Symposia & Conferences

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Study on the issues in Solid Waste Management; special reference to selected sub-urban area in Sri Lanka
(4th National Research Conference on Applied Social Statistics, Social Statistics Students’ Association, Department of Social Statistics, Faculty of Social Science, University of Kelaniya, Sri Lanka, 2018) Udayangana, T.
In developing countries, the high density of population, industrialization, urbanization and economic growth contribute significantly to increase solid waste generation. Sri Lanka, as the highest per capita waste generated country in South Asia with 5.1Kg per capita per day faces serious difficulties, particularly in waste recycling. Strengths and capabilities of local authorities are inadequate to make a sustainable process for solid waste management. 100 households and 30 private waste recycling companies have been selected as the sample and this research examined the competency of promoting private sector participation as an alternative supporting service for local authorities. And, this research attempted to identify the impact of households’ waste management related practices on current waste issue in the country. Basically, three indicators were designed according to the quality of the household practices, competency of social aspect and the competency of institutional aspect. Finally, it was found that there is 85% high competency for promoting private sector participation according to social aspect while there is 100% competency according to institutional aspect
Emerging Leadership Skills and Competencies of LIS Professionals.
(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya,Sri Lanka., 2017) Kavitha, P.; Aravind, S.
Emerging technologies in the field of LIS has resulted in the need for LIS Professionals to acquire adopting new skills and competencies. This paper addresses the coming out of leadership skills and the competencies necessary for a Library professional who want to be notable from the swarm, need to nurture and attain assured skills and competencies in broad like Generic skills, Managerial skills, Professional skills and ICT skills. To be specific: Vision, Trust And Values, Honesty, Emotional Intelligence (EI) and Emotional stability, Strategic orientation, Dominance, Innovative mindset, Customer focus, Enthusiasm, Teamwork and collaboration , Interpersonal and Intra personal skills, Research-based competencies, Critical thinking, problem solving and decision making , Communication , Ability to tackle unfamiliar problems , Conscientiousness, Confidence, Commitment, Creativity, Independent, initiating and proactive; self-directed , Self-assurance, Tough-mindedness, learning Ability from situations and events, Social boldness, including failures and successes, Ability To Inspire, Intuition, Leadership style and traits, Compulsiveness, acquiring all these the LIS Professionals stay extremely confident in their abilities and They are not boastful which would make them successful leaders and the drive to pursue their professional goals. Thus skills acquired by a librarian persuades library’s efficacy and Competencies are the set of talents needed to achieve the role of LIS Professional by applying the skills to cope with the rapidly changing world.
Students’ Assessment: Contrasting Perspectives of the Undergraduates and their Lecturers
(University of Kelaniya, 2005) Wijesundera, S.
Student enrolment in undergraduate education in Sri Lanka has increased gradually over the past few decades. At present, the student population of universities represents diverse background characteristics such as gender, ethnicity, social class, culture, ability, second language competency, and aspirations. University curricula and assessment processes are designed and implemented in ways, which do not necessarily pay much attention to the variations in these characteristics. These variations can play a major role in what is learned by the students and the way they respond to the academic demands of the undergraduate courses. Therefore, it is attempted to study the experiences of students in some detail. In this paper, the findings of the first phase of data collection of the above mentioned longitudinal qualitative study, which spans over a 2-3 year period, is discussed. Particular questions addressed here are, how do the undergraduates and their lecturers interpret assessment, how do they act on their interpretations and what effects assessment process make on student learning? In this first phase, I have observed teaching and learning of three whole modules taught in the second year, interviewed the lecturers and the students, collected journal entries made by a small sample of students over a period of about one month. In addition, I have analysed a sample of assignments, examination grades of the students and feedback comments made by the lecturers who taught the particular modules. The analysis of data reveals that the students and the lecturers hold contrasting views about the goals, processes and effects of assessment. Students’ responses to the assessment demands vary according to socio-cultural factors, previous experiences and personality factors. Assessment can be used as a powerful tool for student learning. However, when it is used only for grading and selection, it becomes counter productive.

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