FIRST DEATH ANNIVERSARY

Sept. 08, 2023 was a very sad day for the 1964-68 batch of the Faculty of Agriculture of the then University of Ceylon, Peradeniya, as that was the day on which Dr. Rex Clements, our batchmate and erstwhile friend passed away in Australia of to a lung infection he was suffering from for some time.

Rex was born on April 2, 1945 at Moray Group, Maskeliya, to Victor and Stella Clements, and had his entire primary and secondary education at Christian College, Kotte. He entered the then University of Ceylon, Peradeniya to pursue a degree in Agriculture and was one of the 23 of the batch of 1964-68 to join the Faculty of Science, for the General Science Qualifying (GSQ) course in order to continue onward to the Faculty of Agriculture the following year.

One year has passed since his death and I thought of writing this in his memory on behalf of our batch, with whom he was regularly in touch via whatsapp and email. He also attended a few of our get togethers off and on until his illness got the better of him. Rex was a very friendly, jovial, carefree and down to earth simple person who was a thorough gentleman keen on music and sports. At the same time was academically brilliant – a rare combination. As the brightest in our group, he topped the batch scoring a record 13 distinctions (out of 14) and earning a first class, then a rare feat in the Faculty of Agriculture.

Soon after the results were out in late 1968, Rex was appointed as an Assistant Lecturer in Crop Science in the Faculty Agriculture (along with our batch-mate Noble Jayasuriya who got a second upper).

In 1970 Rex proceeded to the United Kingdom to read for his Ph.D at the University of Reading, Berkshire, in his chosen field of Agronomy and Crop Science with emphasis on Crop Physiology. (Noble joined him there and read for his Ph.D in Animal Physiology).

Dr. Rex Clements returned in 1974 and continued as a Senior Lecturer in Crop Science to both undergraduate and post graduate students at the Faculty of Agriculture till 1982. In 1980, he had a spell at the International Rice Research Institute (IRRI) in Los Banos, Philippines, as a Post Doctoral Research Fellow and continued his cherished research activities on rice based cropping systems. He made this choice in preference to a postdoctoral offer he received from Lincoln College, New Zealand.

After his return from research in the IRRI in March 1982, which he enjoyed very much, he was appointed as the Head of the Department of Crop Science of the Faculty of Agriculture and continued till 1986. He was a brilliant teacher who was always very friendly with the students, popular for his exemplary teaching style. Rex had a unique way of using the blackboard and students admired his way of teaching and his pleasing and simple manners.

After serving the Faculty of Agriculture for 18 years, Rex joined the University of South Pacific, Alafua Campus, Western Samoa in 1986 as Head of the Department of Crop Science and continued till 1989 when he went to Australia. There he became a Senior Lecturer at the Victorian College of Agriculture and Horticulture of the Glenormiston Campus, taken over by the University of Melbourne in 1991. Rex continued working there till about 2012. A man who never thought of retirement, he thereafter began working as a Consultant/Independent Contractor for South West TAFE, one of the largest regional training providers in Victoria, Australia, ideally located in Warrnambool where he made his home. He continued his work there till sickness got the better of him.

Going back to our Peradeniya days, Rex was an accomplished musician – the vocalist and the guitarist of the three man band (from our batch) named the ‘Agricolas’ comprising Rex, Noble and Piya/Piyadasa, who were often invited to the Halls of Residence for their annual socials. The organizers provided a sumptuous dinner and the band played popular English and Sinhala songs, especially local oldies, keeping the crowds happy. Rex was also a talented badminton player and played for the Peradeniya University in 1967 and 1968 and obtained University colours for the sport.

All of us from the batch of 64-68 sorely miss Rex very much. Of course, none of us could physically attend the funeral service of our dear friend which was held on 18 September, 2023, at Warrnambool, Australia. Rex is survived by his beloved wife Jenny, son Jeremy, daughter Romina and two adorable grand kids, plus his siblings who live in South India.

May his soul rest with God Almighty.

Bedgar Perera ( email – bedgarperera@gmail.com) on behalf of the Peradeniya University Agriculture batch of 1964-68 

Sri Lanka’s Climate Targets

by Sampath Perera

As Sri Lanka approaches its presidential election, the crucial question for the incoming leader is how to reconcile the country’s economic struggles with the demands of international climate agreements.

With the global climate framework often imposing disproportionate burdens on developing nations, including Sri Lanka, how can the new administration balance ambitious climate goals with the nation’s financial realities? Given Sri Lanka’s modest carbon footprint of 1.02 CO2e tonnes per person, the challenge of achieving net-zero emissions by 2050 seems daunting, especially when many citizens are already grappling with basic economic needs. How will the next leader navigate this complex landscape, ensuring that international commitments are feasible and fair, while also advocating for the unique economic challenges faced by developing countries?

Consider a family of four in Sri Lanka, with a sole breadwinner earning a modest Rs. 50,000 per month. For this family, daily survival is a challenge, let alone the luxury of choosing organic food over cheaper alternatives. The struggle to make ends meet highlights a broader economic reality faced by many Sri Lankan households. Their focus is on affordability and basic sustenance, not on the added expense of organic produce. This scenario encapsulates the difficulty for Sri Lanka in adhering to rigorous climate goals while battling economic hardship.

The next leader must ensure that any international commitments are carefully balanced against the country’s economic capabilities, avoiding undue strain on its already challenged economy. It is essential to advocate for fair terms that recognise the unique struggles of developing nations like Sri Lanka, ensuring that global climate goals are pursued in a manner that is both equitable and achievable.

Unfair burden

In the ongoing global debate over climate action, it is critical to question why world leaders continue to enforce stringent climate goals on developing nations while failing to address the economic disparities that make such goals impractical.

Developing countries, like Sri Lanka, are being pressured to adopt expensive green technologies and reduce carbon emissions, despite their limited economic resources and reliance on cost-effective, traditional energy sources. The insistence on immediate compliance with high-cost climate measures, without providing adequate financial and technological support, places an undue burden on these nations.

This approach not only overlooks their economic vulnerabilities but also ignores the fact that developed countries, which historically have contributed the most to global emissions, continue to rely heavily on fossil fuels. The world’s leading economies should consider shifting their focus towards economic conservation and allowing developing nations the flexibility to pursue more affordable, sustainable solutions. Such an approach would ensure a more equitable transition to a low-carbon future, acknowledging the varied economic capacities and needs of all nations involved.

Sri Lanka’s commitment to achieving net-zero carbon status by 2050, as outlined in its updated Nationally Determined Contributions (NDCs), is a noble but daunting task. The country is working towards this goal amidst significant economic pressures, including a recent contraction in GDP and ongoing inflation challenges. The push for a low-carbon economy includes ambitious targets like reducing greenhouse gas emissions by 14.5% by 2030, achieving 70% renewable energy in electricity generation by 2030, and increasing forest cover to 32% by the same year.

Global inequity

Nevertheless, major emitters like China and the United States persistently rely on fossil fuels. China, the world’s largest emitter of CO2, continues to invest heavily in coal power, drawing criticism for its perceived inadequate efforts to cut emissions. Meanwhile, the United States, despite progress in renewable energy, maintains a significant carbon footprint due to its continued dependence on fossil fuels and extensive industrial activities.

These major emitters not only contribute disproportionately to global greenhouse gas emissions but also benefit from relatively less stringent climate regulations compared to those imposed on developing countries. The economic models of China and the US are deeply entrenched in high-carbon industries, and their transition to greener alternatives is often gradual and selectively implemented.

The disparity between the emission targets of developing nations like Sri Lanka and the practices of major emitters highlights a significant global inequity. Developing countries, including Sri Lanka, are often pressured to adopt stringent climate measures while their economies are still emerging. The economic burden of transitioning to a low-carbon economy is substantial, given that these nations are still grappling with basic developmental challenges, such as poverty alleviation and infrastructure development.

Sri Lanka’s climate strategy, including the development of the Carbon Net Zero 2050 Roadmap and Strategic Plan, aims to address key sectors like energy, transport, industry, waste, agriculture, and forestry. However, the implementation of these measures requires substantial financial investment and technological support, which are often lacking in developing contexts.

For Sri Lanka, the challenge lies in balancing the immediate needs of its population with long-term climate goals. The pressure to conform to international climate agreements while ensuring economic stability and growth creates a complex scenario where immediate survival often takes precedence over environmental considerations.

Climate Vs. Economy

Sri Lanka’s development, economic stability, and price fluctuations are heavily influenced by its energy and transport sectors. However, the country’s commitments under international treaties and past pledges by former leaders, often made without fully accounting for Sri Lanka’s economic realities, have placed these crucial sectors under severe strain.

In the energy sector, Sri Lanka faces significant challenges due to its commitment to international climate agreements. The country is bound to achieve a 70% renewable energy target by 2030—a goal that is proving increasingly difficult given the current economic constraints. Traditionally, coal power has been the most cost-effective option for energy generation, but Sri Lanka is restricted from expanding its coal power capacity due to its climate commitments. This restriction places an additional financial burden on the country, making the renewable energy target appear almost unattainable. The Long-Term Generation Expansion Plan (LTGEP) of the Ceylon Electricity Board (CEB) aims to meet this target and maintain a high level of renewable energy beyond 2030, but the financial and logistical challenges are substantial. The government’s push for energy conservation through Demand Side Management could help, but the constraints imposed by international obligations continue to impede progress.

Similarly, the transport sector is critical for Sri Lanka’s economic stability and overall development. It handles 94% of passenger transportation and 98% of freight transportation, making it central to daily life and economic activity. The COVID-19 pandemic caused a significant drop in transport demand, with passenger-kilometers falling from a peak of 231.5 billion in 2019 to 185.5 billion in 2020, partially due to a shift away from public transport. By 2021, demand had only partially recovered to 191.8 billion passenger-kilometers. Public transport’s modal share has decreased from 40.6% in 2019 to 33.0% in 2021.

In such a backdrop, the government’s Standard Operating Procedure (SOP) for the automobile industry has further exacerbated issues. Under the SOP introduced by former President Gotabaya Rajapaksa, the assembly of affordable petrol three-wheelers—an essential and low-cost mode of transport for many Sri Lankans—has been banned. This policy, intended to promote electric vehicles, has overlooked the economic realities faced by the general public. Electric solutions are prohibitively expensive for most Sri Lankans, and the absence of three-wheeler assembly has led to the continued use of older, more polluting vehicles. As a result, the lack of affordable, environmentally friendly transportation options has forced many to rely on outdated and inefficient vehicles, further compounding environmental and economic issues.

Sri Lanka’s adherence to international climate commitments has placed undue strain on its energy and transport sectors. The restriction on coal power expansion and the ban on assembling affordable petrol three-wheelers highlight a disconnect between global climate goals and national economic realities.

The country’s journey towards achieving net-zero carbon emissions by 2050 is a testament to its commitment to global climate goals. However, this commitment is challenged by the economic realities faced by its population, exemplified by families struggling to meet basic needs. The contrast between Sri Lanka’s efforts and the continued high-carbon practices of major emitters highlights the need for a more equitable global approach to climate action. To ensure that all nations can contribute to and benefit from a sustainable future, it is essential to address these disparities and provide support where it is most needed.

(The writer is an Attorney-at-Law with an LLM in International Business and Commercial Law. He can be reached at pmwsampathperera@gmail.com.)

by R N A de Silva
rnades@gmail.com

“Anyone who has never made a mistake has not tried something new “, said Albert Einstein. Although mistakes are inevitable in life, learning mathematics can be extra challenging due to the pressure of having to come up with the ‘correct’ answer as it generally demands precision and accuracy. But recent neurological research indicates that making mistakes is actually good as it not only provides opportunities for learning but also contributes to the growth of the brain. Mistakes play a crucial role in the learning process and they can be considered as stepping stones on the path to mastery. Embracing mistakes will help students in building the persistence required for success in mathematics. Making mistakes will help enhance critical thinking and problem-solving skills as they prompt students to reconsider their approach, identify the source of the mistake and explore alternative solutions.

A fear of failure may hinder learning and repress creativity. It should be stressed to the students to consider mistakes as not a sign of incompetence but an opportunity for improvement. With such a mindset they are more likely to approach mathematical challenges with confidence and enthusiasm.

 In 1994, researchers conducted a landmark study comparing the US education system to Japan’s education system. They found that although American teachers praised students for correct answers, they ignored incorrect responses. No discussion took place about the correct or incorrect answers. They found that the Japanese teachers had discussions about the obtained answers. Students would learn why an incorrect answer was wrong and a correct answer was right. This reflection and reinforcement would lead to much better learning. Letting students make mistakes and learn from them was found to be a key reason Japanese students outperformed Americans on global math tests.

Mistake is an example of something that does not work

Examples of situations that do not work can be just as valuable as those which work out. The Thomas Edison, who invented the lightbulb, considered the attempts that had not worked as an accomplishment of learning how it should not be done in his long journey towards the invention. His quotation “I have not failed; I have learnt 10,000 ways that won’t work” is an extremely important lesson to all of us.

According to the nature of the lesson, I sometimes make mistakes purposely when teaching students. In this way, I can figure out whether they are involved in the thinking process to the extent of being able to spot the error. It also gives satisfaction to the students, who feel that they have corrected an error made by their teacher. Further, that also helps students understand that anybody can make mistakes and they are part of the learning process.

Mistakes lead you to the correct path

Spotting an error and thereafter the thought process behind why that mistake was made may show the correct path and will help in preventing it from happening again because of the hands-on experience gained. Let us consider some examples.

(1) Square -2.

The answer is not -4. The correct method is -2 x -2 which gives +4.

The importance of the consideration of the sign of the number is shown here.

(2) Subtract 2x – 3 from x2 + 5x – 7.

The answer is not x2 + 3x -10. The correct working should be as follows:

x2 + 5x – 7 – (2x – 3) = x2 + 5x – 7 – 2x + 3 = x2 + 3x – 4.

The importance of using brackets can be seen clearly in this situation.

(3) Solve x2 = 5x.

A student giving the answer x = 5 may wonder why full marks were not awarded. The correct working should be x2 – 5x = 0 followed by x (x – 5) = 0 which gives two correct values for x. Therefore x = 0 or 5.

The cancellation of a variable is not acceptable in mathematics.

Mistakes create an opportunity for deeper understanding

Often mistakes allow students to clear misunderstandings and enhance conceptual understanding or skills-based procedures. Here are some examples.

(4) Find the square root of 25.

The answer is 5 and not +5 and -5, as the square root of a number is always positive. However, if the question was to solve an equation such as x2 = 25, then there are two correct solutions: x = +5 or x = -5.

The difference between the two has to be clearly understood.

(5) Find the square root of 94 correct to 3 significant figures.

The answer is not 9.69 because the calculated value is 9.6953.

As the number after 9 is 5 (or more) the correct answer has to be written as 9.70.

Appropriate approximation is an important concept in mathematics.

Mistakes help you to make connections with reality Mistakes may help students to focus on mathematical reasoning thereby making connections with the real world.

Consider a problem of finding the number of people in a village. The answer cannot involve fractions or decimals as you are dealing with people.

If the problem is about the annual interest rate offered by a bank, can it be as high as 50%?

If a set of numbers include numbers in the range from 1 to 10, can the mean or median be 12?

The role of the teachers and parents are of paramount importance when dealing with mistakes made by students. Here are some suggestions to make mistakes a positive experience for students.

Consider mistakes as an unavoidable and necessary experience

We all make mistakes in life. Why should it be different when learning mathematics? Mistakes happen and we can make them work to our advantage. Accept mistakes as a part of the learning process. I have come across many who hated the subject because the teachers considered them as ‘stupid’ due to some mistakes made. ‘Stupid’ is a feeling of shame and our natural reaction is to avoid its source. Instead, we should consider mistakes as an asset to the deepening of understanding a concept or a skill.

Provide timely feedback

Recognise that the earlier a problem is discovered, the easier it is to fix. Probing questions can offer students different approaches for reflecting on their thinking. Help students to overcome mistakes on their own. Students who fixes a mistake on their own experience personal success. Such an experience may lead to enhanced motivation and self-esteem and also persistence in the problem-solving process.

Analyze the mistakes and take appropriate remedial measures

The mathematical mistakes can be divided into three broad categories: careless, computational and conceptual.

Careless errors may occur due to not paying attention to details and hastiness. Some examples are misreading the question, not following directions, making mistakes with negative signs and writing wrong numbers. These can be overcome by training the students to read the question carefully and understanding what needs to be done before attempting and the cultivation of neat and orderly presentation of work.

Computational error is a mistake made with an arithmetic manipulation. When such an error occurs, all subsequent work will be affected by that error. This happens mostly due to the hastiness in arriving at the final result. Usually, such an error can be detected by checking the answer after solving. This detection will be easier if all the steps have been shown and the work presented in a logical order.

Conceptual errors occur due to the misunderstanding of the underlying concepts. Such errors are more important to be corrected than the careless and computational errors as it deals with mathematical understanding. It is an indication of a lack of necessary prerequisite knowledge to solve the problem. When this happens, foundational gaps need to be identified and appropriately fixed by the teacher or a tutor, as it may need time and effort. If a teacher notices the same conceptual error from multiple students, the teacher has to go back and reteach the topic.

Mistakes made by students provide an opportunity to get a deeper understanding of the taught concept. They can be considered part of the learning process if it is examined properly. The identification and analysis of the mistakes made by students help understand their mathematical thinking.

“When one door closes, another door opens; but we so often look so long and so regretfully upon the closed door, that we do not see the ones which open to us” said Alexander Graham Bell.

The author is an educational consultant at the Overseas School of Colombo and a senior examiner for mathematics at the International Baccalaureate Organization, UK.