Friday, September 14, 2012

Atomic bond types discernible in single-molecule images


A pioneering team from IBM in Zurich has published single-molecule images so detailed that the type of atomic bonds between their atoms can be discerned.
The same team took the first-ever single-molecule image in 2009 and more recently published images of a molecule shaped like the Olympic rings.
The new work opens up the prospect of studying imperfections in the "wonder material" graphene or plotting where electrons go during chemical reactions.
The team, which included French and Spanish collaborators, used a variant of a technique called atomic force microscopy, or AFM.
AFM uses a tiny metal tip passed over a surface, whose even tinier deflections are measured as the tip is scanned to and fro over a sample.
The IBM team's innovation to create the first single molecule picture, of a molecule called pentacene, was to use the tip to pick up a single, small molecule made up of a carbon and an oxygen atom.
This carbon monoxide molecule effectively acts as a record needle, probing with unprecedented accuracy the very surfaces of atoms.
It is difficult to overstate what precision measurements these are.
The experiments must be isolated from any kind of vibration coming from within the laboratory or even its surroundings.
They are carried out at a scale so small that room temperature induces wigglings of the AFM's constituent molecules that would blur the images, so the apparatus is kept at a cool -268C.
While some improvements have been made since that first image of pentacene, lead author of the Science study, Leo Gross, told BBC News that the new work was mostly down to a choice of subject.

The images show just how long the atomic bonds are, and the bright and dark spots correspond to higher and lower densities of electrons.
The new study examined fullerenes - such as the famous football-shaped "buckyball" - and polyaromatic hydrocarbons, which have linked rings of carbon atoms at their cores.
Together, this information reveals just what kind of bonds they are - how many electrons pairs of atoms share - and what is going on chemically within the molecules.
"In the case of pentacene, we saw the bonds but we couldn't really differentiate them or see different properties of different bonds," Dr Gross said.
"Now we can really prove that... we can see different physical properties of different bonds, and that's really exciting."
The team will use the method to examine graphene, one-atom-thick sheets of pure carbon that hold much promise in electronics.
But defects in graphene - where the perfect sheets of carbon are buckled or include other atoms - are currently poorly understood.
The team will also explore the use of different molecules for their "record needle", with the hope of yielding even more insight into the molecular world.


Nanographene AFM image
Look closely: the bonds at centre are shorter than those at the edges, as they involve more electrons

Nanographene AFM image
Tiny distortions to the regular hexagonal pattern of carbon bonds is what interests the researchers


What Do Professors Do, Anyway?


On March 23, the Washington Post ran an op-ed by David Levy, a former chancellor at the New School University, asking: "Do college professors work hard enough?" He suggests that faculty at non-research institutions don't put in enough hours for the pay they receive. Not surprisingly, this created a small firestorm among faculty nationwide who weren't shy about telling him what they thought.
I have held faculty and administrative positions only at research institutions -- where the mission is both teaching and research -- so I wouldn't presume to speak for faculty at schools focused exclusively on teaching. Yet there are some across-the-board myths about academic life in general, and professors sometimes seem to be a target.
This likely has to do with the fact that unless someone has been a professor or graduate student or worked with them, they probably don't fully understand what professors do. Instead, presumptions are made about an alleged leisurely life spent in an ivory tower sitting around in tweed coats, smoking pipes and discussing Kant or Rawls (which actually doesn't sound bad, except for the pipe smoke). That scene may happen, but it doesn't reflect how faculty spend most of their time.
So perhaps the best question isn't, "Do college professors work hard enough?" Instead, it might be, "What do professors do, anyway?"
For professors, actual time spent teaching in the classroom is the tip of the iceberg that follows a great deal of preparation: sifting through mountains of books and articles to pick the texts for students to read; creating detailed course plans; producing voluminous notes and presentations for every class and writing a syllabus, among other things. Professors don't just stroll into class and say what's on their mind.
Professors can have 20, 30, 40 to 300 students in a class or lecture and they often require individual attention for myriad reasons: help understanding the course material, to discuss their approach to a paper or why they received a particular grade, among many others. This isn't confined to the set office hours most faculty hold. The advent of e-mail changed the way many students and faculty interact, so many professors are always on duty in this respect.
Advising students and grading their work takes significant time, as does campus life -- oh, the committees. Many professors devote a good deal of their time to various other assignments: search committees to hire colleagues or administrators, tenure review committees, curriculum committees, PhD. committees; and a host of task forces and working groups formed to address all the challenges your average college and university can encounter. This takes countless hours, but must be done and is often beneficial for the institution. They must also engage in professional development on a regular basis, to ensure they are at the forefront of their discipline.
At research universities, like UConn, teaching undergraduate courses and graduate seminars are similar to one's "day job," in that it represents only part of what faculty must do. In addition to that, they must also conduct research, whether it's in a laboratory, a library or a site halfway across the world. Faculty produce research to contribute to their respective field in meaningful ways in addition to their bedrock mission of educating students. Research is what leads to things like curing illnesses, historical revelation, greater economic development and better informing the decisions and practices of governments, interest groups and businesses, to name just a few.
And most professors don't spend their breaks lounging; they often use the time to work.
Faculty are so vital that, in fact, UConn recently enacted a plan to hire 300 new professors over the next four years. And it isn't because faculty lounges are dangerously empty. It's because along with our students, the quality of a university's faculty directly correlates to the quality of a university -- both in terms of teaching and research. They not only teach our students and contribute powerfully to our state, but they also contribute to the lifeblood of innovation and progress in scores of fields that impact all of our lives.
Does that mean there's no such thing as unproductive faculty members? No, of course not. There are -- they exist in every profession. But in my experience in the academic world, they are the exception, not the rule. 
college

Uni dons’ issues considered before budget


By Ifham Nizam, Ceylon Today
President Mahinda Rajapaksa will take into consideration the demands and proposals of the university teachers prior to the preparation of the national budget in November, a senior minister said yesterday.

Answering questions during the weekly media briefing, Cabinet Spokesperson, Minister Keheliya Rambukwella said, of the nearly 200 countries, only 36 countries considered the most developed nations in the world like the US, the United Kingdom, Australia and Canada allocate six per-cent of the Gross Domestic Product (GDP) to the education sector.

He also said that majority of these countries depend on the private sector for 95% of the contribution to the sector.

Rambukwella said they have no issues in granting even a seven per- cent increase, but the demands need to be practical. Citing examples, he said, the cost factor to the government to produce an engineer through free public education from primary to tertiary level was more than six per-cent of the GDP. He said that such factors should be taken into consideration when quoting percentages.

While appreciating the services rendered by the university teachers, they should act with restraint and not use the students as pawns to secure their benefits, he cautioned.

The Cabinet Spokesperson also said that the government welcomed intellectuals highlighting and taking up issues relevant to an important sector like education but called for a practical approach.

FUTA strike: and govt. attitude

 , The Island

An interesting article titled "The FUTA Strike: How Rational Is It? appeared in The Island of Sep. 12 It was written by a Senior Professor (Rohan Rajapakse of Ruhuna) who also happens to be a Consultant to the Ministry of Higher Education. Obviously it reflects the reasonings behind the government’s attitude which we hear often mouthed by the Minister of Higher Education. Let us take just one section from the article by Senior Professor cum Consultant (SPC). With regard to the "Political Interference " issue which is one of the grievances of the FUTA, the SPC argues that all university affairs are run by academics. He mentions that the UGC comprises of Senior Academics. One wonders whether the SPC is unaware of the fact that the IGC is a highly politicized institution. Even school children know that. Then the SPC says that within the University the affairs are run by academics who sit in various committees appointed from among themselves like the Faculty Boards, Senate, Curriculum, Finance etc. That is true.But who is the Vice Chancellor who presides over all affairs of the University? He is a political appointee. The SPC says that the appointment to the VC post is made from among the 3 names sent up by the Council. But very often democratic principles are not heeded .To cite the case of Peradeniya, the latest appointment, the person who got the highest number of votes was not appointed. Who then are the members of the Council which is the governing body of the University? There is the Vice Chancellor, the Deputy Vice Chancellor and the Deans of the Faculties and two representatives from the Senate who are University members. In addition there are to be (according to the Act) a number of appointees whose number should exceed by one, the number of university members. The people so appointed from outside according to the Act should be people of distinction who could be entrusted with h responsibility of sitting in judgment over university affairs. Without being personal, let me invite interested readers to go to the university websites and see for themselves the kind of people who have been recently appointed to these governing bodies of our highest seats of learning. Then for comparison they can peruse the UGC publications of earlier years and see the former councils and see for themselves the fall that has occurred. Some recent appointees are there solely because of political patronage. In the past only people of distinction in various spheres, sometimes people with national stature, were appointed by successive authorities, whether recommended by Vice Chancellors or Ministers or the UGCs. But a highly visible politicization has taken place in the recent past. This is the grievance of the FUTA.

More on the issue of political interderence which has risn to the highest level under the present minister. The latest UGC circular regarding appointments to the Academic Staff lays down that hereafter all selection committees will have two representatives from the UGC whose verdict will be the final word in the selection. What would that lead to? Knowing the Sri Lankan context we can be sure that in the future the criterion for being recruited to the Academic Staff will not be a First Class but political affiliation. We can imagine who the next set of University Professors will be! Can the SPC deny that Senior Academics who sit in the UGC have not blatantly violated academic excellence by this circular?

It appears that the SPC is blissfully unaware of these facts. But being a "consultant" who no doubt is being consulted on important matters he should be educated on such matters. Be that as it may, his reasonings also need an overhaul. Just look at this. Stating that the minister and the Ministry have responsibilities of accountability he says that therefore the Universities Act vests him with necessary powers. The SPC adds " The authority of the subject minister runs for several pages in the ACT but there is no mention of the FUTA anywhere in the act" What a marvelous argument!

Ajantha P. Liyanage

Striking dons out to make govt. surrender

 , The Island

by Dasun Edirisinghe

University teachers, who have been on a continuous strike for over two months, staged a demonstration yesterday opposite the Fort Railway Station to force the government to meet their demands immediately.

President of the Federation of University Teachers’ Associations (FUTA) Dr. Nirmal Ranjith Dewasiri said that the government was yet to provide acceptable solutions to their demands.

FUTA’s main demands are the allocation six per cent of the GDP for education, consulting university teachers when decisions on higher education and a pay hike.

Dr. Dewasiri said that the government was ignoring their demands.

"We will not stop the strike until our demands are met," he said.

The senior academic said that the striking dons had also held a special convention at the public library auditorium yesterday.

He said that they had held discussions with Presidential Secretary Lalith Weeratunga, Economic Development Minister Basil Rajapaksa and Higher Education Minister S. B. Dissanayake, but all talks had failed due to the government’s intransigence.

"Finally, the Labour Commissioner offered arbitration to solve the problems, but we rejected it," Dr. Dewasiri said.


U’grads campaign to force govt. solve  education problems

 

by Dasun Edirisinghe

Undergraduates yesterday launched a protest against the government’s failure to solve the ongoing crisis in the education and higher education sectors.

As a part of the protest, they launched a signature campaign on a 100m long banner at the Badulla town on Tuesday.

Convener of the Inter University Students’ Federation (IUSF) Sanjeewa Bandara told The Island that they had collected signatures for the banner-petition in the Bandarawela town too.

He said that they would go to the Kandy and Anuradhapura Districts next week.

"We will go around the country with this banner," Bandara said, adding that they had delivered leaflets to educate the public on the issue.

The government had failed to grant the demands of university teachers and it had led to the disruption of work in universities for over two months, he said.

Undergraduates demand that the government solve the problem and re–commence the academic activities.

Bandara said that they also demanded that the government allocate 6 per cent of the GDP for education.

Bandara said that their other demand was to stop the leadership training programme introduced for prospective university entrants.

FUTA in street battle

 , The Island

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University teachers who staged a demonstration opposite the Fort Railway Station yesterday (13) obtaining signatures to a petition to be sent to the government urging it to provide acceptable solutions to their problems. (Pic. By Dharmasena Welipitiya)



Thursday, September 13, 2012


Young and  the bright should lead Sri Lanka!

 

article_image
By Laksiri Fernando, The Island

"Intellectuals are in a position to expose the lies of governments, to analyze actions according to their causes and motives and often hidden intentions."

– Noam Chomsky
It was quite reassuring to see positive comments with equally valuable suggestions from over a dozen of people to my last article on the "Need for Peaceful Regime Change." Of course I have got nasty and hostile comments as well. Among the positives, many emphasized the FUTA example and called for the young to take the lead. Whoever she is, one Sunila Mendis summarised the sentiments of many commentators as follows:

"We failed in nation building from the very outset and launched divisional politics hiding behind a facade of patriotism. Religion and ethnicity were used to propagate heroism and patriotism. As someone has commented we have overused the senior politicians. We have to go in search of shiny new leaders from the younger generation where there will be plenty."

Yes, there will be plenty of ‘shiny new leaders from the younger generation.’ I first wish to reflect on some local experiences and then relate my main theme from Chomsky about the ‘role of intellectuals’ again with some overseas experiences to break away from the usual monotonous writing. I beg pardon however from those who are ‘allergic’ to first person narratives which might give an appearance of self-indulgence!

Tsunami Experience

I was sitting in my office at the Faculty of Graduate Studies, University of Colombo, the day after that catastrophic event, on Monday, when three unknown youngsters, two girls and a boy, approached me. As I was acting for the Vice Chancellor, in his absence, they were asking my permission to use the university sports grounds in front of the College House for a fundraising campaign to collect funds for Tsunami relief on the same evening. While I gave permission immediately in consultation with the administration, I was more intrigued by what they were planning to do.

The young man explained to me that he was from the Deep South but working as an executive in a private company in Colombo. The two young women also were from the private sector, one doing an MBA at that time in our Faculty. He further explained with deep emotion the devastation that he had already seen in the coastal belt from Hambantota to Kalutara, travelling on a motor bike. When I asked him how he was going to mobilize people for the event on the same day, one girl jumped the gun and in fact showed me her mobile to mean SMS. I was rather sceptical but didn’t show my feelings.

That evening I came with my wife in our personal vehicle to see what was going on. It was astonishing. The Thurstan Road was full of vehicles. The ground was filled with youngsters apparently from the private sector. At the entrance you had to buy a candle and make a contribution. Then you light the candle on makeshift. By 7.00 pm there were hundreds of candles giving light to the otherwise dark ambiance. There was not even moonlight that day. Amusingly, many youngsters were explaining to me the purpose of the event and how they would utilize the funds. I couldn’t find the boy or the girls to whom I gave permission to hold the event. Anyway it was immaterial.

The following day, I travelled up to Galle to see what had actually happened and to see what we could do through the Peace Building Project that I was in charge of at that time. Everywhere I saw youngsters, including young monks, distributing provisions to the displaced people and cleaning up the mess in many places. The reactions were spontaneous with little organized efforts by that time.

Several occasions thereafter I reflected upon the three youngsters. They were slightly different to the youngsters whom I used to meet in university lecture halls. But the spirit was perhaps the same. They appeared typical ‘Colombans’ at least in dress coming from mainly the private sector. That was their advantage to raise funds, but deep down in their hearts they were the same. I have seen the courage and resolve, and sometimes misdemeanours, of university students but that was the first time I realized the strength of the young outside the universities. This I should emphasise. They must be the new generation of professionals in the private sector with social consciousness.

Experience in Prague

Many philosophers have emphasised the role of intellectuals in social change and the Marxists are undoubtedly the most prominent among them. Here the intellectual should not be identified with the academia alone or those who hold formal degrees. One of the foremost intellectuals in Sri Lanka was Martin Wickremasighe without a degree or a proper formal education. The intellectual could mean anyone who possesses ability to rationally comprehend social reality and act accordingly. Academia perhaps can play a major role.

Summarising the meaning of FUTA struggle, I was delighted to see what Liyanage Amarekeerthi explained. "As intellectuals, we are men and women of ideas. We think. We rethink. We disagree. We debate. We rethink. That is our life; that is what we value about our life. Although each of us has his or her own ideas about things, we have come together to fight for a common cause because we know that many of the problems we face in our academic life have resulted from lack of funding allocated to our sector, to universities…"

I was in Prague that week when its democratic revolution took place in 1989. I was attending a conference on higher education sponsored by UNESCO from 14 to17 November and making a presentation on the "Lima Declaration on Academic Freedom" on behalf of the World University Service (WUS) in Geneva. It was the final day when we went to celebrate the International Students Day, which marked the struggle against fascism in 1939, in the morning of 17th Friday at the Charles University, one of the oldest universities in Europe.

When we were coming out, there was a group of students distributing leaflets with placards in hand. I talked to the person who appeared to be a leader of the protest who gave me his name card which marked Panek Simon. That kind of protest was not common those days under the Communist regime.

We had our final session in the afternoon and after dinner in the evening as usual I went with two others, one Indian and the other Swedish, towards the Wenceslas Square, a habit for the last three days. The place was unusually empty and there were police instead of people. We heard shouting from the riverside of Vltava. In between the Wenceslas square and the river there were about 200 people shouting slogans in another park. They were surrounded by another circle of police of about 500. The time was around 8.00 pm and within hours thousands of people encircled the police. It was around 10.00pm that the riot police moved in and administered a baton charge and teargas but not shooting. There were few skirmishes which we were watching from the first floor of the Charles Bar nearby.

The following day on Saturday, hundreds of thousands of people gathered at Wenceslas square and the police could hardly do anything. They were chatting, chanting slogans, discussing and distributing leaflets. It was called the ‘Velvet Revolution.’ I had my flight back on Sunday and within few days it was announced that the ‘democratic revolution’ had won, led by the students and academia. After the democratic transformation, Vaclav Havel, a playwright intellectual became the president.

Burma

A more violent uprising took place a year before in 1988 in Burma but the democratic transformation was aborted despite the elections in 1990 where a new party, the National League for Democracy (NLD) of Aung San Suu Kyi won 80 percent of the seats in parliament. The power was not transferred to the elected representatives and the army again took over the reins against the popular will. That uprising also was led by the students and intellectuals. Since 1962, the country had been under a military rule and that was the main obstacle to the democratic transfer. The more an authoritarian rule becomes entrenched the more it would be difficult for a change.

While Suu Kyi was kept under house arrest in 1990, many of the other leaders had to flee the country. In 1992, in Sydney, I met Dr. Sein Win who was selected to be the Prime Minister in the NLD government in exile. He was a professor of mathematics who has in fact come to Sri Lanka in 1980/81 on sabbatical leave attached to the University of Colombo. There were many other intellectuals and student leaders in the movement. U Hla Pe was another, whom I met on the Thai-Burma border in early 1993. Many of them had not been in politics before including Sein Win or U Hla Pe. When I asked Hla Pe how he got involved in politics he smiling said, "My students were on the streets, so I followed them." I was sad to hear later that he disappeared and his body was found with bullet wounds. I don’t know whether they used a ‘white-van’ for the abduction!

I have met some of the leaders of the ABSDF (All Burma Students Democratic Front) and they all had interesting stories to tell. The most characteristic was their determination, resolve and revulsion against dictatorial rule. Of course, there can be many failings not only in student movements but also among intellectuals. Noam Chomsky highlighted what the intellectuals could do in exposing ‘lies and hidden intentions of governments’ but at the same time emphasized the responsibilities as well. Raymond Aron did the same in criticizing the possible errors of intellectuals. There is no reason therefore to merely idealize the role of the intellectuals or students but their role is crucial.

Possibilities

Even looking back at the past of our own Sri Lanka, the role of the students, teachers and intellectuals has been pivotal in the left movement and in the nationalist movement, whatever were the weaknesses of both. Two exemplary personalities that instantly come to my mind are Handy Perimbanayagam of Jaffna and Vernon Gunasekera in Colombo. Both were school teachers and the latter became a lawyer subsequently.

At present, the democratic opposition in Sri Lanka is still incipient. The totalitarian tendencies are abundant. There is a vast asymmetry between the emerging opposition at the ‘centre,’ to mean the Western Province and in the periphery. The election results of the three provincial councils may be discouraging but the FUTA struggle and the commitment of law professionals to uphold rule of law are more than encouraging. The euphoria of the former should not be allowed to influence the latter. The role of many journalists and the media has been exemplary. The movement to reestablish democracy in the country is a medium term struggle which might span from two to three years.

The internal forces need to be strengthened and realigned in order that international factors would not affect the internal situation negatively. It has already been noted that anti-Sri Lankan activities in Tamil Nadu must have influenced the voters towards voting for the ruling UPFA. The performance of the UNP or the JVP is also not up to the mark. There were many who stayed away from the ballot box. Apart from the misuse of state power by the government, there were apparently many weaknesses on the part of the opposition. Even the TNA may have to reassess their political strategies in the future.

All opposition parties need to open up more opportunities for the ‘young and the bright’ at the leadership levels in their respective parties. Of course, the senior leaders should be respected. What the country need is not merely a ‘regime change;’ but ‘regime changes’ in all spheres and systems for better democracy, transparency, rule of law, justice and fair play. ‘Regime change’ does mean more than the change of heads or personnel.
 

Why did FUTA base its demand on 
GDP and not government budget?

 , The Island

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I am at a loss to understand why FUTA based its demand for extra resources for education on GDP and not on the national budget which allocates funds annually to different sectors, based on the government’s inter-sectoral priorities, and resources available to it from tax revenue and loans, both foreign and domestic.

I do remember how at the time I was appointed Secretary of the Education Ministry in 1980 we were on a shoe-string budget for education, with hardly enough to meet our minimum recurrent expenses and virtually nothing for capital expenditure. The government that was elected to office in 1977 had what were described as its four ‘lead projects’ (Mahaveli diversion, Katunayaka Free Trade Zone, Prime Minister Premadasa’s Million Houses’ Programme and the Project to move Parliament and the administrative capital to SJP), and we were asked to wait until these expenditures tailed off in the late eighties for any increase! The actual allocation for education in 1980 was 7.06 % of government expenditure making it an uphill task to provide even the necessary teachers or undertake urgent maintenance work to buildings. By the end of the decade, however, the provision for education had gone up to 10.62% of the government budget.

Similarly, it is common knowledge that defence expenditure took a large part of the cake in more recent years, taking resources away from other sectors. But what is worrying is the drop in the resources allocated to education after the conclusion of the war, as shown in the following figures, particularly in the context of wasteful expenditures and mega projects undertaken/contemplated by government some of which seem to be of questionable value.

[Figures taken from Central Bank publication ‘Sri Lanka Economic Data 2011 - Vol. XXXIV’]

There is no doubt that FUTA has tagged on the demand for a hugely enhanced allocation for education to gain wider support for their trade union struggle which they have succeeded in getting, but basing its demand on the GDP raises a whole lot of problems. I am no economist but with the smattering of economics I have, I am aware that the GDP or Gross Domestic Product is a measure to estimate the value of the total worth of a country’s production and services within its territory by both its nationals and foreigners during the year that has just ended. It is not the GDP but the GNP or Gross National Product which takes account of all inflows of incomes from SL citizens abroad as well as outflows from foreigners here. Since both these are calculated at the end of the year they are post facto computations, and at the time allocations for government expenditures are made these magnitudes are known only as forecasts which may often go wrong due to reasons beyond our control, much more than in the case of the national budget where there is a possibility of moving resources from one sector of expenditure to another depending on exigencies.

Moreover, there are different manifestations of the GDP (same with the GNP) which often baffle the layman and even confuse those with some knowledge of economics, such as GDP at Current Market Prices (also referred to as the Nominal GDP), GDP at Constant Market Prices (also referred to as the Real GDP), GDP at Current Factor Cost Prices and GDP at Constant Factor Cost Prices all of which represent different magnitudes. For instance, our GDP at Current Market Prices in 2009 was Rs. 4913 billion while the GDP at Constant Market Prices for the year was Rs. 2448 billion – less than half the former sum!

According to my economist friend Usvatte (we studied economics together at Peradeniya in the mid fifties and took different paths thereafter) the FUTA demand for 6% of GDP to be spent on education would mean 25% of all government expenditures (The Island, 22/8/12). He has computed this to mean raising government expenditure on education to Rs. 363 billion from its current level of Rs. 121 billion. This does not seem possible unless we strike oil, if not gold, within the next few years and therefore an increase of 6% of GDP for education seems a futile demand to make in the present context, while not denying the fact that there are countries spending 20-30% of total government expenditure on education (See table 3.2 in World Bank publication Treasures of the Education System in Sri Lanka, 2005). One wonders whether the economists among university teachers had not brought these facts to the attention of the brains’ trust of FUTA!

Eric J. de Silva

Z score fiasco: SC orders UGC to enrol 5,000 more to varsities

Fourth attempt permitted for affected students

 

By Chitra Weerarathne, The Island

The Supreme Court yesterday ordered the University Grants Commission (UGC) to admit an increased number of 5,609 students to the state universities for the academic year 2011/2012. This is in addition to the 21,500 students previously selected.

Out of the four methods submitted by the UGC to the Court, the third one was picked, since it accommodates the highest number of new admissions.

The Court also directed the Commissioner General of Examinations and connected authorities to annul the rankings issued on July 22, 2012 and to approve the fresh rankings issued on September 6, 2012, pursuant to proceedings of September 3, 2012.

The rankings approved by the Court were those worked out on the basis that the old syllabus and the new syllabus taken as separate entities when the Z-scores were recalculated and re-issued according to the Supreme Court Judgement of June 25, 2012.

The Court directed the UGC to allow the students who sat the GCE (A/L) in August 2011 for the third time in August 2012 to sit once more in August 2013. Those students should be eligible to apply for admission to State universities, the Court ruled. This allowance was granted since there had been a delay in the issue of the Z-score and the rankings had to be re-issued, prior to the re-issue of the new Z-scores on July 23, 2012.

The increase number of 5,609 will include 681 Arts stream students.

The old syllabus students filed a fundamental rights violation application in the Supreme Court that the merging of the new syllabus and old syllabus populations in calculating the Z-scores was detrimental to their interests. The Court on June 25, 2012 ordered the UGC to recalculate the Z-scores, considering the old and new syllabi as separate entities.

Later, the students complained in a motion that the two different entities had been pooled in admitting students to universities.

The Court ordered that the two different entities should not be pooled but considered separately.

Saliya Pieris appeared for the petitioner students.

Attorney General Palitha Fernando PC, appeared for the Commissioner General of Examinations, cited as the first respondent.

Faiz Mustapha PC, appeared for the second respondent, the University Grants Commission. Sanjeewa Jayewardena appeared for intervenient petitioners, who supported the cause of the students.

The Bench comprised the Chief Justice Dr. Shirani Bandaranayake, Justice N. G. Amaratunga and Justice K. Sripavan.