Browsing by Author "Udagedara, U.G.J.R."

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    Concept of e-governance in higher education: a model proposed to be implemented at Gampaha Wickramarachchi Ayurveda Institute
    (Department of Shalya Shalakya,Gampaha Wickramarachchi Ayurveda Institute,University of Kelaniya,Sri Lanka, 2017) Chithrananda, W.A.D.; Udagedara, U.G.J.R.; Wijewardana, D.S.R.; Dissanayake, S.A.R.R.P.
    This paper is an approach that encompasses processes and a proposed model designed to promote the quality of Ayurveda education at Gampaha Wickramarachchi Ayurveda Institute. There has been considerable increase in the number of students enrolled and number of study programmes offered at Gampaha Wickramarachchi Ayurveda Institute. Therefore, it has become very important for the administrators to keep track of their functioning. The Institute has various requirements that include computerization and management of processes such as clinical, academic and administrative functions. If the quality of our Ayurveda education system has to be improved to make this Institute really world class, there is no alternative to the introduction of the concept of e-governance in this sphere at the fastest possible pace. The proposed model aims at using fundamental elements of e-governance in Ayurveda education to provide new ways of approaching academic and administrative activities at the Institute. Three basic tools are used in implementation of the proposed model; Innovative Academic Tools, Private Public Participation and Centralized Information. The proposed model will be implemented through a framework consisting of well-dened Structures, Processes and Relational mechanisms. Several prerequisites have been identied for project implementation including senior ICT decision-makers, improved communication between central and departmental ICT groups across, and communication between ICT personnel, top management and other stakeholders. Heavy nancing would be one of the biggest issues for e-governance implementation. Benchmarking of proposed framework includes several elements of criterion including development of human resources, development of administrative activities, research and academic activities, innovation and transfer of knowledge, good governance and sustainability of the system. The project is proposed to be assessed on completion of its implementation. It is believed that the concept of e-governance can be effectively used in planning, implementation, and monitoring of Ayurveda educational programs and other activities of Ayurveda higher educational institutes.
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    Relationship on Sanskrit and English language proficiencies: a study conducted among selected BAMS undergraduates of Gampaha Wickramarachchi Ayurveda Institute
    (Gampaha Wickramarachchi Ayurveda Institute, University of Kelaniya, Sri Lanka, 2016) Dhammissara Thero, M.; Dissanayake, S.A.R.R.P.; Dharmapriya, A.K.H.; Peiris, R.M.; Udagedara, U.G.J.R.
    Sanskrit language is an explosive source of knowledge of fundamentals of Ayurveda, while English language offers distinctive benefits to the present day Ayurveda scholar. Both Sanskrit and English languages are incorporated into the current BAMS course of Gampaha Wickramarachchi Ayurveda Institute. In the first phase of the study programme, students are required to master basic grammar rules of both these languages. The primary purpose of this study was to compare the performances of Sanskrit and English languages on grammar-based language proficiency tests. The study examined the relationship of Sanskrit language proficiency and English language proficiency with 83 first year students following BAMS (2014/2015) course at this Institute. Students were tested on objective grammar items at the end of 15 weeks of instruction. The hypothesis was that there was a relationship between the performances of Sanskrit and those of English language. A two-tailed Pearson Correlation was performed. The comparison of two sets of test data showed that Sanskrit language proficiency scores were strongly correlated to English language test data (co-efficient of correlation, r = .590). The mean values of Sanskrit and English languages were 65.87 and 66.96 respectively. The significant p value (0.000) confirms the relationship between the two sets of test scores. This finding supports the claim that students who perform well in grammar based instruction in one language are able to acquire grammatical elements of the other language easily. However, further research can be carried out using a wider sample in order to arrive at firm generalizations.