Victory Motorcycle Shift Ratchet Replacement

The Victory Motorcycle is a very well built piece of machinery. I have owned a Victory Kingpin since 2004. I have had no problems with the motorcycles and am very pleased with my motorcycle. This article will address the one issue I did have that is related to a failed shifter part. The dreaded Victory Shift ratchet.

One day while riding, I began experiencing downshifting problems my kingpin. It only happens from time to time and it feels like it is hanging up when i am trying to downshift. I have adjusted the clutch cable and changed the oil with no resolve. I am running full synthetic AMSOIL 20W50 motorcycle oil in the transmission and was thinking the oils was too thick for the clutch plates. After changing the oil to the Victory OEM multi-blend synthetic, the problem with shifting still existed.

I decided to take a few more test rides to diagnose the problem. I did notice that if i push the shift ratchet shaft in (has about 1/8 inch movement in and out) it seems to temporarily stop the problem. I went to the Victory Motorcycle Solutions community site and have read people talk about shift ratchet as being the culprit. after reading several posts on this information, I contacted my favorite Victory motorcycle dealership, Santa Rosa VeeTwin. They confirmed that I need to replace the shift ratchet. The reason being the rest spring fails over time.

The Victory dealership explained that Victory changed the ratchet somehow after 2000 due to hard shifting complaints. They also stated that they have seen more issues like this with those Victory riders with driver floorboards. The drivers with floor boards will typically do a lazy shift. Anyhow the ratchet will be worn on both ends, thus allowing the shifting to continue down and not engaging.

Being that I am handy with a wrench and always up for a challenge, I ordered the OEM replacement parts from Victory. I needed to get the shift ratchet and new transmission gaskets. I have the Victory Kingpin service manual but it did not explain exactly how to do this shift ratchet replacement. So I took my time and video taped everything.

The basics steps involved in doing this shift ratchet replacement is as follows:

1 – Drain all of the oil out of your Victory Motorcycle. Trust me, I did not do this and made a huge mess when I removed the transmission cover.

2 – Remove all of the transmission cover bolts.

3 – Now the hard part, pull of the transmission cover. Note the clutch magnet is very strong and will not want to give up the cover too easily. Pull straight out and watch your fingers.

4 – Once the cover is off and the remaining oil spills out, observer how the shift ratchet is positioned. Note this by taking a picture or video taping it. You will need to install the new shift ratchet in the same position with the star wheel engaged correctly.

5 – Do the replacement and not clean off the old transmission cover gasket and install the new one. This is a must to prevent leakage.

6 – Install the transmission cover. Again be mindful of the magnet, this will suck the cover right on and take off your finger if you are not paying attention.

7 – Install the cover bolts evenly and check torque settings.

8 – Fill the bike up with AMSOIL full synthetic 20W50 V-Twin motorcycle oil.

9 – Start the bike and check for oil leaks.

10 – If all looks good, test ride the bike and see how wonderful it is to have the shifter working again.

You are now one of the few and proud Victory motorcycle owners to go through this incredible maintenance activity.

The Basic Principles of Preventing Infection

Basic Infection Control refers to measures designed to prevent the spread of infections or potentially infectious microorganisms to health personnel, clients and visitor. Various infection control measures are used to decrease the risk of transmission of microorganisms in hospitals.

Principles of Basic Infection Control

1. Microorganism move through space on air currents. Avoid shaking or tossing linens as these motions create currents on which these microorganisms can be transported. All isolation room doors should be closed to stop air currents.

2. Microorganisms are transferred from one surface to another whenever objects touch. When a clean item touches a less clean item, it becomes “dirty” because microorganisms are transferred to it. Keep your hands away from your hair and face. Keep linens away from your uniform. Always keep clean items separated from dirty ones, any object dropped to the floor is considered dirty.

3. Microorganisms are released into the air on droplet nuclei, whenever a person breathes or speaks. Coughing and sneezing dramatically increases the number of microorganisms released from the mouth and nose. Cover mouth when coughing and sneezing. Wash hands thoroughly.

4. Microorganisms are transferred by gravity when one item is held above another. Avoid passing dirty items over clean items or areas because it is possible for the microorganisms to drop off into a clean item or area. When storing items in a bedside stand, place a clean items on upper shelves and potentially dirty items such as bedpans on lower shelves.

5. Microorganisms move slowly on dry surfaces but very quickly through moisture. Use dry paper towel when you turn off faucets. Dry both basin before placing on bed side for storage.

6. Proper hand washing removes many of the microorganisms that would be transferred by the hands from one item to another.

Universal Precaution

1. Wear clean examination gloves for listed body fluids: Blood, semen, vaginal secretions, CSF, synovial fluid, pleural fluid, pericardial fluid, amniotic fluid, etc.

2. Wash hands:

  • a. Immediately after contact with body substances containing blood
  • b. Between patient care
  • c. Immediately after gloves are removed.

3. Wear masks and protective eyewear when appropriate.

4. Wear moisture-proof apron when appropriate.

5. Wear utility (household rubber) gloves appropriately

6. Dispose of equipment and secretions properly

7. Wear sterile gloves appropriately

8. Handle specimens of blood and listed body fluids appropriately

9. Handle soiled linens correctly:

a. Hold linen away from uniform

b. Do not shake or toss linen

c. Transport linen contaminated with blood or bloody fluids in leakage resistant proof bags.

About Purchasing Wipes for Your Gym

Your gym is a resource for people who want to stay in shape or improve their body and health. It can be a haven for people who love to work out and come to exercise classes, and a place for people to meet, socialize and learn about health and nutrition. Your gym, in other words, is more than just a business- it can provide a lifestyle for your clients. In order to manage your gym efficiently and to help ensure that customers like coming there, it is important to maintain your gym and keep it clean at all times. It is also important to offer conveniences to your customers that they will appreciate. One way to both offer a benefit to customers and to help keep your gym clean is to purchase wipes for your gym.

Wipes for Your Gym

When you purchase wipes for your gym, there are a few different kinds of wipes that you should consider. Perhaps the most obvious type of wipes to buy are gym wipes. Gym wipes are designed for cleaning gym equipment between users. Your customers can grab a gym wipe from a convenient dispenser and wipe down the equipment so that it is clean and dry for the next person who wants to make use of the machine.

Gym wipes serve many important purposes in the gym environment. They allow for the machines to stay clean and safe to use, and they help customers to feel more comfortable making use of the equipment. No one wants to grab sweaty equipment that someone else has just been using without wiping it down first, and gym equipments make this easy. Equipment that is slick with sweat can also be dangerous, so gym wipes help to make your gym a safer place. Finally, because the equipment is cleaned more frequently with gym wipes, it will always appear clean to perspective members visiting the gym and to members who want a pleasant environment at the gym. Cleaning at the end of the day will be easier as well, since the machine is already clean from being wiped down with gym wipes.

In addition to gym wipes, you may also wish to purchase antibacterial wipes or hand wipes to keep around your gym. Like gym wipes, these have many purposes and many benefits to customers. For one thing, they can help to stop the transmission of germs. When people use gym equipment and sweat on that equipment, they leave behind more than just their perspiration- they also leave behind any bacteria, viruses or other organisms that were on their hands or body. This can cause other patrons at the gym to be exposed to these disease-causing organisms. Recent outbreaks of swine flu and other contagious diseases have underscored the importance of always making sure that you are protected from germs.

Customers will also appreciate the opportunity to use an antibacterial wipe to wipe their hands rather than having to go to the bathroom to wash them. This makes for good customer service and can help to improve the gym experience.

Honda Motor Scooter Guide

Driving a car, truck or SUV can be pricey when you factor in the cost of rising gas prices. If you are a single motorist or only use your vehicle for commuting, an alternative to consider is a Honda motor scooter. There are currently six different models to choose from and of the various designs available, one is sure to meet all of your needs. Running errands around town, seating for two, storage space, long-distance riding and engine performance are just some options to consider when thinking about the kind of scooter you would like to be riding.

The Metropolitan model from Honda offers single seating for the modern rider. This scooter is perfect for the driver looking for sharp European design while being fuel efficient. Automatic   transmission  is also a perk for those who are new to riding scooters as shifting gears may seem intimidating. A 49cc engine gives a top speed of 40 miles per hour which is plenty fast for local around-town driving or commutes that do not involve travel on highways.

Are you looking for a two-seat scooter with generous storage space and a little more engine zip than the Metropolitan? A Honda motor scooter that could be for you is the Honda Elite model. Reach speeds up to 50 miles per hour with its 108cc engine while riding comfortably with a second person seated behind you. And you do not need to worry about taking your helmet with you after reaching your destination with this model’s under seat storage feature.

Honda’s Ruckus model offers a rugged exterior as opposed to the smooth lines of the Metropolitan and Elite scooters. Automatic  transmission , a liquid-cooled engine and electric start are all features of this Honda motor scooter. Oversized tires allow for handling a bit rougher terrain while still enjoying the fuel efficiency that driving a scooter provides.

The PCX scooter offered by Honda engages a 125cc engine that can travel up to 60 miles per hour. A trunk allowing for a full size helmet and an accessory rack ensures you will have the space needed to accommodate all of the items you may be traveling with. Some highway travel is permitted with this motor scooter which may be a great option for commuters.

A sleek model that gets you from point A to point B faster and with room for two is Honda’s SH150i. This fuel-injected scooter features a 153cc engine and a Combined Braking System. A top speed of 65 miles per hour with two riders makes this scooter an ideal option for those looking for local and highway travel.

Finally, the Silver Wing ABS is the ultimate luxury scooter from the Honda line. An ample windscreen and seating for two offers comfort to all riders while the 582cc engine delivers power for those longer rides. The anti-lock braking system and automatic  transmission  offered with this Honda motor scooter model is sure to provide fast and fun transport for the motorist looking for ultimate comfort.

A Few Fantastic Health Benefits of Yoga

There are so many of us who inevitably end up associating yoga with its “physical” attributes. In fact, they shy away from it simply thinking that yoga is strictly meant for the physically fit or the athletic ones. A highly erroneous notion. The concept is far from truth-very far! Yes, it’s a physical exercise. No doubt about it. However, one needs to understand that this ancient practice entails much more than just “body”- yogis aim for that perfect realm of stability where the mind, body and spirit work in cohesion. Today, we will be primarily discussing the health benefits of yoga but not before clearly pointing out that you can practice it even if you are not athletic! Here’s what you need to find out about the health benefits of yoga. They are simply fantastic.

It can bolster the function of lungs

Deep purposeful breathing is a part of the yogic experience. Such exercises, as per studies, can actually improve the functioning of lungs. With a better-functioning pair of lungs you can expect to perform a lot of activities better – like running or walking long distances without getting tired.

Exercises bolster the condition of your heart as well

Patients with high blood pressure and cholesterol can benefit a lot from yogic exercises. Studies, for instance, have shown that individuals practicing yoga on a regular basis have lower blood cholesterol levels and reduced risks of blood cholesterol level. What more? The efficaciousness of the breathing exercises is now even harnessed by doctors to address heart ailments. Medical practitioners duly acknowledge the usefulness of the right breathing techniques and exercises when it comes to reversing symptoms of several stress induced diseases or heart ailments.

These exercises help you master the right postures

The importance of sitting, working and walking in the right posture is mostly undermined by us. We often fail to identify the evils of wrong postures. For instance, we just fail to realize that wrong postures can actually give birth to a number of problems including neck pain, shoulder pain and so much more.

Practicing yoga can help you build stronger muscles so that they can support the right postures. Yogic exercises also add flexibility to your body thereby eliminating muscle tension so that you are able to walk and sit with your shoulders straight. You can sit with your stomach tucked in as well.

Yoga can also help you fight depression

Meditation or relaxation exercises can help you get out of depressive thoughts as well. For many depressed people, when every measure fails, yoga turns out to be the answer.

So, what exactly are you waiting for? It doesn’t matter how old you are or how athletic (or not) you are, you can always trust the therapeutic benefits of yoga in a major way. Find a credentialed instructor and get going! Make sure you are exploring more about these exercises and their benefits by reading up about the same. There is no dearth of resources to help you there. Make sure you’re keeping these points in view.

Finance, Credit, Investments – Economical Categories

Scientific works in the theories of finances and credit, according to the specification of the research object, are characterized to be many-sided and many-leveled.

The definition of totality of the economical relations formed in the process of formation, distribution and usage of finances, as money sources is widely spread. For example, in “the general theory of finances” there are two definitions of finances:

1) “…Finances reflect economical relations, formation of the funds of money sources, in the process of distribution and redistribution of national receipts according to the distribution and usage”. This definition is given relatively to the conditions of Capitalism, when cash-commodity relations gain universal character;

2) “Finances represent the formation of centralized ad decentralized money sources, economical relations relatively with the distribution and usage, which serve for fulfillment of the state functions and obligations and also provision of the conditions of the widened further production”. This definition is brought without showing the environment of its action. We share partly such explanation of finances and think expedient to make some specification.

First, finances overcome the bounds of distribution and redistribution service of the national income, though it is a basic foundation of finances. Also, formation and usage of the depreciation fund which is the part of financial domain, belongs not to the distribution and redistribution of the national income (of newly formed value during a year), but to the distribution of already developed value.

This latest first appears to be a part of value of main industrial funds, later it is moved to the cost price of a ready product (that is to the value too) and after its realization, and it is set the depression fund. Its source is taken into account before hand as a depression kind in the consistence of the ready products cost price.

Second, main goal of finances is much wider then “fulfillment of the state functions and obligations and provision of conditions for the widened further production”. Finances exist on the state level and also on the manufactures and branches’ level too, and in such conditions, when the most part of the manufactures are not state.

V. M. Rodionova has a different position about this subject: “real formation of the financial resources begins on the stage of distribution, when the value is realized and concrete economical forms of the realized value are separated from the consistence of the profit”. V. M. Rodionova makes an accent of finances, as distributing relations, when D. S. Moliakov underlines industrial foundation of finances. Though both of them give quite substantiate discussion of finances, as a system of formation, distribution and usage of the funds of money sources, that comes out of the following definition of the finances: “financial cash relations, which forms in the process of distribution and redistribution of the partial value of the national wealth and total social product, is related with the subjects of the economy and formation and usage of the state cash incomes and savings in the widened further production, in the material stimulation of the workers for satisfaction of the society social and other requests”.

In the manuals of the political economy we meet with the following definitions of finances:
“Finances of the socialistic state represent economical (cash) relations, with the help of which, in the way of planned distribution of the incomes and savings the funds of money sources of the state and socialistic manufactures are formed for guaranteeing the growth of the production, rising the material and cultural level of the people and for satisfying other general society requests”.
“The system of creation and usage of necessary funds of cash resources for guarantying socialistic widened further production represent exactly the finances of the socialistic society. And the totality of economical relations arisen between state, manufactures and organizations, branches, regions and separate citizen according to the movement of cash funds make financial relations”.
As we’ve seen, definitions of finances made by financiers and political economists do not differ greatly.
In every discussed position there are:

1) expression of essence and phenomenon in the definition of finances;

2) the definition of finances, as the system of the creation and usage of funds of cash sources on the level of phenomenon.

3) Distribution of finances as social product and the value of national income, definition of the distributions planned character, main goals of the economy and economical relations, for servicing of which it is used.

If refuse the preposition “socialistic” in the definition of finances, we may say, that it still keeps actuality. We meet with such traditional definitions of finances, without an adjective “socialistic”, in the modern economical literature. We may give such an elucidation: “finances represent cash resources of production and usage, also cash relations appeared in the process of distributing values of formed economical product and national wealth for formation and further production of the cash incomes and savings of the economical subjects and state, rewarding of the workers and satisfaction of the social requests”. in this elucidation of finances like D. S. Moliakov and V. M. Rodionov’s definitions, following the traditional inheritance, we meet with the widening of the financial foundation. They concern “distribution and redistribution of the value of created economical product, also the partial distribution of the value of national wealth”. This latest is very actual, relatively to the process of privatization and the transition to privacy and is periodically used in practice in different countries, for example, Great Britain and France.

“Finances – are cash sources, financial resources, their creation and movement, distribution and redistribution, usage, also economical relations, which are conditioned by intercalculations between the economical subjects, movement of cash sources, money circulation and usage”.
“Finances are the system of economical relations, which are connected with firm creation, distribution and usage of financial resources”.

We meet with absolutely innovational definitions of finances in Z. Body and R. Merton’s basis manuals. “Finance – it is the science about how the people lead spending `the deficit cash resources and incomes in the definite period of time. The financial decisions are characterized by the expenses and incomes which are 1) separated in time, and 2) as a rule, it is impossible to take them into account beforehand neither by those who get decisions nor any other person” . “Financial theory consists of numbers of the conceptions… which learns systematically the subjects of distribution of the cash resources relatively to the time factor; it also considers quantitative models, with the help of which the estimation, putting into practice and realization of the alternative variants of every financial decisions take place” .

These basic conceptions and quantitative models are used at every level of getting financial decisions, but in the latest definition of finances, we meet with the following doctrine of the financial foundation: main function of the finances is in the satisfaction of the people’s requests; the subjects of economical activities of any kind (firms, also state organs of every level) are directed towards fulfilling this basic function.

For the goals of our monograph, it is important to compare well-known definitions about finances, credit and investment, to decide how and how much it is possible to integrate the finances, investments and credit into the one total part.

Some researcher thing that credit is the consisting part of finances, if it is discussed from the position of essence and category. The other, more numerous group proves, that an economical category of credit exists parallel to the economical category of finances, by which it underlines impossibility of the credit’s existence in the consistence of finances.

N. K. Kuchukova underlined the independence of the category of credit and notes that it is only its “characteristic feature the turned movement of the value, which is not related with transmission of the loan opportunities together with the owners’ rights”.

N. D. Barkovski replies that functioning of money created an economical basis for apportioning finances and credit as an independent category and gave rise to the credit and financial relations. He noticed the Gnoseological roots of science in money and credit, as the science about finances has business with the research of such economical relations, which lean upon cash flow and credit.
Let’s discuss the most spread definitions of credit. in the modern publications credit appeared to be “luckier”, then finances. For example, we meet with the following definition of credit in the finance-economical dictionary: “credit is the loan in the form of cash and commodity with the conditions of returning, usually, by paying percent. Credit represents a form of movement of the loan capital and expresses economical relations between the creditor and borrower”.

This is the traditional definition of credit. In the earlier dictionary of the economy we read: “credit is the system of economical relations, which is formed while the transmission of cash and material means into the temporal usage, as a rule under the conditions of returning and paying percent”.
In the manual of the political economy published under reduction of V. A. Medvedev the following definition is given: “credit, as an economical category, expresses the created relations between the society, labour collective and workers during formation and usage of the loan funds, under the terms of paying present and returning, during transmission of sources for the temporal usage and accumulation”.

Credit is discussed in the following way in the earlier education-methodological manuals of political economy: “credit is the system of money relations, which is created in the process of using and mobilization of temporarily free cash means of the state budget, unions, manufactures, organizations and population. Credit has an objective character. It is used for providing widened further production of the state and other needs. Credit differs from finances by the returning character, while financing of manufactures and organizations by the state is fulfilled without this condition”.

We meet with the following definition if “the course of economy”: “credit is an economical category, which represents relations, while the separate industrial organizations or persons transmit money means to each-other for temporal usage under the conditions of returning. Creation of credit is conditioned by a historical process of fulfilling the economical and money relations, the form of which is the money relation”.

Following scientists give slightly different definitions of credit:
“Credit – is a loan in the form of money or commodity, which is given to the borrower by a creditor under the conditions of returning and paying the percentage rate by the borrower”.
Credit is giving the temporally free money sources or commodity as a debt for the defined terms by the price of fixed percentage. Thus, a credit is the loan in the form of money or commodity. In the process of this loan’s movement, a definite relations are formed between a creditor (the loan is given by a juridical of physical person, who gives certain cash as a debt) and the debtor.
Combining every definition named above, we come to an idea, that credit is giving money capital of commodity as a debt, for certain terms and material provision under the price of firm percentage rate. It expresses definite economical relations between the participants of the process of capital formation. Necessity of the credit relations is conditioned, from one side, by gathering solid quantity of temporarily free money sources, and from the second side, existence of requests of them.

Though, at the same time we must distinguish two resembling concepts: loan and credit. Loan is characterized by:

o Here, the discussion may touch upon transmission of money and also things form one side (loaner) to another (borrower): a)under the owning of the borrower and, at the same time, b) under the conditions of returning same amount or same quantity and quality of the things;

o The loaning of money may bear no interest;

o Any person may take part in it.
With the difference with loan, credit, which is somehow a private occasion of the loan, represents:

o One side (loaner) gives to the second one (borrower) only money, and _ for temporal usage;

o It may not bear no interest (if the assignment doesn’t foresee something);

o In it creditor is not any person, but a credit organization (at the first place, banks).
So, a credit is the bank credit. To our mind, it is not correct to use “credit” and “loan” as the synonyms.
Banking crediting is the union of relations between bank (as a creditor) and its borrower. These relations touch upon:

a) Giving a certain amount of money to the borrower for definite purpose (though, we meet with the so-called free credits, aims and objects of crediting are not appointed in the assignment);

b) Its opportune returning;

c) Getting percentage rate from the borrower for using the sources under his/her disposal.
The essential foundation of the credit essence and its important element is existence of trust between the two sides (in Latin “credo”, from which comes the word “credit”, means “trust”).
From the position of circulation of money forms (in the abstraction, historical process of formation economical relations and social budget and banking systems expressed by them) comparing different definitions of finances and credit, the paradox conclusion appears: credit is the private occasion of finances. And truly, from the position of movement of the money forms, finances represent the process of formation and usage of the funds of cash means. Very often such movements are fulfilled without returning, but sometimes, it is possible to give loans from the budget for the investment projects of other needs. Also, when a manufacture or corporations use their cash funds and we mean the finances of industrial subject, such usage may be realized as inside the manufacture or corporation (there is no subject about returning or not returning of the usage), so gratis under conditions of returning. This latest is called commercial form because of transmitting the sources to others, but even in this occasion, it is the element of financial system of the manufacture and corporation.

From the point of cash means movement, main character of credit is the process of formation and usage of the funds of cash means under the conditions of returning and, as a rule, taking the value-percentage. If gating the credit value doesn’t take place (even in the exceptional occasions), according to the movement form, credit becomes a private occasion of finances, as from the net financial funds (consequently from the state budget) the loans which bear no interests may be used. If gating credit value takes place, by the appearance form, credit is discussed to be financial modification.

From the historical point of view, finances (especially in the sort of the state budget) and credit (beginning with usury, later commercial and banking) were developing differently for considering credit to be the part of finances. Though, from the genetic-historical point of view, previous loaners, before giving loan, needed gathering the permanent capital not returning, that is the net financial foundation. The banks analogously needed concentration of the important own capital for influxing the consumers’ means and for getting higher percentage rate under the conditions of returning. Herewith, exactly on the financial basis, in the sort of financial fund (which later partially becomes loan fund) part of the bank capital appears to be the reservation (insurance) part of the fund, which by nature is financial and not loan. So notwithstanding the essential distinctions between finances and credit form the genetic-historical point of view, credit appears to be formed from finances and represent their modification.

From the essential position of expressing economical relations of finances and credit, we meet with cardinal distinctions between these two categories. Which mostly expressed by the distinction of the movement forms notwithstanding they are returnable or not. Finances express relations in the aspects of distribution and redistribution of social product and part of the national wealth. Credit expresses distribution of the appropriate value only in the section of percentage given for loan, while according to the loan itself, a only a temporal distribution of money sources takes place.
Herewith, there is a lot of common between the finances and credit as from the essential point of view, so according to the form of movement. At the same time, there is a significant distinction between finances and credit as in the essence, so in the form too. According to this, there must be a kind of generally economical category, which will consider finances and credit as a total unity, and in the bounds of this category itself, the separation of the specific essence of the finances and credit would take place.

Funding of the cash means is common to the researched economical categories. It takes place in any separate system of finances and credit, which have been touched upon during the analyses of defining finances and credit. Word combination “funding of the cash sources (fund formation)” reflects and defines exactly essence and form of economical category of more general character, those of finances and credit categories. Though in the in economical texts and practice, it is very uncomfortable to use a termini, which consists of three words. Also, “unloading” with an information hardens greatly its influxing into the circulation even in the conditions of its strict substantiation and thoroughness.
In the discussing context we consider:

1) wide and narrow understanding of economical category of the finances;

2) discussing finances in narrow understanding under general traditional meaning;

3) discussing finances, as funding of the cash means, in wide understanding, which concerns finances – in narrow meaning and credit – in complete meaning.
Termini “funding” and its equivalent “fund formation” are used by us as the purposeful structuring of cash means, which is based on two poles – accumulation of money sources (gathering) and its usage for definite purpose in the way of financing and crediting.
We have established a new termini – “finance-investment sphere” (FIS). Analyses about interrelation of finances and credit made by us give us an opportunity of proving, that in the given termini, the word “financial” is used with the meaning of funding cash sources, its purposeful structuring. In this process we consider at the same time financial, credit and investments’ economical categories.

Let’s sum up middle results of discussing new concept – “finance-investment sphere” and discuss its investment consisting parts.

The concept “investments” was brought into the native economical science from the West. In the Soviet economical science they for a long time used in the place “investments” the termini “capital placement”, which expressed the usage of the industrial factors in the sphere of real industrial activities during realization of capital projects. From one glance, this termini in its concept is identical to the “investments”, consequently it is possible to use them as synonyms. Though the termini “investments” and “investing” have the advantage towards the termini “capital placement” from linguistic and philological points of view, because they are expressed with one word. This is not only economical and comfortable in the process of working with the termini “investment” itself, but also it gives an opportunity of termini formation. More concretely: “investment process”, “investment domain”, “finance-investment sphere” – all these termini are much more acceptable.
Changing native economical termini with foreign ones is purposeful, if it really matters (by keeping parallel usage of the native termini for the inheritance). Though we must not change native economical termini into foreign ones all together, when by ordinal traditional language easy to explain private and narrow concrete processes and elements get their own termini. The “movement” of these termini is approved in the narrow professional bounds, but their “spitting out” into the economical science may turn economical language into the tangled slang.

Let’s discuss termini – “investment” and “capital placement’s” usage in the economical literature.
Investments are placement of funds into the main and circulation capital for the purpose of getting profit. “Investments in material assets – are the placements of funds into the mobile and real estate (land, buildings, furniture and so on). Investments in financial assets are the placements of funds into the securities bank accounts and other financial instruments”.

We don’t meet with the termini “investments” in the earlier economical dictionary, but we meet the combined termini “investment policy” – the union of the industrial decisions, which guarantee main directions of the capital investments, the activities of their concentration in the determinant suburbs, on which the reaching of planned rates of development of the society production is depended, balancing and effectiveness, getting more and more production and profit of the national income for every lost Ruble”. For today, in the most actual definitions, the capital investments are bounded only by financial means, when not only financial, but also the investment of natural, material-technical and informational resources takes place. Labour resources take an actual place in the investment process. They themselves fulfill this or that investment process.

A positive side of the discussed definitions is that they connect investment policy and capital placements (investments):

– economical development according to the key directions to the concentration;

– providing high rates of economical growth;

– raising an economical effectiveness, which is expressed:

a) by growing the throw off of the production and national income for every lost Ruble;

b) by fulfilling the branch structure of the investments;

c) by improving their technological structure;

d) by optimization of their further production structure.

Compared with such definition of the investments (capital placement) the definition of investments in the dictionary attaching the “Economics” seems to be unimproved: “investments – the expenses of gathering production and industrial means and increasing material reserve”. In this definition current expenses (production expenses) are mixed with the investment (capital) expense. Also, not the investment expenses but (though the investments are followed by the appropriate expenses) exactly advancing. It differs from the expenses by that the means (means) are put by returning the advanced values, also, under the conditions of growth, to which the concept-advanced capital is corresponding. the advancing may be realized in the money, natural-material and informational forms.

Except the termini “investments”, there are two more termini related with the investment. They are shown below.

“Human capital investment” – any activity provided for rising the workers labour productivity (in the way of growing their qualification and developing their abilities); at the expenses of improving the workers’ education, health and raising the mobility of the working forces”. It is very useful to use the mentioned termini, though it needs one correction: the human capital investments do not concern only workers, but also the servants, representatives of every kind of labour.
“Investment commodity, capital goods – a capital.”

In the official manuals of political economy of the reformation time the capital investments are discussed as “expenses for creating new main funds and widening, reconstruction and renewing the active ones”. In this definition the investments (capital placements) during separation of the forms (types) of further production of the main funds are bounded only by main funds (without increases of the circulation funds and insurance reserves):

a) creating new ones;

b) widening;

c) reconstruction;

d) renewing.

Also, the concept of the industrial gathering appears, at the expenses of widening of basic, circulation funds and also insurance reserves takes place”.

You’ll meet below the definitions of investments from “the course of economy”: the investments are called “placements of fund into the basic capital (basic means of production), reserves, also other economical objects and processes, which request long-termed influxing of material and cash means. “According to the division of capital into physical and money forms, the investments too must be divided into material and cash investments”.

They apportion investment commodity, to which belong industrial and nonindustrial building objects, vehicles purposed for changing or widened technical park and the furniture, increasing reserves and others.

“They call the total investments of production an investment product, which is directed towards keeping and increasing the basic capital (basic means) and reserve. Total investments consist of two parts. One of them is called the depreciation; it represents important investment resources for compensation of renewal till the level of before industrial usage, wearing out and repairing of the basic means. Second consisting part of the total investments is represented by net investments – capital investments for the purpose of increasing basic means”. Depreciation is not a compensation resource of wearing the basic funds out, but it is the purposeful financial source of such resources.
Human capital investment is “a specific kind of investments, mostly in education and health protection”.

“Real investments are the investments in the economical branches and also, they are kinds of economical activities, which provide influxing the increases of real capital, that is increasing material values of the industrial means”. We can agree with such definition with one specification that material and nonmaterial values too belong to the real capital (wealth), consequently science-researching experimental-construction results, various information, education of he workers and others. Such service as organization of the excitable games, also the service of redistribution social wealth from one private person to another (except charity).

“Financial investments represent placement of funds into the shares, obligations, promissory notes, other securities and instruments. Such investments, of course, do not give increases of the real material capital, but they help getting profit, consequently at the expenses of changing the course of the securities in the time of speculation, or distinguishing the course in different places of sell and purchasing”. We share wholly such definition, hence it follows that financial investments (if it is not followed by real investments as a result) do not increase real material wealth and real nonmaterial wealth. According to this context, the expression below is very important: “we must distinguish financial investments, which represent placement of the funds in the ways of selling and purchasing the securities for the purpose of getting profit and financial investments, which become cash and real, moved to real physical capital.”

In the “economical course” quoted before long and short-termed investments are separated. Recognizing the existence of the bounds between them, the authors ascribe short-termed investments to “one month or more” investments. If we get such conditioned criteria, that we can call the investments which overcome the terms of some months, long-termed ones, which is very doubtful and we don’t agree with it. A long-termed character of the fund placement is a significant feature of the investments (short-term doesn’t combine with the concept of investments). Principally, it would be better to point out quick compensative, middle termed compensative and long-termed compensative investments:

– less then 6 months – quick compensative;

– from 6 months up to the year and a half – middle termed compensative;

– more then the year and a half – long termed compensative.

We stopped at the definition of the investments in the capital work “economical course” for the special purpose, as, in it the author tried to discuss the concept of investments systemically and quite completely, herewith the book is published just now.

We’ll return to the discussion the definition economical category of “investments” in different publications in the following chapter. The definitions given here are quite enough for having a notion of the level of lighting up the given category in the economical literature.
What conclusions may be made according the definition of the mentioned economical category in the published works, except the made notions and specifications?

There is quite deeply, concretely and thoroughly defined the concept of “investments”, different definitions in the economical literature; but mostly in every works about the investments discussed by us until now, there is not opened the essence of investments as an economical category. In every monograph , even if it has a title investment, as an economical category , there is given only the definition, concept of investments. But, as the Academician Vasil Chantladze explains, “a concept is a discussion, which proves something about the distinguishing feature of the researched object. A concept out of much essential characteristic features represents only one, and essential in it is only – definition”.

But the categories are much wider; it is “a key, the most fundamental concept of every science”. Economical categories theoretically represent real, objectively existed productive relations. A category is the defining of occasions of existed characters, connections, relations of the objective world. Generally, any educational process is fulfilled by the categories, which give opportunities for dividing the processes and occasions semantically, for expressing the definitions of a subject and realize their specific peculiarities and economical relations of a material world.
Our goal is exactly to substantiate investments – as an economical category and also, as a financial category in the narrow understanding.

Here we apply for another manual thesis made by the academician Vasil Chantladze: “every financial relation is an economical one and every financial category is and economical one, but not every economical relation and economical category is financial relation and financial category”.
In the process of defining the investments, it is important to take in mind the sides of resources, expenses and incomes, because investment, from one side, is the result of the manufacture’s activity, and, from another one, – a part of income, which, in this case, is not used for usage.
Another occasion: it is advisable to discuss investments in two aspects: as a category of reserve and flow, which will reflect exactly the connection between “placement of funds” and “investments”.

As we’ve mentioned above, not long ago, in the well-known Soviet literature the concepts of “the placement of funds” and “investments” were accepted to be the synonyms and concerned to be investment of sources for further production of the main funds and formation of the turnover funds. We meet with such understanding of the concept of “investment” (here, they separate three types of the investment expenses: investments in the basic capital of investments, investments in the house building and investments in the reserves) in the modern economical publications and it is mostly used on the macro level during a statistical analyze of economical processes. In this concrete occasion investment is the category of reserve.

Promoting Literacy in School Libraries in Sierra Leone

INTRODUCTION

The heart of information literacy is contained within definitions used to describe it. Traditionally librarians have given ‘library induction’ or ‘library skills training’ in a limited role. Library users need to know where the catalogue is, what the services are, and most importantly where the enquiry desk is. This is not to reduce the value of traditional library induction, but libraries and information are also changing. The provision of information through a library in a traditional form has gone through radical alterations. Already in most library and information organisations staffs are adjusting their services with the provision of new media and access to information provision within these organisations. Thus librarians are talking about social inclusion, opportunity, life-long learning, information society and self development.

A plethora of definitions for information literacy abound in books, journal papers and the web. Some of these definitions centre on the activities of information literacy i.e. identifying the skills needed for successful literate functioning. Other definitions are based on the perspective of an information literate person i.e. trying to outline the concept of information literacy. Deriving therefore a single definition is a complex process of collecting together a set of ideas as to what might be, should be, or may be considered a part of information literacy. For example Weber and Johnson (2002) defined information literacy as the adoption of appropriate information behaviour to obtain, through whatever channel or medium, information well fitted to information needs, together with critical awareness of the importance of wise and ethical use of information in society. The American Library Association (2003) defined information literacy as a set of skills needed to find, retrieve, analyze, and use information. While CLIP (2004) defined information literacy as knowing when and why one needs information, where to find it, and how to evaluate, use and communicate it in an ethical manner. Succinctly these definitions imply that information literacy requires not only knowledge but also skills in:

• recognising when information is needed;

• resources available

• locating information;

• evaluating information;

• using information;

• ethics and responsibility of use of information;

• how to communicate or share information;

• how to manage information

Given therefore the variety of definitions and implied explanation information literacy is a cluster of abilities that an individual can employ to cope with, and to take advantage of the unprecedented amount of information which surrounds us in our daily life and work.

STRUCTURE OF THE EDUCATION SYSTEM

Sierra Leone’s current educational system is composed of six years of formal primary education, three years of Junior Secondary School (JSS), three years Senior Secondary School (SSS) and four years of tertiary education-6-3-3-4. (The Professor Gbamanja Commission’s Report of 2010 recommended an additional year for SSS to become 6-3-4-4). The official age for primary school pupils is between six and eleven years. All pupils at the end of class six are required to take and pass the National Primary School Examinations designed by the West African Examinations Council (WAEC) to enable them proceed to the secondary school divided into Junior Secondary School(JSS) and Senior Secondary School (SSS). Each part has a final examination: the Basic Education Certificate Examinations (BECE) for the JSS, and the West African Senior Secondary School Certificate Examinations (WASSCE) for SSS, both conducted by WAEC. Successful candidates of WASSCE are admitted to tertiary institutions based on a number of subjects passed (GoSL,1995)

The curriculum of primary schools emphasizes communication competence and the ability to understand and manipulate numbers. At the JSS level, the curriculum is general and comprehensive, encompassing the whole range of knowledge, attitudes and skills in cognitive, affective, and psychomotor domains. The core subjects of English, Mathematics, Science and Social studies are compulsory for all pupils. At the SSS level, the curriculum is determined by its nature (general or specialist), or its particular objectives. Pupils are offered a set of core (compulsory) subjects with optional subjects based on their specialization. Teaching is guided by the teaching syllabuses and influenced by the external examinations that pupils are required to take at the 3/ 4-year course. English is the language of instruction (GoSL,1995).

The countries two universities, three polytechnics, and two teacher training colleges are responsible for the training of teachers in Sierra Leone. The Universities Act of 2004 provides for private universities so that these institutions too could help in the training of teachers. Programs range from the Teacher Certificate offered by the teacher training colleges to the Masters in Education offered by universities. Pre-service certification of teachers is the responsibility of the National Council for Technical, Vocational and Other Academic Awards (NCTVA). There is also an In-service Teacher Training program (Distance Education Program) conducted for teachers in part to reduce the number of untrained and unqualified teachers especially in the rural areas.

LITERACY IN SIERRA LEONE

In Sierra Leone as it is in most parts of the developing world literacy involves one’s ability to read, write and numeracy. It is the ability to function effectively in life contexts. A literate person is associated with the possession of skills and knowledge and how these could be applied within his local environment. For instance a literate person is believed to be able to apply chemical fertilizer to his crops, fill in a loans form, determine proper dosage of medicine, calculate cash cropping cost and profits, glean information from a newspaper, make out a bank deposit slip and understanding instructions and basic human rights.

Literacy is at the heart of the country’s development goals and human rights (World Bank, 2007). Wherever practised literacy activities are part of national and international strategies for improved education, human development and well-being. According to the 2013 United Nations Human Development Index Sierra Leone has a literacy rate of 34 %.Implicitly Sierra Leone is an oral society. And oral societies rely heavily on memory to transmit their values, laws, history, music, and culture whereas the written word allows infinite possibilities for transmission and therefore of active participation in communication. These possibilities are what make the goal of literacy crucial in society.

In academic parlance literacy hinges on the printed word. Most pupils are formally introduced to print when they encounter schoolbook. School teachers in Sierra Leone continue to use textbooks in their teaching activities to convey content area information to pupils. It is no gainsaying that pupils neither maximise their learning potential nor read at levels necessary for understanding the type of materials teachers would like them to use. Thus the performance of pupils at internal and public examinations is disappointing. Further pupils’ continued queries in the library demonstrate that they do not only lack basic awareness of resources available in their different school libraries but also do not understand basic rudiments of how to source information and materials from these institutions. What is more worrisome is that pupils do not use appropriate reading skills and study strategies in learning. There is a dearth of reading culture in schools and this situation cuts across the fabric of society. In view of the current support the Ministry of Education, Science and Technology (MEST) to establish literacy standards in school this situation has proved frustrating as teachers do not know how to better help pupils to achieve this goal. Thus they look up to the school librarians to play a more proactive role.

LITERACY DEMANDS ON SECONDARY SCHOOL PUPILS

In everyday situations school pupils are expected to be able to identify and seek information they need. Providing a variety of reading and writing experiences using varied materials in the school library can help develop pupils’ literacy ability (Roe, Stoodt-Hill and Burns, 2004). The mode of assessment in schools in Sierra Leone includes class exercises, tests, written and practical assignments, as well as written examinations to see pupils through to their next levels. These pupils, for example, need to read content books and supplementary materials in school for homework. Pupils have even more literacy needs in their activities outside school. They need to read signs found in their communities, job applications, road maps and signs, labels on food and medicine, newspapers, public notices, bank statements, bills and many other functional materials. Failure to read and understand these materials can result in their committing traffic violations, having unpleasant reactions to food or medicine, becoming lost, losing employment opportunities and missing desirable programs. Equally so pupils need to write to their relatives and loved ones, instructions to people who are doing things for them, notes to themselves about tasks to be completed, phone messages for colleagues and many other items. Mistakes in these activities can have negative effects on them. Good literacy skills are especially important to pupils who plan to pursue higher education studies. The job market in the country calls for pupils to be literate. For instance most jobs advertised these days require people who have completed their JSS. The fact is that workers need to be able to understand graphic aids, categorized information and skim and scan to locate information. Also the nature of reading in the workplace generally involves locating information for immediate use and inferring information for problem solving. The reading and writing of a variety of documents like memos, manuals, letters, reports and instructions are necessary literacy skills in the workplace.

SCHOOL LIBRARIES IN SIERRA LEONE

School libraries in Sierra Leone are perceived as integral aspect of the county’s educational system. These institutions bring together four major components of the school community: the materials, pupils, teacher and library staff. The main purpose for the establishment of these institutions in schools is to complement the teaching/learning process, if not to support the curriculum. This purpose is achieved in two ways: by providing pupils with the means of finding whatever information they need; and by developing in pupils the habit of using books both for information and for pleasure. Pupils need information to help them with the subjects they learn in school. The textbooks they use and the notes they take in class can be an excellent foundation. They may also be sufficient for revision purposes. But these could not be enough to enable pupils to write good essays of their own or to carry out group projects. School libraries then are expected to complement this effort and therefore are perceived as learning centres.

Pupils need information on subjects not taught in school. School libraries are looked upon as places pupils find information to help them in their school studies and personal development. Through these institutions pupils’ habit of using libraries for life-long education is not only developed but also school libraries could be used to improve pupils’ reading skills. In the school community both pupils and teachers use school libraries for leisure and recreational purpose and for career advancement. The culture of society is also transmitted through use of school libraries. Because of the important role school libraries play in the country’s educational system they are organised in such way that pupils as well as teachers can rely upon them for support in the teaching/learning process. Most of these institutions are managed by either a full-time staff often supervised by a senior teacher. Staffs use varied methods to promote their use including user education.

JUSTIFYING THE LIBRARIAN’S INVOLVEMENT IN PROMOTING LITERACY IN SCHOOL

A pre-requisite for the development of autonomous pupils through flexible resource-based learning approaches is that pupils master a set of skills which gradually enable them to take control of their own learning. Current emphasis in teaching in schools in Sierra Leone has shifted from “teacher-centred” to “pupil-centred” approach thereby making pupils to “learn how to learn” for themselves so that the integration of process skills into the design of the school curriculum becomes crucial (GoSL,1995). It is in this area of “learning” or “information literacy” skills that one can most clearly see the inter-relationship between the school curriculum and the school library. For pupils to become independent users of information and for this to occur it is vital that they are given the skills to learn how to find information, how to select what is relevant, and how to use it in the best way possible for their own particular needs and take responsibility for their own learning. As information literate, pupils will be able to manage information skilfully and efficiently in a variety of contexts. They will be capable of weighing information carefully and wisely to determine its quality (Marcum2002). Pupils do recognise that having good information is central to meeting the opportunity and challenges of day-to-day living. They are also aware of the importance of how researching across a variety of sources and formats to locate the best information to meet particular needs.

Literacy activities in schools in Sierra Leone are the responsibility of content area teachers, reading consultants and school librarians. Of these the role of the school librarian is paramount. As specialist the school librarian is expected to provide assistance to pupils and teachers alike by locating materials in different subjects, and at different reading levels by making available materials that can be used for motivation and background reading. The school librarian is also expected to provide pupils with instructions in locating strategies related to the library such as doing online searches and skimming through printed reference materials. The librarian is expected to display printed materials within his purview, write specialised bibliographies and lists of addresses on specific subjects at the request of teachers. He should be able to provide pupils with direct assistance in finding and using appropriate materials; recreational reading can be fostered by the librarian’s book talks or attractive book displays on high-interest topics like HIV/AIDS, child abuse, child rights, human rights and poverty alleviation. In view of this the fundamental qualities expected of the good school librarian include knowledge of his collection and how to access it; ability to understand the needs of his users more so those of pupils; ability to communicate with pupils and adult users; and knowledge of information skills and how to use information.

ROLE OF THE SCHOOL LIBRARIAN

Pupils’ success in school depends to a large extent upon their ability to access, evaluate and use information. Providing access to information and resources is a long-standing responsibility of the school librarian. The school librarian should provide the leadership and expertise necessary to ensure that the library becomes integral in the instructional program of the school. In school the librarian is the information specialist, teacher and instructional consultant. He is the interface responsible for guiding pupils and teachers through the complex information resources housed in his library (Lenox and Walker, 1993). He is looked up to assist and guide numerous users in seeking to use and understand the resources and services of the library. In this respect the school librarian should inculcate in these users such skills as manual and online searching of information; use of equipment; developing critical skills for the organization, evaluation and use of information and ideas as integral part of the curriculum (Lonsdale, 2003). The school librarian should be aware of the range of available information retrieval systems, identify that most suitable to the needs of pupils and provide expertise in helping them become knowledgeable, if not comfortable, in their use. Since no library is self-sufficient the school librarian can network with information agencies, lending/renting materials and/or using electronic devises to transmit information (Tilke, 1998; 2002).

As information specialist the school librarian should be able to share his expertise with those who may wish to know what information sources and/or learning materials are available to support a program of work. Such consultation should be offered to the whole school through the curriculum development committee or to individual subject teachers. The school librarian should take the lead in developing pupils’ information literacy skills by being involved with the school curriculum planning and providing a base of resources to meet its needs. He should be aware of key educational initiatives and their impact in teaching and learning; he should be familiar with teaching methods and learning styles in school; over all he should maintain an overview of information literacy programmes within the school (Herring, 1996; Kuhlthau, 2004).

Kuhlthau (2004) opined that information seeking is a primary activity of life and that pupils seek information to deepen and broaden their understanding of the world around them. When therefore, information in school libraries is placed in a larger context of learning, pupils’ perspective becomes an essential component in information provision. The school librarian should ensure that skills, knowledge and attitude concerning information access, use and communication, are integral part of the school curriculum. Information skills are crucial in the life-long learning process of pupils. As short term objective the school librarian should provide a means of achieving learning objectives within the curriculum; as long term information skills have a direct impact on individual pupils’ ability to deal effectively with a changing environment. Therefore the school librarian should work in concert with teachers and administrators to define the scope and sequence of the information relevant to the school curriculum and ensure its integration throughout the instructional programs (Tilke, 2002; Birks and Hunt, 2003). Pupils should be encouraged to realise their potential as informed citizens who critically think and solve problems. In view of the relationship between the curriculum and school library, the librarian should serve on the curriculum committee ensuring that information access skills are incorporated into subject areas. The school librarian’s involvement in the curriculum development will permit him to provide advice on the use of a variety of instructional strategies such as learning centres and problem-solving software, effective in communicating content to pupils (Herring, 1996; Birks and Hunt, 2003).

Literacy could be actively developed as pupils need access to specific resources, demonstrate understanding of their functionality and effective searching skills. In this regard pupils should be given basic instruction to the library, its facilities and services and subsequent use. Interactive teaching methods aimed at information literacy education should be conducted for the benefit of pupils. Teaching methods could include an outline of a variety of aides like quizzes and worksheets of differing complexity level to actively engage pupils in learning library skills and improving their information literacy. Classes should be divided into small groups so that pupils could have hands-on-experience using library resources. Where Internet services are available in the library online tutorials should be provided. Post session follow-up action will ensure that pupils receive hands-on-experience using library resources. Teaching methods should be constantly evaluated to identify flaws and improve on them.

Further the school librarian should demonstrate willingness to support and value pupils in their use of the library through: provision of readers’ guides; brochures; book marks; library handbooks/guides; computerization of collection; helpful guiding throughout the library; and regular holding of book exhibitions and book fairs. Since there are community radio stations in the country the school librarian could buy air time to report library activities, resources and services. He can also communicate to pupils through update newspapers. Pupils could be encouraged to contribute articles on library development, book reviews and information about opening times and services. The school librarian could help pupils to form book and reading clubs, organize book weeks and book talks using visiting speakers and renowned writers to address pupils. Classes could also be allowed to visit the library to facilitate use. More importantly the school librarian should provide assistance to pupils in the use of technology to access information outside the library. He should offer pupils opportunities related to new technology, use and production of varied media formats, and laws and polices regarding information. In order to build a relevant resource base for the school community the librarian should constantly carry out needs assessment, comparing changing demands to available resources.

The Internet is a vital source for promoting literacy in the school library. The school librarian should ensure that the library has a website that will serve as guide to relevant and authoritative sources and as a tool for learning whereby pupils and teachers are given opportunity to share ideas and solutions (Herring, 2003). Through the Internet pupils can browse the library website to learn how to search and develop information literacy skills. In order for pupils to tap up-to-date sources from the Net the school librarian should constantly update the home page, say on a daily basis, if necessary. Simultaneously the school librarian should avail to pupils and teachers sheets/guides to assist them in carrying out their own independent researches. He should give hands-on-experience training to users to share ideas with others through the formation of “lunch time” or “after school support groups”. Such activities could help pupils to develop ideas and searching information for a class topic and assignment.

Even the location of the library has an impact in promoting literacy in school. The library should be centrally located, close to the maximum number of teaching areas. It should be able to seat at least ten per cent of school pupils at any given time, having a wide range of resources vital for teaching and learning programs offered in school. The library should be characterised by good signage for the benefit of pupil and teacher users with up-to-date displays to enhance the literacy skills of pupils and stimulating their intellectual curiosity.

CONCLUSION

Indeed the promotion of literacy should be integral in the school curriculum and that the librarian should be able to play a leading role to ensure that the skills, knowledge and attitudes related to information access are inculcated in pupils and teachers alike as paramount users of the school library. But the attainment of this goal is dependent on a supportive school administration, always willing and ready to assist the library and its programs financially. To make the librarian more effective he should be given capacity building to meeting the challenges of changing times.

REFERENCES

American Library Association (2003). ‘Introduction to information literacy.’

Birks, J. & Hunt, F. (2003). Hands-on information literacy activities. London: Neal-Schumann.

CLIP (2004).’Information Literacy: definition.’

GoSL (2010). Report of the Professor Gbamanja Commission of Inquiry into the Poor Performance of Pupils in the 2008 BECE and WASSCE Examinations (Unpublished).

___________(1995). New Education policy for Sierra Leone. Freetown: Department of Education.

Herring, James E. (1996). Teaching information skills in schools. London: Library Association Publishing.

__________________ (2003).The Internet and information skills: a guide for teachers and librarians. London: Facet Publishing.

Kahlthau, C. C. (2004). Seeking meaning: a process approach to library and information services. 2nd. ed. London: Libraries Unlimited.

Lenox, M. F. & Walker, M. L.(1993). ‘Information Literacy in the education process.’ The Educational Forum, 52 (2): 312-324.

Lonsdale, Michael (2003). Impact of school libraries on student achievement: a review of research. Camberwell: Australian Council of Educational Research.

Marcum, J. W. (2002). ‘ Rethinking Information Literacy,’ Library Quarterly, 72:1-26.

Roe, Betty D., Stoodt-Hill & Burns, Paul C. (2004).Secondary School Literacy instruction: the content areas. Boston: Houghton Mifflin Company.

Tilke, A. (1998). On-the-job sourcebook for school librarians. London: Library Association.

_________ (2002). Managing your school library and information service: a practical handbook. London: Facet Publishing.

Weber, S. & Johnston, B. ( 2002). ‘Assessment in the Information Literate University.’ Conference: Workshop 1st International Conference on IT and Information Literacy, 20th- 22nd. March 2002, Glasgow, Scotland. Parallel Session 3, Thursday 21st March,2002.

World Bank (2007). Education in Sierra Leone; present challenges, future opportunities. Washington,DC: World Bank.

Defining Wind Generated Electrical Power and Discussing Pros and Cons of the Technology

Introduction

Wind generated electrical power exists through harnessing wind-power energy with turbines. To fully understand wind generated electrical power, one must understand how wind powered electricity is made; resources needed to utilize wind power; types and sizes of wind turbines; building a wind turbine; potential positive and negative impacts of the technology; where wind powered electricity can be effectively generated; and, offsetting the costs of wind powered electrical technology.

How Wind Powered Electricity is Made

The technology of wind generated electrical power functions by creating electricity through the use of various styles of wind turbines. Initially, one might ask, “So how do wind turbines make electricity?” Simply said, a wind turbine works the opposite of a fan. Instead of using electricity to make wind, like a fan, wind turbines use wind to make electricity. The wind turns the blades, which spin a shaft, which connects to a generator and makes electricity.

Resources Needed to Utilize Wind Power

The primary resource of Wind powered technology is, of course, wind. Wind is very abundant in many parts of the United States and other parts of the world. Wind resources are branded by wind-power density classes, ranging from class 1 (the lowest) to class 7 (the highest). Good wind resources (e.g., class 3 and above, which have an average annual wind speed of at least 13 miles per hour) are found in many areas. Wind speed is a critical of wind resources, because the energy in wind is proportionate to the cube of the wind speed. In other words, a stronger wind means more power.

Wind resource development requires land and may compete with other uses of that land, and those alternative uses may be more highly valued than electricity generation. However, wind turbines can be positioned on land that is also used for grazing or even farming. Wherever a wind farm is to be built, roads are cut to make way for shipping parts. At each wind turbine location, the land is graded and the pad area is leveled. Wind energy also requires the building of wind turbines.

Types and Sizes of Wind Turbines

Modern wind turbines fall into two basic groups: the horizontal-axis variety and the vertical-axis design, like the eggbeater-style Darrieus model, named after its French inventor. Horizontal-axis wind turbines typically either have two or three blades. These three-bladed wind turbines are operated “upwind,” with the blades facing into the wind. Darrieus models, or vertical-axis wind turbines, have two vertically oriented blades revolving around a vertical shaft.

In addition to different types, there are many different sizes of wind turbines. Utility-scale turbines range in size from 100 kilowatts to as large as several megawatts. Larger turbines are grouped together into wind farms, which provide bulk power to an electrical grid. Single small turbines, below 100 kilowatts, are used for homes, telecommunications, or water pumping.

Small turbines are sometimes used in connection with diesel generators, batteries, and photovoltaic systems. These systems are called hybrid wind systems and are typically used in remote, off-grid locations, where a connection to the utility grid is not available.

Building a Wind Turbine

The first step in building a wind turbine is setting up the tower where the fiberglass nacelle is installed. The nacelle is a strong, hollow casing that contains the inner workings of the wind turbine. Usually made of fiberglass, the nacelle contains the main drive shaft and the gearbox. Its inner workings also contain blade pitch and yaw controls. The nacelle is assembled and attached onto a base frame at a factory.

The most diverse use of materials and the most experimentation with new materials occur with the blades. Although the most dominant material used for the blades in commercial wind turbines is fiberglass with a hollow core, other materials in use include lightweight woods and aluminum. Wooden blades are solid, but most blades consist of a skin surrounding a core that is either hollow or filled with a lightweight substance such as plastic foam or honeycomb, or balsa wood. Wind turbines also include a utility box, which converts the wind energy into electricity and which is located at the base of the tower. The generator and electronic controls are standard equipment whose main components are steel and copper. Various cables connect the utility box to the nacelle, while others connect the whole turbine to nearby turbines and to a transformer.

Potential Positive and Negative Effects of Wind Powered Electricity

There are a variety of potential positive and negative impacts of wind powered technology.

Potential positive impacts include:

• Wind energy is friendly to the surrounding environment, as no fossil fuels are burnt to generate electricity from wind energy.

• Wind turbines take up less space than the average power station. Windmills only have to occupy a few square meters for the base; this allows the land around the turbine to be used for many purposes, for example agriculture.

• Newer technologies are making the extraction of wind energy much more efficient. The wind is free, and we are able to cash in on this free source of energy.

• Wind turbines are a great resource to generate energy in remote locations, such as mountain communities and remote countryside.

• Wind turbines can be a range of different sizes in order to support varying population levels.

• When combined with solar electricity, this energy source is great for developed and developing countries to provide a steady, reliable supply of electricity.

Potential negative impacts include:

• Wind turbines generally produce less electricity than the average fossil fuelled power station, requiring multiple wind turbines to be built.

• Wind turbine construction can be very expensive and costly.

• Wind turbines can have a negative impact to surrounding wildlife during the build process.

• The noise pollution from commercial wind turbines is sometimes similar to a small jet engine.

• Protests and/or petitions usually confront any proposed wind farm development. People feel the countryside should be left intact for everyone to enjoy its beauty.

Where Wind Powered Electricity Can be Effectively Generated

Places in the world where wind blows strong and often, people and businesses can harness the wind as an option to use in the generation of electricity. Globally, these places include much of North America, southern South America, Greenland, most of Europe, Northern Africa, eastern Asia, most of Australia, and anywhere there are mountains or large hills. The top 5 countries producing electrical wind power in 2007 were: Germany, United States, Spain, India and China, respectively.

Considerable wind speeds also occur across oceans and large water bodies. Since most of the world’s population lives near oceans, wind farms with strong offshore and onshore breezes could produce an abundant amount of electricity. On land in the USA, the major wind corridor is the Great Plains which includes the states of North Dakota, South Dakota, Nebraska, Kansas, Oklahoma and Texas. The wind corridor also extends into the states west to the great mountains west, including eastern Montana, Wyoming, Colorado, and New Mexico. There are also considerable wind resources in eastern and southern Minnesota and the entire state of Iowa, diminishing south through Missouri and east through southern Wisconsin and northern Illinois, Indiana and Ohio. Parts of New York and the New England states also have considerable wind.

The Department of Energy (DOE) estimates that wind power could supply the US with 100% of its electricity, just from the Great Plains wind corridor or from offshore wind farms alone. According to the “Pickens Plan,” a $10 billion wind farm with 2500 generators can supply enough energy for 1.3 million homes, and for $1 trillion the Great Plains wind corridor could supply 20% of America’s electricity. That would be about 250,000 generators to supply 130 million homes.

In a report published by the U.S. Department of Energy, “20% Wind Energy by 2030: Increasing Wind Energy’s Contribution to U.S. Electricity Supply,” that report concluded that:

• Reaching 20% wind energy will require enhanced   transmission  infrastructure, streamlined siting and permitting regimes, improved reliability and operability of wind systems, and increased U.S. wind manufacturing capacity.

• Achieving 20% wind energy will require the number of turbine installations to increase from approximately 2000 per year in 2006 to almost 7000 per year in 2017.

• Integrating 20% wind energy into the grid can be done reliably for less than 0.5 cents per kWh.

• Achieving 20% wind energy is not limited by the availability of raw materials.

• Addressing  transmission  challenges such as siting and cost allocation of new  transmission  lines to access the nation’s best wind resources will be required to achieve 20% wind energy.

Offsetting the Costs of Wind Powered Electrical Technology

Although wind generated electrical power seems to be an unlimited resource, and, the best wind sites appear to be competitive with market electricity prices in most U.S. regions, several factors exist that make it a less appealing source of alternative energy in terms of economic cost. First off, wind is not uniformly priced resource. Its costs vary widely depending on project scale, wind speed, region, and other factors. Second, the benchmark for comparison with wind to other fuels varies regionally. Third, extra revenue is required to make a project viable, sunk costs are considerable.

To offset the factors that make wind powered electricity a less appealing source of alternative energy and promote its continued growth, wind energy in many areas receives some financial or other support to encourage development. Wind energy benefits from subsidies either to increase its attractiveness or to compensate for subsidies received by other forms of production, such as coal and nuclear, which have significant negative impacts. In the United States, wind power receives a tax credit for each Kilowatt hour produced; that was 1.9 cents per Kilowatt hour in 2006. The tax the credit has a yearly inflationary adjustment. Many American states also provide incentives, such as exemption from property tax, mandated purchases, and additional markets for “green credits.” The Energy Improvement and Extension Act of 2008 contain extensions of credits for wind, including micro-turbines.

Secondary market forces also provide incentives for businesses to use wind-generated power, even if there is a premium price for the electricity, socially responsible manufacturers pay utility companies a premium that goes to subsidize and build new wind power groundwork. Companies use wind-generated power, and in return they can claim that they are making a “green” effort.

Undoubtedly, further tax credits, subsidies and incentives will also be needed to achieve the goal of 20% Wind Energy by 2030. Today, wind power approximately accounts for about 2% of the electricity generated in the United States.

Summary

The technology of wind generated electrical power functions by creating electricity through the use of various styles of wind turbines is a very viable alternative energy. Although wind generated electrical power does have some negative impacts, this author feels that in terms of long-term cost and benefit compared with other types of energy, such as the burning of fossil fuels, using a renewable resource such as wind generated electrical power economically, environmentally, and socially is making more and more sense.

Packeteer PacketShaper

Wide-area networking and the Internet are becoming more and more reliable, to support strategic objectives. This has restructured the way businesses work, and even in some cases stay afloat. Today companies are faced with more applications, more users, and more desktop power, but with less visibility, control, and predictability. With unprecedented network demands and without the ability to control how they effect your business. PacketShaper can assist you in controlling and enhancing the performance of your WAN. PacketShaper continues providing visibility and control across your WAN, to enhance the application monitoring and performance for any user, in any location, throughout networks of enterprises spread around. Depending on the speed of the network links it will manage, this device comes in a wide range of levels to suit. The lowest entry level box is for a 128k line with the high-end box being able to monitor and manage a 1 Gigabit link.

The PacketShaper traffic shaping technology enables the administrator to resolve WAN and Internet performance problems that effect networks. By actively preventing network congestion, shaping controls application performance and bandwidth consumption. Administrators can achieve more important tasks in lesser time, with fewer performance-related complaints and a higher Quality of Service (QoS) for all networked users. With PacketShaper, the never-ending cycle of bandwidth upgrades is a thing of the past. PacketShaper optimizes application throughput throughout your current network infrastructure.

PacketShaper is simple to configure and comes with basic step-by-step instructions comprising such things as passwords, IP addresses and connection speeds etc. Initial physical installation is extremely easy, and once the PacketShaper is on the network it can accessed through a web browser and can be configured on of two ways: by a normal http connection or a secure http connection.

Internal attacks from worm infections, unauthorized recreational traffic and rogue servers can severely impact network capacity and bring down critical applications but PacketShaper assists in recognising when PCs are infected or unauthorized traffic is passing through the network, and also protects the performance of crucial applications. PacketShaper alsoprotects the performance of the network during attack-all while providing hard ROI from bandwidth savings, enhanced WAN capabilities and accelerated application performance. An additional effective function of the PacketShaper is its graphing abilities. It is simple to locate older data from the ‘straight out of the box’ system. Clear and simplified graphs are presented in the form of either line graphs or pie charts, though it is possible for this data to be shown as raw data if required, which makes it easy to export it to other programs. Installation of IP Telephony (IPT) and Voice/Video over IP (VoIP) vary from company to company and its employees, effecting every network in a different way. A successful implementation depends on guaranteed bandwidth and QoS, and also fitting more calls onto a restricted WAN resource.

PacketShaper efficiently controls vital IPT protocols, providing WAN capacity and true QoS functionality to guarantee the highest quality end-to-end communication for each call. It makes sense to unite servers from remote sites to centralized data centers, although the additional traffic loads call for precise classification, monitoring and shaping before any advantages can be appreciated. PacketShaper detects and controls common traffic-including CIFS, VoIP, CRM, Web and P2P-while also tracking Microsoft’s underlying CIFS changes in R2. MPLS and IP VPNs are beneficial for relating distributed locations, but advantages cannot be noticed if applications are oversubscribed, traffic stalls in bottlenecks and critical applications are inappropriately designated to best-effort classes. PacketShaper carries on the MPLS promise, weighing up performance, detecting and marking application traffic with special handling requirements so traffic can move freely to the enterprise edge. This system is integrated in a single appliance with multiple software choices that deliver:

  • Control over application performance and network utilization.
  • Visibility into application performance and network utilization.
  • Compression to accelerate performance and increase WAN capacity.
  • Centralized management of performance analysis, reporting, and policy administration for large Packeteer deployments.

The Packeteer PacketShaper is an architected bandwidth management device that is incredibly useful and at the same time simple . It delivers an easy and user friendly interface that can be advantageous to any organisation from low-end, to expert users. With minimal configuration, PacketShaper will become a crucial tool in keeping the network secure and also managing bandwidth.

Four Different Types of Roofing Materials

A home can never be complete without a roof. Roofing is obviously the very first line of defense against any harsh weather, as well as other types of elements which could affect a certain home’s quality, appearance and value. Therefore, it is significant to put some thought into choosing the right type of materials for your roof. The good news is that there is always a wide variety of choices in materials and manufacturers to choose from for quality roofing.

To begin with, an asphalt material shingle is a very common type of product, especially with American homes. It will work great for a wide range of styles of roofs and may be a perfect choice for your home. Asphalt shingles do not cost that much and run from around 1 to 5 dollars for every square foot depending on your provider, as well as the kind of home that you have.

Asphalt roofing shingles come with a lot of advantages for your home. Usually the most important factor to a home owner, it is affordable. Secondly, this kind of roofing is a lot easier to repair compared to others. It can work well on just about any style of roof and is manufactured in various colors, shapes, depths of dimensions. This kind of roofing material is also resistant to any effect that great heat from the sun and inclement weathers conditions could cause.

Now, let’s move on to the second type of roof which is rubberized materials. This is an eco-friendly choice that can assure durability, cost-effectiveness and also proven to be leak proof even when it’s made from various recycled materials. Also, it does no require heavy maintenance due to the light weight and flexibility it carries. Rubber roofing comes in two types: shingled and whole roof. The shingled ones are made from synthetic materials and are better for simple structured homes while the whole roofs are great for a more detailed architectural design.

The third kind would be the tile roofing which is considered as an internationally recognized type of roofing. Just like the above types, this one can ensure durability. As a matter of fact, it is proven to be invulnerable from fire. Also, its longevity could last for up to 100 years and can highly improve air ventilation. Tile roofing comes in various patterns, textures, colors and shapes which can make things more fun upon the process of choosing the right ones in order to bring true elegance out of your home through the roofing.

Last but not the least, wood roofing is popular for homes that need to undergo major renovations. This roofing material usually runs anywhere from 4 to 8 dollars for every square foot. The price also depends on the way of cutting. Wood roofing is essential if you want to give your home a warmer look. It also has the great ability to prevent the occurrence of heat transmission.

Any of these types of roofs can be a great choice for you to make. However, it is still best to consider getting consultation from an expert in order to know what’s best for the type of home that you have in terms of safety, design and efficiency.