal in Oedipus Tyrannus: Tragic Heroism and the Limits ofShow MoreRelatedThe Tragic Flaws Of Oedipus The King1352 Words   |  6 Pagesbecome their greatest weaknesses. Their strongest traits can turn into their tragic flaws. A tragic flaw is a trait viewed as being favorable to a character at first, but it leads to their later downfall. It was often used in ancient Greek tragedies to show that mankind was susceptible to flaw. This was present in Sophocles s tragedy, Oedipus the King. The protagonist of the tragedy, Oedipus, was not exempt from his own flaws. Oedipus’s traits of excessive pride and desire for knowing the truth wereRead MoreThe Tragic Flaw Of Oedipus The King1310 Words   |  6 Pages The Unfortunate Fate of a Tragic Flaw An individual’s strengths can eventually become their greatest weaknesses. A tragic flaw is a trait viewed as being favorable to a character at first, but it leads to their later downfall. It was often used in ancient Greek tragedies to show that mankind was susceptible to flaw. This was present in Sophocles s tragedy, Oedipus the King. The protagonist of the tragedy,Oedipus, was not exempt from his own flaws. Oedipus’s traits of excessive pride and desireRead MoreOedipus the King: The Tragic Flaws of Oedipus Essay852 Words   |  4 Pagesmarry his mom, and discover it all in Oedipus Rex, Sophocles’ tragedy. Oedipus was so determined to save Thebes from the plague bestowed on them by Apollo. But little did he know that he was the source of it all. His constant reversal of fortune, neutrality, and suffering make him the perfect example of a classic Greek tragic hero. One moment, Oedipus is brimming with hope; the next, he’s sure that he is the killer of his father, King Laius. Every time Oedipus thinks that it can’t possibly be himRead More tragoed Essay on the Tragic Flaws of Oedipus the King (Oedipus Rex)696 Words   |  3 Pages The Tragic Flaws of Oedipus Rex nbsp; At one time in our lives there is a moment that we may think of ourselves as better than someone or something else. There may also be a point when making a decision leads to a great error in judgment. In the play Oedipus Rex, written by Sophocles, both of these characteristics can be seen in the main character. These characteristics are known as tragic flaws. These flaws are known as hubris meaning excess pride, leading to overconfidence, and hamartiaRead MoreOedipus As A Tragic Hero1094 Words   |  5 PagesIn the play Oedipus the King, Oedipus struggles to accept the truth and lets his temper over power him. He can be displayed as a tragic hero. His refusal to accept the truth led to Oedipus’ down fall. A tragic hero, as defined by Aristotle, â€Å"is a literary character who makes a judgment error that inevitably leads to his/her own destruction.† Sophocles’ Oedipus exemplifies Aristotle’s definition of a tragic hero. In the play, Oedipus unknowingly has cursed the entire town of Thebes. He was cursedRead MoreOedipus Rex : The Tragic Hero735 Words   |  3 Pagesa hero must possess a tragic flaw that leads to his or her ruin. An example that backs up this argument is Sophocles’s tragedian play, Oedipus Rex, in which its protagonist was a victim of such fatal flaws that caused ruination in his life. In this case, Oedipus tragic flaws were both his anger and his pride. Furthermore, the fate that Oedipus suffered because of such flaws not only caused his downfall, but also the death of those he cherished. The tragic flaws that Oedipus possessed made fate andRead MoreThe Tragic Hero Of Sophocles Oedipus The King1518 Words   |  7 Pagesaudiences so well. A tragic hero plays the most essential role in this. Tragic heroes can be defined differently for whoever is trying to force a character into the tragic hero mold. However Aristotle, the great Greek philosopher, established an outline of th e requirements a tragic hero has to meet in order to be considered one. These requirements include a downfall, a hamartia, and recognition of said tragic hero’s condition. Oedipus, the protagonist of Sophocles’ play Oedipus The King fits the mold.Read MoreA Comparative of Shakespeares Othello and Oedipus Rex1511 Words   |  6 PagesShakespeare’s Othello and Oedipus Rex In Shakespeare’s work Othello: The Moor of Venice, Othello’s over trusting nature was revealed when his trust in false accusations about his wife Desdemona’s unfaithfulness causes him to kill her and himself, conveying Othello as a tragic hero. Oedipus, the main character in Oedipus Rex, is characterized as a tragic hero when he tries to run away from his fate and finds out that the cause of his fate was his attempt to escape it. Oedipus Rex and Othello share aRead MoreJocasta as a Tragic Hero Essay1222 Words   |  5 Pages2012 Upholding Jocasta as the Tragic Hero What makes a tragic hero? Aristotle lays down groundwork of a tragic hero as being essentially good. They are neither villain nor saint because they have flaws. Several elememts are nevcesary to have a tragic hero, they are the tragic flaw, the reversal, recognition, and hubris. These generally make up the story of the tragic hero, and in the case of Jocasta, the wife and mother of Oedipus in Sophocles’ Oedipus the King, she posses all three. Yet sheRead MoreHamlet vs. Oedipus Essay898 Words   |  4 Pagesby William Shakespeare and Oedipus in Oedipus King by Sophocles In Aristotles literary discourse, Poetics, he discusses his theory of tragedy, wherein he introduces the concepts of tragic flaw or hamartia, which serves as the catalyst for the protagonists downfall or the tragedy of the story to happen. He determines a tragedy as a drama that brings about a sorrowful conclusion, arousing fear and pity in the audience (Roberts and Jacobs, 1998:1189). Tragic stories are identified through

Organisation Culture Free Essays

string(49) " that lie at the heart of the corporate culture\." Introduction Social scientists and researchers delved into the idea of organisational culture as an important component of organisational theory in the past. Brown (1998) identified four different sources of organisational culture which stems from climate research, national cultures, human resources management, and from conviction approaches. This piece of work critically evaluates organisational cultures in the Early Years settings. We will write a custom essay sample on Organisation Culture or any similar topic only for you Order Now The first part looks at the theoretical background to the evolution of organisational culture its importance and types. The second part examines the link between leadership, organisation culture and change management with analysis from experience as an EYP. It also looks at key factors that influence change, problems with change and techniques for implementing change in Early Years settings. The final part is a conclusion and a suggestion of possible measures to effect change in Early Years settings. What is organisational Culture? It is important for one to understand what culture means. The elementary definition is by (Martins and Martins 2003) who defined culture as ‘a system of shared meaning held by members, distinguishing the organisation from other organisations’ Again Arnold (2005, p 625) explains that ‘organisational culture is the distinctive norms, beliefs, principles and ways of behaving that combines to give each organisation its distinct character’. From the above two definitions culture therefore refers to the underlying values, beliefs and codes of practice that makes an organisation what it is. The way of life of that organisation, the self-image of its members, the things that make it different from others, are its culture. Importance of Organisational Culture The main reason for organisational cultures is to stipulate the way of doing things in order to give meaning to organisational life (Arnold 2005). This is important because the staff members need to benefit from lessons of previous members. Organisational culture also determines organisational behaviour by identifying principal goals, work methods, how members should interact and address each other; and how to conduct personal relationships (Harrison 1993) Furthermore, (Brown 1998 p. 89-91) states the functions of organisational culture s follow: * Conflict reduction- A common culture promotes consistency of perception, problem definition, evaluation of issues and opinions, and preferences for action. coordination and control- Because culture promotes consistency of outlook it also facilitates organisational processes of coordination and control * Reduction of uncertainty- Cultural mindset reduces anxiety which makes the work place a simple, choices easier and rational actions possible * Motivation- An appropriate and cohesive culture offers workers a focus of identification and loyalty foster belief and values that encourages workers to perform. Types of Organisational Culture Organisational culture has been classified into different categories by researchers of which the most commonly used one is Handy (1993). He noted four main category of organisational culture namely, power culture, role culture, task culture and person culture. Power culture There are some organizations where the power remains in the hands of only few people and only they are authorized to take decisions. They are the ones who enjoy special privileges at the workplace. They are the most important people at the workplace and are the major decision makers. These individuals further delegate responsibilities to the other employees. In such a culture the subordinates have no option but to strictly follow their superior’s instructions. The employees do not have the liberty to express their views or share their ideas on an open forum and have to follow what their superior says. The managers in such a type of culture sometimes can be partial to someone or the other leading to major unrest among others. Task Culture Organizations where teams are formed to achieve the targets or solve critical problems follow the task culture. In such organizations individuals with common interests and specializations come together to form a team. There are generally four to five members in each team. In such a culture every team member has to contribute equally and accomplish tasks in the most innovative way. Person Culture There are certain organizations where the employees feel that they are more important than their organization. Such organizations follow a culture known as person culture. In a person culture, individuals are more concerned about their own self rather than the organization. The organization in such a culture takes a back seat and eventually suffers. Employees just come to the office for the sake of money and never get attached to it. They are seldom loyal towards the management and never decide in favour of the organization. One should always remember that organization comes first and everything else later. Role culture Role culture is a culture where every employee is delegated roles and responsibilities according to his specialization, educational qualification and interest to extract the best out of him. In such a culture employees decide what best they can do and willingly accept the challenge. Every individual is accountable for something or the other and has to take ownership of the work assigned to him. Power comes with responsibility in such a work culture. Organisation Culture as evidenced in Early Years Setting From the above discussions so far it is eminent that organisation culture is inevitable way of life that can be found in every institution. This section focuses on how organisation culture influences the effective running of nurseries and infant schools in other words, how successful these types of culture mentioned in our earlier discussion positively or negatively affects the day to day running of nurseries. From experience working in Early Years settings each setting has its own culture and way of doing things that enables them to successfully achieve their goals. Research reveals that there is relationship between culture and an organisation’s success. Relating this idea in the context of Early Years Settings one can say that there is a definite relationship between culture and a setting’s success. Deal and Kennedy (1982) argue that culture is the single most important factor that determines the success or failure in an organisation. They identified four key dimensions of culture: * Values – the beliefs that lie at the heart of the corporate culture. You read "Organisation Culture" in category "Essay examples" * Heroes – the people who embody values. * Rites and rituals – routines of interaction that have strong symbolic qualities. The culture network – the informal communication system or hidden hierarchy of power in the organization. Again Peters and Waterman (1982) emphasise on the importance of organisational intangibles such as values and heroes. They suggest a psychological theory of the link be tween organizational culture and performance. According to them ‘culture can be looked upon as a reward of work; we sacrifice much to the organization and culture is a form of return on effort’. From the above researches so far it is evident that culture exists in every organisation including Early Years Settings. The next paragraph describes observation from two organisations I worked as part of my placement. A particular focus is an evaluation of the merits and demerits of these cultures as noticed in these organisations. Organisation 1 Features * Routine planning is done by leader for the next day * Staff follows strictly what has been planned * Staff needs to consult leader at each stage of daily routine there7 * No flexibility * Leader style is autocratic * There is no hierarchy * There are informal groups within who are often friends that â€Å"get on well† with each other therefore sees any new staff as threat. Evaluation Oganisation1 exhibits power culture, part of the reason perhaps been the fact that the leader is the only highly qualified member with the subordinates possessing basic qualification. The merits of this type of culture are it unifies the each one’s effort behind the vision of the leader as everyone strives hard to please the leader. Again it can provide certainty and focus and reduces conflicts and confusion since the leader is the absolute decision maker. The demerits are that, staff turn to give the bosses wishes a priority even if it interferes with a vital decision on individual level. People do not question the leader even if he or she is wrong. Leaders also could break rules and take personal privileges thereby restricting the flow of information to only friends and allies. Furthermore, people are promoted by been loyal to the leader even when they are not competent. Finally because there are informal groups within the organisation with personal interest there is a tendency of rivalry ‘set up each other† attitude among staff in an attempt to please the leader. Organisation 2 Features * Planning and preparation is done as a team * There is some flexibility in routine Leadership style exhibits both democratic and autocratic * There is hierarchy of job roles and specialisation by each member * There is bureaucracy in decision making * Work is controlled by procedures and rules that spells out each member’s role Evaluation A close study of organisation 2 show a role culture one merit of which is the fact that there are clear rules and guidelines th at protects each staff member from exploitation, abusive use of power and position. This in turn provides a sense of security and confidence to staff to carry on their daily duty without any fear or intimidation. Secondly, there are well designed structures in place this enable new staff members to know quickly what to do at what time and when to do this. This further help new members to â€Å"fit well† among existing staff which motivates them to freely interact with everybody. Again staff members do not hold back information but share freely among staff which is necessary for any good teamwork. On the contrary, this type of organisation culture has some demerits. Job roles are strictly defined that it does not enable staff members with special abilities to flourish. In other words, members stick to their job roles as prescribed by the rules. The problem with this practice is that it turns to generate a blame culture among staff. It could lead to individualism depending on the size and spectrum of the setting in that, each department only share among themselves and no one else. Finally it can be difficult for staff to get approval for changes because of bureaucracy and procedures. Staff may give up and stick to their normal roles. As noted by Harrison (1993 p. 34) that ‘it is a sin to exceed one’s authority or deviate from accepted procedures. From the above discussion so far one can say that both cultures have their merits and demerits but overall role culture shows an example of healthy organisational culture as compared to power culture. It is again notable from the evaluation that both of the organisations discussed so far have leaders to direct the affairs. This leads to one important question that needs consideration – d o leaders mould the shape of Early Years Settings or do the settings mould the leaders? The next section critically examines this. Does leadership influence organisational culture? From ordinary point of view and experience as workers we all worked under some form of leadership and most often we end up following leadership directives and procedures. Again we often hear that some leaders are competent and perform brilliantly in one organisation but struggle to make impact when they are moved into another organisation to perform the same level of duty. Similarly we also function effectively when placed into one team but when moved to another team we struggle to understand the routines. The question of whether leadership influence organisational culture would be two sided answer in that both influence each other. As much as good leadership is vital for the success of any organisation so is effective organisational culture essential in putting necessary structures in place for staff members to operate effectively. To support the above notion early research shows that leadership affects organizational form, culture, and practices. Founders of organizations establish the initial culture of their organizations (Schneider, Goldstein, Smith, 1995), and founders and subsequent leaders continue to influence the organizational culture (Schein, 1992). It is therefore notable that in most organisations new leaders try to follow the practices and culture laid down by their predecessors with some improvements. Another dimension of influence can be linked to leader effectiveness and acceptance by staff members. One can therefore say that leader acceptance influences leader effectiveness and leader effectiveness influence leader acceptance. In fact they are interdependent. Furthermore societal cultural values and practices also affect organizational culture and practices. Societal culture has a direct influence on organizational culture, as the shared meaning that results from the dominant cultural values, beliefs, assumptions, and implicit motives endorsed by culture (House, Wright, and Aditya, 1997). Thus, the attributes and behaviours of leaders are, in part, a reflection of the organizational practices, which in turn are a reflection of societal cultures (Kopelman, Brief, Guzzo, 1990). The next paragraphs looks at organisational culture, leadership and how to handle change in Early Years settings. Organisational Culture and Change management in Early Year Settings This part delves into the principles of change management, the key factors that influence change, problems with change and techniques for implementing change in Early Years settings. Organisational change can be a complex process and therefore needs to be handled carefully as pointed out by (Frenkel, 2003) that Organisational change is a process that affects employees at all level in an organisation. Any new policies or changes to introduce could have both positive as well as negative effect. (Schneider amp; Rentsch 1988) also re-iterated that in dealing with the management of organisational culture, it is firstly necessary to identify as fully as possible the attributes of the existing or new target culture — the myths, symbols, rituals, values and assumptions that underpin the culture’. Early Years settings have their own cultures in place as discussed earlier and any attempt to introduce a change or an improvement to the existing cultures could lead to resistance in many forms including overt comments such as ‘we are ok with how we do things’ or ‘Oh here we go again we have been through a lot of changes already which never worked’. In view of this there are a number of factors that influence the process of change. Key influences on the change process One important factor that counts towards the success of change is commitment to change. This is true because change is most likely to be successful if staffs understand the reason for the change and show willingness and commitment. Another factor that influences change can be found in a model by (Herscovitch and Meyer 2002). According to the model commitment to organisational change comprises of three construct: Affective, Normative and Continuance to change. Affective commitment to change is based on the realisation of the benefits associated to change. Normative commitment to change is the sense of obligation an employee feels towards the organisation. Continuance commitment to change is based on the realisation of the fact that there are costs associated to the failure to support the change. All or a combination of these types play are vital factors that influence a change. Furthermore, timing and pace of change can be a crucial influence in making a change successful. This is true when a change agent introduces one thing at a time and takes time to make sure that all recipients embrace the idea and gradually tried and test it. Finally resistance to change is a major factor that influences change. It is important to understand the people who will be involved in the process ie those engaged in it and those who will feel the consequence of it. Resistance to change could happen as a result of breakdown in communication between the change agent and recipient of change or a failure on the part of the change agent to legitimise the change after it has successfully been put in place. Techniques to implementing and managing change as EYP From the earlier discussions it is found out that organisational culture, leadership and change management are interrelated. This section outlines the role of EYP in implementing a successful change to a perceived organisational culture in Early Years settings. The techniques for change below are among numerous suggestions which is adapted from the work of John P. Kotter’s: The 8 steps process of leading Change. Although he explains this in the context of profit making business organisations I believe this can be very useful in the context of leading a change in Early Years Settings. Establishing a sense of urgency This involves discussing crisis and identifying potential threats and opportunities. EYPs as a leader of change should not allow too much complacency from staff – This happens when complacency levels are high for example comments like â€Å"yes we have our problems, but they aren’t that terrible and we’re doing our job just fine† This kind of comments reflects the mind-set of some staff members which might not necessarily be their fault but rather the organisational culture that existed long before some members were employed. The role of an EYP is to always look out for ways of improvement and create a sense of urgency among subordinates. Creating a powerful guiding coalition It is vital for EYP’s to collaborate with key members of staff to lead the change and encourage them to work as a team. This is where leadership plays an important role. A leader of change cannot work in isolation but mobilise specific skilled personnel within to work on aspects of the culture that needs changing. Developing a change vision One of the most common errors in leading a change is underestimating the power of vision. Vision plays a useful role in bringing about successful change by helping to direct, align and inspire actions on the part of large number of people. As a new EYP, it can be challenging when you find yourself among experienced staff that have been on the job for many years. This is where resilience and confidence play a part in getting the vision across. The most important thing is to believe that your vision is accomplishable if you put the necessary procedures in place. Communicating the vision for buy-in Communication is essential for the ideal EYP if any vision is perceived. This problem is what John Kotter described as ‘under-communicating the vision by a factor of 10 (100 or even 1000)’. There are a number of good ideas and that never materialise as a result of poor communication. Communication in this context is not just a matter of assembling staff to announce the vision. It is a matter of seeking opinions and engaging in a dialogue with the recipients of the change in a calm and sensible manner. Occasionally those who resist the change would pretend not to be aware of the vision have no knowledge about it. Your role as a professional should focus on getting the message once again to them and ensure that they understand it. Empowering Broad-based Action Actions should be based on building a sense of community that understands that there is a need for change. This would minimise hindrances to the progress of the vision. As an EYP it is advisable to prevent obstacles to block your efforts in making a contribution to change. New initiatives fail when employees, even though they embrace a new vision feels disempowered by huge obstacles in their paths. Occasionally the obstacles are in people’s head and the challenge is to convince them that no external obstacles exist. One well-placed blocker can stop an entire change process. Generate Short-term wins Failing to create short-term wins will act as a disincentive to some people. Some people will not carry on unless they see a compelling evidence of success. Without this some may give up and join the resistance. As the change takes off, there should be plans in place to track changes in performance then recognise and reward employees involved in the improvement accordingly. Consolidate improvement and produce more change Sometimes we get too excited when a vision takes off and we start hearing success stories such that we end up with declaration of premature victory. As a leader of change it is vital to build on present victory or consolidate the change so that not attempt in any form will collapse it. This is not to say that EYPs should not celebrate success if they achieve their vision, it brings a positive change in their setting which is of course vital as a motivating tool in that it helps achieve self-actualisation. However they should use the early wins to further change systems and structures that would support the vision for good. Institutionalise new approaches Finally when the change has occurred, it is the role of the leader to anchor changes firmly in the corporate culture- two important approaches in anchoring new changes in organisational culture firstly, is a conscious attempt to show people how specific behaviours and attitudes have helped improve performance. When people are left to make their own connections they can easily create wrong links. e. g. Our nursery is rated the first and oversubscribed by parents last year when Irene Attrams was the leader so it must be as a result of her ‘flamboyant and zero tolerance or no nonsense behaviour’, rather than the new ‘every child matters’ strategy that had in fact, made the difference. It is therefore necessary to lay down policies and legitimise them so that all staffs can see which actions lead to success instead rather than the leader. Conclusion What constitutes organisational culture and its perceived role in organisational success are challenged to originate from perceptions of culture. This could be historically-based rooted from the founder’s initial ideas, society of environment in which the setting operate, or a pure influence from the past and present leaders. Change management is one of the challenging aspects of EYPs role couple with the fact that the EYP qualification is still at the stage of full recognition. Nevertheless the role of EYP as a leader of change has become laudable especially with the government’s decision to shift from just a babysitting era into early year professionalism with a set of directives detailing what is seen as best practice. In the current era more emphasis is laid on a set of qualifications as well as personal attributes necessary for leadership in Early Years setting. Researchers however fear that this will make the work of the EYP more mechanistic. For instance (Rike and Sharp, 2008) stated that ‘We prefer to think more in terms of the qualities and ‘professional dispositions’ that can be seen in practice, such as having a caring attitude, valuing early education, reflecting carefully on the way children learn, gaining relevant qualifications and showing a desire to change practice’. Moss, 2010) therefore suggest that they should be seen as dispositions that may be refined and developed by a considered exploration of values, beliefs, attributes, professional and personal heritage and professional competencies. This moves away from the notion of practitioners being seen as ‘implementers’ of policies, competencies and technical skills. The is however an evidence of bright future for the EYPs as leaders and managers of change. In July 2009 a survey was commissioned by CWDC to undertake the longitudinal study of the role and impact of Early Years Professional Status. The research was a three-year investigation of the role and impact of Early Years Professionals on their settings and on practitioners’ career development and aspirations through two national surveys of EYPs and case studies based in 30 early years settings across England. The survey asked practitioners to rate the impact of gaining EYPS across a number of skills, dispositions and understandings drawn from the EYPS standards. These range from developing their own knowledge and skills and those of colleagues through to working with children and parents and their use of observations to assess children’s cognitive and social development. The overall responses are extremely positive across all six areas of the standards. The highest level of agreement (92 per cent) is in the area of their own knowledge and skills development, with lower levels of impact reported in the areas of observing children’s learning (74 per cent) and social development (73 per cent). (Hadfield M. , Waller T. 2011) In view of the above there is remarkable evidence that the EYPs have acquired the highest skills in their own delepment which is necessary to become a leader of change in any setting they find thelselves. Charles Handy’s Model of Organisation culture http://www. managementstudyguide. com/charles-handy-model. htm Charles Handy (Understanding organisations, 4th edition, Penguin Books 1993) http://www. cihm. leeds. ac. uk/document_downloads/new_nla_paper_leadership_and_culture__2_. pdf Arnold, J. 2005. Work Psychology: Understanding Human Behaviour in the Workplace, 4th edition. London: Prentice Hall Financial Times. Brown, A. 1998. Organisational Culture, 2nd edition. London: Financial Times Pitman Publishing. Schneider, B. (1987). The people make the place. Personnel Psychology, 40, 437-454. Schneider, B. , Goldstein, H. W. , ; Smith, D. B. (1995). The ASA Framework: An update. Personnel Psychology, 48, 747-783. Schneider, B. ; Rentsch, J. 1988, ‘Managing Climates and Cultures: A Futures Perspective’, in Futures of Organizations, ed. J. Hage, Lexington Books, Massachusetts. Harrison, R. 1993. Diagnosing Organizational Culture: Trainer’s Manual. Amsterdam: Pfeiffer ; Company. Herscovitch L. Meyer J. P. 2002) Commitment to Organisational Change: Extension of a three component model . Journal of Applied Psychology , 87, 474-487. Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press. Schein, E. H. (1992). Organizational culture and leadership: A dynamic view (2nd ed. ). San Francisco: Jossey-Bass. House, R. J. , ; Aditya, R. N. (1997). The social scientific study of leadership: Quo vadis? Journal of Management, 23(3), 409-473. Kopelman, R . E. , Brief, A. P. , ; Guzzo, R. A. (1990). The role of climate and culture in productivity. In B. Schneider (Ed. ), Organizational climate and culture (pp. 282-318). San Francisco: Jossey-Bass. Martins, N. ; Martins, E. 2003. ‘Organisational culture’, In Robbins, S. P. , Odendaal A. ; Roodt, G. (eds), Organisational Behaviour: Global and Southern African Perspectives. Cape Town: Pearson Education South Africa. Rike, C. and Sharp, L. K. (2008) ‘Assessing pre-service teachers’ dispositions: a critical dimension of professional preparation’, Childhood Education, 84 (3): 150–3. Moss, P. (2010) ‘We cannot continue as we are: the educator in an education for survival’, Contemporary Issues in Early Childhood, 11 (1): 8–19. Kotter J. P. â€Å"Why Transformation Efforts Fail† Harvard Business Review (March-April 1995): 61 Kotter J. P. (1996) ‘Leading Change’ Harvard Business Press Hadfield M. , Waller T. (2011) ‘EYPs are a force for good’ University of Wolverhampton’s Centre for Development and Applied Research in Education. at http://www. nurseryworld. co. uk/news/1051102/Analysis-EYPs-force-good/ . How to cite Organisation Culture, Essay examples

Essential Reference Resource for Exegesis †MyAssignmenthelp.com

Question: Discuss about the Essential Reference Resource for Exegesis. Answer: Introduction: The Bible is written by human beings to record their experiences of getting association of Jesus Christ, or expressing their firsthand accounts. Therefore, it is very comprehensible and possible that there are discrepancies and problems in the Bible. There are different accounts which are of conflicting nature and those which do not match with the accounts of each other (Robertson 2014). The death of Judas has been explained differently in Matthew 27:3 and Acts 1:18. In the first account the person had killed himself by hanging however in the second account the person died by an explosion happening inside his body. In Matthew there was one angel a young man sitting down. However, Luke has portrayed that two men stood by a women and proclaimed resurrection. About the Baptism of Jesus, Matthew and Luke has slightly different way of narration. Also in the narration of Mark and John there was difference of opinion about the time when Jesus was crucified. Therefore, it is to be understood that the various people who had presented the accounts of Jesus were human beings, therefore there can be slight difference in their understandings. The three synoptic Gospels, Matthew, Mark, and Luke give a vivid description about the life and teachings of Jesus. The three Gospel writers have described the life of Jesus according to their own capabilities and perspectives. The differences of version in the three Gospels have been studied vividly by the Biblical Scholars, some are of the opinion that these cannot be harmonized by the present thinkers and scholars (Schrter and Coppins 2013). Also there are differences in versions of creation, for example GE 1:3-5 On the first day, God created light, then separated light and darkness. GE 1:14-19 The sun (which separates night and day) wasn't created until the fourth day. The human limitations must be given due consideration as explanation to the differences in these accounts. Greetings of the day. I hope this finds you in good health. You had posed your query about whether there are discrepancies and errors in the new Testament. This is in regards to the fact there are different versions of particular events in various Biblical sources. Therefore, you are unsure about the authenticity of the Biblical texts. The answer to this is, there are no errors in the new testament, however there are certain differences of opinion about nature of certain incidents in the Biblical texts. The meaning of this can be explained by stating that the Biblical texts are composed by human beings, who have detailed their own experiences and accounts they have come across, related to Jesus. Therefore, there are some differences in their opinion according to their perception but there are no errors. If the different scriptures are studied carefully it would be found apart from very minor differences most of them describes the life of Jesus accurately. The life of Jesus is to inspire the human kind to follow the path of righteousness and morality. Herod the Great was lived a little before Jesus was born, and he was himself half Jewish as he adopted Jewish lifestyle. The person in order to impress the Roman monarchs started building many architectural wonders including religious centers using Greco-Roman architecture. Most of the architecture were temples which were grand and huge. All these were mainly aimed at pleasing the Roman royals, these did not have any spiritual significance. He also had the objective of bringing more tourists to Jerusalem to increase the wealth, hence he built spectacular architecture. In his vision Jerusalem would be one of the grandest cities which would attract tourists from all over Europe. He did not tolerate any kind of dissent or opposition and killed a number of his wives and sons. Any opposition to his theories were dealt with execution. His kingdom was divided into three parts among his three sons after his death. The three sons who luckily survived from the wrath of their father ruled three separate parts of the kingdom. The idea of God and religion in the Jews philosophy was completely different from what the Romans followed. The Romans had their own deities and several Gods. This was in stark contrast with the Jews idea of 1 God received from the 10 commandments. Therefore, the two ideas often clashed, and though the Romans made concessions to the Jews to come in their country and stay. However, the Jews in order to establish their philosophy of one God often had debates with the Romans in order to convince them of the sin of believing in multiple Gods. The culture and the belief systems of both the communities clashed against each other and this was before the Christian era. The Jews had migrated to Rome from Israel, and in the new place they thrived and became a part of the new land. Judea was administered by Roman general and later on the land was divided into 5 administrative districts. The main point of clash between the two people were the belief system about God. The pagan religions were condemned by the Jews on the ground of their teaching of Moses, who gave them the 10 commandments and one of the main point of conflict was the one true God or the various Gods and Goddesses. Gospel in Christianity is actually the good news and message from Christ. Gospel is the entire of the saving truth as God has passed on it to lost humankind as it is revealed in the person of His Son and in the Holy Scriptures, the Bible. In the Greek New Testament, gospel is the elucidation of the Greek thing euangelion inspiring news, and the verb euangelizo, connoting to bring or report elevating news. Both words are gotten from the angelos, "messenger." In set up Greek, a euangelos was one who brought a message of triumph or other political or individual news that caused joy. That both the thing and the verb are used so comprehensively in the New Testament display how it developed an especially Christian use and highlight because of the brilliant news announced to humankind of salvation and triumph over transgression and passing that God offers to all people through the individual and accomplished work of Jesus Christ on the cross as showed by His reclamation, rising, and session at God's right hand. The four gospels of the New Testament Matthew, Mark, Luke and John are the essential wellspring of information on the life of Jesus. For various reasons introduce day scientists are aware of relying upon them uncritically, yet regardless they do give a keen idea of individuals who were followers and about Jesus himself. The Gospel writers each had their symbols which represented them and their writings and these are known as synoptic Gospels as these contains many same stories. These four Gospel writers are represented as four creatures in various portraits of that era, and they are shown to draw the chariot of God. These four animals are represented as four aspects, like the man as the king of creator, the lion as the king of meat eating, the ox as the king of grass eating, and the eagle as the king of birds. Matthew is symbolized by the man with wings, Mark is represented as Lion with wings, Luke is represented as Ox with wings, John is represented as eagle. In the early Gospel books the four Gospel writers are most of the time represented as the four symbolic animals. The four symbolic animals are placed in four cardinal corners of Jesus Christ. Taylor Herverson states Ancient biography (or a modified form of ancient biography) is the literary type in which these writings were cast by the gospel writers. For more than a century biblical scholars disagreed about the literary style of the gospels. But recently there has been growing and wide acceptance that the gospels are ancient biographies. Rev. Professor Richard A. Burridge's bookWhat are the Gospels? A Comparison with Graeco-Roman Biographyis a major factor in this new understanding (Burridge 2004). The difference between the ancient and modern biographies is in the modern biographies the authors have focused on the changing nature of a mans character and their character development over time. However, in the ancient biographies emphasis has been given on the unchanging character of a person and the high moral grounds on which his or her character is built. Hence I agree with the statement that the Gospels have similarities with the ancient biographies. The character of Jesus is unchanging, he has been equally holy and moral throughout the narrative and as the Son of God he has been placed on the high stage of morality and righteousness. The Gospel writers of Jesus has glorified him as the Messiah and the Gods sent messenger who came to deliver the human kind from their sinful activities. In the verses Mark 4:35 to 4:41, the incident of Jesus calming the wind and the waves of the deep sea is described. The incident which is described in these verses indicate the situation when Jesus had been visiting the sea with some of his disciples on the boat. Soon it was found that large waves were coming and the winds turned very violent. The disciples who were accompanying Jesus were terrified of the sudden turn of incidents. Jesus was lying down on a cushion, and the disciples woke him up in a very afraid tone, the boat would capsize if the situation would prevail. When Jesus woke up he said that the disciples should keep faith and that he was there for them, he calmed the wind down and also the waves were not anymore there. The disciples were in a shock that how Jesus controlled the natural forces. This incident was similar to Moses controlling the ocean. Therefore, the Gospel writers had stated similar incidents like the incidents of the Old Testament (Clements 2012). As Jesus had calmed the storm he is also having the capability to calm the storm of the minds and life of the people who take shelter in him. He is the controller of the natural forces and also the controller of the lives of the people around him. If truly someone takes shelter unto him they will get his protection from the storm of life. The first readers would understand that Jesus is having super natural powers to control the natural forces. Jesus is described as the Son of God in the Biblical texts. Therefore, it is natural that he would be imbibed with powers that are not present in the normal people. He had his abilities to perform miracles. The natural forces used to obey him, and this was repeated several times in many incidents. The Gospels written by the three Gospel writers Matthew, Mark, and Luke are often called as the Synoptic Gospels. The reason of calling them by that name is, they contain many similar incidents and similar narrations about Jesus Christ. The sequences are also similar and the language in which the incidents are expressed are also similar in many ways. Therefore, these Gospels are known as the Synoptic Gospels. The term is derived from the Latin Word Synopsis, which means see all together, in English which can be expressed as looking from the same point of view. The similarity is sometimes intermittently broken by the appearance of incidents that are differently expressed in the Gospels. However overall presentation of the incidents has been similar, and the point of view of looking at the incidents, are also similar. They have all expressed Jesus as the Son of God, and the one who appeared to0 deliver the sinful human kind. The four source hypothesis was developed by Burnett Hillman Streeter in 1924. In this theory it was proposed by that Luke had sourced his matters which did not appear in Marks Gospel from at least two sources which can be stated as Q and L. Matthew also used a source which was distinctive and may be portrayed as M, and he sourced from Q as well. Now it after analysis it can be known that Luke did not come across the source M, and Matthew did not know about the source L. The M source suggests an origin from Jerusalem, whereas the source L is consigned to Caesarea and Q has been seen to be related to Antioch. This is the four source theory as a whole. The view also suggests that the Gospel that came first is the results of traditions of Jerusalem, Antioch and Rome. The theory suggests that the birth narratives and the materials from Mark was added later. The Synoptic problem is the problem of specific relationship between the three Synoptic gospels, and it is based on the enquiries about, which gospel was written when and what are the sources on which they depended when they were composed. The narration of the three synoptic Gospels are very similar, in their tone, in their quotations, and the way they have stated the events during the life of Jesus. The Gospel of Mark may have been the oldest Gospel which was composed, and the later gospels took material from the oldest one. The Lukes Gospel was composed somewhere around 80 AD. The Matthews Gospel was also written at a similar time. The Gospel of Matthew was primarily written for the Jews audience, whereas the Gospel of Luke was composed mainly targeted at the Gentile audience. Matthew had written his the gospel of Matthew was to mainly persuade the Jews that Jesus Christ was the Messiah who was predicted in the Old Testaments. The Gospel was written with a view point that the Jewish audience needs to be convinced about the mission of Jesus Christ. It is often also termed as the Gospel of the Jews. There was no need to explain the prevailing Jewish tradition to the readers by the Gospel, as it is intended for the Jewish audience only. The book has Jesus saying "I am not sent but unto the lost sheep of the house of Israel", and also "Go not into the way of the Gentiles, and into any city of the Samaritans enter ye not: But go rather to the lost sheep of the house of Israel", therefore the very evident Jewish characteristic of this particular Gospel explains its purpose of being composed for the Jews audience. The Gospel of Luke was purposed for the Gentiles, or the non-Jews. In Mark's gospel, Jesus' first open act is an expulsion (1:23-28). Luke utilizes Mark as his principle source, however he makes Jesus' first open act a sermon (4:16-30). This address originates from Mark (6:1-6), yet Luke relocates it to the start of his gospel (in Mark it happens considerably well along in the story, afterward Jesus has played out various wonders, has ensnared himself in contentions with adversaries, and talked in anecdotes). Unmistakably, this is a deliberate proceed onward Luke's part, and more likely than not been done on the grounds that he needed to feature certain subjects. Precisely contrast Lk 4:16-30 and Mk 6:1-6 to acknowledge how Luke has changed the story. In Luke 4:16-30, the creator clarifies that this specific scene of Jesus' address happens in the place where he grew up of Nazareth, setting up his dismissal from his own kin as significantly all the more stunning and rather sudden (the rejected prophet). Notwithstanding just starting his own gospel with Jesus' discourse, Luke chooses to stretch the plot to an entire 15 verses, when contrasted with Mark's insignificant 5. In his discourse inside the good news of Luke, Jesus peruses specifically from a parchment expressing that The Spirit of the Lord is upon me, because he has anointed me to bring good news to the poor. In Johns own words Jesus performed many other signs in the presence of his disciples, which are recorded in this book. But these are written that you may believe that Jesus is the Messiah.. While a considerable lot of Jesus' signs were done within the sight of others, the nearness of his pupils is the vital certainty, for it is they who have accepted and been empowered to, by the Spirit, comprehend their centrality and give testimony regarding Jesus and Jesus' observer to the Father. The purpose of John was to mainly instate Jesus as the eternal Soon of God. John's motivation is unequivocally to authorize others to come across the holiness that Jesus has quite recently communicated about, which comes through confidence. The two principal designations for Jesus are Christ and Son of God. The reason (or result; hina can mean either) of this accepting is to have life in his name. The Gospel of John excludes a lot of matter found in the synoptic Gospels, with some shockingly vital scenes: the allurement of Jesus, Jesus' transfiguration, and the establishment of the Lord's dinner are not specified by John. John says no cases of Jesus throwing out evil presences. The Sermon on the Mount and the Lord's petition are not seen in the Fourth Gospel. There are no story illustrations in John's Gospel (most researchers don't respect John 15:1-8 as an anecdote in the strict sense). John likewise incorporates a lot of matter not found in the synoptics. All the matter in John 24, Jesus' initial Galilean service, isn't found in the synoptics. Earlier visits of Jesus to Jerusalem before the energy week are specified in John however not found in the synoptics. The seventh sign-marvel, the restoration of Lazarus (John 11) isn't specified in the synoptics. The broadened Farewell Discourse (John 1317) isn't seen in the succinct Gospels. John's gospel was most likely the last one composed. He was more seasoned. He had most likely been recounting his most loved Jesus stories for as long as he can remember. John recorded his record with the goal that later Christians could hear what he saw, similarly as the congregation had profited from his stories for the duration of his life. He gave an alternate, yet at the same time associated, point of view to the life and demise of Jesus. The other three Gospels are called "synoptic" Gospels, since they cooperated with a "typical view", which is the thing that succinct means. John worked independently with an alternate affair of Jesus. Versus a compelling Gnostic development, which experienced difficulty with Jesus' natural, physical nearness of the celestial, John underscored the truth of the awesome revealer in human experience: God getting to be human to reclaim us. References and Bibliography: Brown, R.E., 2015.An introduction to the New Testament. Yale University Press. Harris, M., 2017.Prepositions and Theology in the Greek New Testament: An Essential Reference Resource for Exegesis. Zondervan. Robertson, A.T., 2014.A grammar of the Greek New Testament in the light of historical research. Ravenio Books. Schrter, J. and Coppins, W., 2013.From Jesus to the New Testament: Early Christian theology and the origin of the New Testament canon. Baylor University Press. Martens, E.A., 2015.God's design: A focus on Old Testament Theology. Wipf and Stock Publishers. Clements, R.E., 2012.Old Testament theology: a fresh approach. Wipf and Stock Publishers. Moberly, R.W.L., 2013.Old Testament Theology: Reading the Hebrew Bible as Christian Scripture. Baker Academic. Wright, C.J., 2013.Old Testament ethics for the people of God. InterVarsity Press. Schrer, E., Vermes, G. and Millar, F., 2014.The history of the Jewish people in the age of Jesus Christ(Vol. 2). AC Black. Schrer, E., Vermes, G. and Millar, F., 2014.The history of the Jewish people in the age of Jesus Christ(Vol. 2). AC Black. McGrath, A.E., 2016.Christian theology: An introduction. John Wiley Sons. Burridge, R.A., 2004. What are the Gospels?: A comparison with Graeco-Roman biography. Wm. B. Eerdmans Publishing.

Why Did Alexander Invade the Persian Territory Essay Example

Why Did Alexander Invade the Persian Territory Paper HST 225- 01-TRACEY MARTIN -042267773â€Å"ALEXANDER THE GREAT AND THE HELLENISTIC AGE. †Why did Alexander invade the Persian territory? The question on why Alexander invaded the Persian territory has only been guessed at by historians in the past. The true reason why, may never be known. What is known however is the fact that Alexander had continued what many before him had done, invade the Persian territory. Rome and Parthia, had first clashed after Pompey had annexed the Syrian rump of the Seleucid empire in 64B. C. , then there was Crassus in 53B. C. , who was governor of Syria at the time, and was eager for glory, only to be destroyed by the Parthian horse arches. Then after Crassus we know there was also Caesar, who had planned an invasion only to be assassinated before he was able to see his plans take place. We know that even Alexander’s father Phillip, had planned an invasion of the Persian territory prior to his death, which could be seen as a reason behind Alexander’s decision to invade. Alexander had admired his father Phillip, and was known to be loyal to his father’s intentions, with his father wanting to reclaim the cities which had been lost to them. Alexander himself, would have wanted to accomplish the same. By reclaiming the cities, he also would have succeeded not only in rebuilding the empire, but also fulfilling one of his father’s intentions, and in his own mind, making up for his previous errors. We will write a custom essay sample on Why Did Alexander Invade the Persian Territory specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Why Did Alexander Invade the Persian Territory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Why Did Alexander Invade the Persian Territory specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Other factor’s were also considered to be behind Alexander’s invasion, such as, the fact that there was still a lot of bitter feelings from the cities that had been burnt by the Persian’s years before, along with wanting to claim the trading routes to the east, all which were considered to be strong motivations behind his reasons for invading the Persian territory. Persia has always been considered one of the richest empires at the time, trading routes and financial gain was always a strong motive for invasion. Even with peace treaties worked out with neighbouring empires, it never took long for a reason to warrant an invasion. It is also believed that Alexander’s financial position at the time was a contributing factor to his invasion of the Persian territory. Although, it is reported that Alexander had inherited gold mines, it is also reported that Alexander also inherited debts. Where we have Quintus Curtius, who goes onto state that Alexander was reported as saying that the entire royal assets were no-more than 60 talents at a time. Where according to Plutarch, Alexander was reported to have given most of his estates away in Macedonia. Plutarch even goes on to quote Aristobulus as stating that Alexander had no more than 70 talents to provision his army with. Even though Alexander had inherited the gold mines that did indeed supply him with a good income flow, the cost to Alexander running armies the size he had was quite expensive, which explains the writers as all agreeing that Alexander was in a poor financial situation at the time of the invasion of the Asia Minor, where it is implied by Durius, that the funds Alexander had, was only enough to last for a period of 30 days for supplies. Both Plutarch and Arrian agree that Alexander has indeed amassed a considerable debt, just with the upkeep of keeping his army functioning. The differences with the two accounts, is basically stated by Plutarch, who admits to using multiple sources for the information he has obtained following Alexander. Arrian, more than likely had used many of the same sources as Plutarch to gather a majority of his information. With Alexander’s father’s death, which Alexander quickly ascended to the throne of Macedonian, he had to quickly dispose of all of his enemies by ordering their exercusions, his father’s death had caused a lot of rebellion with the conquered nation, in which the Greeks had also seen as a chance for independence. Alexander was forced to act quickly to gain control, by the end of 336B. C, there was no choice but to except Alexander’s authority. Alexander had become enraged when rumors of his death had reached him, and he found out a major revolt had engulfed the nation. Alexander was quick in covering the 240 miles, and was quick in letting them know that he was still in fact alive, and that it wasn’t too late for them to cahance their minds. Since his father’s death, everything seemed to move quickly for Alexander, and even with all that was going on around him, and his financial situation, there may not have been any other option left open to him than to invade the Persian territory. One thing that we do know about the invasion is, the writers all tend to agree that it was around the spring. When learning about Alexander and his invasion of the Persian territory, it became a puzzle working out the different information supplied by the ancient writers on the reasons why he invaded along with the number of the infantry involved with many other aspects involved. We are told in Arrian,30,000 infantry, including light troops and archers and over 5,000 cavalry were used. Diodorus who (17. 17) gives a list of Alexander’s forces after the crossing into Asia totaling 32,000 infantry and 5,100 cavalry. The higher number for infantry (43,000; 40,000) as they state the extra number involved may have included the troops who were in Asia. As for the inconsistency in the number of the infantry and the cavalry involved used is unknown. One reason the writers may have accounted for this, could be how each leader that came, would either add to their numbers or divide their numbers and assigned them to different sections in need of protection, even though when reading Arrian, in the footnotes 38, an explanation for the discrepancy in numbers is explained as the possibility of the numbers in Asia at the time may have been included in the calculation of all involved in Alexander’s campaign. As for the reason why Alexander invaded Persian territory, is only one, that historians can guess at from the many accounts that have been written. However, Polybius makes the better assumption in Polybius, 111. 6, One thing that can’t be argued is that Alexander had proven himself to be not only a great military, but a great leader in general. [ 1 ]. Quintus Curtius: 10. 2. 24 [ 2 ]. Plutarch doc 3a â€Å" in Austin† pg-27. [ 3 ]. Plutarch doc 3a [ 4 ]. Arrian 7. 8-9 [ 5 ]. http//www. historyofmacedonia. org/AncientMacedonia/AlexandertheGreat. html. cited 12/6/2011 [ 6 ]. Arrian, 1. 11. 3 â€Å"states, the start of the next campaigning season†, which according to Arrian 1. 10 ( footnote 32) The Great Mysteries of Demeter were celebrated at Eleusis from the 15th to the 23rd of the Attic month Boedromion, corresponding to Sep/ Oct. 7 ]. Arrian 11:37-38 [ 8 ]. Arrian ( footnote 38) [ 9 ]. Polybius, 111. 6 pg23-24. Arrian, â€Å" The Reign of Alexander. †BIOGRAPHIES:Ancient sources. Quintus CurtiusPlutarchArrianPolybiusModern;Austin,M. (2ND ED. 1994) The Hellenistic World from Alexander to the Roman Conquest† The reign of Alexander . ( Cambridge university press)http/www. historyofmacedonia. org/AncientMacedonia/AlexandertheGreat. html. cited 12/6/2011

How It Feels to Be Colored Me Analysis Essays

How It Feels to Be Colored Me Analysis Essays How It Feels to Be Colored Me Analysis Essay How It Feels to Be Colored Me Analysis Essay How it Feels to be Colored Me was written in 1928. Zora, growing up in an all-black town, began to take note of the differences between blacks and whites at about the age of thirteen. The only white people she was exposed to were those passing through her town of Eatonville, Florida, many times going to or coming from Orlando. The primary focus of How it Feels to be Colored Me is the relationship and differences between blacks and whites. In the early stages of Zoras life, which are expressed in the beginning of How it Feels to be Colored Me, black and whites had little difference in her eyes. She didnt even seems to differentiate between the two until her early teens. She says, I remember the very day I became colored. Before this time, she cites the only difference being that [white people] rode through town and never lived there. During this part of her work, Zora is showing her childhood view that whites and blacks are no different from one another. This view changes as a result of her being sent to a school in Jacksonville. Now being outside her town of Eatonville, she began to experience what it was like to be colored. But I am not tragically colored, she says. Zora makes it a point to show how she is not ashamed to be colored. At this point she seems to attack whites who continue to point out that she is the granddaughter of slaves by saying that blacks are moving forward. The terrible struggle that made me an American out of a potential slave said on the line! The reconstruction said Get ready! ; and the generation before said Go! Blacks have the opportunity to advance, and they should make the most of it. I am off to a flying start and I must not halt in the stretch to look behind and weep. She refuses to stay bound by the memory of slavery and by the fact that she is black. I feel most colored when I am thrown against a sharp white background. This same feeling is also related to a white person being set against the background of colored people. Unlike her childhood views, she now sees a difference between whites and blacks. This is explained by the reaction of each to a jazz orchestra at a Harlem night club. The music has a profoun dly different effect on her than it does on a white person sitting next to her. This orchestra grows rambunctious, rears on its hind legs and attacks the tonal veil with primitive fury, rendering it, clawing it until it breaks through to the jungle beyond. I follow those heathen follow them exultantly. I dance wildly inside myself; yell within, I whoop My pulse is throbbing like a war drum. I want to slaughter somethinggive pain, give death to what, I do not know. The contrast is created by the remark that the white person makes: Good music they have here. Where the music has driven Zora to these inner feelings, the white person can only sit and admire the music itself. He can get no further meaning out of it as Zora has. As she shows this difference between the white person and the black person, she also says that there are times when she has no race. During these times, she seems to revert to her childhood view that people are just people. She realizes the differences but chooses to ignore them. She ends by speaking of times when she sees her self as being a brown bag along a wall in company with many other bags or different colors. These bags can be emptied into a pile and refilled and nothing would change. A bit of colored glass more or less would not matter. In How it Feels to be Colored Me, Zora talks of when she first discovered the differences between white people and black people. Her childhood view that all people are the same was changed with her experience in life. The music that drives Zora to internal fury, the white person sees as entertainment. While these differences are apparent she knows it is not the color of skin that makes the difference. People are all the same on the inside. They could be poured out, mixed up, and filled back to be the same as they were. Like the bags along the wall, people can be different on the outside but be still be the same. How it Feels to be Colored Me. 123HelpMe. com. 13 Dec 2011

The Difference Between Deflagration and Detonation

The Difference Between Deflagration and Detonation Combustion (burning) is a process by which energy is released. Deflagration and detonation are two ways energy may be released. If the combustion process propagates outward at subsonic speeds (slower than the speed of sound), its a deflagration. If the explosion moves outward at supersonic speeds (faster than the speed of sound), its detonation. While the action of deflagration is to push the air in front it, objects do not explode because the rate of combustion is relatively slow. Because the action of detonation is so rapid, however, detonations result in shattering or pulverizing objects in their path. Deflagration The definition of deflagration, according  to the Collins Dictionary is a fire in which a flame travels rapidly, but at subsonic speed, through a gas.  Deflagration  is an explosion in which the speed of burning is lower than the speed of sound in the surroundings. Everyday fire and most controlled explosions are examples of deflagration. The flame propagation velocity is less than 100 meters per second (usually much lower), and the overpressure is less than 0.5 bar. Because it is controllable, deflagration can be harnessed to do work. Examples of deflagrations include: internal combustion engine (used in any vehicle that uses fossil fuels such as gasoline, oil, or diesel fuel)gas stove (fueled with natural gas)fireworks and other pyrotechnicsgunpowder in a firearm Deflagration burns outward radially and requires fuel to spread. Thus, for example, a wildfire starts with a single spark and then expands in a circular pattern if there is fuel available. If there is no fuel, the fire simply burns out. The speed at which deflagration moves depends upon the quality of the available fuel. Detonation The word detonation means to thunder down, or explode. When a decomposition reaction or combination reaction releases a lot of energy in a very short span of time, an explosion may occur.  A detonation is a dramatic, often destructive form of an explosion. It is characterized by a supersonic exothermic front (in excess of 100 m/s up to 2000 m/s) and significant overpressure (up to 20 bars). The front drives a shockwave ahead of it. Although technically a form of oxidation reaction, a detonation doesnt require combination with oxygen. Unstable molecules release considerable energy when they split and recombine into new forms. Examples of chemicals that produce detonations include any high explosives, such as: TNT (trinitrotoluene)nitroglycerinedynamitepicric acidC4 Detonations, of course, can be used in explosive weapons such as nuclear bombs. They are also (in a much more controlled manner) in mining, road construction, and the destruction of buildings or structures.   Deflagration to Detonation Transition In some situations, a subsonic flame may accelerate into a supersonic flame. This deflagration to detonation is difficult to predict but occurs most often when eddy currents or other turbulence are present in the flames. This can happen if the fire is partially confined or obstructed. Such events have occurred in industrial sites where extremely combustible gasses have escaped, and when ordinary deflagration fires encounter explosive materials.

A Case of Corporate Ethical Failure, and Discuss Where Blame Might Be Essay

A Case of Corporate Ethical Failure, and Discuss Where Blame Might Be Assigned - Essay Example According to the research findings, in an environment where an employee does what he or she wants, there tends to be the ethical failure in the leadership. These failures often affect the productivity of an organization because there is lack of clear direction on how things should be done in the organization. Organisations need to establish an ethical code that guides the behaviors of employees including the top management. However, where such the ethical code of conduct is ignored by the workers, then an organization is exposed to different problems including ethical leadership failures. Ethical failures in any organization result from what people do at the workplace. In addition, ethical failures are created as a result of the behaviors and thinking that is supported by the organization in general. The individual behaviors that may cause ethical failures include ignoring boundaries, lack of self-control, the entitlement view, self-interest, lacking moral compass and crowd following . On the other hand, organization culture that can lead to ethical failures include lack of clarity regarding ethical conduct in the organization, lack of effective leaders to act as role models, lack of accountability, shifting blame and there is no performance integration and things are done incorrectly in the organization. A former manager of the Siemens testified regarding unethical practice in the company that involved slashing funds and bribery which amounted to corporate corruption. The manager testified on his role in the bribery scandal that was first exposed by German prosecutors in 2006. This corruption scandal has tarnished the name of the company resulting in two top executives losing their jobs. In addition, the remaining executives still faced fines and indictments that amounted to billions of euros because of the corporate corruption.

Entrepreneurs at Twitter Essay Example | Topics and Well Written Essays - 2000 words

Entrepreneurs at Twitter - Essay Example nalysts started arguing that the company lacks a sustainable future and many were of the opinion that Twitter does not have an efficient marketing strategy. This report has aimed analysing Twitter’s past and present records to map out its journey. Subsequently, its marketing strategy – which is largely undefined – has been evaluated and the future strategies have been recommended. The capability of Twitter to earn profits has also been touched upon while analysing how the company may capitalise on its popularity. Finally, an action plan has been recommended. The current topic necessitates an analysis of the business case of the popular microblogging service called Twitter. Headquartered in San Francisco, the organisation had commenced it business in 2006. It had an almost instantaneous success because of the fact that it shares numerous characteristics with most of the commonly used communication tools such as â€Å"email, IM, texting, blogging, RSS, social networks and so forth† (O’Reilly & Milstein, 2009, p.7). However, the uniqueness of this service lies in the fact that messages that are sent and received on it â€Å"are no more than 140 characters, or about the length of a news headline† (O’Reilly & Milstein, 2009, p.7), and hence, they can be easily read as well as written. Owing to the speed at which information is shared through it, it has been argued that companies must be present on Twitter as it is an invaluable platform that helps in bootstrapping marketing activities. On a more precise note, with Twitter, companies (especially start-ups and SMEs) â€Å"can help their search engine rankings and website traffic† (Thomases, 2010, p.90). In the light of the immense business potential that Twitter is capable to offer, this case analysis will aim at evaluating its current situation and part record. Simultaneously, attempts will be made to comprehend the marketing strategy of Twitter in order to recommend future strategies. In addition to these,

Jade Peony Essay Example for Free

Jade Peony Essay This excerpt from â€Å"The Jade Peony† by Wayson Choi conveys the mystery and insightful fear of the unknown of a young boy who has just lost his mother. Although the passage refrains from giving sufficient details, the reader is still able to understand the essentials of the situation: A young boy is lying in a bed with his dying mother and is then taken into the care of a family friend. The reader confirms the death of the mother with the narrator’s description of the â€Å"rigid arms† (line 8), which implies the limpness of the mother’s lifeless arms, and the boy’s realization that â€Å"my mommy’s voice†¦would never say again†¦Ã¢â‚¬  (lines 23-24). Also, from the apparent urgency and, perhaps, panic of the first paragraph, the reader may infer that something – most likely an emergency – has gone terribly wrong. The development of the Chin family characters then expands on this confirmation (of the mother’s death) to help develop the reader’s understanding. Mrs. Chin is shown as a very nurturing and maternal woman – a foil to her husband’s practical leadership in giving instructions (line 3) – who comforts the boy as the mother dies. She pulls the boy â€Å"up, up, up, from the dark†¦Ã¢â‚¬  and carries him away to her family’s cabin, a safe place. These actions indicate the switching of maternal roles between the boy’s mother and Mrs. Chin as the biological mother passes on. Also, the other Chin characters help to convey the situation. For example, in line 13, the expressions of the Chin children reflect back the â€Å"vacant stare† of the young boy to indicate his scared yet insightful awareness of the situation. Once they are in the Chin family’s cabin, Mr. Chin dynamically changes from practical leader to nurturing father, mirroring the comfort given by Mrs. Chin. His actions to return to normality – telling old stories, singing songs, etc. (lines 17-21) – further indicate the absence of the boy’s mother, showing how the Chin family is so kindly taking in the now motherless boy. Considering that the reader is left void of a complete description of the situation, the mysteriousness of this lack of detail also effectively helps to convey the similar mysteriousness felt by the boy, the narrating voice. It seems that the boy is aware of his mother’s death, at least to some degree. For example, he has a â€Å"vacant stare† (line 13) and he does not say anything as he eats his jook (line 16). Still, he does not fully grasp the concept, or the repercussions rather, of his mother’s death. For example, he remembers the â€Å"joy and excitement† of the storytelling night just before realizing his â€Å"mommy’s voice†¦would never say again†¦Ã¢â‚¬  (line 24). Aside from a paralleled mysteriousness experienced by both the reader and the boy, Choi also cleverly uses tone and sensory descriptions to convey the context and feeling of the narrating voice (of the boy). Especially in the first paragraph, Choi appeals to the auditory senses; he narrates and sets the scene by describing what the boy hears. First there is the voice of Herby Chin calling for help, then the boy hears the back door open and the sound of voices coming from the kitchen. In lines 1-3, the boy describes the scene by telling everything he hears from the other bedroom. This conveys the uneasiness of the unknown, since the boy is only hearing what is going on; he cannot see anything in the other room. Surely the boy is scared, but his observant mind conveys his insight and awareness of the situation. Choi also uses an appeal to the tactile senses, developing a tone of urgency, which helps to convey the uneasiness felt by the boy. For example, in line 17, Mrs. Chin scrubs her hands furiously simultaneously as the boy hears the siren to indicate her urgent and almost unsatiable desire to clean the blood from her hands. This may also demonstrate (figuratively) the feelings of the boy and the Chin family to move past the mother’s death – they hope to get ride of the stains of the pain in an attempt to return to normality. Aside from his sensory appeal, Choi also uses an effective word choice to convey the sense of urgency. Most noticably, he uses the word â€Å"rush† twice (line 1 line 5) as well as other phrases with a connotation of quickness (which indicates the level of panic felt in the emergency). For example, a chair falls over (due to the rushing of people in the kitchen), the curtains are â€Å"whipped† back, the blinds â€Å"whirled† and â€Å"snapped† up. Mrs. Chin â€Å"shoves† aside the pillows on the bed to comfort the boy. As the passage progresses, the sense of urgency slows as Choi picks up another more reflective and observant tone. The diction, especially of lines 25-30, is much less urgent and has a sense of calmness to it (conveyed by the sensory description of the freshly baked pie, the epitome of comfort). Ultimately this helps to demonstrate the probable acceptance and understanding of the boy. This gives the reader a final peace of mind, as the mysteriousness and urgency that are conveyed at the beginning finally come to a close, and the reader solidifies his or her understanding of the characters and the situation. Questions for sample commentary on â€Å"The Jade Peony† 1. What is the central assertion of the commentary? 2. What makes it an effective central assertion? 3. What contextualizing details does the student provide? 4. In your oral commentaries, what kind of contextualizing details will you be able to provide that this writer can’t? 5. A) Identify the topic sentence in paragraph 6. B) What details of content and literary features does the student use to support the topic sentence? C) What are the effects of these details, according to the student? D) How do these details and effects relate to the central assertion? 6. How does the student bring a sense of closure to the commentary? 7. Identify a point or explanation of a quotation that is underdeveloped. 8. How does the student bring a sense of closure to his commentary?

Comparing HD-DVD and Blu-ray Technology Essay example -- Compare Contr

Comparing HD-DVD and Blu-ray Since 1997, DVD has been the #1 top selling format for home entertainment, crushing VHS within a five year time frame. But technology is forever changing and it’s only a matter of time before DVD’s go the way of VHS. With two new formats (High Definition-DVD and Blu-ray) on the horizon, which one will win the race? Both formats use blue laser technology, which has a shorter wavelength than red (DVD), allowing it to read the smaller digital data "spots" packed a lot more densely onto a standard-size disc. In other words, they hold a lot more memory than your standard DVD’s. â€Å"The comparison chart shows that HD-DVD and Blu-ray disks will be pretty similar. Both should be able to fit a high definition movie onto one side of one disk, and both HD-DVD and Blu-ray players will play old DVD movies.†(Boutin, Paul) it’s still too early to call the race with both technologies about a year away, but my money is on Blu-ray.   Ã‚  Ã‚  Ã‚  Ã‚  HD-DVD is more user friendly in terms of its name, with the title holding a name closer to DVD. (Carnoy, David) â€Å"Toshiba, NEC, and a couple of other upstarts will be pushing for HD-DVD.† HD-DVD is capable of holding 30GB or a full-length high-definition movie, plus extras, on a prerecorded double-layer disc (compare that to today's limit of 9GB for standard double-layer DVDs). Plus the cost of making a HD-DVD is on par with the cost of today’s DVD’s, making it a smoother transition for the big companies to deal with. Toshib...

Religious Education S.B.A. Essay

What is Diwali? The name Diwali is a contraction of â€Å"Deepavali†; this is also means The Festival of Lights or Row of Lamps. This is one of the most important festivals in Hinduism and marks the attainment of moksha .Diwali falls on one new moon right between Mid-October and Mid-November, it is celebrated for five (5) days according to the Hindu calendar. This is believed that the time of transition from darkness to light-the light that empowers them to commit themselves to good deeds which brings them closer to divinity. Why is the festival celebrated? This festival is to show how good a triumph over evil and it marks the end of harvest season in most of India. This is also a time for new endeavors, and many people clean their homes and open their windows and doors cause it gives them luck and good fortune during Diwali. This is also has legend within its origin, Prince Rama wife was kidnapped by a ten-headed demon and with the help of Hanuman (Monkey god), Prince Rama rescues his wife and on their way home the people of the village light rows of lamps which guided Rama and Sita back from the forest of Ayodhya. Diwali Celebrates the return of Rama and Sita, Rama was Crowned King. Describe the rituals that take place in Diwali? It is traditional to do a spring house cleaning to welcome the Goddesses Lakshmi into their home. In the evenings many Hindus hold prayer in their homes (puja), people decorate their homes with diyas surrounding the house, and the lights are left burning all night so that when Lakshmi may feel welcomed when entered. Firecrackers are burst in order to drive away the evil spirits, during Diwali the occupants wear new clothes and share sweets and other snacks among family, friends and the adoring public. They also draw patterns on the floor with a mixture of rice, flour and water and this is called Rangoli. Also whosoever gambled on this day would prosper throughout the ensuring year. They also exchange a certain greeting to each other â€Å"Shubh Deepavali† which is a traditional greeting which means â€Å"have an auspicious Diwali†. Identify the God or Goddesses associated in Diwali? Diwali is held in honor of the goddesses Lakshmi, she is the goddesses of wealth and prosperity. They pray to her to give them luck in the following year and they honor lord Ganesh the symbol of auspiciousness and wisdom that brings them good fortune throughout the year.

Bergala Resorts Assesment of Tourism with Sustainable Managment of Environmental Resources

â€Å"An Earth Lung Destination† A Private Land in the Dadayampola Village, Thiruwanakanda, Beragala An Assessment of Tourism with Sustainable Management of Environmental Resources – -Sustainable development through regeneration and re-planting programmes -engaging and sustaining communities -involving the local community in developing income generation programmes -Local environmental, economic, and quality of life benefits -Protecting species and their habitats -eco conscious trail building -planting medicinal plants/herbs Future Environmental Programmes -bio fuels -hydro power -carbon conservation Report For Alpha & Omega Developers Pvt Limited 102/3 Dharmapala Mawatha, Colombo 07 March 2007 STUDY TEAM Dr. Gamini Hitinayake, Team Leader / Forestry Specialist, (Senior Lecturer/ University of Peradeniya), Mr. K. B. Ranawana, Flora and Fauna Specialist (Senior Lecturer / University of Peradeniya), Mr. M. I. D. H. Wijewickrama, Geologist (National Building Research Organization), Mr. Pradeep Samarawickrama (Fauna Specialist), Mr. Alahakoon (Flora Specialist), Mr. Amila Ranasinghe (Flora Specialist), Mr. P. R. S. D. Bandaranayake (Flora Specialist). Study Team Name / Expertise Dr. Gamini Hitinayake, Team Leader / Forestry Specialist, (Senior Lecturer / University of Peradeniya) see www. pdn. ac. lk for more details. . He is a well-known and a leading Forestry Specialist in Sri Lanka. Mr. K. B. Ranawana, Fauna Specialist (Senior Lecturer / University of Peradeniya). see www. pdn. ac. lk for more details. He is a well-known and leading Fauna Specialist in Sri Lanka. Mr. M. I. D. H. Wijewickrama, Geologist (National Building Research Organization-NBRO) He is working as a senior geologist attached to NBRO. He is well-known and leading Geologist in Sri Lanka. Mr. V. A. M. P. K Samarawickrama (Fauna Specialist) Experience as a Fauna Specialist: †¢Bio-diversity survey ,Phase two -Upper kotmale Hydropower Project , conducted by IUCN-Sri Lanka. †¢Bio-diversity assesment-2004, Rakawa,Ussangoda and Kalamatiya Sanctuaries,conducted by IUCN-Sri Lanka. †¢Fauna survey (Horton Plain National Park, Knuckles FR, Bundala National park). Mr. A. M. D. B. Alahakoon (Flora Specialist) Experience as a Flora Specialist: †¢Flora team, Seasonal variation and availability of food preferences by herbivore in Udawalawa National Park, Conducted by University of Peradeniya. Mr. Amila Ranasinghe (Flora Specialist) Experience as a Flora Specialist: †¢Flora team – Bio-diversity survey,Phase two -Upper Kotmale Hydropower Project, conducted by IUCN-Sri Lanka Mr. P. R. S. D. Bandaranayake (Flora Specialist) Presently working as a Technical Officer assigned for identification of flora and assisting forestry research Experience as a Flora Specialist: Worked 06 years at the Royal Botanic Gardens, Peradeniya as a Gardener. 1. Introduction 1. 1 Eco-tourism Tourism based on the natural ecological features of the area as opposed to manufactured attractions or features like old forts and structures is referred to as ecotourism. This nature tourism promotes conservation and supports sustainable development. Environmentally responsible travel and visitation to relatively undisturbed natural areas, in order to enjoy, study and appreciate nature and any accompanying cultural features that promote conservation, have a negative visitation impact and provide for substantial beneficial active socioeconomic involvement of local populations. Under the right circumstances, ecotourism has proven to be one of the most effective means to finance biodiversity conservation. In most rich biodiversity areas, actual revenue flows for ecotourism are better than non-timber forest products and biopharmacy, and comparable only to agroforestry. Because the dominating land use in protected areas and buffer zones is agriculture and forestry, ecotourism is an opportunity for the creation of additional income to farmers / foresters and to generate financial means for the management of protected areas, especially where governmental park management agencies have little resources. 1. 2 Agrotourism and Agro-ecotourism : The symbiotic relationship between tourism and agriculture that can be found in agrotourism (i. e. holidays on farmland) is a key element of an environmentally and socially responsible tourism in rural areas. Rural hospitality offers new employment and income generating opportunities for rural populations, including agrotourism as expression and cultural exchange of agricultural practices, artistic heritage and craftsmanship and culinary traditions. Agrotourism may take several forms: holiday farms, farmhouse bed-and-breakfast, farm camping, mountain resorts, equestrian centres and other forms of rural accommodations. Such facilities are an innovative payment system for environmental services generated on and around agricultural lands While ecotourism is nature-based and agrotourism is farm-based, agro-ecotourism is a combination of both. The rural landscape, usually a combination of wild and agro-ecosystems, is the most important resource for tourism development. It is obvious that a diversified agricultural landscape, with semi-natural habitats, has a greater aesthetic and recreational potential over uniform, degraded and/or polluted agricultural areas. In Europe, agri-environmental policies often promoted organic agricultural activities as a most effective means for landscape conservation: for example, the European Union Life Environment project run by the French Federation of Parks and Reserves adopted extensive animal husbandry to prevent the negative impacts of unmanaged forests on some botanical meadow species and to promote a landscape quality attractive to tourists. Examples from the Alpine Region showed that agriculture (e. g. in Carinthia, Austria) maintained an ecological value much more attractive to tourists than areas where agriculture activities were extremely reduced. Tropical countries that harbour extraordinary biodiversity have an untapped potential for generating tourism business around biodiversity-rich farms. For example, shade cacao and coffee farms have a higher biodiversity than forest habitats: families could receive money for visitors access to their land for bird-watching or could be actively involved in the agro-ecotour. Agro-ecotourism in certain locations provides a strong economic incentive to small farmers to commit to biodiversity-friendly agriculture management. 2. Components of the project: PROPOSED AGRI TOURISM ACTIVITIES. Over night Stay: – Lodging and Camping †¢Bed and Breakfast only with organic foods. †¢Herbal Tea and other Herbal Drinks, such as Centella / Ranawara/ Rose /Beli etc. †¢Camp sites. †¢Stay in Log Cabins. †¢Rental Cabins for day trip/picnics . †¢Wedding, Reception & Honeymoons. Off the farm †¢Farmers Markets. †¢Road side produce stands. †¢Udawalawe / Kataragama / Hill Country. †¢Tea Gardens & Factories †¢Cinnamon Gardens †¢Historical sites †¢Samanalawewa reservoir / Dam. †¢Landslides Recreation activities and events †¢Organic Vegetable Cultivations. †¢Picturesque jungles/ savanna lands. Fishing †¢Identification of flora / fauna. †¢Tea tasting. †¢Sludge holding ponds. †¢Natural stones houses. †¢Hiking. †¢Rock climbing. †¢Bird watching. †¢Meditation. Other planting activities: †¢Medicinal Garden †¢Botanical Garden †¢Road side planting †¢Kumbuk †¢Aricanuts †¢Jak †¢Palm. †¢Aloe Vera. Community service projects Some component of the project income could be spent on the community service projects. †¢Schools †¢Playground †¢Community center †¢Water supply for local community †¢Electricity for local community †¢Any other long felt needs as identified by the local community 3. Methodology: A survey was conducted in the proposed land between 28th December 2006 and 15th January 2007 in order to evaluate the potential of the proposed land for ecotourism. A team of specialists in the fields of forestry, flora, fauna and geology participated in the survey. 4. Findings of the study 4. 1 Location and access: The proposed land can be accessed from Balangoda via Kaltota, Meddabedda and from Beragala junction via Tiriwanagama. The proposed land is located in the Badulla districts. 4. 2 Climate and soil: The proposed land falls in the mid country intermediate zone of Sri Lanka, more specifically its within the IM2b agro-ecological region. The 75% annual rainfall expectancy of the area is over 1600 mm (Agro-ecological map of Sri Lanka, 2003). The elevation is approximately 200-300m above mean sea level. The rainfall distribution of the area is such that mid January to February and June to Mid September is dry, while other months of the year are wet. The study area has a very steep, hilly and rolling terrain. Table 1. Dry / wet months Dadayampola. MonthMAMJJASONDJF Wet / dry monthsWWW DDDD/WWWWW/DD Cropping season**********– The soils of the study area is consists of Reddish Brown Latosolic, Immature Brown Loam, Red Yellow Podzolics and Low Humic Gley in the low lying areas. The physical characteristics of these soils are moderate to deep, well drained and relatively less susceptible for soil erosion. 4. 3 Land Use: Land use in the proposed land is shown in the Table 1. This shows that most of the land is covered with natural vegetation. This natural vegetation, uneven topography and natural streams that flowing through and bordering the land have given rise to diverse range of habitats and eco-units. These landscape characters have made this proposed land having so much of biodiversity and visual amenity. If developed properly this land could be made into a paradise for eco-tourists. The wealth of biodiversity recorded in different land use is discussed in a different section. Table 1. Land use in the proposed land in the Dadayampola. Vegetation typeExtent (acres) Riparian vegetation 43 Dense / primary forest305 Secondary forest 80 Savanna forest195 Rice fields 05 Total628 acres PART I. EVALUATION OF FLORAL BIODIVERSITY A detailed survey was conducted to evaluate the plant diversity in the land. The plant diversity in the different vegetation types were recorded. The details are discussed in the following section. The composition of both woody and herbaceous plants were recorded during the survey. The common name, botanical name, family to which species belong, horizontal strata that species was recorded, growth form, conservation status and their dominance in the plant community was recorded. The summary Table shown below indicates that there is a high plant diversity in the proposed land. It also consist of reasonable number of endemic species. Summary: Plant diversity in the proposed land. Vegetation TypeTrees, shrubs and lianasGrasses and herbs SpeciesFamiliesEndemicSpeciesFamiliesEndemic Primary forest 502605— Secondary forest4322012812- Savanna1410000403- Rice fields0706002913- Riparian462505— 1. PRIMARY FOREST: PRIMARY FOREST -Trees, Shrubs and Woody lianas FamilyScientific NameVernacular NameGrowth FormConservation StatusSpecies StrataCanopy Strata AnacardiaceaeSemicarpus obscuraBadullaTreeEndemicCDSub Canopy AnacardiaceaeNothopegia beddomeiBalaTreeNativeCD/GVCanopy/Sub Canopy ApocynaceaeAlstonia scholarisRuk-aththanaTreeNativeDCanopy ApocynaceaePagiantha dichotomaDivi kaduruTreeNativeCDSub Canopy ArecaceaeCalamus sppWe welWoody ClimberNative BignoniaceaeStereospermum colais (S. ersonatum)Dunu madalaTreeNativeDCanopy ClusiaceaeGarcinia morellaGorakaTreeNativeCDSub Canopy CombretaceaeTerminalia belliricaBuluTreeNativeCDCanopy EuphorbiaceaeMacaranga peltaaKendaTreeNativeCDSub Canopy EuphorbiaceaeMallotus philippensisGulu kendaTreeNativeCDSub Canopy EuphorbiaceaePhyllanthus polyphyllusKuratiyaSmall TreeNativeCD/GVSub Canopy/Understory EuphorbiaceaeMisch odon zeylanicusThammanaTreeNativeCD/GVSub Canopy/Understory EuphorbiaceaeDimarphocalyx glabellusWelivennaSmall TreeNativeCDSub Canopy/Understory EuphorbiaceaeDrypetes sepiariaWeeraTreeNativeD/CDCanopy FabaceaeAlbizzia odoratissimaHuri MaraTreeNativeDCanopy FabaceaeCentrosema pubescensCentroLianaNative FabaceaeCassia siameaWaTreeNativeDCanopy FabaceaeEntada pusaethaPus welWoody LianaNative FlacortarceaeFlacourtia sppUguressaTreeNativeCDSub Canopy HernandiaceaeGyrocarpus americanusHama-gasTreeNativeDCanopy HippocrateaceaeSalacia reticulataHimbutuWoody ClimberNativeGVGround Vegetation LauraceaeNeolitsea cassiaKudu-daulaTreeNativeCD/GVSub Canopy/Understory LauraceaeLitsea glutinosaBomeeTreeNativeCDSub Canopy MalpighiaceaeHiptage bengalensisPuwak-gediya-welWoody LianaNative MeliaceaeWalsura trifoliolata (W. piscida)Kiri-konTreeNativeCDSub Canopy MeliaceaeCipadessa baccifera HalbabiyaWoody ShrubNativeGVGround Vegetation MoraceaeAntiaris toxicariaRiti GasTreeNativeDCanopy MoraceaeFicus microcarpaPanu-nugaTreeNativeDCanopy MoraceaeFicus tinctoriaWal-ahetuTreeNativeDCanopy MoraceaeStreblus asperGeta NithulTreeNativeCDSub Canopy/Understory MyristicaceaeHorsfieldia iryaghedhiRuk TreeEndemicCDSub Canopy MyristicaceaeMyristicadactyloidesMalabadaTreeEndemicCDCanopy OchnaceaeOchna lanceolataBo keraSmall TreeNativeCD/GVUnderstory PiperaceaePiper sylvestreWal-gammirisClipersEndemic RhamnaceaeZiziphus oenopliaHeena-eraminiyaWoody LianaNative RubiaceaeMussaenda frondosaMussandaWoody ShrubNativeCDSub Canopy RubiaceaeAdina cordifoliaKolonTreeNativeDSub Canopy RutaceaeAcronychia pedunculataUn kendaSmall TreeNativeCDSub Canopy RutaceaeChloroxylon swieteniaBuruthaTreeNativeDCanopy RutaceaeNaringi crenulataWal BeliTreeNativeCDUnderstory RutaceaeGlycosmis mauritianaBol panaSmall TreeNativeGVUnderstory SapindaceaeAllophylus cobbeKobbeSmall TreeNativeCDSub Canopy/Understory SapindaceaeGlenniea unijugaWal moraTreeEndemicCDSub Canopy/Understory SapindaceaeSchleichera oleosaKonTreeNativeDCanopy SterculiaceaePterospermum suberifoliumWelangTreeNativeD/CD/GVCanopy/Sub Canopy/Understory SterculiaceaeSterculia foetidaThelambuTreeNativeDCanopy TiliaceaeGrewia oriantalisWel KeliaWoody ClimberNativeCDUnderstory UlmaceaeCeltis cinnamomiaGurendaTreeNativeCD/GVSub Canopy/Understory VerbenaceaeVitex altissimaMillaTreeNativeDCanopy/Sub Canopy VerbenaceaePremna tomentosaSeruTreeNativeCDSub Canopy Species Strata: D-Dominant, CD-Co-dominant, GV-Ground vegetation 2. SECONDARY FOREST- ABANDONED SUGAR CANE AND HOMEGARDENS SECONDARY FOREST – Trees, Shrubs and Woody lianas FamilyScientific NameVernacular NameGrowth FormConservation StatusSpecies StrataCanopy Strata AnacardiaceaeMangifera indicaAmbaTreeIntroduced/CultivatedDSub Canopy AnacardiaceaeNothopegia beddomeiBalaTreeNativeCDSub Canopy ApocynaceaePagiantha dichotomaDivi kaduruTreeNativeCDSub Canopy CombretaceaeTerminalia bellericaBuluTreeNativeCDSub Canopy EuphorbiaceaeBridelia retusaKatakelaTreeNativeCDSub Canopy EuphorbiaceaeJatropha curcasWeta endaruTreeIntroduced/CultivatedCDSub Canopy EuphorbiaceaeMacaranga peltataKendaTreeNativeDCanopy EuphorbiaceaeMallotus philippensisGulu petta,HampirillaTreeNativeDSub Canopy EuphorbiaceaePhyllanthus polyphyllusKuratiyaSmall TreeNativeCDSub Canopy FabaceaeCassia fistulaEhelaTreeNativeCDSub Canopy FabaceaeCassia spectabilisKaha konaTreeIntroducedCDSub Canopy FabaceaeBauhinia racemosaMilaTreeNativeCDCanopy FabaceaeGliricidia sepiumWeta-maraTreeIntroduced/CultivatedDCanopy FabaceaeTamarindus indicaSiyabalaTreeIntroduced/CultivatedDCanopy FlacortarceaeFlacourtia sppUguressaTreeNativeCDSub Canopy FlacourtiaceaeHydnocarpus venenataMakuluTreeEndemicDCanopy LauraceaeCinnamomum sppKuruduSmall TreeNativeCDUnderstory LauraceaeNeolitsea cassiaKudu-daulaTreeNativeCDCanopy/Sub canopy LauraceaeLitsia glutinosaBo-meeTreeNativeCDSub Canopy MagnoliaceaeMichelia champacaSapuTreeIntroduced/CultivatedCDSub Canopy MalpighiaceaeHiptage bengalensisPuwak-gediya-welWoody LianaNativeSub Canopy MeliaceaeCipadessa bacciferaHal BabiyaSmall TreeNativeCDSub Canopy MoraceaeArtocarpus heterophyllusKosTreeIntroduced/CultivatedDCanopy MoraceaeStreblus asperGeta NithulTreeNativeCDSub Canopy MyrtaceaePsidium guajavaPeraSmall TreeIntroduced/CultivatedCDSub Canopy PiperaceaePiper nigrumGammirisClipersCultivated PuniccaceaePunica granatumDelumWoody ShrubIntroduced/CultivatedCDSub Canopy RhamnaceaeZiziphus oenopliaHeena-eraminiyaWoody LianaNative RubiaceaeMussaenda frondosaMussandaWoody ShrubNativeCDSub Canopy RubiaceaePavetta indicaPawattaWoody ShrubNativeCDSub Canopy RutaceaeAcronychia pedunculataUn kendaSmall TreeNativeCDSub Canopy RutaceaeGlycosmis mauritianaBol panaSmall TreeNativeGVUnderstory RutaceaeCitrus sppDodanSmall TreeIntroduced/CultivatedCDSub Canopy SapindaceaeAllophylus cobbeKobbeSmall TreeNativeCDSub Canopy SterculiaceaePterospermum suberifoliumWelangTreeNativeCD/GVUnderstory SterculiaceaeHelicteres isoraLihiniyaTreeNativeCD/GVSub Canopy TiliaceaeGrewea damineDamaniTreeNativeCDSub Canopy TiliaceaeMicrocos paniculataKohukirillaTreeNativeDCanopy TiliaceaeBerrya cordifoliaHul milla TreeNativeDCanopy UlmaceaeTrema orientalisGedumbaTreeNativeDCanopy VerbenaceaeClerodendrum infortunatumPinnaWoody ShrubNativeCDUnderstory VerbenaceaeVitex altissimaMillaTreeNativeDCanopy VerbenaceaeGm elina asiaticaKethi dmataWoody ShrubNativeCDSub Canopy Species Strata: D-Dominant, CD-Co-dominant, GV-Ground vegetation SECONDARY FOREST – Grasses and herbs FamilyScientific NameVernacular NameGrowth Form AcanthaceaeJusticia betonica Sudu purukHerb AmaranthaceaeAchyranthes asperaGas Karal HebaHerb AsteraceaeSynedrella nodifloraHulan thalaHerb AsteraceaeAgeratum conyzoidesHulan thalaHerb AsteraceaeVernonia cinereaMonara kudumbiyaHerb AsteraceaeMikania cordataGahala welLiana AsteraceaeEupatorium odoratumPodisinhomaranShrub ColchicaceaeGloriosa superbaNiyagalaLiana CommelinaceaeCommelina diffusaGira-palaGrass CommelinaceaeCommelina bengalensisDiya meneriGrass CommelinaceaeCynotis cristataBolvilaGrass EuphorbiaceaePhyllanthus amarusPitawakkaHerb EuphorbiaceaeEuphorbia hirtaBu-dada-kiriyaHerb FabaceaeDesmodium triflorumHeen udupiyaliHerb FabaceaeMimosa pudicaNidikumbaHerb FabaceaeClitoria ternatiaKata roduLiana MalvaceaeSida acutaGas-bevilaHerb MalvaceaeSida veronicifoliaBevilaHerb MalvaceaeUrena lobataPatta apelaHerb MalvaceaeHibiscus furcatusNapiriththaClimber MenispermaceaeCyclea burmanniiKasipiththanLiana PoaceaeDigitaria sppGrass PoaceaeCyrtococcum trigonumGrass PoaceaePanicum maximumGinea grassGrass PoaceaeBrachiaria sppGrass TiliaceaeTrumfetta pentandraEpalaHerb VerbenaceaeStachytarpheta urticaefoliaBalu NagutaHerb VerbenaceaeLantana camaraGandapanaWoody Shrub 3. SAVANNA FOREST Savanna Forests: Trees, Shrubs and Woody lianas FamilyScientific NameVernacular NameGrowth FormConservation StatusSpecies StrataCanopy Strata CombretaceaeAnogeissus latifollusDawuTreeNativeDCanopy CombretaceaeTerminalia belliricaBuluTreeNativeDCanopy CombretaceaeTerminalia chebulaAraluTreeNativeDCanopy EuphobiaceaePhyllanthus emblicaNelliTreeNativeCDSub Canopy FabaceaePterocarpus indicusWal GammaluTreeNativeDCanopy FabaceaeBauhinia racemosaMyilaTreeNativeCDSub Canopy LaecythidacaeaeCareya arboreaKahataTreeNativeCDSub Canopy LauraceaeNeolitsea cassiaKudu-daulaTreeNativeGVUnderstory LythraceaeWoodfordia fruticosaMaliththaWoody ShrubNativeGVUnderstory RhamnaceaeZizyphus mauritianaDembaraWoody ClimberNative RhamnaceaeZiziphus oenopliaHeena-eraminiyaWoody ClimberNative RubiaceaeCanthium coromandelicumKaraShrubNativeCDSub Canopy RutaceaeChloroxylon swieteniaBuruthaTreeNativeGVUnderstory TiliaceaeGrewia damaniDamaniTreeNativeCDSub Canopy Species Strata: D-Dominant, CD-Co-dominant, GV-Ground vegetation Savanna Forests: Grass and Herbs FamilyScientific NameVernacular NameGrowth Form PoaceaeCymbopogon nardusPagiri ManaGrass AsteraceaeEupatorium odoratumPodisinhomaranShrub AsteraceaeElephantopus scaberAth adiHerb LabiataeLeucas zeylanicaThumbaHerb 4. ABANDONED PADDY FIELD Abandoned Paddy Field: Trees, Shrubs and Woody lianas FamilyScientific NameVernacular NameGrowth FormConservation StatusSpecies StrataCanopy Strata FabaceaeGliricidia sepiumWeta-maraTreeIntroduced/CultivatedDCanopy FabaceaeCassia fistulaEhelaTreeNativeCDSub Canopy LaecythidacaeaeCareya arboreaKahataTreeNativeCDSub Canopy MeliaceaeCipadessa baccifera HalbabiyaWoody ShrubNativeGVGround Vegetation RhamnaceaeZiziphus oenopliaHeena-eraminiyaWoody LianaNative SterculiaceaeHelicteres isoraLihiniyaTreeNativeCD/GVSub Canopy VerbenaceaeVitex negundoNikaWoody ShrubNativeCDSub Canopy Species Strata: D-Dominant, CD-Co-dominant, GV-Ground vegetation Abandoned Paddy Field: Grass and Herbs FamilyScientific NameVernacular NameGrowth Form AcanthaceaeJustica betonica Sudu purukHerb AmaranthaceaeAchyranthes asperaGas Karal HebaHerb AsteraceaeSynedrella nodifoliaHulan thalaHerb AsteraceaeAgeratum conyzoidesHulan thalaHerb AsteraceaeVernonia cinereaMonara kudumbiyaHerb AsteraceaeMikania cordataGahala welLiana AsteraceaeEupatorium oderatumPodisinhomaranShrub CommelinaceaeCynotis sppGrass CyperaceaeCyperus sppGrass CyperaceaeFimbristylis sppGrass EuphorbiaceaePhyllanthus amarusPitawakkaHerb EuphorbiaceaeEuphorbia hirtaBu-dada-kiriyaHerb FabaceaeDesmodium triflorumHeen udupiyaliHerb FabaceaeMimosa pudicaHerb FabaceaeClitoria ternatiaKata roduLiana LamiaceaeLeucas zeylanicaThumbaHerb MalvaceaeSida veronicifoliaBevilaHerb MalvaceaeSida acutaGas BevilaHerb MalvaceaeUrena lobataPatta apelaHerb MenispermaceaeCyclea peltataKasipiththanLiana PoaceaeImperata cylindricaIllukGrass PoaceaeDigitaria sppGrass PoaceaeCyrtococcum trigonumGrass PoaceaePanicum maximumAth-mana'Ginea grassGrass PoaceaeBrachiaria sppGrass PoaceaeEragrostis tenellaGrass TiliaceaeTrumfetta pentandraEpalaHerb VerbenaceaeLantana camaraGadapanaWoody Shrub VerbenaceaeStachytarpheta jamaicensisBalu NagutaShrub 5. RIPARIAN FOREST Riparian Forest -Trees, Shrubs and Woody lianas FamilyScientific NameVerniculer NameLife FormConservation StatusSpecies StrataCanopy Strata AnacardiaceaeMangifera indicaAmbaTreeNativeCDSub Canopy AnacardiaceaeSemicarpus obscuraBadullaTreeEndemicCDSub Canopy AnacardiaceaeNothopegia beddomeiBalaTreeNativeCDSub Canopy ApocynaceaePagiantha dichotomaDivi kaduruTreeNativeCDSub Canopy ClusiaceaeGarcinia morellaGorakaTreeNativeDCanopy ClusiaceaeGarcinia spicataEla-gokatu/GonapanaTreeNativeDCanopy CombretaceaeTerminalia arjunaKubukTreeNativeDCanopy DilleniaceaeDillenia indicaDiya-paraTreeNativeCDUnderstory DilleniaceaeDillenia retusaGoda-paraTreeNativeCDUnderstory EuphorbiaceaeMacaranga peltataaKendaTreeNativeCDSub Canopy EuphorbiaceaeMallotus philippensisHampirillaTreeNativeCDSub Canopy EuphorbiaceaePhyllanthus myrtifolius Ganga-werellaShrubEndemicGVUnderstory EuphorbiaceaeDimorphocalyx glabellusWelivennaSmall TreeNativeCDSub Canopy FabaceaeAcacia caesiaHinguru welWoody LianaNative FabaceaePongamia pinnataMagul KarandaTreeNativeDCanopy FabaceaeCentrosema pubescensCentroLianaNative FabaceaeDelbergia pseudo-sissooBababara welWoody LianaNative FabaceaeDerris scandensKala welWoody LianaNative FlacourtiaceaeHydnocarpus veneataMakuluTreeEndemicDCanopy HippocrateaceaeSalacia reticulataHimbutuWoody ClimberNativeGVUnderstory LauraceaeNeolitsea cassiaKudu-daulaTreeNativeCD/GVSub Canopy/Understory MalpighiaceaeHiptage bengalensisPuwak-gediya-welWoody LianaNative MelastomataceaeMemecylon angustifoliumKora kahaWoody ShrubNativeCD/GVUnderstory MeliaceaeWalsura trifoliolataKiri-koneTreeNativeCDSub Canopy MoraceaeFicus hispidaKotadimbulaTreeNativeGVUnderstory MoraceaeFicus microcarpaPanu-nugaTreeNativeDCanopy MoraceaeFicus tinctoriaWal-ahetuTreeNativeDCanopy MoraceaeAntiaris toxicariaRiti GasTreeNativeDCanopy MoraceaeStreblus asperGeta NithulTreeNativeCDSub Canopy MyrtaceaeSyzygium operculatumBata-dambaTreeNativeCDSub Canopy PandanaceaePandanus zeylanicusWeta-keyyaShrubNativeGVUnderstory PiperaceaePiper sylvestreWal-gammirisClipersEndemic RhamnaceaeZiziphus lucidaEraminiaWoody LianaEndemic RhamnaceaeZiziphus oenopliaHeena-eraminiyaWoody LianaNative RubiaceaeMussaenda frondosaMussandaWoody ShrubNativeCDSub Canopy RubiaceaeIxora coccineaRathmalWoody ShrubNativeGVUnderstory RubiaceaeMitragyna parvifoliaHalambaTreeNativeCDSub Canopy RubiaceaeNauclea orientalisBuk meeTreeNativeCDSub Canopy RutaceaeAtalantia ceylanicaYakinaranWoody ShrubNativeGVUnderstory RutaceaeMurraya paniculataAtteriyaWoody ShrubNativeGVUnderstory SapindaceaeAllophylus cobbeKobbeSmall TreeNativeCDSub Canopy SapindaceaeSchleichera oleosaKonTreeNativeCDCanopy SapotaceaeMadhuca longifoliaMeeTreeNativeDCanopy SterculiaceaePterospermum suberifoliumWelanTreeNativeCO/GVSub Canopy/Understory VerbenaceaeClerodendrum infortunatumGas-pinnaWoody ShrubNativeGVUnderstory VerbenaceaeVitex altissimaMillaTreeNativeDCanopy Note: The canopy and species stratas were added according to observations. It indicates only its present canopy & species stratas during the observation period not the original stratas Species Strata: D-Dominant, CD-Co-dominant, GV-Ground vegetation PART II. EVALUATION OF FAUNAL BIODIVERSITY A detailed survey was conducted to evaluate the animal diversity in the land. The animal diversity in the different vegetation types were recorded. The details are discussed in the following section. The composition of butterfly, birds, amphibians, reptiles. Fish and mammals were recorded during the survey. The common name, zoological name, family to which species belong and conservation status was recorded. The summary Table shown below indicates that there is a high animal diversity in the proposed land. It also consist of reasonable number of endemic/threatened species. Summary: Animal species recorded from the proposed land. Vegetation typeButterflyFishAmphibianReptileBirdsMammals Species38O405234819 Family080304082612 Conservation status010000040405 Butterfly species. FamilySPECIESCOMMON NAMEConservation StatusNatural ForestRiverrine forestSavana forestStream fauna PapilionidaeTroides darsiusCommon BirdwingE,TR1100 Pachliopta hectorCrimson Rose1110 Pachiopta aristolochiaeCommon Rose1110 Papilio crinoBanded Peacock1100 Papilio demoleusLime Butterfly0110 Papilio polymnestorBlue Mormon1100 Papilio polytesCommon Mormon0100 Graphium dosonCommon Jay1100 Graphium agamemnonTailed Jay0010 PiearidaeLeptosia ninaPsyche0010 Delias eucharisJezebel0010 Belenois aurotaPioneer0010 Appias albinaCommon Albatross0110 Appias paulinaLesser Albatross1110 Catpsilia pomonaLemon Eigrant0110 Eurema brigittaSmall Grass Yellow0110 Eurema hecabeCommon Grass Yellow0110 DanaidaeIdea similisBlue Glassy Tiger0110 Parantica agleaGlassy Tiger0110 Danaus ChrysisppusPlain Tiger0110 Danaus GenutiaCommon Tiger0110 Euploea coreCommon Crow1110 NymphalidaeJunonia iphitaChocolate Soldier1110 Hypolimnas bolinaCommon Egg fly1100 Neptis hylasCommon Sailor1110 Cethosia nietneriCeylon lace Wing0010 Polyura athamasNawab0100 Charaxes solonBlack Rajah0100 AcraeidaeCirrochroa thais Yeoman0100 SatyridaeAcraea violaeTawny Costar0110 Melanitis ledaCommon Evening Brown1100 Orsotriaena medusNigger Brown0110 Nissanga patniaGlad eye Bush brown0110 LycaenidaeYpthima ceylonicaWhite Four-ring0110 Talicada nyseusRed pierrot0100 Prosotas noraCommon lineblue0010 Zizeeria karsandraDark Grass blue0100 HesperiidaeSuastus gremiusIndian Paim Bob0100 Fish species. FamilySPECIESCOMMON NAMEConservation StatusNatural ForestRiverrine forestSavana forestStream fauna CyprinidaePuntius bimaculatus0001 Rasbora Sp. 0001 SiluridaeWallago attu0001 ChannidaeChanna grachua0001 Amphibian species. FamilySPECIESCOMMON NAMEConservationNatural ForestRiverrine forestSavana forestStream faunaRemarks BufonidaeBufo melonostictusCommon House Toad1110Adult, Juvenile MicrohylidaeMicrohyla ornataOrnate narrow mouth frog0001 RanidaeEuphlyctis cyanophlyctisSkipper Frog0001 Limnonectes limnocharisCommon Faddy Field frog0001 RhacophoridaePolypedates maculatuesCommon Tree frog1000 Reptile species. FamilySPECIESCOMMON NAMEConservation statusNatural ForestRiverrine forestSavana forestStream faunaRemarks AgamidaeCalotes calotesGreen Garden Lizard1000 Calotes versicolourHome-garden Lizards1010 Otocryptis wiegmanniSri Lanka Kangaroo LizardE,TR1100 GekkonidaeCnemaspis scalpensisRocky Day-geckoE1110 Gehyra mutilata Common House gecko0010 Hemidactylus leschenaultiiBark gecko1000 ScincidaeLankascincus sp. Lanka skinkE,TR1000 Mabuya maculariaSpotted skink0110 VaranidaeVaranus bengalensisLand Monitor0010 Varanus salvatorWater monitor0100 BoidaePhython molurusIndian Python1010 ColubridaeAhaetulla nasutaGreen vine snake1100 Dendrelaphis tristisCommon bronze back1100 Elaphe helenaTrinket snake1000 Ptyas mucosusCommon Rat Snake0010 Atretium schistosumOlive keelback watersnake0001 Boiga forsteniForsten's cat snake0010 Macropisthodon plumbicolorGreen keelback0010 Family:ElapidaeNaja najaIndian Cobra0010 Bungarus caeruleusCommon karait0010 Family:ViperidaeHypnale hypnaleHump nosed Viper1100 Trimeresurus trigonocephalusGreen Pit ViperE,TR1100 Vipera ruselliRussells Viper1110 Bird species. FamilySPECIESCOMMON NAMEConservation statusNatural ForestRiverrine forestSavana forestStream fauna PhasianidaeGallus lafayettiiSri lanka jungle fowlE1110 PicidaeDinopium benghalense psarodesRed-backed woodpecker1110 MegalaimidaeMagalaima zelanicaBrown-headed barbet1110 Megalaima haelamimaCoppersmith barbet1110 BucerotidaeOcyceros gingalensisSri lanka gray hornbillE,TR1010 HalcyonidaeHalcyon smyrnensisWhite-breasted kingfisher0100 AlcedinidaeAlcedo atthisCommon Kingfisher0100 MeropidaeMerops leschenaultiChest-headed bee-eater0010 CuculidaeHierococcyx variusCommon hawk Cuckoo1010 Eudynamys scolopaceaAsian Koel1100 CentropodidaeCentropus sinensisGreater coucal1010 PsittacidaePsittacula krameriRose-ringed parakeet1110 Loriculus beryllinusSri lanka hanging parrotE,TR1110 HemiprocnidaeHemiprocne longipennisCrested treeswift1110 StrigidaeKetupa zeylonensisBrown fish owl0100 ColumbidaeStreptopelia chinensisSpotted dove0010 Chalcophaps indicaEmerald dove1100 Treron pompadoraPompadour Green-pigeon0100 CharadriidaeVanellus indicusRed-wattled Lapwing0010 AccipitridaeSpilornis cheela Crested serpent eagale0010 Accipter badiusShikra0110 Haliaeetus leucogasterWhite-bellied Sea-eagle0100 PhalacrocoracidaePhalacrocorax fuscicollisIndian Cormorant0101 CiconiidaeCiconia episcopusWoolly-necked Stork0100 LaniidaeLanius cristatusBrown Shrike0010 CorvidaeOriolus xanthornusBlack-hooded oriole1100 Dicrurus caerulescensWhite-bellied drongo1110 Corvus macrorhynchosLarge-billed crow0100 MuscicapidaeTerpsiphone paradisiAsian paradise-flycatcher1100 Rhipidura aureolaWhite-browed fantail flycatcher1000 Copsychus malabaricusWhite-rumped shama1100 Copsychus saularisOriental magpie robin0010 Saxicoloides fulicataBlack-backed robin0110 SturnidaeAcridotheres tristisCommon myna0010 PycnonotidaePycnonotus melanicterusBlack-crested Bulbul1100 Pycnonotus caferRed-vented bulbul1110 Iole indicaYellow-browed Bulbul1100 CisticolidaePrinia socialisAshy prinia0010 Prinia inornataPlain priniya0010 SylviidaeOrthotomus sutoriusCommon Tailorbird1110 PellorneumfuscocapillumBrown-capped babblerE,TR1100 Rhopocichla atricepsDark-fronted babbler1100 Turdoides affinisCommon babbler1110 NectariniidaeDicaem agileThick-billed flowerpecker1110 Netarinia zelonicaPurple-ramped sunbird1100 Netarinia loteniaLong-billed sunbird0100 Netarinia asiaticaPurple sunbird1100 PasseridaeLonchura striataWhite-ramped munia1000 Lonchura punctulataScaly-breasted munia0010 Mammal species. FamilySPECIESCOMMON NAMEConservation statusNatural ForestRiverrine forestSavana forestStream faunaRemarks CercopithecidaeMacaca sinica Toque Monkey1110 Trachypithecus vetulusPurple-faced leaf monkeyE,TR1100 ManidaeManis crassicaidataIndian Pangolin 110Feeding signs PteropodidaePteropus giganteusFlying Fox0100 ScuridaeRatufa macroura Ceylon Giant Squirrel1100 Funambulus palmarumCeylon Palm Squirrel1100 Hystericidae Hystrix indicaIndian Porcupine1010Indirect observation ViverridaeParadoxurus hermaphroditusCommon Indian Palm-Cat1100 Herpestes fuscus Ceylon Brown Mongoose1010 Herpestes smithi Ceylon Ruddy Mongoose0010 FelidaePanthera pardusLeopardTR1110 Felis viverrinaIndian Fishing CatTR1111 Felis rubiginosaCeylon Rusty-Spotted CatTR1110 ElephantidaeElephas maximusElephantTR1110 Suidae Sus scrofa Indian Wild Pig1110Feeding signs TragulidaeTragulus meminnaIndian Mouse 1110 Cervidae Cervus unicolorSambur1110Feeding signs Muntiacus muntjak Barking Deer1110Indirect observation LeporidaeLepus nigricollisBlack-naped hare1110Indirect observation Key- E-Endemic species; TR-Threatened Faunal Diversity: In addition to observations of the study team following faunal species were identified based on the discussions with villagers. Table: Fish Species FamilySPECIESCOMMON NAMEConservationNatural ForestRiverrine forestSavana forestStream fauna Remarks Status AnguillidaeAnguilla bicolourLevel finned-eel 0000Impromation Puntius dorsalisLong-snouted Barb 0001Impromation Tor khudreeMahseer 0001Impromation CobitidaeLepidocephalichthys thermalisCommon Loach 0001Impromation GobiidaeAwaous melanocephalusScribbled Goby 0001Impromation Table: Amphibian species FamilySPECIESCOMMON NAMEConservation StatusNatural ForestRiverrine forestSavana forestStream fauna Remarks Microhylidae Ramanella veriegataSpadefoot Toad 1000Impromation RanidaeHoplobatrachus crassusJerdon's Bullfrog 010 Impromation Rana temporalisBronzed Frog 110 Table: Reptile species FamilyCOMMON NAMEConservation StatusNatural ForestRiparian forestSavanna forestStream faunaRemarks Colubridae Brown vine snake 1110Villages Importations Boulenger. s bronze back 1000Villages Importations Gamma cat snake 1010Villages Importations PART III: VALUING THE TIMBER RESOURCES: Monetary value of the standing timber volume of the proposed land was estimated. Total height (m) and Diameter at Breast Height (DBH in cm) of trees were was measured to estimate the standing tree volume. 1000m2 plots were used measure the trees in each vegetation type. The summary of the calculations are shown below: Summary: Value of standing timber (at 6the currant market rates) Vegetation typeTimber value per acreNo of AcresTotal value of trees (Rs. mil) Primary forest6. 34 mil3051933. 70 Secondary forest3. 146 mil80251. 68 Savanna0. 338 mil19565. 91 Riparian0. 588 mil4325. 28 Kumbuk trees in the riparian39. 18 mil (198 trees)-39. 18 Grand total2315. 75 1. PRIMARY FOREST Composition: Primary forest (10x100m) FamilyNameCommon NameD. B. H. (cm)Height (m)No. of Trees AnacardiaceaeSemicarpus obscuraBadulla35,43,45,518,10,11,134 AnacardiaceaeNothopegia beddomeiBala30,33,38,46,487,8,10,12,125 ApocynaceaeAlstonia scholarisRuk-aththana32-5612-188 BignoniaceaeStereospermum personatumDunu madala36-6310-166 ClusiaceaeGarcinia morellaGoraka23,37,449,11,143 CombretaceaeTerminalia belliricaBulu57,72,85,8715,18,25,264 EuphorbiaceaeMacaranga peltaaKenda36,3910,122 EuphorbiaceaeMallotus philippensisGulu kenda26,37,39,418,9,11,124 EuphorbiaceaeMischodon zeylanicusThammana33,387,92 EuphorbiaceaeDrypetes sepiariaWeera42,53,5711,13,153 FabaceaeAlbizzia odoratissimaHuri Mara36,42,46,558,9,10,134 FabaceaeCassia siameaWa31,35,36,45,4711,13,13,15,154 HernandiaceaeGyrocarpus americanusHama-gas52,55,61,739,11,12,145 LauraceaeNeolitsea cassiaKudu-daula33,3712,132 MeliaceaeWalsura piscidaKiri-kon36,38,46,508,8,12,144 MoraceaeAntiaris toxicariaRiti Gas48,52,63,68,7115-275 RubiaceaeAdina cordifoliaKolon31-7411-1812 RutaceaeChloroxylon swieteniaBurutha37. 42,45,48,6110-225 VerbenaceaeVitex altissimaMilla53-8515-239 UlmaceaeCeltis cinnamomiaGurenda54,6810,172 SterculiaceaeSterculia foetidaThelambu37-5610-147 VerbenaceaePremna tomentosaSeru26,29,305,7,7,3 SapindaceaeSchleichera oleosaKon42-7813-267 SterculiaceaePterospermum suberifoliumWelang22-565-259 2. SECONDARY FOREST Secondary forest: Composition: 10x100m plot FamilyNameCommon NameD. B. H. (cm)Height (m)No. of Trees AnacardiaceaeMangifera indicaAmba30-5010-255 AnacardiaceaeNothopegia beddomeiBala18-5010-282 CombretaceaeTerminalia bellericaBulu38-8518366 EuphorbiaceaeBridelia retusaKetakela20-558-207 FabaceaeTamarindus indicaSiyambala30-7512-223 FabaceaeCassis spectabilisKahakona22-408-156 FlacourtiaceaeHydnocarpus venenataMakulu30-8016-323 LauraceaeNeolitsea cassiaDaul-kurundu20-6512-258 MagnoliaceaeMichelia champacaSapu23-7510-253 MoraceaeArtocarpus heterophyllusKos26-9015-302 SterculiaceaePterospermum suberifoliumWelan25-7812-323 TiliaceaeGrewia damineDamaniya18-5710-225 TiliaceaeBerrya cordifoliaHalmilla16-4910-254 VerbenaceaeVitex altissimaMilla21-5112-284 FabaceaeCassia fistulaEhela22-488-145 EuphorbiaceaeMalotus philippensisHampirilla,Gulukenda31-548-163 3. SAVANNA FOREST Savanna: Composition: 10x100m plot Common NameNo of trees under different D. B. H. (cm) classesTotal ; 5 cm5 cm – 15 cm15 cm -30 cm30 cm – 50 cm Dawu38111032 Myila22 Kahata11 Wal Gammalu235 Bulu123 Aralu11 Debara2215 Total410191649 4. RIPARIAN FOREST Riparian Forest (Section A): Composition: 10x100m plot FamilyNameCommon NameD. B. H. (cm)Height (m)No. of Trees AnacardiaceaeMangifera indicaAmba30,35,637,9,153 SapindaceaeSchleichera oleosaKon34-5613-215 AnacardiaceaeMangifera zeylanicaEtamba39-9515-286 SapotaceaeMadhuka longifoliaMee41-9015-3210 ClusiaceaeGarcinias pp. Gonapana38-5611,14,153 ApocynaceaeAlstonia scholarisRuk attana33,54,5914,17,193 HernandiaceaeGyrocarpus americanusHama-gas37,44,48,5313,14,16,174 SterculiaceaeSterculia foetidaThelmbu43,4718,182 FabaceaeHamboltia laurifoliaGalkaranda31131 AnacardiaceaeSemecarpus obscuraBadulla34,28,399,11,133 EbenaceaeDiospyros quercitaKalumediriya36121 TiliaceaeBerrya cordifoliaHalmilla23,349,112 MeliaceaeWalsura trifoliolata( W. piscidia)Kirikoon28,36,36,329,10,10,104 ArecaaeaeCaryota urensKithul4191 DipterocarpaceaeHopea cordifoliaUva-Mandora47-7320-355 SapindaceaeSapindus trifoliusKahapenala2981 EuphorbiaceaeBridelia retusaKetakela32,369,102 Riparian Forest (Section B): Composition: 10x100m plot FamilyNameCommon NameD,B,H. (cm)Height (m)No. of Trees FlacourtiaceaeHydnocarpus veneataMakulu60,30,3520,8,123 SterculiaceaePterospermum suberifoliumWelan35,5014,122 VerbenaceaeVitex altissimaMilla30,70,60,7010,18,15,184 EuphorbiaceaePhyllanthus indicusKaraw40,4510,92 FabaceaePongamia pinnataMagul Karanda30101 SapotaceaeMadhuka longifoliaMee45,35,40,7015,12,12,184 AnacardiaceaeNethopegia beddomeiBala40,309,122 MoraceaeArtocarpus heterophyllusKos50121 EbenaceaeDiospyros malabaricaThimbiri30,4015,182 MyristicaceaeMyristica dactyloidesMalaboda50211 SapindaceaeDymorcarpus longanaMora60151 DipterocarpaceaeHopea cordifoliaUva-Mandora80,7521,182 FabaceaeEntada pusaethaPus wel30100 ;1 Kumbuk (Terminalia arjuna) trees in the river bank. No of Kumbuk (Terminalia arjuna) trees under different D. B. H. cm) classes Area30- 60 cm60- 75 cm75 – 100 cm 100 -130 cm 130 -160 cm160 – 200 cm200 cm;Total Area ‘A'1111516132058 Area ‘ B ‘121113854154 Area ‘ C ‘12741030036 Area ‘ D ‘98181220150 Sub total442 750462362 Grand total198 No of Kumbuk (Terminalia arjuna) trees under different height (m) classes Area (as marked on the map);5m5-10m10-15m15-20m20-25m25-30m30m;Sub total Area ‘A'071717134058 Area ‘ B ‘03292812054 Area ‘ C ‘0346176036 Area ‘ D ‘02312293150 Sub total015264487251 Grand total198 Part IV. Medicinal plants: Medicinal plants recorded from the Dadayampola land (71 species) is shown in the following Table: Medicinal plants recorded from the Dadayampola land. Botanic nameFamilyCommon Name 1Acacia caesiaFabaceaeHinguru wel Achyranthes asperaAmaranthaceaeGas Karal Heba 3Aconitum spp. AraceceAthudian 4Acronychia pedunculataRutaceaeUn kenda 5Adina cordifoliaRubiaceaeKolon 6Ageratum conyzoidesAsteraceaeHulan thala 7Allophylus cobbeSapindaceaeKobbe 8Alstonia scholarisApocynaceaeRuk-aththana 9Atalantia ceylanicaRutaceaeYakinaran 10Bauhinia racemosaFabaceaeMyila 11Bridelia retusaEuphorbiaceaeKetakela 12Careya arboreaLaecythidacaeaeKahata 13 Cassia fistulaFabaceaeEhela 14Cipadessa baccifera MeliaceaeHalbabiya 15Clerodendrum infortunatumVerbenaceaeGas-pinna 16Clitoria ternatiaFabaceaeKata rodu 17Cyclea peltataMenispermaceaeKasipiththan 18Delbergia pseudo-sissooFabaceaeBababara wel 19Derris scandensFabaceaeKala wel 0Desmodium triflorumFabaceaeHeen udupiyali 21Dillenia indicaDilleniaceaeDiya-para 22Dillenia retusaDilleniaceaeGoda-para 23Elephantopus scaberAsteraceaeAth adi 24Entada pusaethaFabaceaePus wel 25Euphorbia hirtaEuphorbiaceaeBu-dada-kiriya 26Ficus hispidaMoraceaeKotadimbula 27Garcinia morellaClusiaceaeGoraka 28Garcinia spicataClusiaceaeEla-gokatu/Gonapana 29Grewia oriantalisTiliaceaeWel Kelia 30Helicteres isoraSterculiaceaeLihiniya 31Horsfieldia iryaghedhiMyristicaceaeRuk 32Ixora coccineaRubiaceaeRathmal 33Justicia betonica AcanthaceaeSudu puruk 34Leucas zeylanicaLabiataeThumba 35Litsea glutinosaLauraceaeBomee 36Madhuca longifoliaSapotaceaeMee 37Mangifera zeylanicaAnacardiaceaeEtamba 8Memecylon angustifoliumMelas tomataceaeKora kaha 39Mikania cordataAsteraceaeGahala wel 40Mimosa pudicaFabaceae 41Mitragyna parvifoliaRubiaceaeHalamba 42Murraya paniculataRutaceaeAtteriya 43Mussaenda frondosaRubiaceaeMussanda 44MyristicadactyloidesMyristicaceaeMalabada 45Nauclea orientalisRubiaceaeBuk mee 46Neolitsea cassiaLauraceaeKudu-daula 47Ochna lanceolataOchnaceaeBo kera 48Pagiantha dichotomaApocynaceaeDivi kaduru 49Pandanus zeylanicusPandanaceaeWeta-keyya 50Phyllanthus amarusEuphorbiaceaePitawakka 51Phyllanthus emblicaEuphobiaceaeNelli 52Phyllanthus myrtifolius EuphorbiaceaeGanga-werella 53Pongamia pinnataFabaceaeMagul Karanda 54Pterocarpus indicusFabaceaeWal Gammalu 5Salacia reticulataHippocrateaceaeHimbutu 56Sapindus trifoliusSapindaceaeKahapenala 57Sida acutaMalvaceaeGas Bevila 58Sida veronicifoliaMalvaceaeBevila 59Sterculia foetidaSterculiaceaeThelambu 60Streblus asperMoraceaeGeta Nithul 61Tamarindus indicaFabaceaeSiyambala 62Terminalia arjunaCombretaceaeKubuk 63Terminalia belliricaCombretaceaeBulu 64 Terminalia chebulaCombretaceaeAralu 65Urena lobataMalvaceaePatta apela 66Vernonia cinereaAsteraceaeMonara kudumbiya 67Vitex negundoVerbenaceaeNika 68Walsura trifoliolata (W. piscida)MeliaceaeKiri-kon 69Woodfordia fruticosaLythraceaeMaliththa 70Ziziphus oenopliaRhamnaceaeHeena-eraminiya 71Zizyphus mauritianaRhamnaceaeDembara GEOLOGICAL REPORT OF THE LAND OF PROPOSED ECHO -TOURISM SITE AT DADAYAMPOLA, THIRIWANA KANDA, BERAGALA Introduction The proposed site situated at Dadayampola village, bound to the left bank of Kalkanna Oya, and just above the Weli Oya Annicut. The site area is accessible from Balangoda via Kaltota, Medabedda and from Beragala junction via Thiriwanagama (Map 1-Location Map). Geological background of the site Geologically, this area belongs to Highland Complex and most high grade metamorphic rocks can be identified in and around the proposed project area. The rock types commonly found belongs to highland complex are, Garnet Sillimanite Gneiss, Quartzite, Marble, Calc gneiss, Charnockite etc. (Figure 2-Geology map). Apart from those highland complex rocks, there are some rocks which are belongs to Wanni complex, such as Pink granitoid gneiss, Pegmatitic granitoid gneiss and Hornblende Biotite gneiss. The area around proposed land is rich with very complex geological structures, among those, local thrusts, Synforms, antiforms, shear zones and lineaments are remarkable. As this area lies to the 2nd Peniplan (Witanage,1972) Northern direction to the study area, high cliffs and escarpments can be observed, which exists between 3rd and 2nd peniplan. Displacement of rock strata along faults, highly crushed (Mylonite) newly formed week rock layers, fault gouge and mobilized marble beds represent neo-tectonic movements of the area. As a result of this complex geological situation, gems and other precise mineral deposits can be expected in the surrounding area. But still those are not well identified and there are some deposits already known, i. e. Corundum, Tufa, Calcite, Feldspar (Fig. 2) Figure 1: Complex geological structures represent neo-tectonic activities of the area, foreign (dark) fragment embedded in local host rock Figure 2: Abandoned gem pit. That represent near by villages have discovered the availability of precise minerals in the area This complex geological setting is represented by the extremely complex rock strata orientations in the area. Dipping and strike of rock beds greatly vary in the vicinity. Within the proposed site area, impure and pure quartzites, Marble, Charnockitic gneiss, and Pink Granitoid gneiss rock beds are identifiable. Those rocks in the site are trending N70? W with the dipping vertically. One prominent joint system was observed as N10? E with vertical dipping. Stream network of the area is purely controlled by the geological structures. Figure 3: Highly jointed, vertical dipping Mable rock in the Kalkan Oya bed. Figure 4: Stream network of the area is completely controlled by the geological structures. Figure 5: The area is rich with geological structures and geomorphological features. The Ubmagala rock, from the proposed site Apart from geology, geomorphology is important for the effect of natural hazards in the area. Although the area is situated under the 3rd peniplane, there was no observations of previous occurrence of landslide activities. The area is covered with residual soil derived from parent rocks except closer to the stream. A strip of river bank (not always) is alluvial deposit, which was transported from the river. Therefore availability of precise gem minerals is high in this area. But this was not studied well yet. Distribution of slope is presented in the Map 3 (Slope map), and that clearly shows majority of slopes in proposed project area is less than 30 degree. This is very favorable for hazard free environment. Discussion / conclusion In the point of geological view, this area is a paradise for earth scientists. Undiscovered geological, mineralogical and structural geological features may give an advantage for a echo-tourism project with hazard free environment. Observed features related to neo-tectonic movements may need further study by earth scientists. According to the literature, concept of well un-proved symotogenic up-warping (Vithanage,1972) and availability of high precise gem minerals in the area can be explored with this proposed project. M. I. D. H. Wijewickrama, B. Sc(hons)-geology, P. G. Dip-Eng. Geology, M. Sc. -GIS and Remote Sensing Consultant Geologist