Third Eye Kite festival – Batticaloa 15th May 2005
Four groups of young people from Kumarapurum Seelamunai, Karavapunganai and Navatkudah met on a firey May Day for kite flying.
Children’s events in Sri Lanka are often fairly disciplined and ordered affairs. Along with the speeches of dignitaries, there are neat lines of children singing or dancing and it would not be stretching the point to suggest they often have a militaristic rather than creative ethos. This is not too condemn the organizers of these events as it is difficult to escape the assumption that in order to display the work of hundreds of children tight parading is necessary. Although it could be argued that the conflict has produced these disciplinary structures, I would argue that the well-marshaled shape of children’s festivals owes as much to a strict and authoritarian education system as it does to the context of war.
The Third Eye kite festival on a large playing field in the village of Seelamunai on Sunday May 15th was very different. In both structure and content it did not conform to the familiar shape I have seen in past festivals. I would argue that it was because the structure was in many ways its content that the event differed to such a degree.
A certain beautiful chaos ruled the afternoon. The children started – could only start – by flying their kites. Made from palm strips and colored tissue paper over the weeks prior to the festival, they came in different shapes and sizes – and were flown sometimes expertly and sometimes precariously by children of different shapes and sizes. And because the wind and other natural elements partly determined the success of this endeavour, the flying appeared in a range of contrasting forms. Young girls were seen twirling their kites behind them – barely a metre in the air – dancing joyfully in wild circles with the same randomness as their kite’s path. Other children stood in awe as their kites soared, high into the sun. They were forced to stand still, not daring to pull too roughly on the string or shift position too drastically hoping to sustain the precious flight. The franticness of some was therefore matched with the calmness of others. There were so many patterns danced by children during the evening, it is hard to capture them all. There was the solitary – as in the girl above – or the communal as several youngsters worked on the same kite. Also there were collaborations as adults worked with children to lift their constructions into the wind. A father clearly delighted in hoisting his (or his son’s) kite into the air.
So in structure this cultural event offered something different from the tightly controlled spaces that children usually operate within. It was not the strict format of school; it was not the militaristic parade. Children played free form, and that very freedom was a powerful counterpoint to many of the tensions and restrictions of the region.
Some observers might suggest that this event had no content as such – no agenda, no obvious theme, and no educational message. And that the lack of focus was not giving the children any direction, or any sense of a concrete learning experience. I would disagree. First learning to make kites in a traditional manner is worthwhile in and of itself – it provides a creative pastime, it links young people to a traditional activity and brings a joy when a personal creation seemingly develops its own power and flies. The activity brings children into direct connection with their environment and a concentrated awareness of the subtle balances required between weight and wind, shape and aerodynamics. Second the very freedom permitted by this gathering, organised and official, yet free and spontaneous, offered a rare space for these groups of children and adults. As well as the kite flying, children demonstrated songs they had made up and also the groups played some of the games they had been practising in their villages. The fun of the opening kite flying section of the event seemed to pervade these later sections and singing had a certain positive lack of organisation and the games a sense of abandon. This spirit created a space that by being uncontrolled, was a powerful response to the many factors and forces that control the spaces these communities, these children, live within. And they were spaces here that was planted firmly in a playground – but also soared high in the hot sky.
There was a story at the end of the day that there had been an incident in Batticaloa town, and a nervousness descended as the day ended. An important reminder that festivals might create momentary exhilarating celebrations, but the tensions of the context can quickly reclaim any spaces opened up. Kites are wonderful in their lightness and agility, but also fleeting and sadly fragile.
James Thompson
Professor of Applied and Social Theatre
Centre for Applied Theatre Research
Martin Harris Building
University of Manchester
Oxford RoadManchester M13 9PL0044 161 275 3357
www.inplaceofwar.net
May 2005
Friday, May 20, 2005
Thursday, May 12, 2005
Silver flowers all over the sky
Silver flowers all over the sky
Silver flowers all over the sky,
No hands to gather them.
Refugee children all over the world,
No one to embrace them.
Birds chirp all over the open field,
No one to listen yearningly,
Voices of children on the way, on the streets,
No soul to feel compassion.
(Silver flowers….)
Shoals of twirling fish in the sea,
No one enjoy lovely sight.
Refugee children drifting in the boats,
No way to reach the coast.
(Silver flowers….)
Supreme justice all over the world,
With sermons plenty.
Night and day alternate,
No radiance for refugee children.
(Silver flowers….)
Poem in Thamil: M. Ponampalam
Translated into English: S.M.Felix
Silver flowers all over the sky,
No hands to gather them.
Refugee children all over the world,
No one to embrace them.
Birds chirp all over the open field,
No one to listen yearningly,
Voices of children on the way, on the streets,
No soul to feel compassion.
(Silver flowers….)
Shoals of twirling fish in the sea,
No one enjoy lovely sight.
Refugee children drifting in the boats,
No way to reach the coast.
(Silver flowers….)
Supreme justice all over the world,
With sermons plenty.
Night and day alternate,
No radiance for refugee children.
(Silver flowers….)
Poem in Thamil: M. Ponampalam
Translated into English: S.M.Felix
Tuesday, May 10, 2005
Children’s Festival in Seelamunai, Batticaloa,Sri Lanka
Children’s Festival in Seelamunai, Batticaloa(Sri Lanka) on 15nth of May 2005
Third Eye Local Knowledge and Skill Activists Group is organizing a Children’s Festival from 4.30pm to6.30pm on 15nth of May 2005 in Seelamunai Batticaloa. The Children’s Clubs of Third Eye in Kumarapuram, Seelamunai, Karuvepamkerny and Navatkudah will participate and perform in this festival.
Programs:
Demonstration of Traditional Children’s games and Children’s Theatre Games by the children’s who are involved in the Children’s program of the Third Eye with the Tsunami affected children from the 27nth of December 2004.
The special feature of the festival is the Festival of Kites.
Kites are very popular among people and very special among children. But now it is very rare to see people with kites or children are playing with kites.
Why it’s lost its popularity and what is the importance of kites?
Education and Electronic Media cut short the leisure time of the people and especially the children.
Children are sitting in a class room (may be in a school or in a tuition centre) in front of a teacher and studying matters which are rarely connects themselves with their environment or in front of the television box and busying themselves with popular entertainments which were designed to make the people to live in a crazy world.
Time to free mobility is very limited for children now.
Reviving the entertainment of playing with kites among children is a kind of liberating children from their oppressive nature and provides them with creative atmosphere.
Playing with kites is an exiting entertainment and an energetic creative exercise.
Popularizing it among the children is another kind of Education.
The process of playing with Kites is an aesthetic experience, physical exercise and an exercise for concentration.
It will function as a tool to connect the children among themselves and with their own environment and it will function also as a tool to build-up gender equality from the childhood.
Third Eye celebrates the creativity and skills of the children of this world of domination and control.
Children’s Festival will be followed by screening of KITCHAN; a 26 minutes short film was produced by Neithal Media Vision. The short film was scripted and directed by
A. Vimalraj based on a short story Krishnapillai by Riyas Ahmad (Amritha A.M.)
This is Kitchchan…
Kitchchan is the story of a boy who has lost his primary education.
Our families are patriarchal centered.
When the male heads of the families became victims of war, a large number of families became women headed households.
In a large number of families, children were compelled to become breadwinners for the livelihood of their families.
Naughtiness and merriment at home, play and mischief outside,
Wandering timidly………..
Children – stars twinkling on the ground have become the carriers of unbearable burdens.
Law considers child labour as offence.
Law is reasonable.
But reality is complex, full of challenges.
To relieve children from their heavy burdens
is connected to facing the challenges of complicated realities.
Kitchchan is the manifestation to face these challenges.
(Translated By: S.M Felix)
Children’s festival of the “Third Eye” will be extended to the other villages with the support of the communities and friends.
The aim and objective of the “Third Eye” is to strengthen the self sustainability of the communities.
Let’s depend on our knowledge,
Let’s depend on our skills.
Let’s sow in our fields,
Let’s live on our yields.
Let’s awake by removing
Living practices that control.
Let’s revive
Ways of living in harmony
With environment.(Translated By: S.M Felix)
S.Jeyasankar
Third Eye Local Knowledge and Skill Activists Group is organizing a Children’s Festival from 4.30pm to6.30pm on 15nth of May 2005 in Seelamunai Batticaloa. The Children’s Clubs of Third Eye in Kumarapuram, Seelamunai, Karuvepamkerny and Navatkudah will participate and perform in this festival.
Programs:
Demonstration of Traditional Children’s games and Children’s Theatre Games by the children’s who are involved in the Children’s program of the Third Eye with the Tsunami affected children from the 27nth of December 2004.
The special feature of the festival is the Festival of Kites.
Kites are very popular among people and very special among children. But now it is very rare to see people with kites or children are playing with kites.
Why it’s lost its popularity and what is the importance of kites?
Education and Electronic Media cut short the leisure time of the people and especially the children.
Children are sitting in a class room (may be in a school or in a tuition centre) in front of a teacher and studying matters which are rarely connects themselves with their environment or in front of the television box and busying themselves with popular entertainments which were designed to make the people to live in a crazy world.
Time to free mobility is very limited for children now.
Reviving the entertainment of playing with kites among children is a kind of liberating children from their oppressive nature and provides them with creative atmosphere.
Playing with kites is an exiting entertainment and an energetic creative exercise.
Popularizing it among the children is another kind of Education.
The process of playing with Kites is an aesthetic experience, physical exercise and an exercise for concentration.
It will function as a tool to connect the children among themselves and with their own environment and it will function also as a tool to build-up gender equality from the childhood.
Third Eye celebrates the creativity and skills of the children of this world of domination and control.
Children’s Festival will be followed by screening of KITCHAN; a 26 minutes short film was produced by Neithal Media Vision. The short film was scripted and directed by
A. Vimalraj based on a short story Krishnapillai by Riyas Ahmad (Amritha A.M.)
This is Kitchchan…
Kitchchan is the story of a boy who has lost his primary education.
Our families are patriarchal centered.
When the male heads of the families became victims of war, a large number of families became women headed households.
In a large number of families, children were compelled to become breadwinners for the livelihood of their families.
Naughtiness and merriment at home, play and mischief outside,
Wandering timidly………..
Children – stars twinkling on the ground have become the carriers of unbearable burdens.
Law considers child labour as offence.
Law is reasonable.
But reality is complex, full of challenges.
To relieve children from their heavy burdens
is connected to facing the challenges of complicated realities.
Kitchchan is the manifestation to face these challenges.
(Translated By: S.M Felix)
Children’s festival of the “Third Eye” will be extended to the other villages with the support of the communities and friends.
The aim and objective of the “Third Eye” is to strengthen the self sustainability of the communities.
Let’s depend on our knowledge,
Let’s depend on our skills.
Let’s sow in our fields,
Let’s live on our yields.
Let’s awake by removing
Living practices that control.
Let’s revive
Ways of living in harmony
With environment.(Translated By: S.M Felix)
S.Jeyasankar
Monday, May 09, 2005
Hey Friends!
Why the changes in Mind Chemistry?
Hey Friends!!!!
It’s not a dream
Or it’s not an imagination
And it’s definitely not a rumor
It’s fact!!!!
Because it’s appeared on the news paper!
Words on print!!
Not from word of mouth
By the ordinary people
Hey Friends!!!!
Its words on print
And scientifically proved
By specially trained people
So, it’s truth
In the modern sense!
The English Daily captured it
On the front page,
“Sri Lanka to lose another Chinese gift?”
“It was a tall and huge building
With all modern facilities
Designed according to a total Chinese architectural model
But it was disapproved
Because a Chinese model cannot be accepted for a national building”
“Even our architects did not accept it
Because the building did not suit
Our traditional architectural styles”
“It’s rejection due to the absence of a national identity in it.”
Oh, my dear patriotic and nationalist friends
We will celebrate the power of National Identity
And will raise the national flags
To establish the country’s sovurinity
But our common sense asks within ourselves,
Authorities are being brave enough
To lose the “gifts”
To safe guard the national Identity
But, why are they behave differently
When dealing with economic issues?
Accepting and implementing the programs and models
Of World Bank and IMF and the new ally the WTO
Are universally recognized as
Negative social elements and elements of domination
What are the scientific backgrounds and
Especially trained qualities
Made the authorities behave differently?
Why the changes in Mind Chemistry?
Hey Friends!
Why the changes in Mind Chemistry?
S.Jeyasankar
(02.05.2005)
(Based on a news item appeared on Daily Mirror, Monday, April 11.2005)
Why the changes in Mind Chemistry?
Hey Friends!!!!
It’s not a dream
Or it’s not an imagination
And it’s definitely not a rumor
It’s fact!!!!
Because it’s appeared on the news paper!
Words on print!!
Not from word of mouth
By the ordinary people
Hey Friends!!!!
Its words on print
And scientifically proved
By specially trained people
So, it’s truth
In the modern sense!
The English Daily captured it
On the front page,
“Sri Lanka to lose another Chinese gift?”
“It was a tall and huge building
With all modern facilities
Designed according to a total Chinese architectural model
But it was disapproved
Because a Chinese model cannot be accepted for a national building”
“Even our architects did not accept it
Because the building did not suit
Our traditional architectural styles”
“It’s rejection due to the absence of a national identity in it.”
Oh, my dear patriotic and nationalist friends
We will celebrate the power of National Identity
And will raise the national flags
To establish the country’s sovurinity
But our common sense asks within ourselves,
Authorities are being brave enough
To lose the “gifts”
To safe guard the national Identity
But, why are they behave differently
When dealing with economic issues?
Accepting and implementing the programs and models
Of World Bank and IMF and the new ally the WTO
Are universally recognized as
Negative social elements and elements of domination
What are the scientific backgrounds and
Especially trained qualities
Made the authorities behave differently?
Why the changes in Mind Chemistry?
Hey Friends!
Why the changes in Mind Chemistry?
S.Jeyasankar
(02.05.2005)
(Based on a news item appeared on Daily Mirror, Monday, April 11.2005)
Saturday, May 07, 2005
JUST ANOTHER SCHOOL DAY
JUST ANOTHER SCHOOL DAY
Morning bell has rung,
morning roosters all have sung.
Happy kids flood school gates,
eager to learn, eager to learn,
eager to learn the lessons of life.
Master walks in. Books in arms, smile on face.
Master walks to desk, brown box, covered with lace.
They stand up, and say ‘Good Morning, Master,’
She replies with, ‘Thank you, thank you,
Thank you for saying hello.’
They sit down, smooth out their dress,
bright cotton white beaming from their chests.
Jasmine flowers flow in and out of pleated braids.
How perfect, just perfect,
How perfect to be right there, like that?
Master walks to blackboard.
Children take their blackboards.
Master takes white chalk, writes cat on board.
Children take white chalk, write cat, cat,
Children write cat for 50 times to come.
Master writes 2 x 3, 2 x 4, 2 x 6.
Children shoot hands in the air, waiting to see who
she picks.
Master says, ‘You!’ points to tiny girl.
Tiny girl stands, stands, stands,
tiny girl stands, brown feet on dirt ground, hands by
her side.
‘Six, master,’ ‘eight, master,’ ‘twelve, master.’
‘Well done, but do a little faster.’
Tiny girl stands and repeats,
repeats, repeats,
repeats with rhythm, and red beats on her hands.
Tiny girl sits, with smile in no sight,
Master goes on, with only sunlight.
Children stand up and sing their prayers,
prayers, prayers,
children sing their prayers of worship to achieve
happiness soon.
Master dismisses the children to home.
How fast these times must go.
As the crickets soon begin to chirp their night song,
it is my time to say, ‘So long,’
‘so long, so long.’
So long to this magical world of numbers and words,
which I wish to be a part of, as do songbirds,
and I leave this window of hopes and dreams,
dreams, dreams,
as I part from this window of hopes and dreams, and go
home.
---------------------------------------------------------------------------------
EXPLANATION:
This poem, ‘Just Another School Day,’ was
written from the perspective of a little village girl
in India, as she recounts the wonders she sees of the
‘magical world’ called school. As she watches through
the school window the exciting and fun things that
occur, she longs to be a part of it, however, she
unable to be a part of it because she needs to have a
uniform in order to have an education and go to
school. This is a situation that occurs frequently
around the world, especially in the third-world
countries, and needs to be addressed.
Damayanthi Paul
Morning bell has rung,
morning roosters all have sung.
Happy kids flood school gates,
eager to learn, eager to learn,
eager to learn the lessons of life.
Master walks in. Books in arms, smile on face.
Master walks to desk, brown box, covered with lace.
They stand up, and say ‘Good Morning, Master,’
She replies with, ‘Thank you, thank you,
Thank you for saying hello.’
They sit down, smooth out their dress,
bright cotton white beaming from their chests.
Jasmine flowers flow in and out of pleated braids.
How perfect, just perfect,
How perfect to be right there, like that?
Master walks to blackboard.
Children take their blackboards.
Master takes white chalk, writes cat on board.
Children take white chalk, write cat, cat,
Children write cat for 50 times to come.
Master writes 2 x 3, 2 x 4, 2 x 6.
Children shoot hands in the air, waiting to see who
she picks.
Master says, ‘You!’ points to tiny girl.
Tiny girl stands, stands, stands,
tiny girl stands, brown feet on dirt ground, hands by
her side.
‘Six, master,’ ‘eight, master,’ ‘twelve, master.’
‘Well done, but do a little faster.’
Tiny girl stands and repeats,
repeats, repeats,
repeats with rhythm, and red beats on her hands.
Tiny girl sits, with smile in no sight,
Master goes on, with only sunlight.
Children stand up and sing their prayers,
prayers, prayers,
children sing their prayers of worship to achieve
happiness soon.
Master dismisses the children to home.
How fast these times must go.
As the crickets soon begin to chirp their night song,
it is my time to say, ‘So long,’
‘so long, so long.’
So long to this magical world of numbers and words,
which I wish to be a part of, as do songbirds,
and I leave this window of hopes and dreams,
dreams, dreams,
as I part from this window of hopes and dreams, and go
home.
---------------------------------------------------------------------------------
EXPLANATION:
This poem, ‘Just Another School Day,’ was
written from the perspective of a little village girl
in India, as she recounts the wonders she sees of the
‘magical world’ called school. As she watches through
the school window the exciting and fun things that
occur, she longs to be a part of it, however, she
unable to be a part of it because she needs to have a
uniform in order to have an education and go to
school. This is a situation that occurs frequently
around the world, especially in the third-world
countries, and needs to be addressed.
Damayanthi Paul
Monday, May 02, 2005
Economic Identity…What?! Noooo!!
Economic Identity…What?! Noooo!!
Cultural Identity… Yes!
National Identity… Yes!
Economic Identity… What?! Noooo!!
Is there any connection
Between Culture and Economy
Or
Between Economy and Culture
What about Marxist talks of
Super structure and base structure
Oh, let's forget it
Don't you know?
All that nonsense collapsed
With the Soviet Union and its blocks
Oh, what brave thinking?
By the way,
Do you know?
Sri Lanka is going to lose another gift?
It's a gift from the Chinese government
Like that earlier one, the BMICH*.
Authorities rejected it
Not because of the suspicious gift of Greece
But because of "The architectural design
Of the National Performance Arts Centre
doesn't suit the traditional styles"
"Chinese model cannot be accepted
For a national building"
And the Authorities added
"Even our architects did not accept it"
Oh, what great arguments!
Long live Cultural Identity
Long live National Identity
Oh, what about Economic Identity?
Sri Lanka hasn't an Economic tradition?
The economic models of the World Bank
Suits our Socio-cultural traditions?
Architects of the country
Running for the World Bank models
Because of its appropriateness
to the socio-cultural traditions of the country?
Cultural Identity… Yes!
National Identity… Yes!
Economic Identity What?! Noooo!!
S.Jeyasankar
(28.05.2005)
*BMICH: Bandaranyake Memorial International Conference
Hall.
**News Resourse: Daily Mirror, Monday, April, 11, 2005.
Cultural Identity… Yes!
National Identity… Yes!
Economic Identity… What?! Noooo!!
Is there any connection
Between Culture and Economy
Or
Between Economy and Culture
What about Marxist talks of
Super structure and base structure
Oh, let's forget it
Don't you know?
All that nonsense collapsed
With the Soviet Union and its blocks
Oh, what brave thinking?
By the way,
Do you know?
Sri Lanka is going to lose another gift?
It's a gift from the Chinese government
Like that earlier one, the BMICH*.
Authorities rejected it
Not because of the suspicious gift of Greece
But because of "The architectural design
Of the National Performance Arts Centre
doesn't suit the traditional styles"
"Chinese model cannot be accepted
For a national building"
And the Authorities added
"Even our architects did not accept it"
Oh, what great arguments!
Long live Cultural Identity
Long live National Identity
Oh, what about Economic Identity?
Sri Lanka hasn't an Economic tradition?
The economic models of the World Bank
Suits our Socio-cultural traditions?
Architects of the country
Running for the World Bank models
Because of its appropriateness
to the socio-cultural traditions of the country?
Cultural Identity… Yes!
National Identity… Yes!
Economic Identity What?! Noooo!!
S.Jeyasankar
(28.05.2005)
*BMICH: Bandaranyake Memorial International Conference
Hall.
**News Resourse: Daily Mirror, Monday, April, 11, 2005.
Sunday, May 01, 2005
Privatization too is violation of human rights!
Privatization too is violation of human rights!
If privatization is unavoidable
Then violation of human rights too is unavoidable!
Because
Basic health needs
Water
And Education is human rights.
Privatization of basic health needs
Privatization of water
Privatization of education
Are all human rights violations
So
Do those who argue
Privatization is unavoidable
Say
Violation of fundamental human rights is unavoidable?
Third Eye
Local Knowledge and Skill Activists Group
01.05.2005
Text in Thamil by: S.Jeyasankar
Translated into English by: S.M. Felix
If privatization is unavoidable
Then violation of human rights too is unavoidable!
Because
Basic health needs
Water
And Education is human rights.
Privatization of basic health needs
Privatization of water
Privatization of education
Are all human rights violations
So
Do those who argue
Privatization is unavoidable
Say
Violation of fundamental human rights is unavoidable?
Third Eye
Local Knowledge and Skill Activists Group
01.05.2005
Text in Thamil by: S.Jeyasankar
Translated into English by: S.M. Felix
Saturday, April 30, 2005
Guns, Condoms and Stress!
Guns, Condoms and Stress!
Or
Please give your ears to them
No
They are demanding vagina of women
Alert! Alert!! Alert!!!
A health alert!
Health alert for soldiers!!
Doctors sounded the alert!
Soldiers engaged in anti-insurgency operations
Struck by HIV
The virus causes AIDS!
Oh! What kind of war they are engaged in?!
And what kind of insurgency
They are encountering?
It's not the time for questioning
It's a time for reacting to a genuine cause
Keep silent and give your ears to them
"We're invariably stressed out
And monotony sets in
Working in isolated and hostile terrain
For a long period"
Oh! It's terrible! Extremely terrible!
"So the easy way to relax is to go for casual sex"
ya… but where?
"In most cases soldiers mingling with locals
And then going for unprotected sex
To fight stress and fatigue"
But it's too bad a...
Definitely Yes!
"The awareness level is very low among the soldiers"
"And they are ignorant too".
Awareness campaign with a host of celebrities
Including an actress and a bunch of politicians
As part of the drive
Soldiers were being given condoms.
Oh! What kind of war they are engaged in?!
And what kind of insurgency
They are encountering?
It's not the time for questioning
It's a time for reacting to a genuine cause
Keep silent and give your ears to them
It's not a problem to give my ears to them
But the problem is there demand!
They are demanding the vagina of women!!!
They are demanding the vagina of womanhood!!!
Now, they were given condoms too!!!
They are officially equipped with guns and condoms
They are officially equipped with guns and condoms
They are officially equipped with guns and condoms
S.Jeyasankar
(28.04.2005)
Note not a footnote: Based from news item and not an
imagination. People think that art and literature are mere
imaginations when reality seems to be beyond
imaginations.
Or
Please give your ears to them
No
They are demanding vagina of women
Alert! Alert!! Alert!!!
A health alert!
Health alert for soldiers!!
Doctors sounded the alert!
Soldiers engaged in anti-insurgency operations
Struck by HIV
The virus causes AIDS!
Oh! What kind of war they are engaged in?!
And what kind of insurgency
They are encountering?
It's not the time for questioning
It's a time for reacting to a genuine cause
Keep silent and give your ears to them
"We're invariably stressed out
And monotony sets in
Working in isolated and hostile terrain
For a long period"
Oh! It's terrible! Extremely terrible!
"So the easy way to relax is to go for casual sex"
ya… but where?
"In most cases soldiers mingling with locals
And then going for unprotected sex
To fight stress and fatigue"
But it's too bad a...
Definitely Yes!
"The awareness level is very low among the soldiers"
"And they are ignorant too".
Awareness campaign with a host of celebrities
Including an actress and a bunch of politicians
As part of the drive
Soldiers were being given condoms.
Oh! What kind of war they are engaged in?!
And what kind of insurgency
They are encountering?
It's not the time for questioning
It's a time for reacting to a genuine cause
Keep silent and give your ears to them
It's not a problem to give my ears to them
But the problem is there demand!
They are demanding the vagina of women!!!
They are demanding the vagina of womanhood!!!
Now, they were given condoms too!!!
They are officially equipped with guns and condoms
They are officially equipped with guns and condoms
They are officially equipped with guns and condoms
S.Jeyasankar
(28.04.2005)
Note not a footnote: Based from news item and not an
imagination. People think that art and literature are mere
imaginations when reality seems to be beyond
imaginations.
Friday, February 18, 2005
Not Fictions but Short Stories
Not Fictions but Short Stories
Short Story One
Third Eye Local Knowledge and Skill Activists Group
started its theatre program with the children the day
after the Tsunami disaster in Batticaloa, Sri Lanka.
Seelamunai, the village where the group are involved in a
programme of Reformulation of Kooththu (traditional
theatre of the Thamils of Sri Lanka) as an organic form
of Community Theatre, was totally devastated.
Fortunately most human lives were saved, except a few.
The people who are the participants of the
reformulation program were refugees in Hindu College,
Batticaloa empty handed and in fear of further tidal waves.
From that moment Third Eye started to work with the
displaced people in the Hindu College, Batticaloa and
initiated children’'s programmes with youths of the Third
Eye who were also affected by Tsunami.
Third Eye was in a position to get the youths back to
normal and utilize their skills and experience to get
others especially the children back to normal.
Games and theatre games suitable for big groups and
appropriate to the camp environment are powerful
elements to allow the children to play and laugh.
If the children play and laugh, it brings
relaxation, satisfaction and hopefulness to the
family.
If this kind of atmosphere is strengthened, it
will lead to a happy and prosperous future for a
community.
This was the story of the first week. The whole week
Third Eye managed the Hindu College, Batticaloa refugee camp with the participation of the affected
people and with the support of Tamil Rehabilitation
Organization and the Local Government Official.
Then the affected people were divided and replaced into
different camps according to the divisions of local
government officials.
The Seelamunai community was divided into two
divisions and replaced in Mahajana College, Batticaloa
and in the Junior School, Batticaloa. Third Eye continued
its children'’s programmes in both camps and in a
position to spread its work with children in other
camps in Batticaloa.
Third Eye contacted Unicef for support with a vehicle for
the group of forty people to travel to different
places and play with children and make them to laugh,
the essence of hopefulness in communities. They
supported us with a vehicle and an allowance of two
hundred rupees including food and refreshments.
Third Eye worked in three major groups according to
the number of children in the camps from 9.00a.m. -
5.00 p.m.
Each major group consists of 10-12 affiliates
according to the requirements of the area in which they
covered. Each major group consists of four to five
units of affiliates numbered in twos and threes and
some times in fours according to the number of
children in the camps.
Every single unit with the same animators concentrates
on two camps, one in the morning and the other in the
evening for a week.
This was continued for three weeks and at the end of
January there was a change in the programme.
S.Jeyasankar
17.02.2005
*Please wait for Short Story Two
Short Story One
Third Eye Local Knowledge and Skill Activists Group
started its theatre program with the children the day
after the Tsunami disaster in Batticaloa, Sri Lanka.
Seelamunai, the village where the group are involved in a
programme of Reformulation of Kooththu (traditional
theatre of the Thamils of Sri Lanka) as an organic form
of Community Theatre, was totally devastated.
Fortunately most human lives were saved, except a few.
The people who are the participants of the
reformulation program were refugees in Hindu College,
Batticaloa empty handed and in fear of further tidal waves.
From that moment Third Eye started to work with the
displaced people in the Hindu College, Batticaloa and
initiated children’'s programmes with youths of the Third
Eye who were also affected by Tsunami.
Third Eye was in a position to get the youths back to
normal and utilize their skills and experience to get
others especially the children back to normal.
Games and theatre games suitable for big groups and
appropriate to the camp environment are powerful
elements to allow the children to play and laugh.
If the children play and laugh, it brings
relaxation, satisfaction and hopefulness to the
family.
If this kind of atmosphere is strengthened, it
will lead to a happy and prosperous future for a
community.
This was the story of the first week. The whole week
Third Eye managed the Hindu College, Batticaloa refugee camp with the participation of the affected
people and with the support of Tamil Rehabilitation
Organization and the Local Government Official.
Then the affected people were divided and replaced into
different camps according to the divisions of local
government officials.
The Seelamunai community was divided into two
divisions and replaced in Mahajana College, Batticaloa
and in the Junior School, Batticaloa. Third Eye continued
its children'’s programmes in both camps and in a
position to spread its work with children in other
camps in Batticaloa.
Third Eye contacted Unicef for support with a vehicle for
the group of forty people to travel to different
places and play with children and make them to laugh,
the essence of hopefulness in communities. They
supported us with a vehicle and an allowance of two
hundred rupees including food and refreshments.
Third Eye worked in three major groups according to
the number of children in the camps from 9.00a.m. -
5.00 p.m.
Each major group consists of 10-12 affiliates
according to the requirements of the area in which they
covered. Each major group consists of four to five
units of affiliates numbered in twos and threes and
some times in fours according to the number of
children in the camps.
Every single unit with the same animators concentrates
on two camps, one in the morning and the other in the
evening for a week.
This was continued for three weeks and at the end of
January there was a change in the programme.
S.Jeyasankar
17.02.2005
*Please wait for Short Story Two
Tuesday, February 15, 2005
Theatre Games Programme
at Mahajana College,Batticaloa,Sri Lanka.
Since the occurrence of tsunami members of third eye local knowledge and Skill activists group have been regularly conducting children’s programmes in the camps for people displaced by the tsunami. These programmes are spaces for children imaginatively play together and have provided a stimulating and relaxing experience for children who have lost their homes in the tsunami. The games are easily sustainable as they do not require additional or specific materials; simply the presence of a group together. The sessions are open to any children who would like to participate and are facilitated by members of the third eye local knowledge group. The facilitators are youth members from villages where the third eye local knowledge and skill activists group regularly practice and celebrate community theatre such as children’s participatory theatre games and Kooththu theatre.
One of these villages that are part of the third eye local knowledge and skill activists group is Seelamunai which was extensively damaged by the tsumani. Many people in Seelamunai lost their houses and are now living in Mahajana College, Batticaloa. As members of the third eye local knowledge and skill activists group the villagers of Seelamunai have been able to take a major role in organising the camp from the first day after the disaster for a week at Hindu College, Batticaloa and implementing activities such as the theatre games sessions up to now.
I joined the group on Saturday the 12th February at Mahajana College for a games session with about thirty children. The games occur in an open space in the College and some parents also sat nearby and enjoyed watching their children play together. The pace of the games was varied; some require a lot of activity and running around, others consisted of group tasks to complete and other games were more focused, requiring careful concentration and listening to each other.
Some examples of the games played were……
Team images: In small group’s children have to make objects with their bodies such as a well, bicycle and elephant. The object of the game is for the children to decide together as quickly as possible how they can use their bodies to create the object or animal called out by the facilitator.
Who is the leader? This game begins with the group sitting in a circle. A person begins to lead the rest of the group in an action that they have chosen. This person subtly changes the action throughout the game and the rest of the group who are carefully watching the must also change the action. Once the action begins, another participant who has been waiting outside of the circle comes to the middle of the circle and must try guess which person is changing the action. This game requires careful concentration and watching of each other.
This bottle is not a bottle: A small plastic bottle is placed in the middle of the circle. The object of the game is for the group to think of as many different things the bottle can represent. One by one the children go the middle of the circle, pick up the bottle and use it as a different object. The children used the bottle as a cricket bat, a mirror, a comb, a ball and many more things. This game is a fun way for children to think creatively and imagine alternatives.
The games sessions foster positive communication skills, team work and creativity whilst enjoying each others company and participation. The sessions are being regularly conducted by members of the third eye local knowledge group and are a valuable activity for children to release stress and tension. Through playing games a space is created for children to freely express themselves in a spirit of fun and creativity.
Charlotte Hennessy 15.02.2005
at Mahajana College,Batticaloa,Sri Lanka.
Since the occurrence of tsunami members of third eye local knowledge and Skill activists group have been regularly conducting children’s programmes in the camps for people displaced by the tsunami. These programmes are spaces for children imaginatively play together and have provided a stimulating and relaxing experience for children who have lost their homes in the tsunami. The games are easily sustainable as they do not require additional or specific materials; simply the presence of a group together. The sessions are open to any children who would like to participate and are facilitated by members of the third eye local knowledge group. The facilitators are youth members from villages where the third eye local knowledge and skill activists group regularly practice and celebrate community theatre such as children’s participatory theatre games and Kooththu theatre.
One of these villages that are part of the third eye local knowledge and skill activists group is Seelamunai which was extensively damaged by the tsumani. Many people in Seelamunai lost their houses and are now living in Mahajana College, Batticaloa. As members of the third eye local knowledge and skill activists group the villagers of Seelamunai have been able to take a major role in organising the camp from the first day after the disaster for a week at Hindu College, Batticaloa and implementing activities such as the theatre games sessions up to now.
I joined the group on Saturday the 12th February at Mahajana College for a games session with about thirty children. The games occur in an open space in the College and some parents also sat nearby and enjoyed watching their children play together. The pace of the games was varied; some require a lot of activity and running around, others consisted of group tasks to complete and other games were more focused, requiring careful concentration and listening to each other.
Some examples of the games played were……
Team images: In small group’s children have to make objects with their bodies such as a well, bicycle and elephant. The object of the game is for the children to decide together as quickly as possible how they can use their bodies to create the object or animal called out by the facilitator.
Who is the leader? This game begins with the group sitting in a circle. A person begins to lead the rest of the group in an action that they have chosen. This person subtly changes the action throughout the game and the rest of the group who are carefully watching the must also change the action. Once the action begins, another participant who has been waiting outside of the circle comes to the middle of the circle and must try guess which person is changing the action. This game requires careful concentration and watching of each other.
This bottle is not a bottle: A small plastic bottle is placed in the middle of the circle. The object of the game is for the group to think of as many different things the bottle can represent. One by one the children go the middle of the circle, pick up the bottle and use it as a different object. The children used the bottle as a cricket bat, a mirror, a comb, a ball and many more things. This game is a fun way for children to think creatively and imagine alternatives.
The games sessions foster positive communication skills, team work and creativity whilst enjoying each others company and participation. The sessions are being regularly conducted by members of the third eye local knowledge group and are a valuable activity for children to release stress and tension. Through playing games a space is created for children to freely express themselves in a spirit of fun and creativity.
Charlotte Hennessy 15.02.2005
Thought for the day or Valentine’s Day Gift
A/L exam dates reviewed today
(Daily Mirror-07.02.2005)
A/Level exam put off for June 6
(Daily Mirror- 09.02.2005)
not because of
Students affected directly by the tsunami had experienced horrific incidents during the tsunami disaster and very difficult circumstances in its aftermath. These place a huge daily emotional and psychological burden upon students. Examples of these may be found below:The loss of family members (in some instances entire families), close relatives and people who support their education – with emotional, social and material consequences;The loss of homes and consistent shelter; still being moved around and no possibilities of regular study;Having to take on new roles as heads of their families, have to become breadwinners; have to take on responsibility for obtaining relief items for themselves and families (filling up forms and spending long periods of time waiting in queues to obtain relief items and food); having to make plans on behalf of family for shelter and livelihoods – all significantly time-consuming and burdensome tasks for a young adult.The loss of all educational materials (notes, handouts and books relevant to the past two years of study). Where students have been able to return to school, their lack of uniforms and shoes has often resulted in humiliation and penalization by principals and school teachers.Anticipation of the extremely competitive A/L examination with the fear that because of the disruption of their education and lives they will be at a disadvantage in relation to the other students who will sit the exam. This is a source of intense anxiety and worry.
(from, Postponement of A/L Exams for the Entire Country, An Open Letter to Secretary of Education Dr. Tara De Mel, By Concerned Citizens on Behalf of A/L Students)
Because of
According to exam officials, the primary concern was that students facing the June exam would know what questions not to expect, giving them a clear advantage over their colleagues. In addition, to this authorities were also running into problems of identifying students affected by the tsunami.
(Daily Mirror-09.02.2005)
Third Eye Local Knowledge and Skill Activists Group 14.02.2005
A/L exam dates reviewed today
(Daily Mirror-07.02.2005)
A/Level exam put off for June 6
(Daily Mirror- 09.02.2005)
not because of
Students affected directly by the tsunami had experienced horrific incidents during the tsunami disaster and very difficult circumstances in its aftermath. These place a huge daily emotional and psychological burden upon students. Examples of these may be found below:The loss of family members (in some instances entire families), close relatives and people who support their education – with emotional, social and material consequences;The loss of homes and consistent shelter; still being moved around and no possibilities of regular study;Having to take on new roles as heads of their families, have to become breadwinners; have to take on responsibility for obtaining relief items for themselves and families (filling up forms and spending long periods of time waiting in queues to obtain relief items and food); having to make plans on behalf of family for shelter and livelihoods – all significantly time-consuming and burdensome tasks for a young adult.The loss of all educational materials (notes, handouts and books relevant to the past two years of study). Where students have been able to return to school, their lack of uniforms and shoes has often resulted in humiliation and penalization by principals and school teachers.Anticipation of the extremely competitive A/L examination with the fear that because of the disruption of their education and lives they will be at a disadvantage in relation to the other students who will sit the exam. This is a source of intense anxiety and worry.
(from, Postponement of A/L Exams for the Entire Country, An Open Letter to Secretary of Education Dr. Tara De Mel, By Concerned Citizens on Behalf of A/L Students)
Because of
According to exam officials, the primary concern was that students facing the June exam would know what questions not to expect, giving them a clear advantage over their colleagues. In addition, to this authorities were also running into problems of identifying students affected by the tsunami.
(Daily Mirror-09.02.2005)
Third Eye Local Knowledge and Skill Activists Group 14.02.2005
Monday, February 14, 2005
A letter from an A/L student
vdJ fijia rw;W Nfl;gPh;fsh?
vdJ ngah; nry;tk; N[hd;rd;. ehd; rPyhKidia trpg;gplkhff; nfhz;ltd;. ehd; cah;ju tFg;G khztdhfTk; ,Ue;Njd;.
vd;Dila tho;f;ifahdJ brk;gh; 26k; jpfjpf;F Kd;djhf ,d;gkhf mike;jJ. Vnddpy; ehd; xU gf;fk; fy;tp fw;gtdhfTk; ,d;ndhU gf;fk; rpWth;fSld; Ntiy nra;Ak; %d;whtJ fz; cs;Sh; mwpT jpwd; nraw;ghl;Lf;FOtpy; mq;fj;JtdhfTk; ,Ue;J te;Njd;. vdNt vdJ tho;f;if kpftk; Kf;fpaj;Jtk; tha;e;j epiyapy; ,Uf;Fk; NghJ brk;gh; 26k; jpfjp MopahdJ nfhe;jspj;J vkJ Cuhd rPyhKidia #iwahbr; nrd;Wtpl;lJ. ,e;j MopapdJ Nguiyahy; ghjpf;fg;gl;l ehDk; vdJ FLk;gKk; xU ghJfhg;ghd gpuNjrj;ij ehbr; nrd;Nwhk;.
vq;fsplk; mg;NghJ kpQ;rpaJ vd;why; mJ vq;fsJ caph;fs; kl;LNk khwhf vq;fsJ tPL> cilikfis ,oe;J> FLk;g cwTfis
,oe;J eph;f;fjpahf epd;W nfhz;bUe;Njhk;. mg;NghJ vdf;F cLg;gjw;F Milfs; $l ,y;iy.
Mdhy; iftrk; vd;dplk; ,Ue;jJ xU rhuhd; kl;LNk mJ jtpu Ntnwhd;Wkpy;iy ,g;gbahd xU mtr epiyapy; ,Ue;J ehd; xU khjphpahf kPz;Lte;Njd;. mg;NghJ ehd; xd;iw rpe;jpj;Jg; ghh;j;Njd;. ,J ekf;F kl;Lk; Vw;gl;l mdh;j;jk; my;y> khwhf njd;fpof;fhrpa
ehLfspYk; Vd; ek; ehl;bYs;s KO fiuNahug; gpuNjrq;fSk; ghjpg;gile;Js;sd. vdNt mg;NghJ ehd; jdpa vd;id kl;Lk; rpe;jpj;Jg; ghh;f;ftp;iy. KO ghjpg;gile;j gpuNjrq;fisAk;> ghjpf;fg;gl;l kf;fisAk; gw;wpANk rpe;jpj;Njd;. ,jpy; ehd; $Ljyhf
rpe;jpj;Jg; ghh;j;jJ. rpWth;fis MFk;. vdNt ehd; ,e;j ghhpa mdh;j;jj;jpdhy; ghjpf;fg;gl;Lk; $l ehd; rpWth;fSf;fhd gapw;rpg; gl;liwfis mLj;j ehspNyNa Muk;gpj;Njd;. vdNt rpWth;fsJ epiy vg;gb ,Ue;jJ vd;Wk; mwpe;Njd;. ,th;fs; fLikahf gae;J NghapUe;jhh;fs; Vd; ehd; $l ,jw;F tpjptpyf;fh? vdf;Fk; fLikahd gakhfj;jhd; ,Ue;jJ. Vnddpy; ehd; fdtpy;$l ,g;gbnahU miyf;fhl;rpia fz;ljpy;iy. ,Ue;jhYk; vdJ kdij Njw;wpf; nfhz;L gapw;rpg; gl;liwfis elj;jpNdd;.
,g;gbahf vdJ tho;f;if rw;W rpWth;fSld; Ntiy nra;tjhy; re;Njh\khf ,Ue;J nfhz;bUf;Fk; Ntisapy; nte;j Gz;zpy; Ntiy gha;r;RtJ Nghy; ,d;DnkhU gpur;rpid vdf;F vOe;jJ.
mjhtJ ghjpf;fg;gl;l khzth;fSf;F A+d; khjj;jpYk;> ghjpf;fg;glhj kzth;fSf;F Vg;gpuy; ghPl;ir vd;gJ vdJ kdij kPz;Lk; Gz;gLj;jpaJ. Vnddpy; ehd; ,g;NghJ ,Uf;Fk; epiyahdJ xU epue;jukw;wjhf fhzg;gLfpwJ. mjhtJ vdf;F epue;jukhf ,Ue;J fy;tp fw;gjw;Nfw;w trjpAkpy;iy. Neuj;jpw;F czT fpilf;fhky; NghjYk; vdJ cs;sj;ij Gz;gLj;Jk; ,e;j epiyapy; Nkyjpfhhpfs; vLj;jpUf;Fk; ,e;j KbthdJ vd;id tpag;gpy; Mo;j;jpaJ.
Vnddpy; vd;idg; nghWj;jtiu ehd; ,g;NghJ vdJ FLk;gj;ij eph;zapf;Fk; xUtdhf khwpf;nfhz;bUf;fpNwd;. Vndd;why;
vdJ mg;ghtpw;Fk; tajhfpf; nfhz;L NghfpwJ. vdNt mtUila Rikia fl;lhakhf ehd; Rkf;f Ntz;ba epiy Vw;gl;Ls;sJ. vdNt vdJ FLk;gepiyikia gw;wp Nahrpg;gjh? my;yJ vdJ fytpiag; gw;wp Nahrpg;gjh? rw;W rpe;jpj;Jg; ghUq;fs; cq;fSf;F $l tpil rw;Wg; Gjpuhfj;jhd; ,Uf;Fk;.
vdJ mg;ghtpw;Fk; tajhfpf; nfhz;L NghfpwJ. vdNt mtUila Rikia fl;lhakhf ehd; Rkf;f Ntz;ba epiy Vw;gl;Ls;sJ. vdNt vdJ FLk;gepiyikia gw;wp Nahrpg;gjh? my;yJ vdJ fytpiag; gw;wp Nahrpg;gjh? rw;W rpe;jpj;Jg; ghUq;fs; cq;fSf;F $l tpil rw;Wg; Gjpuhfj;jhd; ,Uf;Fk;.
jw;Nghija epiyapy; vq;fSf;F tho xU epue;jukhd ,Ug;gplk; xd;W Njit. mij tpLj;J xU khjj;jpw;F ehd;F jlitfs;
ntt;NtW Kfhk;fis ehbr; nry;yNtz;Lk;. vd;why; ehq;fs; vd;d ke;ijf; $l;lq;fsh? ,y;iy ke;ijfshf fzpf;fg;gLfpd;Nwhkh? vdNt Kjypy; xU epue;ju trpg;gplj;ij vq;fSf;F fhl;ba gpw;ghL ,e;jg; ghPl;iria gw;wp fijj;J ,Uf;f Ntz;Lk;. khwhf ,J vq;fSf;F
Ntjidia je;Js;sJ. Vnddpy; ehk; xU ,f;fl;lhd #o;epiyapy; tho;e;J nfhz;bUf;Fk;NghJ #oYf;F Vw;wthW vq;fis jahh;gLj;jhky; ahNuh r%f eyd; tpUk;gpfSf;fhf vk;ik
gyte;jkhf fy;tpfw;f itf;fg;ghh;f;fpwhh;fs;. vtNuh xUth; epl;rakhf ,e;jg; ghPl;ir ,e;j fhyfl;lj;jpy; ,uz;L tifahf elj;jg;glNtz;Lk; vd;why; mij ghjpf;fg;gl;l khzth;fshfpa vq;fsplj;jpy; Nfl;L KbT nra;ahky; mth; xU Kf;fpakhd gpui[ vd;w hPjpapy; mth; nrhd;dhy; khzth;fspd; ed;ikf;fhfj;jhd; $Wthh; vd;W nrhy;ypf; nfhz;L vk;ik Vg;uypy; jahh;gLj;Jq;fs;> A+dpy; jahh;gLj;Jq;fs; vd;gJ vk;ik rKjha eyd; tpUk;gpfSf;fhf gbf;f itg;gJ Nghy njhpatUk;. vdNt ,jw;F ghjpf;fg;gl;l khzth;fsplk; Nfl;L nra;tNj rhpahd xU KbthFk;.
Vnddpy; ,g;gbahd rpy KbTfis vLj;Jj;jhd; khzth;fs; gyUila tho;f;ifia ,ilNahL mopj;jdh;. mjw;F rpwe;j vLj;Jf;fhl;Lfshf rpytw;iw $WfpNwd; NfSq;fs;.
2004 Mk; Vg;uy; khjk; ghPl;irf;F khzth;fs; jahuhfpf; nfhz;bUf;Fk; Ntisapy; me;jf; fhyfl;lj;jpy; murhq;fj; Njh;jy; xd;W mjpy; Eioe;jjhy me;j ghP;ir gpw;Nghlg;gl;lJ. ,q;Nf ehk; rpytw;iw mtjdhpj;Jg; ghh;j;jhy; xU Njh;jYf;fhf xU Kf;fpakhd Nghl;bg; ghPl;iria xU khjk; gpw;Nghl KbAk; vd;why; ,J xU ,aw;if mdh;j;jk; vdNt ,jw;fhf ,e;jg; ghPl;iria vy;NyhUk; xUkpf;f Nrh;e;J vOJk; xU ghPl;irahf itf;fKbahjh ,jw;F Vd; jaf;Ffpwhh;fs; vd;W vdf;Fj; njhpatpy;iy. Vndd;why; ,e;j mdh;j;j gPjpapy; ,Ue;J tpLglNt fpl;lj;jl;l %d;W khjq;fs; gpbf;Fk;. vdNt ,ij fUj;jpw; nfhs;shJ ghPl;iriag; gw;wp rpe;jpg;gJ vd;gJ Nghypj;jdkhFk;.
mLj;j vLj;Jf;fhl;lhf tlf;F fpof;fpy; Kjyhtjhf 1991k; Mz;by; jhd; Kjd; Kiwahf Z Score
Kiw Muk;gpj;jJ. ,e;j KiwahdJ mk;Kiw ghPl;ir vOjpa khzth;fSf;F Kd;$l;bNa mwptpf;fg;gltpy;iy. khwhf ghPl;ir Kbe;jgpw;ghL gy;fiyfof mDkjpf;F ,e;j Kiwia Kjd; Kjyhf mwpKfk; nra;Jtpl;lhh;fs;. ,e;j KiwahdJ ghlj;jpd; juj;ij nghWj;Jj;jhd; mth;fsJ ntl;Lg; Gs;sp fzf;fplg;gLk;. vdNt ,jpy; gy khzth;fspd; tho;f;if tuyhW mope;jJ. vdNt mg;gbahd xU #o;epiy ,dpAk; ,e;jg; ghPl;ir %yk; te;J tplf;$lhJ.
vdNt ,e;j ,uz;L ghPl;ir itf;Fk; tplaj;jpy; vd;d cs;Nehf;fk; cs;sNjh mJ vdf;Fj; njhpahJ. mg;gb VJk; Raeyg; Nghf;Ffs; ek; kj;jpapy; ,Ue;jhy; mij cldbahf mopj;JtpLq;fs;.
,d;DnkhU gpur;rpid mjhtJ 1996 k; Mz;L nfhOk;gpNy cah;ju ghPl;ir vOjtpUe;j khzth;fis kpd;rhuj;jil fhuzkhf ghPl;ir gpw;Nghlg;gl;lJ. vdNt ,J kpd;rhuj;jhy; gps;isfSf;F Vw;gl;l f\;lkhFk;.
Mdhy; vkf;F Vw;g;l mopthdJ vk; tho;f;ifiaNa ,Ul;lhf;fp tpl;bl;L NghapUf;fpwJ.
vdNt vk; tho;f;ifapy; ,Us; fiye;J xsp kWgbAk; tPr Ntz;Lkhdhy; fy;tp mjpfhhpfs;> cstpayhsh;fs;> fy;tp cstpayhsh;fs; rw;W rpe;jpj;J nraw;gLq;fs;. Vndd;why; ePq;fs; vLf;Fk; xt;nthU KbtpYk; vq;fsJ tho;f;if Xbf; nfhz;bUf;fpwJ. Vd; mt;tsT vq;fSf;F gpd;dhy; tUk; 2006 Mk; Mz;L cah;jug; ghPl;ir vOjg; NghFk; khzth;fSf;Fk;> 2005 k; Mz;L rhjhuz ju ghPl;ir vOjg; NghFk; khzth;fSf;Fk; mtrpakhf fhzg;gLfpwJ.
Vnddpy; ehd; kl;Lk; ,e;j mopthy; ghjpf;fg;gltpy;y my;yJ vd;Dila rfkhzth;fs; kl;Lk; ghjpf;fg;gltpy;iy xl;Lnkhj;jkhf vy;yh khzth;fSk; ghjpf;fg;gl;Ls;sdh;.
vdNt ,ij fUj;jpw; itj;Jf; nfhz;Lk; rpy KbTfis mtjhdkhf vLq;fs;.
mLj;jjhf ,J jdpa tlfpof;F gFjp kf;fSf;F kl;Lk; Vw;gl;l mdh;j;jkpy;iy khwhf ,yq;ifapd; fiuNahug; gpuNjrj;jpy; thOk; rfy kf;fSf;Fk; Vw;gl;l mdHj;jkhfk;.Mdhy; rpy gFjpfspy; thOk;
khztHfs; rpyH vq;fSf;F vq;fSf;F Vg;gpuy; khjj;jpy; jhd; ghPl;ir elj;jg;gl Ntz;Lk; vd;W $Wfpd;whHfs;. Mdhy; ,e;j epfo;thdJ vd;id kpfTk; kdNtjidf;F cl;gLj;jpAs;sJ. Vnddpy; xUrpyh; tho;f;ifap; Ntjidg;gLk;NghJ mth;fsJ Jah;fis Jilf;fhky; mth;fis ,d;Dk; ,d;Dk; Jauj;jpw;F cs;shf;Fjy; khzth;fshfpa cq;fSf;F ,J rhpahf njd;gLfpwjh? ePq;fs; cq;fs; epiyikia kl;Lk;jhdh Nahrpj;Jg; ghh;g;gJ?
khwhf vy;NyhiuAk; gw;wp rpe;jpAq;fs;. vy;NyhUk; xd;whf Fuy; nfhLq;fs; vdNt ,ij ehd; jdpa nrhy;tjhf episahjPh;fs; ghjpf;fg;gl;l rfy khzth;fspd; Jf;fj;Jld; fye;J thh;j;ijfshf epidAq;fs;.
khztHfs; rpyH vq;fSf;F vq;fSf;F Vg;gpuy; khjj;jpy; jhd; ghPl;ir elj;jg;gl Ntz;Lk; vd;W $Wfpd;whHfs;. Mdhy; ,e;j epfo;thdJ vd;id kpfTk; kdNtjidf;F cl;gLj;jpAs;sJ. Vnddpy; xUrpyh; tho;f;ifap; Ntjidg;gLk;NghJ mth;fsJ Jah;fis Jilf;fhky; mth;fis ,d;Dk; ,d;Dk; Jauj;jpw;F cs;shf;Fjy; khzth;fshfpa cq;fSf;F ,J rhpahf njd;gLfpwjh? ePq;fs; cq;fs; epiyikia kl;Lk;jhdh Nahrpj;Jg; ghh;g;gJ?
khwhf vy;NyhiuAk; gw;wp rpe;jpAq;fs;. vy;NyhUk; xd;whf Fuy; nfhLq;fs; vdNt ,ij ehd; jdpa nrhy;tjhf episahjPh;fs; ghjpf;fg;gl;l rfy khzth;fspd; Jf;fj;Jld; fye;J thh;j;ijfshf epidAq;fs;.
vdNt ehd; ,d;Dnkhd;iwAk; ,jpy; Fwpg;gpl;lhf Ntz;Lk;. ehk; FLk;g cwTfis ,oe;J> tPL clikfis ,oe;J> vkf;F fw;gjw;F
Njitahd Mtzq;fisAk; ,oe;Js;Nshk;. vdNt ,g;NghJ cldbahf ghPl;irf;F jahuhFq;fs; vd;why; mJ vt;tsT Jhuk; vk;kpilNa rhj;jpakhFk;. vdNt ehd; Kjypy; $wpNdd; Kjyhtjhf vkf;F xU epue;jukhd xU tjptplj;ij mikj;J juNtz;Lk;. ,uz;lhtjhf czit Neuj;jpw;F juNtz;Lk; %d;whtjhf Mtzq;fisnay;yhk; ngw;Wj;juNtz;Lk;. mjd; gpw;ghNl ,e;jg; ghPl;iriag; gw;wp fijf;f Ntz;Lk;. mJTk; vy;NyhUf;Fk; Nrh;j;J Gul;lhjp khjj;jpy; ghPl;iria elj;jf; $ba khjphp Nkyjpfhhpfs; fy;tpajpfhhpfs; fy;tp cstpayhsh;fs; cstpayhsh;fs; vy;NyhUk; Nrh;e;J KbntLf;f Ntz;Lk;. ,ijj;jhd; ,e;j Mopg;Nguiyahy; ghjpf;fg;gl;l khztdpd; Ntz;LNfhs; MFk;. vdNt ,tw;wpw;F tpiuthf gjpy; juTk;.
Sunday, February 06, 2005
Postponement of A/L Exams for the Entire Country - An Open Letter to Secretary of Education Dr. Tara De Mel
Postponement of A/L Exams for the Entire Country
Secretary,
Ministry of Education,
2nd floor,
Isurupaya,
Pelawatte
Baddaramulla.
Dear Dr. Tara De Mel,
We wish to draw your attention to the extremely difficult circumstances that face students scheduled to sit the 2005 Advanced Level (A/L) examinations in Sri Lanka. You may already be aware of some of these and may be taking steps to address these concerns. We urge you to consider also the following when determining policy decisions in relation to the A/L exams. Discussions about the upcoming A/L exams have centred around the situations of students directly affected by the tsunami. We wish to point out that the picture is more complex. From our experience in the affected areas of Sri Lanka, the following issues have arisen for different groups of A/L students:
Students affected directly by the tsunami had experienced horrific incidents during the tsunami disaster and very difficult circumstances in its aftermath. These place a huge daily emotional and psychological burden upon students. Examples of these may be found below:
The loss of family members (in some instances entire families), close relatives and people who support their education – with emotional, social and material consequences;
The loss of homes and consistent shelter; still being moved around and no possibilities of regular study;
Having to take on new roles as heads of their families, have to become breadwinners; have to take on responsibility for obtaining relief items for themselves and families (filling up forms and spending long periods of time waiting in queues to obtain relief items and food); having to make plans on behalf of family for shelter and livelihoods – all significantly time-consuming and burdensome tasks for a young adult.
The loss of all educational materials (notes, handouts and books relevant to the past two years of study). Where students have been able to return to school, their lack of uniforms and shoes has often resulted in humiliation and penalization by principals and school teachers.
Anticipation of the extremely competitive A/L examination with the fear that because of the disruption of their education and lives they will be at a disadvantage in relation to the other students who will sit the exam. This is a source of intense anxiety and worry.
Students affected indirectly
The effects of the tsunami range much wider than the persons who lost family or property to the tidal wave. One major impact of the disaster was the disruption of local economies that impacted powerfully on the livelihoods of daily wage earners and others within informal employment. Families affected in this way were not recognized as legitimate recipients of relief or other benefits, and therefore have suffered greatly since the tsunami. This has impacted strongly on the capacity of students in such families to maintain the educational practices required to perform optimally at the upcoming A/L exam.
Students ‘unaffected’ by the tsunami
Since the 26th of December to date, students identified as unaffected by the tsunami have had their education disrupted. During the first two weeks after the tsunami, normal school curricula were suspended as teachers and students were mobilized to intervene on behalf of affected populations. Although schools have resumed a semblance of normal activity in areas unaffected by the tsunami, the effects of the disruption (in terms of productive classroom time and focused studying by the students) still persist. To compel students who have shown much dedication to social service over the past month to now sit the A/L exam in April would be to penalize them for their civic-mindedness and would undermine this valuable social commodity for the future.
Postponement of A/L Exams for the Entire Country
There have been announcements in the media that the Ministry of Education plans to conduct two separate A/L exams, one in April for students in non-affected areas and another in June for those in affected areas. We are concerned that conducting two separate exams for ‘affected’ and ‘unaffected’ students would not be a feasible solution to the difficulties faced by students. Under the current marking system (which uses ‘Z’ scores to determine the relative achievements of students), it will not be technically correct to compare the results of two distinct examinations for competitive entrance into University. Such measures would surely be the subject of legal challenges. In addition, the extra costs involved in conducting two examinations would be significant, and such funds may be better spent in improving the educational services being provided to students in the run-up to the A/L exam. The administrative difficulties in distinguishing between the ‘affected’ and ‘unaffected’ students will leave the process of local registration wide open to fraud and corruption. Ultimately, the fact that the education of some students in areas not-affected has also been disrupted in certain ways is yet another reason to avoid an artificial distinction between the students awaiting the A/L exam in 2005.
There is a strong precedent for postponement of A/L examinations in the event of important national and regional events. In 2004, the A/L examination was rescheduled from April to May in order to accommodate the National General Elections. Earlier, in 1996, the exam was postponed by one month due to power cuts that primarily affected urban areas (particularly the capital Colombo). Given the unprecedented scale of the tsunami disaster of 26th December 2005 and the effects it has had on students (described above), it seems only fair that the Ministry of Education strongly considers the possibility of postponing the A/L exam for all students in Sri Lanka until August 2005. There must also be consideration and remedial action taken for other students who will face competitive examinations (i.e. Year 5 scholarship, O/L and A/L 2006).
Students need clear reassurances that measures will be taken to enable them to return to education and have an opportunity to sit the A/L exam on a fair and equal basis with their peers elsewhere in the country. They need semi-permanent/permanent shelter; an efficient mechanism for relief distribution that reduces the time spent in obtaining relief; study materials (photocopied notes, stationary, desks, school uniforms, shoes – these materials should be sourced at a local level in order to avoid long delays in distribution from the centre to the periphery); resumption of normal classes and supplementary teaching to help students review subject matter covered prior to the tsunami and catch up time lost over the past month. Students must be clearly informed of plans on their behalf and these plans must be followed through.
We thank you in advance for your consideration of the issues outlined above, and look forward to a public announcement of your interventions on behalf of students affected by a terrible natural disaster and now in danger of being disadvantaged by an avoidable educational tragedy.
Concerned Citizens on Behalf of A/L Students 04.02.2005
* Ministry of Education-Fax No: 011 2785162
Postponement of A/L Exams for the Entire Country
An Open Letter to Secretary of Education Dr. Tara De Mel
Name Occupation Signature
Concerned Citizens on Behalf of A/L Student
Saturday, February 05, 2005
CALL FOR ADHERANCE TO ESTABLISHED GUIDELINES ON PROVISION OF HUMANITARIAN ASSISTANCE IN POST-DISASTER SITUATIONS:
Statement of concern by civil society members in response to recent post-tsunami development activities in the Batticaloa District
Over the past two decades, it has been encouraging to witness an international consensus emerge with regards approaches for ‘sustainable development’. It has been felt that sustainable development requires that development interventions are participatory, consultative and be sensitive to the diverse political, social and economic contexts within which people live. This recognition and movement towards sustainability was also incorporated into development interventions of international organisations working in Sri Lanka, such as the German Development Cooperation (GTZ) bilateral agency or United Nations High Commissioner for Refugees (UNHCR). At a global level, the German Federal Ministry for Economic Cooperation and Development (BMZ) has identified human rights, democratic values, gender equality and peaceful conflict management as central to their operational principles (Mayer et al, 2003), and the UNHCR has long asserted that relief activities be, “development oriented from the outset, and thereby enable beneficiaries to move quickly towards self-sufficiency” (Crisp, 2001). These priorities have manifest in Sri Lanka as directives to local organisations to follow humanitarian/development principles such as “Do No Harm” and “Peace and Conflict Impact Sensitivity” in their work.
Against this backdrop, it has been astounding that most post-tsunami reconstruction and rehabilitation work has been designed and implemented with apparently no regard for the good practices documented and advocated for globally by the dominant humanitarian and development institutions. In Batticaloa, we have been extremely concerned that there has been inadequate consultation with community groups, let alone local development practitioners and civil society activists. Decisions about large-scale projects affecting the lives of thousands of families are being taken hastily by locally-based officials of international agencies (such as those of the United Nations and GTZ) in collaboration with district-level representatives of the Sri Lanka government. This has been most alarming in relation to the decisions being made about temporary resettlement of displaced people. A sense of urgency has been created around this issue by the officials of international organisations (irrespective of whether this urgency is felt by the people who have been affected) and decisions about location and types of shelters are being made without any consultation with the communities themselves. It has been terrible to witness these decisions being implemented, with displaced people being loaded into trucks to new locations with neither adequate prior information nor any influence in determining where they might wish to be sheltered. The absence of the provision of clear and accurate information through reliable channels has created much uncertainty and worry for the displaced people.
There has been inadequate safeguarding of democratic principles, gender equality or human rights of affected people, regardless of the “operational principles” endorsed by the agencies or the instruments of international law ratified by the Sri Lanka government or other states involved in bilateral aid provision. This undermines the principles of good governance and the long term democratic orientation of the region, implicitly endorsing a less consultative and more authoritarian approach to governance. In terms of ‘smaller-scale’ impacts, the lack of consultation in decision-making presents significant risks for the effectiveness of interventions in the mid to long-term. In terms of a development perspective, such approaches to ‘decision-taking’ are illustrations of mismanagement and bad practice. Experiences from countries such as Bangladesh have shown that rushed decision-making based on ‘technical requirements’ without consultation processes with affected populations has resulted in making situations far worse in the long term. For example, although the Bangladesh camps where the Rohinga communities were settled met their material survival requirements, they did not provide any other opportunities for human development and increased the suffering of the displaced persons. Given the availability of global literature documenting experiences from disaster contexts offering widely accepted good-practice guidelines[1], it is unacceptable that such bad development practice continues on the part of the state and international agencies.
Internationally, there has been a move towards the “planning for and with” displaced populations rather than the “planning of” their temporary settlements, so that displaced populations can live with relative dignity and security, and work towards self-reliance in their new or temporary communities (Chalinder, 1998). There needs to be an awareness of the diversity of the displaced population (for example, caste, class, religious and gender differences) and their diverse needs, as well as the interactions between the new settlements and host populations. It is imperative that current (hasty) decisions should not lead to more serious long-term problems in the future.
Key issues to keep in mind when planning for temporary settlements are those of protection, security, socio-cultural context, the needs of especially vulnerable groups, access to services and livelihoods, environmental concerns, relationship with local population, and coordinated service provision. Protection needs of the displaced populations (especially potentially vulnerable groups such as women or children) should be part of all needs assessments taking into account the possible negative impacts of relief operations (Chalinder, 1998; Darcy, 1997).
References
Chalinder, A (1998) Temporary Human Settlement Planning for Displaced Populations, Good Practice Review 6 January 1998
Crisp, Jeff (2001) “Mind the Gap! UNHCR, Humanitarian Assistance and the Development Process” The Journal of Humanitarian Assistance: New Issues in Refugee Research, Working Paper No. 43.
Darcy, J (1997), Human Rights and International Legal Standards: What Do Relief Workers Need To Know? Network Paper 19, February 1997
Mayer, M, Thangarajah, Y, Emmanuel, S, Chandrasekara W.S., de Silva, S (2003) Assessing Conflict Risks in Southern Sri Lanka: An Exploratory Study on Conflict Potentials in the Hambantota District and the Applicability of PCIA Tools for Project Impact Analysis, German Development Cooperation (GTZ), Sri Lanka.
The Sphere Guidelines: Humanitarian Charter and Minimum Standards in Disaster Response (2004, revised edition), The Sphere Project: Programme of the Steering Committee for Humanitarian Response (SCHR) and InterAction, VOICE and ICVA.
[1] ie. Humanitarian Practice Network Good Practice Reviews, UNHCR and Sphere guidelines on Humanitarian Intervention and Minimum Standards.
Friday, February 04, 2005
In brief, Relief is better than right?!
In brief,
Relief is better than right?!
Voices of the people in need
Make us irritated and disturbed
They force us to look into our business
Do they think
We are unaware of the situation?
And are ill-equipped to face the challenge?
We knew everything
And were trained in that
Especially trained in that
So leave us alone
To do our business
And mind yours as usual
Waiting in queues
For relief and meals
And occupying yourselves
With filling up of forms
In different colors and in hues
These will console your mind, bringing it peace
And it’s really an opportunity
For family participation
Instead of your request for
Community Participation
In planning and in decision making
The certain solution to your grief
Is to be alert for Lorries with relief
In brief
Relief is better than rights
These Great lessons we learnt
From our teachers in schools
These Great lessons we learnt
From our Professors in Universities
These Great lessons we learnt
From our Superiors in our work places
These Great lessons we learnt
From our parents in our houses
These Great lessons we learnt
From our elders in society
So, keep in your mind
Tradition or modern
It's part of our culture
Which we have to nurture
So, go and busy yourself
With Lorries with relief
And fight for your portion
Let us be free to look into our business
Because
We have to build-up our nation
S.Jeyasankar 04.02.2005
Relief is better than right?!
Voices of the people in need
Make us irritated and disturbed
They force us to look into our business
Do they think
We are unaware of the situation?
And are ill-equipped to face the challenge?
We knew everything
And were trained in that
Especially trained in that
So leave us alone
To do our business
And mind yours as usual
Waiting in queues
For relief and meals
And occupying yourselves
With filling up of forms
In different colors and in hues
These will console your mind, bringing it peace
And it’s really an opportunity
For family participation
Instead of your request for
Community Participation
In planning and in decision making
The certain solution to your grief
Is to be alert for Lorries with relief
In brief
Relief is better than rights
These Great lessons we learnt
From our teachers in schools
These Great lessons we learnt
From our Professors in Universities
These Great lessons we learnt
From our Superiors in our work places
These Great lessons we learnt
From our parents in our houses
These Great lessons we learnt
From our elders in society
So, keep in your mind
Tradition or modern
It's part of our culture
Which we have to nurture
So, go and busy yourself
With Lorries with relief
And fight for your portion
Let us be free to look into our business
Because
We have to build-up our nation
S.Jeyasankar 04.02.2005
Tuesday, February 01, 2005
Finally
Finally
Finally,
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
All the G Os and NGOs including the I NGOs
Can continue their routine duties
By providing food to eat
And water to drink and
Other urgent matters
In places where water scarcity is visible!
Finally
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
The news
Penetrated into my ears
Like the tidal waves of tsunami
And it excited me
But it’s true! It’s true!!
Not a rumor as in Friday last!
The tsunami affected people
Will get a chance to be treated as treasures
For generations and generations
The Chairman or Director of museums
Has announced his intention
To collect items
For a tsunami museum
That is to be established soon
There are a lot of moveable items
With speaking capability
But make sure their responses stick
Only to your questions
That’s the only problem you will face
But you can equip experienced organizations
To make the people silent and satisfied
By providing them with
Colorful plastic buckets and mats
With their brand names bigger than their gifts
It’s easy now to create Post Modern Museums
Or you may call it
Museums in the Open Spaces
And you can work it out
In a paddy store or
In a play ground or
In a barren land or
Wherever you want to
In a place discarded by The People of the country
It’s better to incorporate a holistic approach
And make the country like a “Dream World”
By incorporating Eco Tourism with Open Museums
Open Labs to experiment with vaccines and
Make it as a dumping pit for discarded shit
Without question the sovereignty of the country
Will be maintained by the people and for the people
They will line up to vote
When you need to show
Your democracy to the “World”
And will line up with placards
To show your strength
To the “World”
And don’t mind
They will pay their taxes without delay
And without arrears forever
Finally,
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
S.Jeyasankar 01.02.2005
Finally,
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
All the G Os and NGOs including the I NGOs
Can continue their routine duties
By providing food to eat
And water to drink and
Other urgent matters
In places where water scarcity is visible!
Finally
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
The news
Penetrated into my ears
Like the tidal waves of tsunami
And it excited me
But it’s true! It’s true!!
Not a rumor as in Friday last!
The tsunami affected people
Will get a chance to be treated as treasures
For generations and generations
The Chairman or Director of museums
Has announced his intention
To collect items
For a tsunami museum
That is to be established soon
There are a lot of moveable items
With speaking capability
But make sure their responses stick
Only to your questions
That’s the only problem you will face
But you can equip experienced organizations
To make the people silent and satisfied
By providing them with
Colorful plastic buckets and mats
With their brand names bigger than their gifts
It’s easy now to create Post Modern Museums
Or you may call it
Museums in the Open Spaces
And you can work it out
In a paddy store or
In a play ground or
In a barren land or
Wherever you want to
In a place discarded by The People of the country
It’s better to incorporate a holistic approach
And make the country like a “Dream World”
By incorporating Eco Tourism with Open Museums
Open Labs to experiment with vaccines and
Make it as a dumping pit for discarded shit
Without question the sovereignty of the country
Will be maintained by the people and for the people
They will line up to vote
When you need to show
Your democracy to the “World”
And will line up with placards
To show your strength
To the “World”
And don’t mind
They will pay their taxes without delay
And without arrears forever
Finally,
The tsunami affected people got it!
They will get a chance to be treated
For generations and generations
As the treasures of the country
It will give them an opportunity
To live a reasonable life in the future
S.Jeyasankar 01.02.2005
Monday, January 31, 2005
An appeal to ensure people's right to access information
An appeal to ensure people’s right to access information.
People have right to information at all times.
The media has an enormous potential to ensure people’s right to
information.
The issue of people’s right to information becomes more apparent in the context post-disaster management in the tsunami hit areas.
We, members of “Third Eye” - local knowledge and skill activists group - urge the media to support and enhance the concept of people’s right to information in this regard.
Lack of information arises as an acute problem in the camps, where people from the coastal area now live. The newly established systems that provide relief work have not incorporated any systematic methods or logistics to ensure people’ the right to information. People are
faced with a wide range of problems due to rumors and misleading stories. People urgently need the help of the media not only to gain information from officials but also to pass on their opinions and requests to those officials and to the wider world.
This is the background to the following request we would like to make
to the media.
*Establish a joint network of media organizations and individuals
to help ensure people’s right to access information.
*The network should:
1.Function as a facilitator to allow information to flow from each side
2.Enable media personnel’ to be present in meetings related to relief work at various levels.
3.Promote transparency in decision making.
4.Disseminate information as far as possible through publications.
5.Establish systems to provide regular information to people living in the camps. For example, establishing methods to record and communicate the voice of people living in the camps by making available tools such as television, radio and news papers. Also to help access information for camp residents there could be bulletin boards displayed in prominent positions in the camps.
Third Eye
Local Knowledge and Skill Activists Group 15.01.2005
People have right to information at all times.
The media has an enormous potential to ensure people’s right to
information.
The issue of people’s right to information becomes more apparent in the context post-disaster management in the tsunami hit areas.
We, members of “Third Eye” - local knowledge and skill activists group - urge the media to support and enhance the concept of people’s right to information in this regard.
Lack of information arises as an acute problem in the camps, where people from the coastal area now live. The newly established systems that provide relief work have not incorporated any systematic methods or logistics to ensure people’ the right to information. People are
faced with a wide range of problems due to rumors and misleading stories. People urgently need the help of the media not only to gain information from officials but also to pass on their opinions and requests to those officials and to the wider world.
This is the background to the following request we would like to make
to the media.
*Establish a joint network of media organizations and individuals
to help ensure people’s right to access information.
*The network should:
1.Function as a facilitator to allow information to flow from each side
2.Enable media personnel’ to be present in meetings related to relief work at various levels.
3.Promote transparency in decision making.
4.Disseminate information as far as possible through publications.
5.Establish systems to provide regular information to people living in the camps. For example, establishing methods to record and communicate the voice of people living in the camps by making available tools such as television, radio and news papers. Also to help access information for camp residents there could be bulletin boards displayed in prominent positions in the camps.
Third Eye
Local Knowledge and Skill Activists Group 15.01.2005
Our question is....
Can our children drink the road whenever they go thirsty?
The Batticaloa lagoon is connected to the inland water bodies via a complex system of drainage pathways. Over the years we have been disregarding their natural properties and have taken to encroach in to them and block them.
On 26th December 2004 we saw what will happen if we build our houses right in the middle of the natural pathways of the lagoon, but it was too late for such realizations/revelations.
Even after the disasters we have undergone, we observed that building an instant road across the Sinnauppodai water body. This instant road cuts-across Sinnauppodai making a part of it disconnected to the main system.
If so, it will become functionless- dry up and disappear eventually. As a result there will be more flooding in the rainy season and the wells of Sinnauppodai will go dry sooner than ever in the dry season.
There will be no water for us to drink then. But, we will still have the road (but it instantly across Sinnauppodai).
Our question is… Can our children drink the road whenever they go thirsty?
Third Eye
Local Knowledge and Skill Activists Group
26.01.2005
The Batticaloa lagoon is connected to the inland water bodies via a complex system of drainage pathways. Over the years we have been disregarding their natural properties and have taken to encroach in to them and block them.
On 26th December 2004 we saw what will happen if we build our houses right in the middle of the natural pathways of the lagoon, but it was too late for such realizations/revelations.
Even after the disasters we have undergone, we observed that building an instant road across the Sinnauppodai water body. This instant road cuts-across Sinnauppodai making a part of it disconnected to the main system.
If so, it will become functionless- dry up and disappear eventually. As a result there will be more flooding in the rainy season and the wells of Sinnauppodai will go dry sooner than ever in the dry season.
There will be no water for us to drink then. But, we will still have the road (but it instantly across Sinnauppodai).
Our question is… Can our children drink the road whenever they go thirsty?
Third Eye
Local Knowledge and Skill Activists Group
26.01.2005
Saturday, January 29, 2005
Listen to that voice!
Listen to that voice!
26th of December 2004 is an unforgettable day for Sri Lanka, every one knows what happened so there isn’t much to talk about, but what most people do not know is what happened after that. Immediately after the tsunami every one wanted to do something for the brothers and sisters, lessen their grief somewhat. But as citizens of Sri Lanka each and every one of us has to be more responsible, put our selves in their shoes and think.
Schools are reopening on 10th January 2005. Now where do the people who came to the school for shelter go? Back to their destroyed house facing the sea?
NO! The government of Sri Lanka has a better idea O yes this is supported by the civil society and International and Local NGOs too.
“The effected people will be given tents; these will be put up in open spaces. They will be given a monthly allowance. Houses will be built & they could be moved there later on.”
Now this is a prescription by a doctor without asking the patient what his problem is. The doctor decides that the patients illness and prescribes the medicine. Now what do we have to say about this? Well I think the doctor should first ask the patient what his problem is. This is exactly what these people need today.
Ask them why they want to stay together at night, Ask a A/L student sitting for a exam what he/she thinks of the decision by the education ministry to have the exam in June.
Where are the people who talk of human rights? Gone with the tsunami? I humbly request you please come & listen to me.
It is raining heavily; there is mud all over, now where do these people go from here, the schools are out of bounce! Back to their home that does not exist? This is an even worse tidal wave I must say.
Why can’t they be given a semi permanent structure which suits the environment conditions of that area? Is this too much to ask? This is a national disaster, a situation of emergency. Doesn’t it require detailed planning with participation of the affected people? This is not the time for an advertising campaign, to show the world we are doing things in double quick time. We will rebuild at any cost (including the cost of mental torture of victims).
If you happen to be at one of the camp just give ear to what the inhabitants have to say before you tell them what you did or want to do.
Don’t think them mean or ungrateful they really appreciate what you & I have done for them. But they plead with us to think human. They don’t want to be pitied or made feel as exhibits they are people who have lost a culture. They want you & me to walk hand in hand with them together to rebuild their lost culture.
Third Eye 28.01.2005
26th of December 2004 is an unforgettable day for Sri Lanka, every one knows what happened so there isn’t much to talk about, but what most people do not know is what happened after that. Immediately after the tsunami every one wanted to do something for the brothers and sisters, lessen their grief somewhat. But as citizens of Sri Lanka each and every one of us has to be more responsible, put our selves in their shoes and think.
Schools are reopening on 10th January 2005. Now where do the people who came to the school for shelter go? Back to their destroyed house facing the sea?
NO! The government of Sri Lanka has a better idea O yes this is supported by the civil society and International and Local NGOs too.
“The effected people will be given tents; these will be put up in open spaces. They will be given a monthly allowance. Houses will be built & they could be moved there later on.”
Now this is a prescription by a doctor without asking the patient what his problem is. The doctor decides that the patients illness and prescribes the medicine. Now what do we have to say about this? Well I think the doctor should first ask the patient what his problem is. This is exactly what these people need today.
Ask them why they want to stay together at night, Ask a A/L student sitting for a exam what he/she thinks of the decision by the education ministry to have the exam in June.
Where are the people who talk of human rights? Gone with the tsunami? I humbly request you please come & listen to me.
It is raining heavily; there is mud all over, now where do these people go from here, the schools are out of bounce! Back to their home that does not exist? This is an even worse tidal wave I must say.
Why can’t they be given a semi permanent structure which suits the environment conditions of that area? Is this too much to ask? This is a national disaster, a situation of emergency. Doesn’t it require detailed planning with participation of the affected people? This is not the time for an advertising campaign, to show the world we are doing things in double quick time. We will rebuild at any cost (including the cost of mental torture of victims).
If you happen to be at one of the camp just give ear to what the inhabitants have to say before you tell them what you did or want to do.
Don’t think them mean or ungrateful they really appreciate what you & I have done for them. But they plead with us to think human. They don’t want to be pitied or made feel as exhibits they are people who have lost a culture. They want you & me to walk hand in hand with them together to rebuild their lost culture.
Third Eye 28.01.2005
Thursday, January 27, 2005
Talk of the Town or City of Batticaloa
Talk of the town
Or
City of Batticaloa
Tsunami affected people are
In a hurry to pack their things
And to be shifted to another camp
May be the third or fourth one
Within a month
Organizations are busy with
Putting up billboards
And recruiting youths
To implement their mandates and
To expand their programs
People are in a hurry to pack their things
And to be shifted to another camp
May be the third or fourth one
Within a month
Trauma and counseling are
The talk of the town
People are in a hurry to pack their things
And to be shifted to another camp
May be the third or fourth one
Within a month
The voice of resistance
To the ill treatment of the people
Are not in mandates or in programs
And died down with the people
And a few concerned
People are in a hurry to pack their things
And to be shifted to another camp
May be third or fourth one
Within a month
Tidal waves of
The artificial tsunamis
Attacking again and again
People are in a hurry to pack their things
And to be shifted to another camp
May be third or fourth one
Within a month
Media Moguls
Rush to tsunami relief
Right to information not in their agenda
But they keep the country
With their propaganda
People are in a hurry to pack their things
And to be shifted to another camp
May be third or fourth one
Within a month
S.Jeyasankar 26.01.2005
Or
City of Batticaloa
Tsunami affected people are
In a hurry to pack their things
And to be shifted to another camp
May be the third or fourth one
Within a month
Organizations are busy with
Putting up billboards
And recruiting youths
To implement their mandates and
To expand their programs
People are in a hurry to pack their things
And to be shifted to another camp
May be the third or fourth one
Within a month
Trauma and counseling are
The talk of the town
People are in a hurry to pack their things
And to be shifted to another camp
May be the third or fourth one
Within a month
The voice of resistance
To the ill treatment of the people
Are not in mandates or in programs
And died down with the people
And a few concerned
People are in a hurry to pack their things
And to be shifted to another camp
May be third or fourth one
Within a month
Tidal waves of
The artificial tsunamis
Attacking again and again
People are in a hurry to pack their things
And to be shifted to another camp
May be third or fourth one
Within a month
Media Moguls
Rush to tsunami relief
Right to information not in their agenda
But they keep the country
With their propaganda
People are in a hurry to pack their things
And to be shifted to another camp
May be third or fourth one
Within a month
S.Jeyasankar 26.01.2005
Statement for media (In Tamil)
jfty;fisg; ngWtjw;fhd kf;fsJ chpikia tYg;gLj;Jk; Nfhhpf;if
jfty;fis mwpAk; chpik kf;fSf;FhpaJ. jfty;fis toq;Fk; nghWg;Gk;> flikAk; ntFrdj; njhlh;G Clfq;fSf;Fhpait.
Mopg;Nguiy mdh;j;jj;jpdhy; ghjpf;fg;gl;l fiuNahug; gFjp kf;fs;> Kfhk;fspy; tho;e;J nfhz;bUf;fpwhh;fs;. mth;fspy; kpfg; ngUk;ghyhdth;fs; jq;fSf;Fhpa jfty;fisg; ngw;Wf;nfhs;s Kbahjth;fshfTk; ,Uf;fpwhh;fs;. ,jd; fhuzkhf mth;fs;
miyf;fopg;Gf;F Mshfpwhh;fs;.
,e;jr; #o;epiyapy; Kfhk;fspy; tho;fpd;w kf;fs; jq;fSf;fhd jfty;fisg; ngw;Wf; nfhs;sf; $ba tifapYk;> jq;fsJ vz;zq;fis> fUj;Jf;fis> Nfhhpf;iffis ntspg;gLj;jf;
$ba tifapYk; ntFrdj; njlh;G Clfq;fspd; nraw;ghl;bidf; NfhUfpd;Nwhk;.
,e;j tifapy; fPo;tUk; Nfhhpf;ifis ntFrdj; njhlh;G Clfq;fspd; Kd; nfhz;L tUfpd;Nwhk;.
midj;J Clfq;fSk; ,ize;J kf;fsJ jfty;fisg; ngWk; chpikiag; NgZk; tiyaikg;gpid cUthf;fy;.
kf;fSf;Fk;> mjpfhhpf;fSf;Fkpilapyhd jfty; ghpkhw;wj;Jf;Fhpa Clfq;fshfr; nraw;gly;.
gy;NtW kl;lq;fspYk;> jPh;kdhq;fis vLj;jy;fSf;fhd ciuahly;fspy; Clftpayhsh;fspd; gpurd;dj;ijAk; rhj;jpakhf;fy;.
,lk;ngah;e;j kf;fs; thOk; Kfhk;fs;> gFjpfspy; jfty;fisg; ghpkhWk; toptiffis Vw;gLj;jy;.
c-k; : kf;fs; Fuy;fisg; gjpT nra;Ak;> ntspg;gLj;Jk; Kiwfisg; Kfhk;fspy; Vw;gLj;jYk;> Kfhk;fspy; ,Ug;Nghh; jfty;fisg; ngw;Wf; nfhs;Sk; tifapy;njhiyf;fhl;rp thndhyp gj;jphpif gyiffs; my;yJ nra;jpg; gyiffis toq;FjYk;.
%d;whtJ fz;
cs;Sh; mwpT jpwd; nraw;ghl;Lf; FO
15.01.2005
Thursday, January 20, 2005
Before a PERMANENT SETTLEMENT
Before a PERMANENT SETTLEMENT
Tidal waves Swept away,
Not only the life of the coastal people
But also the sovurinity
Country becomes an open lab
Not invisibly
And people become the subjects openly
Experiments, Operations
In many forms, in many names
And in many banners or brand names
But,
Fear trodden people
In queues,
Waiting for Everything
And in every time
International figures come in and go
If it’s appropriate or not
Flooded the airport and harbor
With relief items for the affected
But the fear trodden people
Are still in queues
As usual
Intellectuals are busy with interpreting data
But the fear trodden people
Are still in queues
Experts are thinking loudly and planning extremely
Fully equipped with flow charts and blue prints
But fear trodden people
Are still in queues
Without questioning
Administrators are in busy
To implement the plans from above
But fear trodden people
Are still in queues
As in election days
Politicians are blowing in the wind
With miraculous statements
But fear trodden people
Are still in queues
Queues!
The only ways and means
We knew to give and take
And also
Effective visuals for the media Mongols
Oh!
Who is there to listen?
The simple and humble requests
Of the affected people
“First we need a temporary shelter
Away from the sea
To relax
And to sleep peacefully”
“And we want
To get rid of
Haunting dreams
And horrible memories”
But
“We were forced to wait for food”
“We were forced to run for relief”
“We were chased here and there for shelters”
And
“We are filling forms, forms and forms”
Is this a way of counseling us
Why is it happening to us?
Is it because we are geographically in the periphery
And also weak economically!
Or is it because we were forced
To be weak economically,
To satisfy the power lust of the
Developed self centered demi-god nations?
Think for us FIRST
A semi-permanent shelter
And
We will discuss about our future
AND
about our PERMANENT SETTLEMENT
S. Jeyasankar 20.01.2005
Tidal waves Swept away,
Not only the life of the coastal people
But also the sovurinity
Country becomes an open lab
Not invisibly
And people become the subjects openly
Experiments, Operations
In many forms, in many names
And in many banners or brand names
But,
Fear trodden people
In queues,
Waiting for Everything
And in every time
International figures come in and go
If it’s appropriate or not
Flooded the airport and harbor
With relief items for the affected
But the fear trodden people
Are still in queues
As usual
Intellectuals are busy with interpreting data
But the fear trodden people
Are still in queues
Experts are thinking loudly and planning extremely
Fully equipped with flow charts and blue prints
But fear trodden people
Are still in queues
Without questioning
Administrators are in busy
To implement the plans from above
But fear trodden people
Are still in queues
As in election days
Politicians are blowing in the wind
With miraculous statements
But fear trodden people
Are still in queues
Queues!
The only ways and means
We knew to give and take
And also
Effective visuals for the media Mongols
Oh!
Who is there to listen?
The simple and humble requests
Of the affected people
“First we need a temporary shelter
Away from the sea
To relax
And to sleep peacefully”
“And we want
To get rid of
Haunting dreams
And horrible memories”
But
“We were forced to wait for food”
“We were forced to run for relief”
“We were chased here and there for shelters”
And
“We are filling forms, forms and forms”
Is this a way of counseling us
Why is it happening to us?
Is it because we are geographically in the periphery
And also weak economically!
Or is it because we were forced
To be weak economically,
To satisfy the power lust of the
Developed self centered demi-god nations?
Think for us FIRST
A semi-permanent shelter
And
We will discuss about our future
AND
about our PERMANENT SETTLEMENT
S. Jeyasankar 20.01.2005
On encroachment to wetlands and Buffalo dams…
On encroachment to wetlands and Buffalo dams…
by
Manoharadas Manobavan
From Sinnauppodai
They built the Puthupalam[1] across the lagoon near Lake Road…
And a Buffalo dam[2] was born
They killed a lagoon…
The lagoon cried when the Tsunami waves struck
for it was powerless
to safe guard the people living along
its fringes…
The Tsunami never likes Buffalo dams, for they block its
free ways…
People encroached into the natural water sheds of Sinnauppodai and peripheries…
We had floods in December and droughts in June…
We were suffering…
Then the Tsunami visited us in Sinnauppodai
as it has been doing for eons past…
It expected that Sinnauppodai will welcome it…
by expanding and accommodating the flood surge…
Sinnauppodai in December 2004 had lost its self control… or autonomy…
Man had made it lifeless…
Tsunami raged over the land surface…
as it tried to look for Sinnauppodai
and its channels
it destroyed the blockages and cleared the way for Sinnauppodai…
On 27th December 2004…
People started building a new road across Sinnauppodai
blocking it and creating another Buffalo dam…
Tsunami never likes buffalo dams!
So beware, when the Tsunami visits us again
it is going to be angrier than ever!
[1] The ‘New bridge’, near the Lake Road in Batticaloa
[2] Buffalo dams: a technique used by local farmers to steal water from irrigation channels. They make their buffalo sit in a channel and block it so that the irrigation water is stopped from entering into their neighboring fields.
by
Manoharadas Manobavan
From Sinnauppodai
They built the Puthupalam[1] across the lagoon near Lake Road…
And a Buffalo dam[2] was born
They killed a lagoon…
The lagoon cried when the Tsunami waves struck
for it was powerless
to safe guard the people living along
its fringes…
The Tsunami never likes Buffalo dams, for they block its
free ways…
People encroached into the natural water sheds of Sinnauppodai and peripheries…
We had floods in December and droughts in June…
We were suffering…
Then the Tsunami visited us in Sinnauppodai
as it has been doing for eons past…
It expected that Sinnauppodai will welcome it…
by expanding and accommodating the flood surge…
Sinnauppodai in December 2004 had lost its self control… or autonomy…
Man had made it lifeless…
Tsunami raged over the land surface…
as it tried to look for Sinnauppodai
and its channels
it destroyed the blockages and cleared the way for Sinnauppodai…
On 27th December 2004…
People started building a new road across Sinnauppodai
blocking it and creating another Buffalo dam…
Tsunami never likes buffalo dams!
So beware, when the Tsunami visits us again
it is going to be angrier than ever!
[1] The ‘New bridge’, near the Lake Road in Batticaloa
[2] Buffalo dams: a technique used by local farmers to steal water from irrigation channels. They make their buffalo sit in a channel and block it so that the irrigation water is stopped from entering into their neighboring fields.
Tuesday, January 18, 2005
Third Eye and Seelamunai community participation programme
Third Eye and Seelamunai community participation programme
The Third Eye Activists Group planned an Invisible Theatre session in the Vyravar temple of Batticaloa, for the people from the village of Seelamunai, Batticaloa, Sri Lanka. Invisible Theatre is a form of theatre in which actors plan a small scene to perform in a public place where the audience does not know that it is witnessing a piece of theatre. The aim of Invisible Theatre is to promote lively and active discussion about issues of vital interest and importance to the community. However, when starting this programme in the welfare centre for the Seelamunai community, Third Eye members quickly found that there was little need for Invisible Theatre.
The people in the centre immediately involved themselves in the dialogues and the result was an open discussion. The community raised their voice in an animated discussion about their future. Their demands were varied. They wanted a safe place to live, a place for peaceful sleep. At the same time they insisted on their right to a livelihood and thus they claimed the site of Seelamunai village as their own – especially the lagoon for fishing and prawn catching and the coconut trees for toddy tapping.
Men and women contributed equally and with one voice. However, what was interesting here was that the children disagreed with their perspectives. They wanted to move to a place other than Seelamunai! They discussed the choice of a place for their future and selected Naavatkerny. This place is safe and near to Seelamunai and the Vyravar temple and also land is cheap. Showing great determination and insight, they wanted to shift as a whole community!
The following day members of Third Eye went back to Seelamunai to meet the community and read the written version of the discussion. A report on this issue was also published in Thinakural and a final version of the written discussion is to be sent to the wider media. A committee of women, men and children has been set up to deal with all the community’s concerns when meeting Government officers and Non-Governmental Organistion officials. The committee does not have fixed members. It will function in rotation to include all the members of the community. All in Seelamunai have the right to be involved in the action – to be involved in developing their village to meet the needs of their future.
When plans are being drawn up across the country for rebuilding communities, the experience of Seelamunai is that all community members can be involved in actively setting an agenda and advocating for their voice to be heard. When decisions are being made in government and non-government circles about the future of villages and communities it is vital that mechanisms are developed for community’s to have their say – to demand that they are not marginalised from the decisions that will affect their lives.
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