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Back to school anxiety

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Adverse effect of diving headlong into schooling

After a year and a half of being cooped up in homes, due to the COVID-19 pandemic, children are set to go back to school, if they are not already. While some kids will be excited about meeting their peers and teachers, others, particularly the younger children, may feel overwhelmed in a new social environment. In some, forced out of their comfort zone, this may create separation anxiety. The anxiety about being separated from families, after being together for so long will only be compounded by fears of loved ones falling prey to the virus. To top it all off these kids have drilled into them various health precautions such as to not get too close to other people, to keep their masks on, use sanitizer and to wash their hands repeatedly. Anxiety is in the air and kids cannot help but feel it. Hopefully, the excitement of going back will outweigh the potential anxiety. In any case, it is bound to be a tough re-entry.

by Sajitha Prematunge

Ferdinando was apprehensive about the reopening of schools, and the fear of contracting COVID-19 had little to do with it. Her school is due to reopen next week and for teachers like her, student social anxiety is very real. The previous lockdowns set many of her students at the S. Mahinda Vidyalaya, Kalutara, several steps back in terms of education, as well as social interaction.

“Most of these kids are eager to come back to school since they are not well provided for at home,” said Nadee Ferdinando. It is heartbreaking to see kids turn up at school, after a year and a half long lockdown, emaciated. “When they are at school their friends share their food with them.” She observed that this is most pronounced in remote schools. Emotional and nutritional needs of students’ of such schools, are often neglected by parents who are low income earners. She observed a general lethargy and lack of concentration, immediately after the reopening of schools, after previous lockdowns. “It set them back several steps. They find it difficult to concentrate, they don’t answer questions and can’t absorb anything in the first few days. Some of them just sat there stupefied. It took time for them to come back to normal, after the previous lockdowns,” said Ferdinando.

From her experience of previous lockdowns, she knows better than to dive headlong into academic activities. “So, we just stick to activities, like singing and dancing.” Ferdinando observed that it is not only the younger kids who are affected. After a stifling lockdown, cooped in their homes, kids as old as 13 require to be coaxed out of their shells with mundane gossip. “Above all they need to socialise and interact,” said Ferdinando.

Psychological perspective

Karapitiya Teaching Hospital, Consultant Psychiatrist, Dr. Rumi Ruben pointed out that children are the group most adversely affected by the pandemic. “Being homebound, due to various regulations, lockdowns, restrictions in movement and health concerns, has been most stressful for children,” said Ruben. He pointed out that lockdowns have both pros and cons, pros being, being able to spend a lot of time with other family members, and cons also being, having to spend a lot of time with other family members, cooped up in a small house. “Kids of all ages, in the same house, can lead to fighting over resources,” said Ruben. Add to the mix sibling rivalry and it would be enough to drive any sane kid slowly mad.

He explained that during the past one and half years since school was out, apart from being deprived of education in the conventional sense, kids have been starved of recreation and time with peers. This is detrimental to kids’ personal development. Social interaction, reduced due to lockdowns, has blunted kids’ social and communication skills, which in turn has hampered their ability to express emotions. In this context, Ruben emphasises the significance of student-teacher interactive communication.

Online education

Online education cannot compare with the physical proximity afforded by a classroom. “Neither can teachers monitor the progress of students nor can students, counter question teachers,” Ruben pointed out. Besides, at school kids play with others their age and even fight. They also missed out on all the extracurricular activities, such as dancing and singing. “The deprivation of all this hampers social learning, which is vital for personal development.”

Inequality

The pandemic provided an ideal opportunity to gauge the inequality in our so-called free education. Laptops, tabs or mobile phones and internet access to take part in online classes did not come free and was beyond the capacity of most daily wage earners, the worst affected, economically, by the pandemic. The same extends to provision of basic needs such as food and nutritional needs as well as keeping children happy in general by meeting their emotional needs, such as by buying them toys and other trinkets. “Such circumstances invariably affect children’s psychology,” said Ruben.

“Another adverse effect of online education was the exposure to sexual material and addiction to gaming, now recognised by the WHO as a mental illness. “Gaming addiction entails withdrawal symptoms such as lack of concentration, anger management issues and withdrawal from other social activities.” Ruben pointed out that all these affect children’s communication.

Illness phobia

According to him, illness phobia, the fear of falling sick and dying or losing loved ones to an illness, in the current context, exacerbated by media coverage of the pandemic, and harping on the death toll, could lead to emotional neediness in children. “Clinginess in such children could lead to reluctance to separate from parents; separation anxiety. Children may refuse to go to school outright,” said Ruben. Such conditions could manifest in the form of social anxiety as well, characterised by irritability, loss of appetite and quarrelling with siblings.

In turn, social anxiety can manifest in the form of depressive symptoms. “Kids may refuse to study, may be irritable and may have difficulty falling asleep or have nightmares. These can exacerbate into medically unexplainable physical symptoms, such as stomach aches or headaches.” So the usual excuse for not wanting to go to school cannot be idly brushed aside. Ruben indicated that they could get physical if forced to conform to the new norm. “They could turn physically violent if parents force them to study or go to school. They may start to consider parents as enemies,” said Ruben. He suggested that phobic symptoms towards COVID-19 should be alleviated by reassurance and providing accurate information.

Adjustment period

Ruben reiterated the importance of allocating an adjustment period so that students could be afforded adequate time to adjust to the new environment. He warned against overburdening kids too early. “What all parties concerned; parents, teachers, education authorities, must understand is that covering the syllabus, should not be the priority. During this adjustment period students must not be overloaded.” Lest it turns into a sort of ‘school phobia’. Ruben recommended that education authorities formulate a revised syllabus to include only vital aspects.

“This adjustment period must be used to monitor students and identify those who display troubling symptoms, so that through parental mediation, they could be referred to a doctor for psychological support.”

Changes to a child’s environment, and stress, are risk factors for developing anxiety and going back to school after a long hiatus have all the right ingredients for anxiety. Some kids are too young to grasp the concept of acceptable risk. In this context it is also the parents’ responsibility to placate any lingering misgivings children may have about going back to school.



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Misinterpreting President Dissanayake on National Reconciliation

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President Dissanayake

President Anura Kumara Dissanayake has been investing his political capital in going to the public to explain some of the most politically sensitive and controversial issues. At a time when easier political choices are available, the president is choosing the harder path of confronting ethnic suspicion and communal fears. There are three issues in particular on which the president’s words have generated strong reactions. These are first with regard to Buddhist pilgrims going to the north of the country with nationalist motivations. Second is the controversy relating to the expansion of the Tissa Raja Maha Viharaya, a recently constructed Buddhist temple in Kankesanturai which has become a flashpoint between local Tamil residents and Sinhala nationalist groups. Third is the decision not to give the war victory a central place in the Independence Day celebrations.

Even in the opposition, when his party held only three seats in parliament, Anura Kumara Dissanayake took his role as a public educator seriously. He used to deliver lengthy, well researched and easily digestible speeches in parliament. He continues this practice as president. It can be seen that his statements are primarily meant to elevate the thinking of the people and not to win votes the easy way. The easy way to win votes whether in Sri Lanka or elsewhere in the world is to rouse nationalist and racist sentiments and ride that wave. Sri Lanka’s post independence political history shows that narrow ethnic mobilisation has often produced short term electoral gains but long term national damage.

Sections of the opposition and segments of the general public have been critical of the president for taking these positions. They have claimed that the president is taking these positions in order to obtain more Tamil votes or to appease minority communities. The same may be said in reverse of those others who take contrary positions that they seek the Sinhala votes. These political actors who thrive on nationalist mobilisation have attempted to portray the president’s statements as an abandonment of the majority community. The president’s actions need to be understood within the larger framework of national reconciliation and long term national stability.

Reconciler’s Duty

When the president referred to Buddhist pilgrims from the south going to the north, he was not speaking about pilgrims visiting long established Buddhist heritage sites such as Nagadeepa or Kandarodai. His remarks were directed at a specific and highly contentious development, the recently built Buddhist temple in Kankesanturai and those built elsewhere in the recent past in the north and east. The temple in Kankesanturai did not emerge from the religious needs of a local Buddhist community as there is none in that area. It has been constructed on land that was formerly owned and used by Tamil civilians and which came under military occupation as a high security zone. What has made the issue of the temple particularly controversial is that it was established with the support of the security forces.

The controversy has deepened because the temple authorities have sought to expand the site from approximately one acre to nearly fourteen acres on the basis that there was a historic Buddhist temple in that area up to the colonial period. However, the Tamil residents of the area fear that expansion would further displace surrounding residents and consolidate a permanent Buddhist religious presence in the present period in an area where the local population is overwhelmingly Hindu. For many Tamils in Kankesanturai, the issue is not Buddhism as a religion but the use of religion as a vehicle for territorial assertion and demographic changes in a region that bore the brunt of the war. Likewise, there are other parts of the north and east where other temples or places of worship have been established by the military personnel in their camps during their war-time occupation and questions arise regarding the future when these camps are finally closed.

There are those who have actively organised large scale pilgrimages from the south to make the Tissa temple another important religious site. These pilgrimages are framed publicly as acts of devotion but are widely perceived locally as demonstrations of dominance. Each such visit heightens tension, provokes protest by Tamil residents, and risks confrontation. For communities that experienced mass displacement, military occupation and land loss, the symbolism of a state backed religious structure on contested land with the backing of the security forces is impossible to separate from memories of war and destruction. A president committed to reconciliation cannot remain silent in the face of such provocations, however uncomfortable it may be to challenge sections of the majority community.

High-minded leadership

The controversy regarding the president’s Independence Day speech has also generated strong debate. In that speech the president did not refer to the military victory over the LTTE and also did not use the term “war heroes” to describe soldiers. For many Sinhala nationalist groups, the absence of these references was seen as an attempt to diminish the sacrifices of the armed forces. The reality is that Independence Day means very different things to different communities. In the north and east the same day is marked by protest events and mourning and as a “Black Day”, symbolising the consolidation of a state they continue to experience as excluding them and not empathizing with the full extent of their losses.

By way of contrast, the president’s objective was to ensure that Independence Day could be observed as a day that belonged to all communities in the country. It is not correct to assume that the president takes these positions in order to appease minorities or secure electoral advantage. The president is only one year into his term and does not need to take politically risky positions for short term electoral gains. Indeed, the positions he has taken involve confronting powerful nationalist political forces that can mobilise significant opposition. He risks losing majority support for his statements. This itself indicates that the motivation is not electoral calculation.

President Dissanayake has recognized that Sri Lanka’s long term political stability and economic recovery depend on building trust among communities that once peacefully coexisted and then lived through decades of war. Political leadership is ultimately tested by the willingness to say what is necessary rather than what is politically expedient. The president’s recent interventions demonstrate rare national leadership and constitute an attempt to shift public discourse away from ethnic triumphalism and toward a more inclusive conception of nationhood. Reconciliation cannot take root if national ceremonies reinforce the perception of victory for one community and defeat for another especially in an internal conflict.

BY Jehan Perera

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Recovery of LTTE weapons

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Sri Lanka Navy in action

I have read a newspaper report that the Special Task Force of Sri Lanka Police, with help of Military Intelligence, recovered three buried yet well-preserved 84mm Carl Gustaf recoilless rocket launchers used by the LTTE, in the Kudumbimalai area, Batticaloa.

These deadly weapons were used by the LTTE SEA TIGER WING to attack the Sri Lanka Navy ships and craft in 1990s. The first incident was in February 1997, off Iranativu island, in the Gulf of Mannar.

Admiral Cecil Tissera took over as Commander of the Navy on 27 January, 1997, from Admiral Mohan Samarasekara.

The fight against the LTTE was intensified from 1996 and the SLN was using her Vanguard of the Navy, Fast Attack Craft Squadron, to destroy the LTTE’s littoral fighting capabilities. Frequent confrontations against the LTTE Sea Tiger boats were reported off Mullaitivu, Point Pedro and Velvetiturai areas, where SLN units became victorious in most of these sea battles, except in a few incidents where the SLN lost Fast Attack Craft.

Carl Gustaf recoilless rocket launchers

The intelligence reports confirmed that the LTTE Sea Tigers was using new recoilless rocket launchers against aluminium-hull FACs, and they were deadly at close quarter sea battles, but the exact type of this weapon was not disclosed.

The following incident, which occurred in February 1997, helped confirm the weapon was Carl Gustaf 84 mm Recoilless gun!

DATE: 09TH FEBRUARY, 1997, morning 0600 hrs.

LOCATION: OFF IRANATHIVE.

FACs: P 460 ISRAEL BUILT, COMMANDED BY CDR MANOJ JAYESOORIYA

P 452 CDL BUILT, COMMANDED BY LCDR PM WICKRAMASINGHE (ON TEMPORARY COMMAND. PROPER OIC LCDR N HEENATIGALA)

OPERATED FROM KKS.

CONFRONTED WITH LTTE ATTACK CRAFT POWERED WITH FOUR 250 HP OUT BOARD MOTORS.

TARGET WAS DESTROYED AND ONE LTTE MEMBER WAS CAPTURED.

LEADING MARINE ENGINEERING MECHANIC OF THE FAC CAME UP TO THE BRIDGE CARRYING A PROJECTILE WHICH WAS FIRED BY THE LTTE BOAT, DURING CONFRONTATION, WHICH PENETRATED THROUGH THE FAC’s HULL, AND ENTERED THE OICs CABIN (BETWEEN THE TWO BUNKS) AND HIT THE AUXILIARY ENGINE ROOM DOOR AND HAD FALLEN DOWN WITHOUT EXPLODING. THE ENGINE ROOM DOOR WAS HEAVILY DAMAGED LOOSING THE WATER TIGHT INTEGRITY OF THE FAC.

THE PROJECTILE WAS LATER HANDED OVER TO THE NAVAL WEAPONS EXPERTS WHEN THE FACs RETURNED TO KKS. INVESTIGATIONS REVEALED THE WEAPON USED BY THE ENEMY WAS 84 mm CARL GUSTAF SHOULDER-FIRED RECOILLESS GUN AND THIS PROJECTILE WAS AN ILLUMINATER BOMB OF ONE MILLION CANDLE POWER. BUT THE ATTACKERS HAS FAILED TO REMOVE THE SAFETY PIN, THEREFORE THE BOMB WAS NOT ACTIVATED.

Sea Tigers

Carl Gustaf 84 mm recoilless gun was named after Carl Gustaf Stads Gevärsfaktori, which, initially, produced it. Sweden later developed the 84mm shoulder-fired recoilless gun by the Royal Swedish Army Materiel Administration during the second half of 1940s as a crew served man- portable infantry support gun for close range multi-role anti-armour, anti-personnel, battle field illumination, smoke screening and marking fire.

It is confirmed in Wikipedia that Carl Gustaf Recoilless shoulder-fired guns were used by the only non-state actor in the world – the LTTE – during the final Eelam War.

It is extremely important to check the batch numbers of the recently recovered three launchers to find out where they were produced and other details like how they ended up in Batticaloa, Sri Lanka?

By Admiral Ravindra C. Wijegunaratne
WV, RWP and Bar, RSP, VSV, USP, NI (M) (Pakistan), ndc, psn, Bsc (Hons) (War Studies) (Karachi) MPhil (Madras)
Former Navy Commander and Former Chief of Defence Staff
Former Chairman, Trincomalee Petroleum Terminals Ltd
Former Managing Director Ceylon Petroleum Corporation
Former High Commissioner to Pakistan

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Yellow Beatz … a style similar to K-pop!

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Yes, get ready to vibe with Yellow Beatz, Sri Lanka’s awesome girl group, keen to take Sri Lankan music to the world with a style similar to K-pop!

With high-energy beats and infectious hooks, these talented ladies are here to shake up the music scene.

Think bold moves, catchy hooks, and, of course, spicy versions of old Sinhala hits, and Yellow Beatz is the package you won’t want to miss!

According to a spokesman for the group, Yellow Beatz became a reality during the Covid period … when everyone was stuck at home, in lockdown.

“First we interviewed girls, online, and selected a team that blended well, as four voices, and then started rehearsals. One of the cover songs we recorded, during those early rehearsals, unexpectedly went viral on Facebook. From that moment onward, we continued doing cover songs, and we received a huge response. Through that, we were able to bring back some beautiful Sri Lankan musical creations that were being forgotten, and introduce them to the new generation.”

The team members, I am told, have strong musical skills and with proper training their goal is to become a vocal group recognised around the world.

Believe me, their goal, they say, is not only to take Sri Lanka’s name forward, in the music scene, but to bring home a Grammy Award, as well.

“We truly believe we can achieve this with the love and support of everyone in Sri Lanka.”

The year 2026 is very special for Yellow Beatz as they have received an exceptional opportunity to represent Sri Lanka at the World Championships of Performing Arts in the USA.

Under the guidance of Chris Raththara, the Director for Sri Lanka, and with the blessings of all Sri Lankans, the girls have a great hope that they can win this milestone.

“We believe this will be a moment of great value for us as Yellow Beatz, and also for all Sri Lankans, and it will be an important inspiration for the future of our country.”

Along with all the preparation for the event in the USA, they went on to say they also need to manage their performances, original song recordings, and everything related.

The year 2026 is very special for Yellow Beatz

“We have strong confidence in ourselves and in our sincere intentions, because we are a team that studies music deeply, researches within the field, and works to take the uniqueness of Sri Lankan identity to the world.”

At present, they gather at the Voices Lab Academy, twice a week, for new creations and concert rehearsals.

This project was created by Buddhika Dayarathne who is currently working as a Pop Vocal lecturer at SLTC Campus. Voice Lab Academy is also his own private music academy and Yellow Beatz was formed through that platform.

Buddhika is keen to take Sri Lankan music to the world with a style similar to K-Pop and Yellow Beatz began as a result of that vision. With that same aim, we all work together as one team.

“Although it was a little challenging for the four of us girls to work together at first, we have united for our goal and continue to work very flexibly and with dedication. Our parents and families also give their continuous blessings and support for this project,” Rameesha, Dinushi, Newansa and Risuri said.

Last year, Yellow Beatz released their first original song, ‘Ihirila’ , and with everything happening this year, they are also preparing for their first album.

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