PURSE 2010
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Item type: Item , How the academics use the library: a user survey of the faculty of arts at University of Peradeniya(University of Peradeniya, 2010-12-16) Gunasekera, P.C.D.S.; Liyanage, R.Introduction For the university library to provide excellent resources and services, it has to develop an on-going dialog with its user community. In order to provide better library services for the users it is necessary to have a precise knowledge of the requirements of its users. The best way of getting to know about users and their requirements is to carry out user studies, which enable libraries to determine exactly how they should develop and what direction they should take in order to meet those requirements (Vaughan, 1987). On the other hand, university libraries have to improve the quality of their services to survive in this volatile competitive environment. Therefore it is crucial to evaluate the library services from the customer's point of view. At the same time in order to setup user-centered services, the library needs to know the users and their needs. One of the main tools that can be used to evaluate and assess the library services is the user survey. It is impossible to assess the changing needs of the clientele unless user surveys are conducted to determine user needs and their information seeking behavior. (Gunasekera, 2006) Library user surveys have become widespread in academic libraries during the past twenty years. Rapid changes in library services and operations demand for internal institutional accountability and assessment expectations by external accrediting agencies have contributed to further development and application of user surveys within academic libraries during the past decade (Hiller, 2001 ). The Main library, University of Peradeniya conducted a user survey among the members of academic staff in May, 2010. The objective of this study was to examine the information needs of the academic staff members of Faculty of Arts at University of Peradeniya. Specifically, this study attempted to examine the type of information sources and services used for their teaching and research. The study also sought to determine the faculty's level of satisfaction towards library services. Methodology The study used a structured questionnaire to collect data. The population of the study consisted of all permanent academic staff members in the Faculty of Arts and a total of 166 questionnaires were distributed to the population in May 2010 and 88 were returned with an overall 53% of response rate. The data were analyzed and interpreted using SPSS (17.0) version. Data Analysis and Discussion The study elicited data on the academic information needs of the faculty and their information seeking behavior. It covers issues regarding respondent's knowledge about the library services, the preferences for the sources of information, purpose of the visits, the satisfaction level of the services and the problems. 1. Library visits The findings revealed that 27% of the respondents (n=24) visited the library daily, while 66% visited once a week and 22% visited twice a week. It is surprising to note that 30% of the respondents visited the library only when it is necessary. 2. Reasons for Library visits Respondents were asked to mention the reason/s for the library visit. The respondents visit the library mostly to checkout books, to use reference collection, prepare for lectures and to read scholarly journals. Nearly half of the respondents come to the library to work on their seminar/conference papers and for internet searching. 3. Use of Library services Respondents were asked about information services used for teaching and research. Lending and reference services are the most used information services by the faculty. More than half of the respondents used services of photocopying, Scheduled Reference service and library catalogues. Further results showed that Inter Library Loan service was the least used information service and the reason could be the unawareness about the service. 4. Use of Electronic resources and services Respondents were asked to indicate the electronic resources and services used for academic and research purposes. Results showed a majority (67%) used the On Line Access Catalogues Catalog (OPAC) to search information resources available in the library. 48% of respondents used the library webpage while 40% used the internet facility and 38% used the E-journal facility for teaching and research. Only 27% of respondents used the E-mail facility in the library. Most of the departments now have the internet access for the staff and it could be the reason for low usage of e-mail facility in the library. 5. User satisfaction on library resources The successful operation of library depends on the quality of the library collections. This study examined the level of the satisfaction towards the library collections. Medium level of satisfaction was shown by the respondents for Lending, Reference and Electronic resources. It was significant to find the same level of satisfaction for all library collections except periodicals. A low level of satisfaction was showed for current periodical collection. In order to meet the needs and requirements of users library should get feedback from the users periodically and should plan the library acquisitions accordingly. Conclusion Understanding the information needs of the users and taking necessary steps to satisfy them is the first step towards the provision of an effective library service. This can be achieved by formal in-depth studies like user surveys, Librarians especially those involved in Reader Services should be thorough as to how individuals approach the library and the information sources and services they use for teaching and research. Library should develop strategies intended to improve the provision of information services especially towards information skills development and information resource awareness. Recommendations 1. Library has to implement strategies to attract the staff members of the faculty by stimulating their interest in the services offered by the library [services offered by the library]. Hence, a wider awareness needs to be made of the services provided by the library and of the resources available to the faculty. 2. Library has to publish a library report and a handbook to promote the information services and facilities. The handbook should be regularly revised and should be included with explicit information on the range of services as well as conditions under which they may be accessed and used. 3. Colorful leaflets containing a variety of information on the different resources and the routines for accessing them both manually and electronically should be made as an effective promotional tool. 4. Pathfinders and subject guides to literature in various subject areas should be provided and be made easily accessible. 5. There should be a collaboration between the librarians and the faculty in designing courses on information skills for students. The faculty and the librarians should work together for the benefit of both groups with mutual understanding. In this way, channels of communication can be created and maintained. 6. On going research and research interests of the faculty should be known to the library. A local Area Network in which the library and departments are linked is recommended. An extensive current awareness service should be developed through the network. 7. The library should conduct user surveys at regular intervals since that will provide information to improve the services and streamline the operations towards a greater user satisfaction. References Gunasekera, P.C.D.S. (2006) An Attitudinal User Survey on Library Services and Facilities: A Case Study of Wayamba University Library. Sri Lanka Journal of Librarianship and Information Management, I (I and 2): I04-119. Hiller, Steve.(200 I) Assessing User Needs, Satisfaction and Library Performance at the University of Washington. Library Trends. Spring: 234-248. Vaughan,Anthony. (1987) International Reader in the Management of Library, Information and Archive Services, ParisItem type: Item , Assessing mathematics self-efficacy for G.C.E (O/L) students(University of Peradeniya, 2010-12-16) Gamini, M.M.; Sethunga, P.Introduction Self-efficacy regulates functioning through four processes: cogrutrve, motivational, choice and emotional processes (Bandura, 1999). This regulatory role of self-efficacy in the domains of cognitive, behavioral and emotional is measured by assessing cognitive self-efficacy, motivational self-efficacy, behavioral self-efficacy and emotional self-efficacy. Measurement of academic self- efficacy involves students being administered self-efficacy scale, with ratings of confidence to perform specific tasks in the selected curriculum ."Capabilities assessed and capabilities tested should be the same or similar capabilities" (Pajars, I996,p.2). This study examines the nature of domains and related processes of mathematic self-efficacy. The specific objectives of the study were to build up a determinant of mathematics self- efficacy scale. The guidelines to construct scales for assess self- efficacies have been specified by Bandura (200 I). These guidelines Highlight the importance of developing self report measures which are task specific and task oriented. It was considered determents cognitive motivational strategies, the major strategies, self regulation learning strategies and self resource management strategies. Method and Materials A factor analysis study provided empirical evidence of the validity of Determinant of Mathematic self efficacy Scales. A principal component analysis led to the interpretation of a three factor solution and a higher order analysis provided evidence of a unitary structure to the scale (DMSES). Under the descriptive research methodology, quantitative and qualitative methods were used to gather data. The sample consisted of 250 G.C.E (0 / L) students from Education Zone Kandy. The Determinant of Mathematics Self-efficacy Scale (DMSES) contains 81 items which are further categorized into four subscale: cognitive strategies, motivational strategies, self -regulation learning strategies and self-resource management strategies. Each of the items ranging 10 unit intervals from 0 (cannot do), through intermediate degrees of assurance 50 (moderately creation) to complete assurance 100 (highly creation can do) . The subscales of cognitive strategies consist of 24 items which are subdivided into four categories. Here 6 items were developed based on the rehearsal strategies, 5 items were developed based on the elaboration strategies, 8 items were developed based on the organization strategies and 5 items were developed based on the comprehension strategies. The subscales of motivational strategies consist of 15 items which are subdivided into three categories. 7 items were developed based on the intrinsic motivational strategies 4 items were developed based on the extrinsic motivational strategies and 4 items were developed based on the task value and control motivational strategies. The subscales of self regulation learning strategies consist of 26 items which are subdivide into four categories, 7 items were developed based on the transforming organization strategies and 6 items were developed based on the goal setting and planning strategies and 7 items were developed based on the keeping records and monitoring strategies and 6 items were developed based on the rehearsing and memorizing strategies. The subscales of self -resource management strategies consist of 16 items which are subdivide into three categories and 6 items were developed based on the meta- cognitive self regulation learning strategies whereas 5 items were developed based on the time and study environment strategies ,and 5 items were developed based on the help seeking strategies. Results There were 81 items in the pilot questionnaire. Reliability analyses, and feedback from participants (n = 250) were used to refine the questionnaire. All items which had item total correlation less than 0.60 were dropped. Subscales which had alpha less than 0.70 were also removed. The refined scale was comprised to 72 items. The internal consistency of the four scale has estimated to be a = 0.97 for cognitive strategies a = 0.97 for motivational strategies a = 0.96 for self-regulation learning strategies a 0.98 for self resource management strategies for the total DMSES was a = 0.99 Analysis of the Eigen values, the screen plot, and the principles of simple structure indicated three factor solutions. The factors were rotated and their inter-correlations were calculated. The three factor solution accounted for 75% of the cumulative variance shows in the Table I. The first factor containing 55 of the 72 items, accounted for 27% of the total variance shown in Table 1. The second factor containing 53 of the 72 items accounted for 24 % of the total variance shown In Table I. The third factor, containing 47 of the 72 items accounted for 23% of the variance shown in Table 1. Table 1: Total Variance Explained Conclusion Subscales of detennents of mathematics self-efficacy scale show high reliability. According to the factor analysis three factors accounted 75% of the variation. The three factors can be categorized as self- efficacy in cognitive and emotional, self-efficacy in cognitive and behavioral and self-efficacy in behavioral and emotional. Findings of this study support Bandura's (1986,1997) claim of Self-efficacy domains and related processes. References Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall. Bandura, A. (200 I), "Social cognitive theory: An agentic perspective", Annual Review of Psychology 52: 1-26, Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.Item type: Item , Archaeological reconnaissance programme in the Bibile- Nilgala region, Sri Lanka(University of Peradeniya, 2010-12-16) Jayaratne, D. K.Introduction The Bible-Nilagala region is situated within Sri Lanka's Intermediate Dry Lowlands (Deraniyagala 1992; 2) and administratively it belongs to the Monaragala District of the Uva Province. The archaeology of this region has only been confined to the knowledge derived from several isolated research attempts carried out since the early part of the twentieth century (Sarasin & Sarasin 1908; Seligmann & Seligmann 1911: I Deraniyagala 1992: 1-22). Until recently archaeological research on the island has been concentrated, with a few exceptions, on the nuclear/core areas in the north central and south- east of Sri Lanka. Peripheral regions like the Bible-Nilgala area in the Uva Province have long been neglected in archaeological research in the country. The overall objective of the present investigation was to collect information on archaeological and historical resources in the Bibile- Nilgala region. Methodology The study area was investigated with the assistance of I:50,000 and oneOinch topographic map enlargements, two Trimble Geo XT handheld GPS units and a Trimble Total Station. Results and Discussion In 2006 (June to July) the Bibile- Nilgala region was brought under scientific investigation through a collaborative programme undertaken between the Department of Archaeology of the University of Peradeniya, the Government Department of Archaeology in Sri Lanka and the Department of Anthropology, California State University of USA. The field programme was co-directed by Prof. Sudharshan Seneviratne and Dr. D.K. Jayaratne both of the Department of Archaeology, University of Peradeniya and Dr. Carl J Wendt of the Department of Anthropology of California State University, USA. The archaeological reconnaissance programme was initiated in a lightly populated 58 Sq. km area of the Bible- Nilgala region. The archaeological team visited 21 sites and identified a wide range of sites in the study area. The explorations brought to light several prehistoric cave sites in the study area. There are several Early Brahmi inscriptions on the Kahatattahels caves and also several dripledge caves have been found at Makara cave, Andagala cave and Galkotte. Andagala is one of the most extensive archaeological sites in the Bibile- Nilgala area and consists of at least four dispersed architectural groupings containing stone buildings, massive stone terraces and dripledge caves. An iron production site was found at Purekandura during the exploration in this region. A remarkable finding was the remains of an ancient roadway which connected Anuradhapura to Tissamaharama in the past. Although the study area is one of the undeveloped regions in the country at present, from the above study it is clear that this region seems to have been an important settlement region of Sri Lanka in the past due to the wealth of archaeological remains found. Conclusion On the basis of recent surface explorations, this area appears to have much potential for Pre, Proto and Early Historic investigations and therefore, may probably reveal more evidence on ancient settlements in this region. Acknowledgement The author wishes to thank Dr. Senarath Dissanayake, Prof. S.O.S. Seneviratne and Dr. Carl J. Wendt for their cooperation in this study. References Deraniyagala, S.U. (1992). The Prehistory of Sri Lanka Part I, Colombo: Department of Archaeological Survey, Government of Sri Lanka. Sarasin, P. and F. Sarasin ( 1908). ErgebnissNaturwissenschaftlicher Forschungen auf Ceylon. 4: Wiesbaden: e.W. Kreidel Seligmann, e.G, and B.Z, Seligmann (1911). The Veddas. Cambridge: Cambridge University Press.Item type: Item , User perceptions on user education programmes in University libraries(University of Peradeniya, 2010-12-16) Hindagolla, B.M.M.C.B.Introduction In the modem world information is subjected to constant change in terms of its volume, the technical aspects of its storage and retrieval as well as in the way it is communicated. The advancement of information communication technology has provided many facilities to people to access a wide variety of information within a fraction of time. Hence, access to information has been a driving force in modem knowledge based societies. In the field of university education, access to information is vital to the academic community to expand their knowledge and to engage in research. University Libraries have a vital role to play in attaining these objectives. . Hence, the university library must ensure the proper use of its information resources and services and optimize information requirements of the user population. The users in turn have to be aware of the resources and services of the Library in order to make optimum use of them. Accessing information effectively is a challenge in the present day due to the proliferation of information and its sources. Educating library users in information skills is one way to overcome this challenge. With this objective in mind, researchers in the Library and Information fields have developed different programs, methods, and models to acquire information skills targeting different , " library user groups. The state-sector universities in Sri Lanka have taken measures to conduct user education programmes to a certain extent but the Library network at University of Peradeniya does not offer properly designed user education programmes to enhance the information skills of students. The University of Peradeniya Library network lacks a mechanism to understand how a good user education programme wi II affect the information seeking patterns of users, how library users become information literate and the type of user education programmes to be offered. Although the University of Peradeniya has eight libraries and has an approximate user population of 8000, no scientific study has been conducted in relation to the library user education programmers. The Peradeniya MainLibrary is the mother library of the Peradeniya Iibrary network and it caters to the entire university population. However, it specifically caters to the Faculty of Arts. Therefore, the study focused on the Main Library and the undergraduates in the Faculty of Arts. In this study, we attempt to elicit the perceptions of the users about library user education programmes. The users' views will be a good source of information to identify lapses, strengths, shortcomings and weaknesses of the library programmes that are offered at present and to modify them in line with user needs in the future. The main objective of the study is to find out whether the present day user education programs are geared towards making users aware of all the information resources available in the Library, the services offered by the Library, the users' attitudes about user educational programmes and lastly to make recommendations based on user perceptions for an improved user focused education programme to make the students information literate and to maximize the usage of the resources in the main library. Methodology The study employed the survey design while study site was the Faculty of Arts. According to statistics, the Faculty of Arts holds the largest student population compared to the other faculties. As the largest user category of the Faculty of Arts, undergraduates were selected for the study population. To determine the definite sample size the Cochran (1977) sample frame was used and a random stratified sampling method applied. A sample of 339 was selected and the. research instrument was a questionnaire. The data collected from the questionnaires were entered to the SPSS (Statistical Package for Social Scientists version 13). The analyzed data were presented in the forms of bar-charts, pie-charts, tables etc. Results and Discussion Out of the 339 questionnaires distributed, 263 were returned accounting for a percentage of 77.58. According to the data, 100% of respondents had used the main library while 74.9 % users had visited the library daily which is very positive. Out of the total population surveyed, 84.4% users had participated in the library user education programme although only 27% had participated in all three programmes. About 60% of the respondents had indicated that they were made aware of the resources available in the Lending, Reference and Scheduled Reference Sections and the Ceylon Collection but about 70% respondents mentioned that they had not received any awareness regarding special library collections, electronic information resources and audio visual materials. The data further indicates that lack of awareness has been a main factor affecting the users' level of information resources and facilities usage. The chi-square test clearly indicated that there was a significant relationship (P=O.O19) between awareness and the use of information resources and services. The survey further revealed that the students had participated in user education programmes when they were in the first year and 40% of respondents said that they had received information regarding the layout of the library, library rules and regulations, information on finding methods in the library, library resources and its facilities. The data revealed that only 34.6% were satisfied with the current user education programmes while the majority were not satisfied with the current user education programmes conducted at the Main Library. Twenty four percent (24%) of respondents did not say anything about the programmes. The study identified critical factors regarding user dissatisfaction about the programmes. According to the user preference method, a video program to educate users ranked first with 68.82% respondents; introductory lecture ranked second with 68.44% respondents, and small group instruction with practical component ranked as third with 63.11% respondents. Above 60 % of the respondents desired to learn about all areas mentioned in the questionnaire and about 92% of respondents mentioned that the current user education programme needed to be modified with their comments for improvement on the lines such as contents of the programme , time and the structure of the programme. Conclusion The study revealed that the University of Peradeniya Main Library has not made any effort to get user views and feed back about the present day user education programs conducted by the Library and how the existing program should be modified according to current user requirements. The study showed that current library user education programmes do not provide proper awareness about some library resources and services of the Main Library while lack of awareness directly influenced usage of the library resources and services. Furthermore, the study explored user attitudes regarding the library user education programmes and identified user satisfaction and dissatisfaction towards library user education programmes. The information gathered in this study can be used to identify what areas need to be developed and to create a common framework for an improved programme for the undergraduates of the Faculty of Arts. Acknowledgement Financial Assistance given by the University of Peradeniya Research Committee (RG/2009/41 /L) is acknowledged. References Cochran, W.G.(1977) Sampling Techniques. 3rd ed. New York: John Wiley & Sons. http://informationr.netlir/5- 3/paper76.html [Accessed on 6th April 2009]Item type: Item , Information communication technology self-efficacy and correlation of ICT stress(University of Peradeniya, 2010-12-16) Alahakoon, C. N. K.Introduction Information communication technologies (ICT) are effecting revolutionary changes in the way information is stored, retrieved and disseminated. To handle these new technologies within the library, there should be certain ICT capabilities that have to be acquired by the undergraduates. The university libraries spend large amounts of money to acquire the relevant JCT equipment to provide effective and efficient services to users. Support has been provided in setting up the necessary networked infrastructure by providing the requisite hardware and software and further the iT training in the facuIties. However, many studies have proved that, the ICT usage of the undergraduates in Arts/ Social Sciences and Humanities are poor when finding information. Some students are reluctant to use ICT systems as they consider it to be time consuming, unreliable and some users are frightening to advent to new technology. To improve.the ICT usage, it is necessary to study self-efficacy level of ICTusage and their level of ICT stress among the undergraduates in the universities. The self-efficacy is "the belief one has the capability to perform a specific task" (Bandura, 1997). The following research studies done by Compueau and Higgings, 1995; Compeau et a!. 1999; Eastin and LaRose, 2000; Dumdell and Haag, 2002; Thatcher and Perrewe, 2002 and Sam et a!., 2005; tried to identify the computer self-efficacy and the anxiety or the levelof the stress as these two factors are inter- dependent. Materials and Methods The design of this research study has been based on survey and questionnaire was used as a research instrument to collect data. According to the simple random sampling method 321 Special- final Year undergraduates of Arts/ Social Sciences and Humanities from University of Peradeniya (212) and University of Ruhuna (\09) were selected. An Information Communication Technology Self-efficacy (ICTSE) scale was prepared according to Bandura's self-efficacy theory which assess the Computer self- efficacy (Cli), Online Public Access Catalogue Self-efficacy (OPAC) and the Internet Self-efficacy (lNT). A hypothesis was developed and tested by using these two scales HI: The higher the individual's ICT self-efficacy, the lower his/her ICT stress. Results and Discussion The 25 items of ICT self-efficacy scale and 15 items of ICT stress scale was tested and the feedback was received from (n=\OO) undergraduates to refine the questionnaire; each item preceded with the phrase "I feel confident ... ". Then the total item correlation in each constructs and the alpha value u for the items assessed to know the reliability of the items. For the final study, 22 ICT self-efficacy items and 15 stress scale items was used. Table 1: Reliability analysis The items which have item-total correlations less than 0.50 were dropped from the scale. Table 1- scales of ICT Self-efficacy (lCTSE) and ICT Stress (ICTSS) show the number of selected items for the final questionnaire and their high reliability. For the ICTSE scale. item correlation and alpha (a= .520 - .775), Cronbach's alpha ifitem deleted is 0.945. For the ICTSS scale item correlation and alpha (a= .506 - .857), Cronbach's alpha if item deleted is 0.898. Table 2.1 Group analysis of the t-test Table 2.1 indicated that the mean of these two scales. There is a mean difference between ICTSE scale in these two universities but no such differences in the ICTSS scale in the PDN and RUH universities. The level of the ICTSS is less than even the middle level (75) in both the universities. Table 2.2: t-test for Difference to a Significant Level According to Table 2.2 the statistical test of significance level was indicated. The ability of the Information Communication Self-efficacy is significant and indicated as P-value .000. The analysis regarding the ICT Stress Scale, it is not significant as indicated by .483 of2-tailed analysis. Table 3: Correlations Coefficients of each Subscales Correlations Coefficients between subscales of the ICTSE such as CE, OPAC, INT and the scale of ICTSS are indicated in the table 3 of this study. The correlations between the three subscales of the ICTSE and ICTSS scale scores were highly significant at the PItem type: Item , Reading between the lines: Anganagunadapana in its historical context(University of Peradeniya, 2010-12-16) Jayaneththi, R.D.Introduction The changing female attitudes in par with dynamic social and cultural patterns are one of the key factors in Sri Lankan feminist history. During the British colonial era, this change sharply combined with the cultural colonization and decolonization process. With the development of female education and socio- economic activities, women could raise their voice louder in a mail- dominated society. Before the expansion of Buddhist revival movement, there were few courageous women who attempted to criticize their unbalanced social status in that society. For example, Gajaman nona, Ranchagoda lamaya were famous poetesses who grappled with their predetermined destiny. They condemned any unreasonable accusation against women and wielded the weapon of poetry against male dominance. But it is obvious that, after the beginning of Buddhist revival such female representation has faded away. One of main objectives of the Cultural revival movement was to introduce the ideal woman who appropriated for both the newly westernized society as well as for the Sinhalese traditional society. Most of the didactic literature was published to advise women on new behavior patterns, ethics and the value of virginity and chastity. These ideas reflected the Victorian influences and the attempt of establishing the so-called 'glory of the past' . Anganopadesha( 1891), Ovmininihara (1898), Ovamutuhara (1918), Kanta Prabodaya (1936) are few examples for that new genre of literature. Obviously, this pattern led to mitigate women's oppositions and their independent thoughts to some extent. During this time, some books were written by extremists to condemn women's behaviors and to emphasize the value of gentlemen, for which, the lost anthology of poems called 'Virathivivadayo ' is a perfect example. According to the introduction to Anganagunadapana (1894), it is a direct reply to the Virathivivadaya. Therefore, as a radical feminist reaction, Anganagunadapana needs a new historical review and a reinterpretation. Considering these factors the main objective of this research is to analyze Anganagunadapana while locating it in a proper historical discourse. Methodology The methodology of this research is to refer to the contemporary primary sources which were published during those days and to analyze them by considering contemporary social and economic conditions. Special Manuscripts collections called 'Hettiarachchi Collection' and 'Ratnasooriya Collection' in the main library of University of Peradeniya are closely used. The only copy of Anganagunadapana known to be available in the British Museum Library, and a photocopy thereof found in the main library of the University of Peradeniya. These rear materials were used while contextualizing in proper historical discourse. Discussion Cathrine Silva Hamine, the poetesses of the book, was a low country woman who belonged to rural socio-economic class and to Salagama caste. Durawa,Salagama, Karawa were the major castes in the costal area which rapidly engaged in new economic activities and social milieu. In comparison to that of the other low castes, the level of education of female members of these families was considerably satisfactory as they had to compete with the Govigama families. Cathrine Silva Hamine was a perfect reflection of that social diversity who was a schoolteacher in Balapitiya area. Many literary sources to which Catharine Silva has referred in support of prove to her arguments sharply reflects her higher education level. For example, she cites from Buddhist classical literature like Parajikapali, Dampiya atuwa getapada, Manorathapurani. Also she has used literature which emerged from Little Tradition in Sri Lanka like Rajavaliya, Aheiepoianatake, Upadeshabashini .Interestingly she has also referred to Christian scriptures such as the Bible and Decameron by Boccaccio. Furthermore, the work hints at the fact that she could handle a second language. The poetess was very keen to establish equality for women. In the eight stanza, she has argued for the necessity of women's existence in the world. Other stanzas also reflect her broad approach about women's virtues. Conclusion Direct impact of the social changes and economic trends on women's attitudes and behaviors in the colonial era is particularly noticeable. The Buddhist revival movement drove Buddhists to flock together and cultivate nationalist feelings and to encourage cultural decolonization. In addition to the role-models like Anagarika Darmapala, there were significant motivations at the grass-root level of the society to smoothen this process. Thus, the Anganagunadapana is a strong backing for those who try to establish epitome of' Kuiagana '. References Abayaratna, G.H.S., 'Kawminihara " Vidyaprasada Press. Kanakaratna, A.D.S. (1918) 'Owamutuhara', Colombo: Education section of the Buddhist theosophical society. Karunaratne, S.W.M., (1891) 'Anganopadesa', Colombo: Joes Fonseka and Sons Printers. Parakrarna, Arjuna, (ND) "The Case of the Missing Author: Seeing Through Transparency in a Woman's Text, (ND). Silva, N. Catherine (1894) 'Anganagunadapana', WeIitara: Vidyaratnalankara Press.Item type: Item , Historical analysis of courts of law and judicial administration in Sri Lanka from in 3rd century to 12th century A.D.(University of Peradeniya, 2010-12-16) Wimalasena, N. A.Introduction Laws and Legal institutions are of vital importance for the security and progress of any society. Laws restrain members of a community from committing crimes and acts of violence. There are prescribed punishments for specific offences. The present legal system consists of two parts, namely Civil Law and Criminal Law. Criminal Law relates to crimes such as theft and murder. It consists of two parts, namely iniquitous and nOT!- iniquitous crimes. Grave crimes carry the penalty of death or life- imprisonment. In the case of less serious crimes, the punishment is light. Civil Law pertains to matters relating to commerce, health, marriage, lands, property and water management, etc. Research Problem What can be inferred from ancient Sri Lankan primary sources about the main courts of law and judicial administrative systems that prevailed in Sri Lanka from 3rd B. C. to 12th A. D. and the role that they played in society? Objective The administration of laws requires the maintenance of court and tribunals and the appointment of judges at various levels. In the present study, attention will be focused mainly on courts and judges of Pre- Modem Sri Lanka with special emphasis on the administration of civil and criminal laws. Courts and judges occupy a very important place in the modem legal system. There are many references in literature and inscriptions to courts of law and judicial administration in ancient and medieval Sri Lanka. The examination of these courts of law and judicial administration is the objective of this study. Methodology The research IS mainly based on primary sources such as Pali chronicles, commentaries such as the Mahavamsa, Papanchasudani, Samantapasadika, Manorathapurani, and more importantly, on inscriptions such as the Vevelketiya inscription, the Aturupolayagama pillar inscription, the Anuradhapura slab inscription, the Situlpavva rock inscription, the Panakaduwa copper plate and some inscriptions of King Nissankamalla. Wherever necessary material will also be obtained from limited secondary sources published on the ancient legal system of the Island. Discussion According to the chronicles, the king was the fountainhead of justice. The Mahavamsa mentions that the king often directly heard cases as in King Elara's legend. The Mahavamsa, elaborating on the reign of King Sirisanghabodhi of the early period, relates how some rebels who revolted against the state were brought before him and how he dealt with them. Regarding judicial administration of ancient Sri Lanka, the King had not administered justice in all the admistrative units of the Island. There were established courts ofjustice in all the villages, market towns and cities. And the king delegated task to a host of officials. They are called Vinicchayika or Vinicchayamahamaccha. The chronicles occasionally and Sinhalese literature generally mention instances of adjudication of cases by ministers. The Mahavamsa mentions an interesting decision of a king's minister in King Mahasena's reign. There were certain judicial committees comprising the elders of the villages and of market town, of the Dasagamas during the Anuradhapura Period. King Vijayabahu I and King Nissankamalla of the Polonnaruwa period also maintained courts of law and judicial administration in a proper way. Conclusion A clear division of functions and roles is clearly discernible in the ancient and medieval judicial administration system. The king represented the apex of the judicial hierarchy and capital punishment remained the prerogative of the sovereign. Below the King, ministers performed very important judicial functions, and their power and authority were clearly identified and demarcated. At the ground level, village committees exercised judicial administration related to petty offences. References Atadasanyaya (1954). ed. Medauyangoda Vimalakeerti Thero and Nehinne Sominda Thero, Colombo: M. D. Gunasena. Mahavamsa (1950) ed. Wilhelm Geiger, Colombo: The Ceylon Government Information Department. Vimativinodani Beratuduwe Thero, Printers. Epigraphia Zeylanica, Vol. I, (ed.), D.M.de. Z Wickramasinghe, (1912). London: Oxford University Press. Epigraphia Zeylanica, Vol. II, (ed.), D.M.de. Z Wickramasinghe, (1928). London: Oxford University Press. Epigraphia Zeylanica, Vol. III, (ed.), Senarath Paranavitana, (1933). Colombo: Department of Archaeology. Epigraphia Zeylanica, Vol. IV, (ed.), S. Paranavitana, (1939). Colombo: Department of Archaeology. Epigraphia Zeylanica, Vol. V, (ed.), S. Paranavitana, (1963). Colombo: Department of Archaeology. Gunawardana, R. A. L. H (2007). "Nessassary Evil": The Growth of a system of Judicial Courts and the Responses it Evoked among the Buddhist Monastic Community in Sri Lanka", Buffalo Law Review, Vol. 55/ No.2, New York: University of Buffalo Law School, pp. 685-690.Item type: Item , The multi-faceted contribution of female figures at the entrances of ancient Sri Lankan built environment(University of Peradeniya, 2010-12-16) Karunarathna, D.Introduction The methodical beginning of Sri Lankan built environment goes back to the early historical period and the most of the buildings of this era belong to the elite class of the society. The monastic architecture and royal palaces portray noteworthy architectural tradition of that period. The entrances of these monastic complexes and their buildings have been ornately decorated with a multitude of designs and the efficacy of female figures in these entrances is outstanding amongst them. The objective of this study is to investigate the multi-facetted contribution of female representation and social attitudes towards women within historical societies. Furthermore, to recognize the place attributed to women by the society, in comparison to the 'male' and understanding the nature and the position of women in history. This study also attempts to understand how females lived in changing social contexts in historical Sri Lanka. Methodology The growing body of data retrieved from archaeological collections of information from primary sources, mainly sculptured art from early historic period to late medieval period has helped us to construct this study. Sculptured art from Isurumuniya, Abhyagiri, Jetavana, Nalanda Gedige, Manankattiya, Lankatilake image house and Watadage Polonnaruwa, Yapahuwa and Uda Aludeniya have been investigated for this study. Observation of places where female figures have been portrayed has also helped in putting this study together. We have also analyzed the nature of contextualizing women in art representation. Results A range of entrances have evidenced the efficacy of female figures. They are the door frames, door posts and door steps of buildings. The figure of Lakshmi is idealized as the Goddess of wealth, both materialistic and spiritual (Dhal: 1978) had been frequently employed for this. Female figures were carved at the entrance of several Buddhist monasteries in Sri Lanka, beginning from the Middle Historic period at Issurumuniya and at Late Historic sites such as Nalanda gedige and at Yapahuwa. (Karunarathna: 2010). The figure of goddess Lakshmi in Indian Buddhist sculpture is depicted at Sanchi, where it is constantly repeated on the gateways of the Great Stupa. Similarly, she had been replicated at Bodhgaya, Bharhut and Amaravati. (Brown: 1959). The goddess Lakshmi also occurs in entrances of Jain architecture at Udayagiri. It demonstrates the fact that Sri Lankan artists emulated the concept from India and replicated it here. (Karunarathna: 2010) Furthermore, that Indian imitation reflects in Sri Lankan Stupa Ayakas and it also could be considered as a certain kind of an entrance to the stupa. The ayakas of Jetavana and Abhyagiri positioned female in the lower panel in small sizes, whereas the male figures were seen positioned on the upper panels, in large figures (Karunarathna: 2008). The guard stones (muragala) and balustrades (korawakgala) Have been ornated with different profiles of women. When female is associated with male figure in guard stones she has given a less important place. The male figures are highlighted by female figures who venerate male figures. The role of the woman, as a person who guards the entrance to a building or a monastery, had been considerably depicted in the above mentioned creations. The guard stone of Manankattiya with women carrying a "pot" (Puma ghata), and nagarajini depicted on the balustrade of Lankatilaka image house at Polonnaruwa are examples. Conclusion Different purposes of utilizing female figures in ancient art forms could be recognized. The protection, prosperity and a decoration are vividly emphasized among them. The Indian influence is undoubtedly evident. On some occasions when women were portrayed with men, these female figures were given an inferior place (Karunarathna: 2008) The guard stones (muragala) and balustrades (korawakgala) Have been ornated with different profiles of women. When female is associated with male figure in guard stones she has given a less important place. The male figures are highlighted by female figures who venerate male figures. The role of the woman, as a person who guards the entrance to a building or a monastery, had been considerably depicted in the above mentioned creations. The guard stone of Manankattiya with women carrying a "pot" (Puma ghata), and nagarajini depicted on the balustrade of Lankatilaka image house at Polonnaruwa are examples. Conclusion Different purposes of utilizing female figures in ancient art forms could be recognized. The protection, prosperity and a decoration are vividly emphasized among them. The Indian influence is undoubtedly evident. On some occasions when women were portrayed with men, these female figures were given an inferior place (Karunarathna: 2008) and were placed in a secondary position in relation to the 'male' figures. References Brown, P. (1959). Indian Architecture, fourth edition, Bombay: D. B. Taraporevala sons and co. private Ltd. Dhal, U.N. (1978). Goddess Lakshmi: Origin and Development, New Delhi: Oriental Publishers. Karunarathna, Dulma, (2008). The Female in Art Representations in Historical Sri Lanka, IST Century A.C. to 12Th Century: Social Archaeological Study (Unpublished M. Phil thesis) Department of Archaeology, University of Peradeniya. Karunarathna, Dulma, (2010). The efficacy of Lakshmi figure as a multicultural symbol in Ancient Indian and Sri Lankan Art forms, (Abstract) The Society of South Asian Archaeology, 3 rd International Congress, Abstract Volume, Centre for South Asian Studies, University of Kelaniya, Sri Lanka (p.53). Karunarathna, Dulma, (20 10). The function of Lakshmi figure in Ancient Sri Lankan Art forms, (Paper presentation and Abstract) Postgraduate Research Symposium 2010, Abstract Volume, Faculty of arts, University of Peradeniya. (PP.1-3)Item type: Item , Why doesn't she leave? 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