Tuesday, June 9, 2020

No easy road to economic survival Fantasy and Reality: "New abnormal", debt relief, food security, exports


 
No easy road to economic survival

Fantasy and Reality: "New abnormal", debt relief, food security, exports



Kumar David

Hope springs eternal in the human breast; otherwise everyone has to throw in the towel and give up. However, we must have realism to deal with reality, by which I mean that we must look global reality in the eye and take its measure, or else we will be planning in the void and writing on water. Simply put, what transpires in the global economy will be the most important factor influencing what becomes of Sri Lanka and millions around the world. CV-19 will go, maybe within a year (there are a few breakthroughs in perfecting a vaccine) but instability in the global order will not. World output and employment are in deep decline hence both supply and demand are diving simultaneously. Supply chains have been disrupted, nay fragmented. Led by none other than mighty America the world is not on the edge but right inside a debt abyss. In a word, the universe of finance capital is declining and falling. I could back these statements with reams of statistics, copious references and colourful charts but I am charged with writing synoptic essays in about 1,500 words, not proving chapter and verse.

Let me now state the hypothesis I advance today. Most who write on how to get Lanka out of an economic chasm do not place it adequately within its inescapable global context. Reference to the deep global decline is cursory. "When the tourists come back"; "Let’s set up a sovereign equity fund" – for virus-stricken visitors and global capital-markets neck deep in debt, respectively! Of course commentators know that the global economy is in bad shape, but take the briefest measure of the depth of its impact on the well laid plans of mice and men in mother Lanka.

A lot of stuff local economists and columnists put out is good. The weekly columns offered by Nimal Sandaratne, Sirimal Abeyratne, W.A. Wijewardena and writers in the Financial Times (SL) are fine; no naysaying that. Don Manu is enjoyable and though not an economist often overlaps the dismal science. Jayanath Colombage in the Daily Mirror 24 March had a well written and content-wise good quality piece. Then there were the two big inputs, comprehensive submissions made to Basil’s Task Force by Pathfinder and the Chamber of Commerce. Disagreeable sod that I am, I would like to make critical comments about every one of these pieces, but life is of limited duration so I give that a pass to focus on my objective which is to grumble that nobody is locating the discourse adequately within the worrisome global scenario.

As it is impossible to deal with all I will pick on the Chamber of Commerce’ multisectoral post CV-19 revival proposals. This is not a critique of the proposals as a whole which though written from the standpoint of the private sector is good in parts. What I question is if the underlying global perspectives are adequate; for example, in the sections on Capital Markets, Apparel, Tourism, Trade & Manufacturing and International Logistics. One comment on tourism is enough to put my concerns in perspective. Major airlines have started selling off portions of their fleet and have cancelled large orders for new aircraft. That’s their judgement of the global travel scene in the next period!

The Chamber is truly whistling in the dark on capital markets. It enjoys visions of a Sovereign Equity Fund (Beggar’s Treasure Chest) where deposits are made by global private investors to be doled out to flagging local companies. Dream on! Sovereign funds like Singapore’s Tamasek are overseas investment arms for the city state’s huge reserves. The opposite of the Chamber’s vision of begging at a time when global private funds will not go anywhere except at high interest rates; 10-year SL government bonds are trading at 9 to 10% yield! On what initial research are the Chamber’s expectations grounded?

Regarding Apparel the Chamber’s concern is subsidies to meet wage bills. Its external perspectives are to find regional supply chains instead of China dependence, cosying up to SAARC and seeking duty free export markets. The only realistic proposal is that, at least at this late stage, an attempt should be made to mend the long-neglected relationship with SAARC. Apparel exports are facing a hard time if there is a prolonged recession - see (vi) below about "reshoring" in the US. The impact of reshoring in the West on employment in Lanka will be devastating. Sri Lanka’s improving manufacturing base faces the same threat. Regional agreements going beyond trade but incorporating manufacturing and trade - Free Trade Zones will have to be integrated - are one way to deal with a recessionary environment in the advanced economies. The suggestions for improving the capability of Colombo Port, Hambantota Industrial Zone and the Digital Economy are useful

My intention is not to find fault with the Chamber’s Proposals, though it is the only one I have had space to examine here. My intention is to suggest that with these proposals as with all the reports and documents that I have had the opportunity to examine in respect of reviving the nation’s economy after the hard knock of recent months, it would have been beneficial had the Chamber examined global trends and positioned its proposals in this context.

Next, I need to concisely elaborate my expectations for the world economy as it heads into a tough decade. Instead of the usual declining GDP and falling employment, burgeoning global debt, disruption of investment, trade and supply chains and potential trade wars, for a change I offer you a different approach. Today money-supply will be my statistic – obviously in America. MZM (hereafter just M) the broadest money-supply measure had increased to $ 20 trillion by April 2020 in the US. The velocity of money (V) however declined substantially. What the two taken together mean is that while the Fed is pumping oceans of cash into capital markets (a policy called QE or MMT), investors are shirking and economic activity is slowing down. In theory M x V = prices (p) x output (O); but because of the contrarian movements of M and V their product has not changed much. Hence, we have the strange result that though big money is pumped in, neither output(O) nor inflation (proxy for p) are moving significantly. Economic stagnation already! Inflation not yet! This is the rut the US and the capitalist world is unable to climb out of.

Nouriel Roubini, better known as Doctor Gloom acidly remarked on 28 April "CV-19 has arrived at a bad moment for the global economy. The world has been drifting to financial, political, socioeconomic, and environmental risks, all of which are now growing acute"; (Project Syndicate). Structural imbalances in the global economy were exacerbated by policy mistakes creating downside risks that made another crisis inevitable. Now that it has arrived risks have become acute. Recession may be followed by a lack-lustre recovery in 2021, but a depression will follow later in the decade. Roubini enumerates several risks but some of his theorising is incorrect. I have rectified them, and a reliable enumeration is as follows.

(i) Deficits, debts and defaults. Response to the CV-19 entails a massive increase in fiscal deficits at a time when public debt levels are already high. Loss of income for households and firms means private-sector debt levels will rise leading to defaults and bankruptcies.

(ii) The demographic time bomb (aging population) in the West means that public spending on health care and welfare must increase.

(iii) Large scale unemployment leads to personal insolvency. A slack in production will increase the risk of corporate bankruptcy. The US labour force is 165 million, 40 million unemployed means 20% of the labour force is now unemployed. These numbers are huge and make economists shudder. The worrying dimension for us is (iv), (v) and (vi).

(iv)) When millions lose their jobs income and wealth gaps widen further. Advanced economies will re-shore production from low-cost regions; tough luck China, Vietnam, Bangladesh and Sri Lanka.

(v) De-globalisation and renewed protectionism will undermine trade and undercut the potential benefits of comparative advantage. Not good for countries with copious supplies of cheap labour.

(vi) Automation will hasten, the less educated will suffer fanning flames of populism and nationalism, a backlash against democracy will reinforce this. Economic insecurity will drive civil disorder.

(vii) Monetary policies have become skewed. Governments, desperate to avoid public wrath, corporate bankruptcy and deal with fiscal deficits have resorted to the printing press in style. At some point this will result in inflation and in the context of what has been said the result is stagflation.

In respect of (vii) here is a debate about whether capitalism is heading for inflation or deflation. This is odd. Some economists expect that disruption of employment and of society in general, leading to decline in demand, will end in deflation. Supply side shocks (fall in production) and mass unemployment they argue will drive a fall in commodity and oil prices, causing deflation and cutting the ground under central bank efforts to deflate debts by inflation. Paradoxically, the new normal, money supply expansion, should have led to inflation.

Other economists however take the conventional view that excess money, fiscal deficits and supply-side shortages due to de-globalisation will make inflation and in its wake stagflation inevitable. The reason this did not happen post 2009 was for special reasons. Goods price inflation was kept in check by China which deployed hundreds of millions from rural areas into modern industry. Goods produced by cheap labour poured into Western markets. Furthermore, though Fed indulged in QE it did so in the form of expanding bank reserves which do not enter the real economy like cash but stay in the interbank market. By remaining within the financial, and not the production and supply economy, QE post 2009 led to asset price, not goods price inflation. Stock, commercial property and other asset prices inflated which suited financial vested interests.

It is reasonable to keep an open mind about how the global economic pendulum will swing; inflation or deflation, inflationary or deflationary stagflation. We are in completely uncharted territory this time and the responses of central banks is unpredictable and utterly unconventional since bank overlords themselves are muddled and jinxed. [For a recent primer on conventional inflation targeting read W.A. Wijewardena. https://www.colombotelegraph.com/index.php/the-misunderstood-flexible-inflation-targeting-of-the-central-bank/].

My grumble in this piece is that not enough thought is being given to the impact of impending global economic disorder in the next year and the next decade on the design of domestic economic strategies. In truth I am not aware of any discussion forums or the usual circuit of seminars where the future of the global economy has been targeted. Better, broader understanding in the public domain will be very beneficial.

Saturday, June 6, 2020

What is STEAM Education?

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What is STEAM Education?


Using STEAM education results in students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century!  This comprehensive article will help you understand the keys to a meaningful STEAM effort.

Why is STEAM Education Important?

For far too long in education, we’ve been working with the presumption of teaching to ensure our students get a “good job”. But what does that look like?  We are preparing students for jobs that don’t even exist.
We are at a point where it is not only possible, but imperative that we facilitate learning environments that are fluid, dynamic, and relevant. None of us go outside and look at a tree and say, “that’s a tree, so that’s science” or, “the sky is blue, so that’s art.”
Our world is a beautiful, complex, and intricate tapestry of learning all in its own right. Why do we believe that we have the ability or the right to box it in behind brick walls and classroom doors in a place called school?
Integrating concepts, topics, standards and assessments is a powerful way to disrupt the typical course of events for our students and to help change the merry-go-round of “school.”
It takes what we do when we open the doors to the real world and places those same practices in our cycles of teaching and learning. So we can finally remove the brick walls and classroom doors to get at the heart of learning.

STEM vs STEAM

The STEM to STEAM movement has been taking root over the past several years and is surging forward as a positive mode of action to truly meet the needs of a 21st century economy.  
STEM alone misses several key components that many employers, educators, and parents have voiced as critical for our children to thrive in the present and rapidly approaching future.
Much has been proclaimed about the need for more STEM “programs” in our schools.  The logic is simple: the wave of future economic prosperity lies in a workforce that is well-versed in rising job markets like science, technology, engineering and math
 Thus, there has been an increased investment in STEM initiatives in schools. This includes (but is not limited to):
  • providing mobile devices for students (sometimes in the forms of computer labs, and other times in the form of 1:1 – a single device for each student)
  • after-school STEM clubs or programs
  • STEM curriculum, where projects using STEM practices are embedded
  • BYOD initiatives (bring your own device)
  • STEM days to encourage hands-on exploration within each of these disciplines
  • robotics programs

While these initiatives are a wonderful start into the exploration of these four areas of study, the critical process of creativity and innovation is missing.  Students in STEM programs may have more experiential learning opportunities, but they are limited to only science, technology, engineering and math. 
Our economy requires so much more than an understanding of these areas – it requires application, creation and ingenuity.  
STEM alone does not foster these essential nutrients.

STEAM is a way to take the benefits of STEM and complete the package by integrating these principles in and through the arts.  STEAM takes STEM to the next level: it allows students to connect their learning in these critical areas together with arts practices, elements, design principles, and standards to provide the whole pallet of learning at their disposal.  STEAM removes limitations and replaces them with wonder, critique, inquiry, and innovation.

The STEAM Model

The pathway to STEAM is exciting, but can also be dangerous without an understanding of what STEAM truly means in both its intention and its implementation.  
Like its STEM predecessor, STEAM can stop short of its best manifestation without several core components:
  • STEAM is an integrated approach to learning which requires an intentional connection between standards, assessments and lesson design/implementation
  • True STEAM experiences involve two or more standards from Science, Technology, Engineering, Math and the Arts to be taught AND assessed in and through each other
  • Inquiry, collaboration, and an emphasis on process-based learning are at the heart of the STEAM approach
  • Utilizing and leveraging the integrity of the arts themselves is essential to an authentic STEAM initiative

The STEAM Process

There are actually 6 steps to creating a STEAM-Centered classroom, no matter what area you teach.  In each step, you’re working through both the content and the arts standards to address a central problem or essential question.
What’s great about this process is that you can as easily use it to help plan for a lesson as you can to facilitate the actual learning process in your STEAM classroom.  Let’s take a look at each step.

1. Focus

In this step, we’re selecting an essential question to answer or problem to solve.  It’s important to have a clear focus on both how this question or problem relates to the STEM and the Arts content areas you’ve chosen.

2. Detail

During the detail phase, you’re looking for the elements that are contributing to the problem or question.  When you’re observing the correlations to other areas or why the problem exists, you begin to unearth a lot of key background information, skills or processes that students already have to address the question.

3. Discovery

Discovery is all about active research and intentional teaching.  In this step, students are researching current solutions, as well as what ISN’T working based on the solutions that already exist.  As a teacher, you can use this stage to both analyze the gaps your students may have in a skill or process and to teach those skills or processes explicitly.

4. Application

This is where the fun happens!  After students have dived deep into a problem or question and have analyzed current solutions as well as what still needs addressed, they can begin to create their own solution or composition to the problem.  This is where they use the skills, processes and knowledge that were taught in the discovery stage and put them to work.

5. Presentation

Once students have created their solution or composition, it’s time to share it.  It’s important that the work is presented for feedback and as a way for expression based on a student’s own perspective surrounding the question or problem at hand.  This is also an important opportunity to facilitate feedback and help students learn how to give and receive input.

6. Link

This step is what closes the loop.  Students have a chance to reflect on the feedback that was shared and on their own process and skills.  Based on that reflection, students are able to revise their work as needed and to produce an even better solution.

Connecting STEAM and Literacy

STEAM’s foundations lie in inquiry, critical thinking, and process-based learning. That is extremely important. The entire idea surrounding STEAM lessons and the STEAM approach is that it’s based around questioning, and really deep questioning.  We want to start asking non-Googleable questions.
Inquiry, curiosity, being able to find solutions to a problem, and being creative in the finding of the solutions is at the heart of this approach. This means that the humanities are woven into STEAM just like everything else.
Using STEAM does not mean letting English language arts or social studies go to the wayside.
You can use a STEAM lesson with those ideas, because it’s fundamentally built upon asking really good questions, and then seeking solutions to the problems that are presented in those content areas.
That doesn’t have to just happen in the STEM areas, or in the arts areas with STEM; you can connect all of the humanities through STEAM through the idea that you’re looking for a solution to a very specific problem which comes out of the inquiry process.
But this begs the question: if STEAM stands for Science, Technology, Engineering, the Arts and Math, what happens to reading and writing?  Do we just drop them completely, or do we move to something else and call it STREAM (adding “reading” into the acronym)?  And then… aren’t we back to teaching everything?
These are excellent questions. The answers come down to two deep understandings:

With those understandings in mind, there are many ways to integrate literacy and STEAM intentionally in your classroom.  Here are some examples that you may find helpful in your planning for this year.

Visual Thinking 

Utilizing visual thinking is drawing upon the foundation of literacy itself.  You can read a piece of art or music, the same way you can read a piece of traditional text.  Visual thinking strategies are a terrific way to introduce this concept to your students and to practice literacy across all content areas.
A well-known VTS is looking at a piece of text (arts, fiction, informational, etc) and asking these three questions:
  1. What’s going on in this text/image/process?
  2. What do you see/hear that makes you say that?
  3. What more can we find?
The foundation to visual thinking is in the questions that are asked and in listening to student responses.  These are also the hallmarks of STEAM, so visual thinking and literacy makes sense.
Here are some additional Visual Thinking resources to help you get started:
OpenThink: Visual Thinking Strategies
10 Visual Thinking Literacy Strategies
The Visual Thinking Strategies Website

Embodying Text

Being able to make personal meaning requires moving from the abstract to the literal.  Many of the STEM areas deal with abstract concepts which are hard to visualize or feel. This can be done quickly and easily through movement.  Using dance as a tool to explore a concept and then translate that into a literal interpretation is a form of writing. Just because it’s done with the body doesn’t make it any less of a composition.
Here are some specific strategies that use dance composition as a medium for STEAM:
Inspiring Dance Literacy
4-Read Strategy
ARTISTIC Critique

Reciprocal Teaching

Reciprocal teaching is all about using comprehension strategies to have formal conversations about text.  If the text is a piece of art, or if it’s a scientific finding, the reciprocal teaching strategy will work regardless of content.  Here’s the steps you need:
  1. Predict
  2. Question
  3. Clarify
  4. Summarize
Start by asking students to predict an outcome based on a problem, process, or artistic prompt.  Then, ask some guiding questions and encourage your students to ask each other questions about the work.  Students can then point out elements of the problem, process, or arts prompt that they don’t understand. They can then research answers to these questions and summarize their findings.  This strategy is often used to analyze traditional text and is a core component of literacy, but can easily be applied to any content area.

5 Best Practices for Connecting STEAM with Special Education

Special Education students oftentimes go to intervention classes in place of arts classes (technology, art, music, etc). The same also applies to students performing below grade-level in math and reading. This can mean a missed opportunity for engaging these students in a meaningful way.  
Here’s a list of five best practices for purposefully planning STEAM projects your special needs students in mind.

1. Give Options Rather than a Set Outcome

By providing your students with a rubric and the freedom to produce their own end product, they will surprise you with how creative they can be! This approach prepares our students for life in the real-world office place where projects are more open-ended with professional freedom. My students competing in the social media challenge were highly motivated. They were engaged in the project because they had buy-in to their creative solution.

2. Allow for Wait Time

I have found that one of the most difficult aspects of supervising a STEAM lesson is providing additional wait time, allowing my students to productively struggle, and ignoring my instinct to suggest a given strategy. For instance, remind your students of the tools that they have around the classroom. Encourage them to communicate their ideas or questions to a partner. However, try to avoid jumping in with guided assistance or additional prompting the moment your students begin to struggle. Having a discussion with your class afterwards about the challenges they faced and what they liked about this type of lesson can help them process it as they may be new to this STEAM approach.

3. Make it Concrete, Not Abstract

Many students with special needs, especially those with autism, tend to struggle with figurative language. During one lesson when my group was reading lyrics to a song, several of the students were confused by the phrase “he was as slow as a turtle”. Since then, I made an effort of previewing abstract concepts and figurative language with my students.

4. Thinking Maps Can Be Your Best Friends

During the initial planning stage of a project, many students need to organize their thoughts, arrange their reading notes, and visualize the bigger picture. This is especially true for students who have a difficult time with inferential reasoning. Thinking maps and graphic organizers can help bridge this divide. A flow map (similar to the step by step boxes of a cartoon) can help students recognize or plan out the steps to an experiment or research project. Another time-saving tip is to ask your technology or media teacher (if your school is lucky enough to have one) to align their lessons with an upcoming project in your classroom. The technology teacher at my school trains the students to choose their own graphic organizers on the Vizzle computer program.

5. Align Student Goals and Accommodations with your Lesson

The students’ IEPs (Individualized Education Plan) may have goals in math, reading foundational skills, reading comprehension, written language, behavior/self-management, and social/emotional (among others) that could provide useful information for student groupings and the focus of your lesson. For instance, you may need to pre-teach vocabulary, scaffold and model any writing, integrate a math or ELA strategy, purposefully group students for self-management, and/or differentiate any articles based on reading level or provide a text-to-speech option on the computer for students who are reading significantly below grade level. Check with the special educator if you need a copy of any student’s IEP, have any questions, and/or would like to collaborate on planning an upcoming lesson. It takes a village!

STEAM Look-For List

When it comes to using STEAM in the classroom, how do you know what you should look for in outcomes for students, teachers and lessons?  It’s one thing to design a lesson, but it’s totally different to see STEAM in practice.
The practice is one of the most exciting things about using the approach.  During these lessons, students engage on a totally different level and often produce work that is much more vigorous.  But in any active classroom, it’s easy to confuse activity with deep learning.

STEAM OUTCOMES

The best way to ensure that your lessons are authentic to the STEAM process is with a simple look-for list.  We have one developed for arts integration look-fors, but STEAM is a bit different.  It has a different focus and intention that arts integration.  So it also requires a slightly different list of outcomes. Let’s dive into each component below.

INTENTIONAL CONNECTIONS

Similar to arts integration, the best quality STEAM lessons intentionally connect 2 aligned standards.  The first two components of this list break this down a bit. We want to make sure we purposefully select standards, content areas and topics that make sense together.  The easiest way to do this is through seeking similar verbs across standards.
For example, if the science standard asks students to “demonstrate” something and the art standard asks students to “apply” their skills, this can be an indicator of a possible alignment.  It’s not a hard and fast rule, but it definitely helps to eliminate standards that won’t work together and leave us with the best options available.

INQUIRY BASED

Any good STEAM lesson is grounded in inquiry, problem-solving and process-based learning.  In fact, this is one of the distinguishing characteristics between Arts Integration and STEAM.  So when viewing STEAM in the classroom, you want to pay close attention to the essential question and the process surrounding its exploration.
What problems are being investigated and solved?  How are both contents being used to explore the problems?  Why is the process important to the question posed? These are all important components to a STEAM classroom or lesson.

INTEGRITY

Whenever a STEAM lesson is being used, it’s imperative that the arts content has been selected purposefully and that it’s being taught with integrity and not in service of the other content.  This is a non-negotiable.
Many times, we’ll see lessons where students are creating a craft at the end of the lesson and educators call it “STEAM”.  Things like creating a shadow-box about the planets for a science lesson or painting a derby car that was built in an engineering unit.
Simply adding paint, tape and glue doesn’t make it a STEAM lesson.  That diminishes the deep process-based learning that is inherent to the arts.  Instead, the lesson should be actively teaching the arts standard through application of skills students have learned during dedicated arts times.

21st CENTURY SKILLS

The 4Cs of 21st century skills – Collaboration, Creativity, Critical Thinking and Communication – aren’t going anywhere.  They are a critical component to student success in a rapidly changing workforce and society.  Luckily, these are easily woven into any quality STEAM lesson. This is where the active engagement really starts to shine with student groups, creating original solutions and compositions and exploring questions from multiple perspectives.

EQUITABLE ASSESSMENT

Finally, a true STEAM lesson requires assessing both the content and arts standards that were selected and taught.  As all good teachers know, if you teach it – you assess it. But remember that assessment is not the same as evaluation.  Assessment is a measurement of growth, not a judgment of mastery. So in a STEAM lesson, you’re looking for student growth in both content areas from the lesson.  If you need support in how to do this, or examples of maker-based assessments, definitely check out our Assessment for Makers online course.

BONUS: MAKING MEANING

Making meaningful connections isn’t really a bonus.  It’s wrapped around the whole lesson like a warm coat.  Making connections to career pathways and real-world applications is a way for students to understand that what they’re doing in the STEAM classroom matters.  It’s not just “playing” – what they’re learning, creating and applying has real possibilities and opportunities.

USING THIS LIST

The great thing about a list of look-fors like this is the ability to use it for many different reasons.  If you’re a teacher, use this list as a way to tighten up your STEAM lesson development and implementation.  If you’re an administrator, use this as a checklist during a STEAM lesson observation. Or use it as a way to make sure you’re on the right track towards becoming a STEAM Teacher or STEAM School.  No matter what, these 7 basic outcomes will help take your students to the next level.

Becoming a STEAM Teacher

As more schools are shifting to include a STEAM approach, there’s a general question that many start to ask:  Who are the STEAM teachers? Then, of course, we start to explore follow up questions like:
  • When does STEAM occur?  Is it a class or is it throughout the day?
  • What makes a person qualified to teach STEAM?
  • Are there STEAM credentials?
  • Do we just transform STEM teachers into STEAM teachers?
  • Is STEAM reserved for the art class?  Does that mean we need to reconfigure art time?
Once you head down this path, you start to see all of the forks in the road.  These can lead you down a totally different journey than what you originally anticipated.  Let’s explore each of these variations to get some clarity around an expanding and evolving approach.

Who teaches STEAM?

The answer to this is one is easy: everyone.  Everyone in a school has the capacity to be a STEAM teacher.  It’s not limited to just the art teacher or just the science teacher.  It’s everyone.
This can seem oversimplified, but honestly, it’s an inherent quality of this approach.  STEAM, like it’s counterparts STEM and Arts Integration, is based on a foundation of integration.  We’re trying to look at these areas of science, technology, engineering, the arts and math in tandem, rather than apart. 
By limiting or labeling someone as the “STEAM Teacher”, you’re cutting out the very heart of this idea.  We’re all STEAM teachers. 
This goes back to the idea of “it’s not my job to teach that”.  We’ve all heard people say some version of this: 
“It’s not my job to teach those kindergarteners to tie their shoes.”
“It’s not my job to explain basic math functions to these kids.”
“It’s not my job to show my students how to hold a paintbrush”.
Guess what?  It IS your job.  It’s all of our jobs.  We are a community and we all help each other.  That’s how communities work. What benefits students, benefits us all. 
With that in mind, if the opportunity is there to teach a STEAM lesson, take it!  No one teacher has ownership of an approach. We’re all in this together.

When does STEAM occur?

This question ties back to our first one.  If everyone is a STEAM teacher, that means that STEAM can happen everywhere at anytime.  It’s not limited to a specific STEAM class.
What if your school has a dedicated STEAM time or course?  That’s okay! There’s nothing wrong with that. This is usually a first step that schools take to ensure that there is time built in for STEAM.  Also, many schools just don’t know where to start. So they appoint a STEAM teacher to become the expert for the building.
Again, this isn’t wrong – it’s just not the only part of the process.  You can’t just put a STEAM class in place and call yourself a STEAM school.  It’s not just one person’s job to “teach STEAM”. 
This is an approach, not a scripted curriculum.  STEAM is meant to encourage curiosity, ask big questions and provoke creativity in the exploration of problem-solving.  Everyone can be a part of that in every class. 
STEAM occurs throughout the day.  It’s embedded as an approach to use when it’s appropriate and a natural fit for the intent of the learning opportunity.  That means you can integrate STEAM into your math class, your music class, your field day – anything. 
This is something that is woven into the fabric of our school culture.  It’s just “how we do things”. But that also means, this comes with some responsibilities.

What makes a person qualified to teach STEAM?

Just because everyone can teach through STEAM, doesn’t mean that they can immediately do so with integrity.  In fact, most teachers aren’t sure of what STEAM really is, so how can they teach it effectively?
As with most approaches in education, we need to ensure that our teachers receive high-quality professional development before implementation.  There are plenty of options available, including STEAM conferences and courses.  Whichever you choose, just be sure that teachers have the ability to learn more about how this approach works and how to use it in their classrooms.
Since STEAM is an approach, teachers need to understand how to align curricular standards, create integrated assessments, develop lessons that ensure both the arts and the STEM areas are taught with integrity, and specific strategies that can be used with students. 
This isn’t just a step-by-step curriculum or a place to house a maker space or 3D printing lab.  STEAM is so much more than that, and you need to have teachers trained in how to use it. So no matter what option you choose, get everyone on your team some training to ensure the best opportunity for success.

Are there STEAM credentials?

This is an evolving approach which means that we’re all actively learning and researching the best possible implementations.  Many institutions are now beginning to offer STEAM certificates or STEAM-focused graduate programs.  These can be a great option for teachers who want to do a deep dive study. You might want to consider programs like:
University of San Diego’s STEAM Master’s Degree
Clemson University’s STEAM Education Certificate
Concordia University’s STEAM Master’s Degree
Many other institutions offer courses in STEAM, though not a full degree.  And of course, EducationCloset offers an online Arts Integration Specialist Certificate which also deeply addresses STEAM. 
The only word of caution here is to keep in mind that everyone in your school is a part of STEAM.  So you’ll want everyone to have at least a baseline of knowledge and understanding in the approach.  This can include teacher-led PD days or even school-wide attendance at an online conference or course. 

Do we just transform STEM teachers into STEAM teachers?

In an effort to evolve schools into 21st century learning hubs, many have chosen to simply rename their STEM teachers as STEAM teachers.  This unfortunately does a disservice to both the teachers and the approach. 
Often, this switch comes without any training. The STEM area teachers are not equipped with an understanding of what makes STEAM different than STEM.  So they continue to teach their content the way they’ve always done, with a new STEAM challenge thrown in here or there.
This is also tied to the release of funding due to the updated ESSA law in 2015.  This allowed schools to receive funds if they chose to integrate the arts.  Many schools added this to their improvement plans without a true knowledge of what it really takes to weave STEAM in and through a learning pathway.  Instead, they asked STEM teachers to become STEAM teachers and add in the arts to their current curriculum. 
However, it’s important to note that neither STEM nor STEAM can happen without direct instruction of those individual skills/concepts.  You can’t teach a STEM or STEAM lesson connecting two areas if students haven’t learned the skills in each area directly. 
For example, if you want to connect parabolas and action art making, you can’t do that unless students already know what a parabola is and the specific techniques that artists use to create action art.  You need to teach each of these things individually first. 
That means that we only use STEAM when it’s appropriate – not all the time.  Those science, math, technology and engineering classes need to focus on teaching those skills first.  Only then can we intentionally provide a STEAM lesson that puts it all together.

Is STEAM reserved for the art class?

If all this is true, then surely STEAM becomes something that happens just in the arts classes, right?  Wrong. STEAM isn’t something we just stick somewhere. We don’t reconfigure an entire arts class to become a STEAM class. 
Just like in the STEM areas, in order for STEAM to occur, students also need to have direct instruction in the arts skills and processes.  STEAM cannot happen if students haven’t explored arts techniques, master artists and composers, and the critical arts skills for creating, responding, performing/presenting and connecting. 
Can STEAM lessons happen in the art or music room?  Sure! But they can also happen in the math or science room. 

Final Notes

STEAM is not about what, where or when – it’s about why and how.  
STEAM is a process of application
It allows our students to create meaning for themselves and others.
If we’re going to reconfigure anything, it should be our intentions for what we teach and how we can provide more time for application, creation and evaluation.  That can occur in any class with any teacher.
This approach to learning is certainly not an easy task, but the benefits to students and the entire school community are tremendous.  Students and teachers engaged in STEAM make more real-life connections so that school is not a place where you go to learn but instead becomes the entire experience of learning itself.  We are always learning, always growing, always experimenting.
 
School doesn’t have to be a place, but rather a frame of mind that uses the Arts as a lever to explosive growth, social-emotional connections, and the foundation for the innovators of tomorrow…today!

What is STEM Education?

Reproduction

What is STEM Education?

STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications.
Though the United States has historically been a leader in these fields, fewer students have been focusing on these topics recently. According to the U.S. Department of Education, only 16 percent of high school students are interested in a STEM career and have proven a proficiency in mathematics. Currently, nearly 28 percent of high school freshmen declare an interest in a STEM-related field, a department website says, but 57 percent of these students will lose interest by the time they graduate from high school.


As a result, the Obama administration announced the 2009 "Educate to Innovate" campaign to motivate and inspire students to excel in STEM subjects. This campaign also addresses the inadequate number of teachers skilled to educate in these subjects. The goal is to get American students from the middle of the pack in science and math to the top of the pack in the international arena.

Thirteen agencies are partners in the Committee on Stem Education (CoSTEM), including mission science agencies and the U.S. Department of Education. CoSTEM is working to create a joint national strategy to invest federal funds in K-12 STEM education, increasing public and youth STEM engagement, improving the STEM experience for undergraduates, reaching demographics underrepresented in STEM fields, and designing better graduate education for the STEM workforce. The Department of Education now offers a number of STEM-based programs, including research programs with a STEM emphasis, STEM grant selection programs and general programs that support STEM education.
The Obama administration's 2014 budget invests $3.1 billion in federal programs on STEM education, with an increase of 6.7 percent over 2012. The investments will be made to recruit and support STEM teachers, as well as support STEM-focused high schools with STEM Innovation Networks. The budget also invests into advanced research projects for education, to better understand next-generation learning technologies.

The importance of STEM education

All of this effort is to meet a need. According to a report by the website STEMconnector.org, by 2018, projections estimate the need for 8.65 million workers in STEM-related jobs. The manufacturing sector faces an alarmingly large shortage of employees with the necessary skills — nearly 600,000. The field of cloud computing alone will have created 1.7 million jobs between 2011 and 2015, according to the report. The U.S. Bureau of Labor Statistics projects that by 2018, the bulk of STEM careers will be:
  • Computing – 71 percent
  • Traditional Engineering – 16 percent
  • Physical sciences – 7 percent
  • Life sciences – 4 percent
  • Mathematics – 2 percent
STEM jobs do not all require higher education or even a college degree. Less than half of entry-level STEM jobs require a bachelor's degree or higher. However, a four-year degree is incredibly helpful with salary — the average advertised starting salary for entry-level STEM jobs with a bachelor's requirement was 26 percent higher than jobs in the non-STEM fields, according to the STEMconnect report. For every job posting for a bachelor's degree recipient in a non-STEM field, there were 2.5 entry-level job postings for a bachelor's degree recipient in a STEM field.

Friday, June 5, 2020

Faked Bills (Economy), Faked News (Politics), Fucked Up Medicine (Drug-Mafia) and Faked Dharma

 06, June, 2020
Faked Bills (Economy), Faked News (Politics), Fucked Up Medicine (Drug-Mafia) and Faked Dharma

For two solid 48 hours (not due to meditation practice) the TV was switched off fully and Dhamma Sermons (Faked Dharma which Buddha never uttered) were banned electronically.

I think we are fucked up fully by politics, economy, medicine and religion.

This is my final encounter in blog world, which I have been considering for over three years.

Finally, the curtain is down for good from today. 
I have to confess but I am active again because of the election. 
I would hibernate once the election results are delared.
By the way, I am in Australia.

I do not want to be a part of this fucked up Web with Facebook, Twitter, Whatsapp, Instagram and Viber.

For me Viber tops the list and Twitter is close second and Facebook, never again.
I took up Twitter (twit twit of the Munia bird is my favorite bird song) seriously with President Trump's powerful message in his campaign for election in 2015.
He won the Battle with Russia in doldrums until Coronavirus took a tall in all three or four Western countries, in style.
 
My bone fide or bone of contention is that this virus will spread fast in the Western world like AIDS where homosexuality is legal from ? 1984 or so. 
 
It has no colour barrier unlike violence in USA currently.
 
Racial prejudice (no genetic evidence of difference between Tamils and Sinhalese and we are a homogeneously mixed up race with English and Portuguese blood diluted by intra-breeding over the past 70 years) with questionable, "bloody variability"  is widely prevalent in this part of the world where Indira Gandhi created L.T.T.E to incite violence in already divided and violent nation.
 
By the way, India and Ceylon have no immunity to Coronavirus and it will last a decade or more.
Coming to the Title, number one is faked bills of the current government.
Electricity bill, Water bill and more importantly Telecom bills are artificially inflated to pay the salary of large government (three or four officers for a single post and none works and like a merry go round the buck is passed around in eternal cycles) sector.
 
Coffers are empty and I pay a handsome (not a single cent from Ceylon) amount to support the failed economy and the failed country.

Faked news is the Election propaganda of aspirations that were never delivered for 70 years.
We are a failed city and nation owned by a guy who is a Singaporean!
 
Fucked up medicine is endemic and Vitamin C tablet is over Rs.25/= per tablet and important eye drops are not seen in pharmacies and soon lot of elderly citizens will go blind (blind in politics,too) due to lack of Medicine.

On top of these are Buddhist monks advising the PM and the President and giving dead ropes in broad day light on this "Poson Paya Day".

Predicted rain by our meteorologists never materialized and the only bright spot was the Full Moon with rain clouds surrounding it making its brightness ever so beautiful.
It was a good photo-opportunity to which my wife beat me by narrow horse neck.
By the way, lotteries were not sold due to the curfew and not due to Poya.

Selling lotteries which S.W.R.D introduced Violate Buddhist Principles.
 
Very soon Buddhist monks will start selling them (lotteries) to fill the empty coffers!

Day Light Violation of Simple Rights and Ceylonese Political Logic

 Day Light Violation of Simple Rights and Ceylonese Political Logic

Reproduction from Aniddha Paper

නිරෝධායන නීතියෙන් දේශපාලන පළිගැනීම

රට පුරා ඇඳිරි නීතිය ඉවත් කිරීමත් සමග, නිරෝධායන නීති ආරක්ෂා කර ගැනීම සඳහා විශාල වෙහෙසක් ගන්නට පොලිසියට සිදු වී තිබේ. මුඛ ආවරණ නොපැළඳීමත්, සමාජ දූරස්ථභාවය නොපැවැත්වීමත් කියන චෝදනා මත පුද්ගලයන් අත්අඩංගුවට ගෙන නීතිය ඉදිරියට පැමිණවීම් ගැන හැමදා ම පුවත්පත්වල සංඛ්‍යා ලේඛන පළ වේ.
නිරෝධායන නීතිවලට මිනිසුන් අනුගත වීම අත්‍යවශ්‍යය. නොවුණහොත්, රටේ බරපතළ මහජන සෞඛ්‍ය ප්‍රශ්නයක් උද්ගත විය හැකි නිසා ය. දිගු කලකට පෙර වුව ද, නිරෝධායන නීති පනවා තිබෙන්නේ ම ජනතාවගේ සෞඛ්‍යය ආරක්‍ෂා කිරීමේ අරමුණෙනි. එහෙත්, ඒ උතුම් අර්ථයෙන් යුතු නිරෝධායන නීති පවා, ආණ්ඩුව පාවිච්චි කරන ආකාරයෙන්, මහජන සෞඛ්‍යයටත් වඩා අරමුණු ආණ්ඩුවට තිබෙන බව පැහැදිළි වෙයි.
එකක්, නීතිය එක් එක් පුද්ගලයාට එක් එක් ආකාරයෙන් ක්‍රියාත්මක කිරීමයි. පසුගිය දිනවල දැනගන්නට ලැබුණේ මුඛ ආවරණ නොපැළඳීම, එකිනෙකා අතර නියමිත දුර නොතබා ගැනීම යනාදිය නිසා දහස් ගණන් පුද්ගලයන් අත්අඩංගුවට ගෙන නීතිය ඉදිරියට පමුණුවා ඇති බවයි. එය දඬුවම් ලැබිය යුතු නීතියක් හැටියට පොලිසිය ක්‍රියාත්මක කරනවා නම්, අත්අඩංගුවට ගත යුතු ව තිබුණු එක් පුද්ගලයකු වූයේ ජනාධිපති ගෝඨාභය රාජපක්‍ෂ ය. මැයි 19 වැනි දා පැවැති රණවිරු සැමරුම් උළෙලට ජනාධිපතිවරයා සහභාගි වුණේ මුඛ ආවරණ නැතිව ය. ඒ උත්සවයේ දී දූරස්ථතාව කොතරම් කඩ විණිදැයි රූපවාහිනී දර්ශන බලා සිටි ඕනෑ ම කෙනකුට වැටහෙන්නට ඇත. නීතිගරුක රටක් හදන්නට පත්වුණු ජනාධිපතිවරයා, ආදර්ශයෙන් පෙන්වන්නේ මුඛාවරණ නොපැළඳ මහජන උත්සවයකට සහභාගි වීම නම්, රටේ සාමාන්‍ය මිනිසුන් මුඛාවරණ නොපැළඳ සිටීම නිසා පොලිසියේ අත්අඩංගුවට පත් විය යුත්තේ ඇයි?
රාජ්‍ය නායකයෝ වැරදි නොකරති’යි නීතියේ ආප්තයක් තිබේ. වරෙක හිටපු අගවිනිසුරු සරත් නන්ද සිල්වා කීවේ, හෙල්පින් හම්බන්තොට නඩුවේ දී මහින්ද රාජපක්‍ෂ තමන් මුදා හැරියේ ‘අගමැතිවරයා වැරදි නොකරයි’ කියන ආප්තය ද උදව් කර ගෙන බව ය. කෙසේ වෙතත්, රාජ්‍ය නායකයා හෝ නායිකාව නීතිමය වරදක් කළත් නොකළත්, ඔහුගෙන් හෝ ඇයගෙන් මෙන් ම ඔහුට හෝ ඇයට ද, රෝගයක් බෝවීමට තිබෙන ඉඩකඩ නැති නොවේ. කොරෝනා ආසාදිතයන් අතර රාජ්‍ය නායකයන් ද සිටි බව අමතක නොකළ යුතු ය. බ්‍රිතාන්‍ය අගමැති බේරුණේ පරලොවට අඩියක් තබා නැවත ගැනීමෙනි. ඔහුගේ බිරියත්, කැනඩා අගමැති බිරියත් ආසාදිතයන්ගේ ලැයිස්තුවේ සිටිති. මොනාකෝ ඔටුන්න හිමි කුමරු, ඕස්ට්‍රේලියාවේ අභ්‍යන්තර කටයුතු ඇමතිවරයා ඇතුළු ඒ ලැයිස්තුව බොහෝ දිග ය. මියගියවුන් අතර ද පාලක රජ පෙළපත් සාමාජිකයෝ වෙති.
අනෙක් අතට ලෝකයේ ශිෂ්ට රටවල නායකයන් නිරෝධායන නීති ආරක්‍ෂා කළ යුතු බව ජනතාවට පෙන්නුවේ තමන්ගේ ම ආදර්ශයෙනි. නිරෝධායන නීති නිසා නෙදර්ලන්ත අගමැතිවරයාට, තම මවගේ අවමඟුලට පවා සහභාගි වීමට නොහැකි වූ බව මේ සතියේ මාධ්‍ය වාර්තා කෙළේ ය. නවසීලන්ත සෞඛ්‍ය ඇමතිවරයා නිරෝධායන නීති කැඩූ නිසා ධුරයෙන් පහත හෙළිණ. නෙදර්ලන්තයේ ඇමතිවරියකට, නිරෝධායන නීති කඩ කිරීම නිසා ධුරය අත හරින්නට සිදු විය. අපේ රටේ නිරෝධායන නීති පවා ක්‍රියාත්මක කෙරන්නේ ඒ ඒ අයගේ හැටියට ය. බලවතා රැකෙන අතර දුබලයාට හිමි, නීතියට යටත් වීම ය.
අනෙක් අවලස්සන පැත්ත නම්, විපක්‍ෂ ක්‍රියාකාරීන් මර්දනයත් නිරෝධායන නීති යොදා ගැනීමයි. මැතිවරණ කොමිසමේ සාමාජික මහාචාර්ය රත්නජීවන් හූල් සමග ආණ්ඩුවට තිබෙන දේශපාලන විරසකය නිසා, එලව එලවා ඔහුත්, ඔහුගේ දියණියත් ඉලක්ක කොට නිරෝධායන නීතිවලින් පහර දීමේ දුෂ්ට ක්‍රියාන්විතයක් දැන් පැවැත්වේ. හිටපු පාර්ලිමේන්තු මන්ත්‍රී චම්පික රණවක පැවැත්වූ සාකච්ඡාවකට ද නිරෝධායන නීතිය යොදා ගෙන අවහිර කරන ලදි. හිටපු ඇමති රාජිත සේනාරත්න අත්අඩංගුවට ගැනීමට විරෝධය පළ කරමින් තිබුණු උද්ඝෝෂණයකට ද දැන් අත්වී ඇත්තේ නිරෝධායන නීතිවලින් පහර කෑමේ ඉලක්කය වන්නට ය. එහෙත් වසංගතය ඉහළම තිබුණු මොහොතක ප්‍රසිද්ධ උත්සවයක් පැවැත්වූ සෞඛ්‍ය ඇමතිනිය, සෞඛ්‍ය සේවා අධ්‍යක්‍ෂ ජෙනරාල්, යුද හමුදාපති ඇතුළු පිරිසට සැලකුණේ වෙනත් විදියකට ය.
එක, නිරෝධායන නීති කඩ කිරීමට කිසිවකුට අයිතියක් හෝ බලයක් හෝ නැත. කිසිවෙක් ඒවා කඩ කරයි නම් ඔවුන්ට විරුද්ධ ව නීතිය ක්‍රියාත්මක විය යුතු ය. හැබැයි, නීතිය ක්‍රියාත්මක විය යුත්තේ හැම දෙනාට ම සමානව ය. ඉහළ තනතුරු දරන්නන්ට එක විදියකටත්, සාමාන්‍ය මිනිසුන්ට තව විදියකටත් නොවේ. ඒ වාගේ ම විරුද්ධ අදහස් දරන්නන් මර්දනය කිරීමට නිරෝධායන නීති වැනි නීති පවා යොදා ගන්නේ නම්, අනාගතයේ යොදා නොගනු ඇත්තේ මොනවා ද?

Ceylon Electricity Bill Fraud

Ceylon Electricity Bill Fraud

කොරෝනාවෙන් බැට කෑ අයට ආණ්ඩුවෙන් විදුලිබිල් දීම

 Reproduction

නිමල් අබේසිංහ
කොරෝනාවෙන් වැටුන මිනිසුන්ට විදුලිබල මණ්ඩලය සමග ජලසම්පත් මණ්ඩලයද ඇනීම මේ දිනවල රට පුරා කතාබහට ලක් වෙන්නකි. ඒ ආදායම් විරහිතව සිටි මෙන්ම ආදායම කප්පාදු කළ පිරිසකට දැරියනොහැකි මට්ටමේ විදුලි බිල්පත් සහ ජල බිල්පත් ලැබීමය. මේ මත දැඩි ලෙස අසහනයට පත්ව සිටින ජල විදුලි පාරිභෝගිකයින් දැන් සිටිනුයේ අන්ද මන්දවය.
මෙකී පසුබිම තුළ අපේ සිහියට නැගෙනුයේ ජනාධිපතිධුර අපේක්ෂක නන්දසේන ගෝඨාභය රාජපක්ෂගේ ජනාධිපතිවරණ ප්‍රකාශයය.


එකී ප්‍රකාශයේ පොදු ජන ජීවන සහන නම් උප මාතෘකාව යටතේ මෙසේ සඳහන් වේ.
“පවතින රජය විසින් අධික මිළට විදුලි මිලදී ගැනීම සඳහා අත්සන් තබා ඇති ගිවිසුම් අහෝසිකර එහි වාසිය පාරිභෝගිකයාට ලබා දෙමින් විදුලි බිලට සහනයක් ලබා දෙන අතර ජල බිල පහළ දැමීමටද කටයුතු කෙරේ”.


මේ ප්‍රස්තුත මාතෘකාව වෙනුවෙන් පමණක් නන්දසේන ගෝඨාභය රාජපක්ෂගේ ජනාධිපතිවරණ ප්‍රකාශයෙහි දී ඇති පොරොන්දුවකි.


“බදු බර අඩු කිරීමෙන් අඩුවන අත්‍යාවශ්‍ය බඩුවල මිල අඩුවීමට ස්ථාවරව පවත්වාගෙන යෑමට කටයුතු කෙරේ” එහි සඳහන් තවත් පොරොන්දුවක් සිහිපත් කරනුයේ මාතෘකාවට අදාල නොවුනද අත්‍යාවශ්‍ය ආහාර සඳහාද මේ වනවිට බදු පනවා ඇති බැවිනි.


කොරෝනා හේතුවෙන් ඇඳිරිනීතිය පනවා තිබු අවධියේ විදුලිබිල් වැඩිවීම පිළිබඳව යොමු වෙද්දි එම බිල්පත් වැඩිවීම අසාමාන්‍ය වී තිබේ.


ඒ කාලය තුළ පාරිභෝගිකයකුට එවන ලද බිල්පත් කීපයක් සංසන්දනය කිරීමෙන් මෙය පහදාගත හැකිය. 2020 පෙබරවාරි 20 සිට මාර්තු 20 දක්වා වු විදුලි බිල්පතෙහි පාවිච්චි කළ ඒකක ප්‍රමාණය 154 කි. ඒ සඳහා අය කිරීම රුපියල් 3246 කි. එම පාරිභෝගිකයාගේ විදුලි බිල මාර්තු 20 සිට අප්‍රේල් 20 දක්වා විදුලිය පාවිච්චි කිරීම ඒකක 137 ක් වන අතර බිලෙහි සඳහන් මුදල රුපියල් 2627 කි. ඊළඟට ඔහුට නිකුත් කර ඇත්තේ 2020 අප්‍රේල් 09 සිට මැයි 14 දක්වා විදුලි බිලකි. එහි පාවිච්චි කර ඇති විදුලි ඒකක ප්‍රමාණය 244 ක් වන අතර අයකර ඇති මුදල රුපියල් 6180 කි.


මෙහිදි පැන නගින බරපතළ ප්‍රශ්නයක් වේ. ඒ මාර්තු 20 සිට අප්‍රේල් 09 දක්වා බිල්පත් ගණනය කිරීමට මනු කියවන්නා නොපැමිණීමය. එය බිල්පත් නිරීක්ෂණයේදී හොඳින්ම පැහැදිලි වේ. එනම් මේ බිල්පත් වල මනු කියවීම සටහන් කර ඇත්තේ මුද්‍රිත අකුරිනි. සාමාන්‍ය පිළිවෙත අනුව මනුකියවන්නා විසින් මනුව පරික්ෂා කර දාතමද සටහන්කර මනු අංකය බිල්පතේ සටහන් කරනු ලබයි. මාර්තු සිට අප්‍රේල් දක්වා මනුකියවීමට මනු කියවන්නා නොපැමිණ ඇති බැවින් එම කාලය තුළට අදාල මනු කියවීම සටහන් කර ඇත්තේ කාර්යාලය තුළදී බව මින් පැහැදිලිය. මේ අනුව සත්‍ය වශයෙන් මාර්තු අප්‍රේල් මාසයේ මනු කියවීම වැරදිය. අප ඉහත දැක්වු බිල්පත් විස්තරය අනුව මාර්තු අප්‍රේල් මාසය තුළ මනු කියවීම සටහන් කර ඇත්තේ ඒකක 137 ක් ලෙසය. ඊට පෙර මාසයේ එම පාරිභෝගිකයා පාවිච්චි කර ඇති ඒකක ප්‍රමාණය 154 කි. අවසාන මාසයේ එනම් අප්‍රේල් 09 සිට මැයි 14 දක්වා ඔහු භාවිතා කර ඇති ඒකක ප්‍රමාණය 244 කි. මෙය ඔහු ඊට පෙර මාසයේ පාවිච්චි කර තිබු විදුලි ඒකක ප්‍රමාණයට වඩා ඒකක 107කින් වැඩිවීමකි. රට පුරාම පාහේ සිදුව ඇත්තේ මේ සන්තෑසිය බව පැහැදිලිය.
රටපුරා සිටින සමස්ථ විදුලි පාරිභෝගිකයින්ගේ සංඛ්‍යාව මිලියන 6.7 වන අතර මින් ගෘහස්ථ පාරිභෝගිකයන් ප්‍රමාණය මිලියන 6.4 කි. මේ කාලය තුළ බොහෝ ව්‍යාපාර ස්ථාන වසා තැබු බැවින් ඔවුන්ගේ විදුලිබිල්හි වෙනසක් සිදුවන්නට ඉඩක් නැත. එහෙත් විශාල ප්‍රමාණයක් සිටින ගෘහස්ත විදුලි පාරිභෝගිකයන්ගේ විදුලි බිල් ඉහළ ගොස් ඇත. මෙම විදුලි බිල්පත් නිවැරදි ඒවා බවට විදුලි බල මණ්ඩලයට තර්ක කළ හැකි බව ඇත්තකි. ඊට හේතුව විදුලි මීටරයට අනුව අනිවාර්යයෙන්ම එහි සඳහන් ඒකක ප්‍රමාණය පාරිභෝගිකයා පාවිච්චි කර තිබීමය. එහෙත් මෙහිදි බරපතළ ගැටළුවක් පැන නගින බව සඳහන් කළ යුතුය. ඊට පිළිතුර මෙහි සඳහන් බිල්පත්හි අප්‍රේල් මැයි බිල්පත දැක්විය හැක. ඒ අනුව එකී බිල්පතෙහි පෙර මාසයට වඩා විදුලි ඒකක 107 ක් පාවිච්චි කර තිබේ.


සාමාන්‍යයෙන් මසකට විදුලි ඒකක 120 කට අඩුවෙන් භාවිතා කරන විදුලි පාරිභෝගිකයකුට ඉහත සඳහන් ක්‍රමයටම බිල්පත් ලැබුණේ නම් අනිවාර්යයෙන්ම ඔහුගේ විදුලි රු ඒකක ප්‍රමාණය 120 ට වැඩිවේ. එවිට ඔහු 120 ට වැඩියෙන් භාවිතා කළ ඒකකයක් සඳහා ගෙවිය යුතු මිල රුපියල් 32 කි. එවන් විටෙක එකී පුද්ගලයාගේ විදුලි බිල ඉහළ යාම අනිවාර්යයෙන්ම සිදුවේ. විදුලි බිල් ඉහළ යාමට හේතුවී ඇත්තේ මෙම තත්ත්වය විය හැකිය.


අප්‍රේල් මැයි විදුලි මාස දෙක සඳහා එකතුවු බිල් පත් දෙකට අමතරව මාර්තු මාසය සඳහාද බිල්පත් ගෙවීමට නොහැකි වු අය සිටිති. එයට හේතුව මාර්තු 20 දින සිට ඇඳිරි නීතිය පැනවීමය. විශේෂයෙන්ම ගම්පහ, කොළඹ, කළුතර, පුත්තලම දිස්ත්‍රික්ක වල පදිංචිකරුවන් මේ අකරතැබ්බයට දැඩිලෙස මුහුණ දුන් අයය. එවන් තත්ත්වයකදී ඔවුනට මාස තුනක බිල්පත් ගෙවන්නට සිදු වේ.


ජල විදුලි බිල්පත් ගෙවීම හමුවේ පාරිභෝගිකයින් අපහසුතාවයට පත්වෙන තවත් කරුණක් වන්නේ ඔවුන්ගේ ආදායම් අහිමිවීමය. රජයේ සේවකයින්ට වුව මේ කාලය තුළ අතිකාල දීමනා ඇතුළු වෙනත් දීමනා අහිමි විය. පෞද්ගලික අංශයේ සේවකයින්ගේ තත්ත්වය එයටත් වඩා දරුණුය. ඒ අතර ත්‍රීවිල් රියදුරන් එදිනෙදා කුලී වැඩ කරන්නන්, කම්කරුවන්, පෙදරේරුවන්, වඩුකාර්මිකයින්, වෑල්ඩින්කරුවන් වැනි අයගේ ආදායම් මේ වකවානුවේ නැත්තටම නැතිවී ගියේය. සමෘද්ධි ප්‍රතිලාභින්ද මේ පිරිසටම අයත් වේ. මේ පිරිස්වලින් වැඩිදෙනා ජීවිතය ගැටගසාගත්තේ රජයෙන් ලැබුණු රුපියල් පන්දහසෙනි. විදුලි බිල්පත් අරභයා කතා කළහොත් පාරිභෝගිකයාගේ පාර්ශ්වයෙන් අපූරු යෝජනාවක් පැමිණ තිබේ. විදුලිය පාවිච්චි කරන්නන්ගේ සංගමය ගෙනෙන යෝජනාව තාර්කික මෙන්ම සාධාරණය. එම සංගමයේ කැඳවුම්කරු සංජීව ධම්මිකගේ අත්සනින් යුතුව ප්‍රසිද්ධ කර ඇති ලිපියේ මෙසේ සඳහන් වේ.


විදුලි පාරිභෝගික ඇප තැන්පතු වල පොලිය පැහැර හැරීම


2009 අංක 20 දරන ශ්‍රී ලංකා විදුලිබල පනත මගින් විදුලි පාරිභෝගික ඇප තැන්පතු සඳහා පොලිය ගෙවීම හඳුන්වාදෙන ලදි. මේ යටතේ පනතේ 28 අනුව විදුලි පාරිභෝගිකයෙකුට විදුලි සම්බන්ධතාවයක් ලබාදෙන අවස්ථාවේදී ලංකා විදුලිබල මණ්ඩලය හෝ ලංකා විදුලි පෞද්ගලික සමාගම විසින් ඇපයක් නියම කරයි. මේ ඇප මුදල නොගෙවුවහොත් සම්බන්ධතාවය ලබා දීම ප්‍රතික්ෂේප කරනු ලැබිය හැකිය. 28(3) උප වගන්තියට අනුව මෙසේ විදුලි පාරිභෝගිකයා විසින් තබන ඇප තැන්පතුවක් සඳහා ලංවීම හෝ ලෙකෝ විසින් පොලියක් ගෙවිය යුතුය. කලින් කලට ගෙවිය යුතු පොලිය කුමක්ද යන්න ශ්‍රී ලංකා මහජන උපයෝගිතා කොමිෂන් සභාව විසින් අනුමත කර ප්‍රකාශයට පත් කළ යුතුය. මේ වන විට එම කොමිෂන් සභාව විසින් 2018 වසර සඳහා විදුලි පාරිභෝගිකයන්ට ගෙවිය යුතු පොලියද ප්‍රකාශයට පත් කර ඇත. කෙසේ වෙතත් පසුගිය දස වසර තුළදී එකම වසරක් සඳහා හෝ ලංකා විදුලිබල මණ්ඩලය හා ලංකා විදුලි පෞද්ගලික සමාගම ඇප තැන්පතු තැබු විදුලිය පාරිභෝගිකයන්ට පොලී ගෙවා නැත.


ලංකා විදුලිබල මණ්ඩලය විසින් ලබාගෙන ඇති ඇප තැන්පතු ප්‍රමාණය


සෑම වර්ෂයකදීම ආසන්න වශයෙන් රුපියල් කෝටි 50 ක මුදලක් ඇප තැන්පතු වශයෙන් ලංකා විදුලිබල මණ්ඩලය සිය නව විදුලි පාරිභෝගිකයින්ගෙන් ලබා ගනී. මේ වන විට ලංවීම එක් රැස්කරගෙන ඇති සමස්ත ඇප තැන්පතු ප්‍රමාණය රුපියල් කෝටි 1500 කට අධික වේ. රුපියල් කෝටි 1500 ට මේ වන විට හිමි විය යුතු පොලිය රුපියල් කෝටි 1000 කට ආසන්නවේ. ඒ අනුව ලංකා විදුලිබල මණ්ඩලය සතුව මේ වනවිට ඇති පාරිභෝගික ඇප තැන්පතු හා පොලී ප්‍රමාණය රුපියල් කෝටි 2500 ක් වේ.


ලංකා විදුලි පෞද්ගලික සමාගම සතු ඇප තැන්පතු (ලෙකො)


ලංකා විදුලි පෞද්ගලික සමාගම(ලෙකො) මේ වන විට නව සම්බන්ධතා ලබා දෙන අවස්ථාවේදී ඇප තැන්පතු ලබා නොගනී. එහෙත් විදුලි බිල්පත් ගෙවීම පැහැර හැරීම හේතුවෙන් විසන්ධි කළ සම්බන්ධතා නැවත ලබාදීමේදි ඇප තැන්පතුවක් ලබාගනී. එසේ ලබාගෙන ඇති මුළු ඇප තැන්පතු ප්‍රමාණය රුපියල් කෝටි 50 කට අධිකය. එම තැන්පතු මුදල සඳහා 2009 සිට 2020 දක්වා පාරිභෝගිකයන්ට හිමිවිය යුතු පොලිය රුපියල් කෝටි 15කට අධිකය. ඒ අනුව විදුලි පාරිභෝගිකයින්ට ලෙකො සමාගම ගෙවිය යුතු ඇප තැන්පතු ප්‍රමාණය හා පොලිය රු. කෝටි 100 කට ආසන්නය.


විදුලි පාරිභෝගිකයන්ට හිමි සිය පොලිය කොරෝනා කාලයේ විදුලි බිල්පත් වලට හිලව් කර විදුලි පාරිභෝගිකයන් ලක්ෂ 65 කට සහන සැපයිය හැකි වේ.


සැබැවින්ම රජය ජනතා හිතකාමීනම් මේ මොහොතේ ඔවුනට සාධාරණය ඉටුකිරීමට ඉහත යෝජනාව ක්‍රියාත්මක කළ හැකිය. රජය එයට සුදානම්ද ?



ප්‍රශ්නයක් නම් විදුලි ඉංජිනේරුවරයාට කියන්න

විදුලිබල මණ්ඩලයේ මාධ්‍ය ප්‍රකාශක සුලක්ෂණ ජයවර්ධන


විදුලි බිල්පත් සම්බන්ධයෙන් පාරිභෝගිකයන්ට කිසියම් ගැටළුවක් ඇති වී තිබෙනවානම් ඔහුට තම ප්‍රදේශයේ විදුලි ඉංජිනේරුවරයා මුණගැසී ගැටළුව නිරාකරණය කරගන්න පුළුවන්. විදුලි පාරිභෝගිකයන්ගේ තැන්පතු වෙනුවෙන් පොලීමුදල් ගෙවිය යුතු බවට පනතේ සඳහන් බව ඇත්තක් වුවත් එය වසර ගණනාවක සිට ක්‍රියාත්මක වී නැහැ.