Managerial Accounting Essay Example | Topics and Well Written Essays - 750 words - 4

Managerial Accounting - Essay Example From these, the variable cost per unit is obtainable. The graph shows that the distribution of machine hours whose correlation with total costs incurred yields the least of effects on the total costs comparing all the variables involved. The correlation between machine hours and total cost is 0.2 whose relationship is less positive (Duchac, Reeve and Warren 754). Considering the relationship between total costs of production and the direct labor hours, the relationship is more positive. Interpreting this shows that there is a highly positive relationship between the two variables. The correlation coefficient here stands at 0.72, which is the highest. It reveals that a change in the number of direct labor hours will have great effect on the total costs of the manufacturing process. Duchac, Reeve and Warren (754) suggest that due to this, reduction of labor hours will yield a reduction in total cost of production that may yield higher profits. The third variable looks at the relationship between the total numbers of units produced in relation to the total costs incurred. The relationship is positive and correlation gives a 0.67 result. It shows that the total cost increase would yield an increase in the level of units produced. According to Duchac, Reeve and Warren (754), the relationship here shows the least positive of correlation. The relationship relates with the relevant range widely based on the period taken. Relative range represents the range within which a given price or cost holds true. The least square method is advantageous in that it includes all the data observed and tries to identify the line of best fit. The line helps to determine the variable and fixed cost proportion. The disadvantage of this method lies in its complication of the process because it considers all the observations presented. Under regression analysis, the following formula is vital. This aims at

Glomerular basement membrane diseases Essay Example | Topics and Well Written Essays - 1250 words

Glomerular basement membrane diseases - Essay Example NORMAL GBM. LEFT - a single glomerulus. There are one million of these in each kidney. RIGHT - a close up of the GBM (G) around part of one tiny blood vessel in a glomerulus (red circle in left hand diagram) Alport syndrome is the second most common inherited cause of renal failure (Turner, 2006). The disorder involves basement membranes of the kidneys and sometimes even the cochlea and the eye (Devarajan, 2008). It occurs as a result of mutations in type IV collagen genes. There are different modes of inheritance of this disease. The commonest is X-linked which is seen in 80% of the cases. Autosomal recessive inheritance is seen in 15 % of the cases and autosomal dominant inheritance is noted in 5% of the patients with Alport syndrome. Presence of 3 of the following 4 clinical presentation is necessary to arrive at a diagnosis of Alport syndrome (Devarajan, 2008). 50-80% of patients with X-linked Alport syndrome have mutations in the COL4A5 gene. Some may even have mutations of COL4A6 along with COL4A5 gene (Devarajan, 2008). There are several hundred mutations of this gene which account for most cases of X-linked Alport syndrome. These mutations include missense mutations, splice-site mutations, and small deletions. The most common mutation is substitution for glycine in the collagenous domain of the a5 (IV) chain by a bulky amino acid. This mutation results in protein-folding abnormalities. Other mutations result in interchain association and formation of the collagen network due to premature termination of protein translation and loss of the carboxy-terminal NC1 domain. Patients with autosomal recessive and autosomal dominant Alport syndrome have mutations in COL4A3 and COL4A4 (Devarajan, 2008). Most patients of Alport syndrome present during the first 2 decades of life with persistent microscopic hematuria and episodic gross hematuria. The common X-linked form of Alport syndrome leading to ESRD predominantly affects male

Superconductors & physicist Essay Example for Free

Superconductors physicist Essay Superconductivity was discovered by a Dutch physicist Kammerlingh Onnes in 1911 while studying â€Å"resistivity of mercury at low temperature† (Halliday 1999). To his surprise he found that below a temperature of about 4K mercury suddenly lost all its resistivity that was named by him as a superconductor. Conductors are those substances through which electricity pass to a larger extent. Superconductors are conductors that lose their resistance at a very low temperature. Every conductor possesses resistivity up to a certain extent whereas; superconductors lose their resistivity at low temperature. Superconductors are conductors with zero resistance. Functions and Applications Nowadays superconductors are used by scientists in making different things like noise reduction filters, communication satellites, mobile signal receivers, and other sophisticated and important machines which are extremely useful to us. Extensive researches are being carried out to design superconductors and ceramics to be used future for communication technology (Klauda 2000). Several experiments are conducted to reveal the possibility of cryogenic and high-temperature superconductor technology for use in base transceiver stations (BTS’s) and communication satellites for global mobile communication (Klauda 2000). Super conductors has helped a lot in the medical field by saving and diagnosing a lot of disorders in the human body like introducing MRI(magnetic resonance imaging) in which image is made of the inner delicate parts of the human body such as brain, stomach etc (Uses for Superconductors). Super conductors have also played a major role in advancing the transport system by replacing the huge electromagnets with super conducting magnets thus making it faster. A train operating on super conducting magnet attained an unbelievable speed of 361 mph (Uses for Superconductors). Electric generators composed of super conductors are of great importance because they are much better than the ordinary and typical generators. Super conducting generators produce much more electricity than ordinary generators. Nowadays efforts are made to commercialize these generators in order to fulfill the energy need of the world. Nowadays superconducting transformers have also been introduced to the world. In some countries underground cables including copper are replaced by superconductors making it more efficient than ordinary copper cables. Modern calculations reveal that supper conducting cables are 7000% efficient than ordinary copper cables (Uses for Superconductors). It is believed that in the next decade superconductors will replace electrical appliances in which copper is used. Super conductors are also used in industry to make Ultra high performance filters. Future of Superconductors Superconductors are of high utility in the future. Beside benefits there are also some drawbacks of using superconductors on a larger scale. Superconducting magnets are hazardous to human health thus restricting the commercial usage of MAGLEV vehicles (Uses for Superconductors). Another hitch in the wide usage of superconductivity is its high cost that for several decades restricted the functions of superconductors. Since superconductivity is attainable only at a very low temperature that is achieved in a bath of liquid helium. Since helium is found in very little quantity in the atmosphere is therefore, extremely costly limiting the functionality. After decades of hectic research, liquid nitrogen has replaced helium lowering the cost to a greater extent. References Halliday, David. (1999). Physics (Vol.2 Extended Version, 4th Ed).Robert Resnick, Kenneth S Krane. John. John Wiley Sons, Inc. New York Klauda, Matthias. (July 2000). Superconductors and Cryogenics for Future Communication Systems. Tobias Kasser, Bernd Mayer, Christian Neumann, Frank Schnell, Bachitor Aminov, Arno Baumfalk, Heinz Chaloupka, Serguei Kolesov, Helmut Piel, Norbert Klein, Stefan Schornstein, and Martin Bareiss. IEEE Transactions on Microwave Theory and Techniques, vol. 48, no. 7, 1227 Uses for Superconductors. Accessed August 19, 2008 http://superconductors. org/Uses. htm

Impacts of World of Warcraft

Impacts of World of Warcraft With reference to -world of warcraft, analyze the popularity of massively multiplayer online role-playing games and the effects of this gaming phenomenon in the Asian region, and how Asian culture and identity has permeated into this gaming phenomenon. As video games become more complex, so too has the degree in which players have been able to use the internet to find competitors, teammates and communities for play. Of course, online gaming is not a new phenomenon; however it is an ever-present topic of discussion. Massively multiplayer online role-playing games (mmorpg) in particular connect thousands of players in real time interaction and communication. The asian region is among those enamored by the gaming phenomenon and as a result, virtual game platforms such as world of warcraft have allowed for the emergence of complex social structures, reputation systems and even economies. Massively multiplayer games provide a three-dimensional environment for thousands of players to connect, interact and explore. Massively multiplayer online role-playing games, commonly referred to as MMORPGs, provide a unique platform for developing social interactions on the Internet. MMORPGs allow for simultaneous text-based and graphical communication with others and provide well defined structures that encourage a variety of social interactions. While some forms of Internet use encourage two-way communication, MMORPGs often require high levels of social interaction and facilitate the adoption of new personas and styles of interaction. (reference) World of warcraft Since its release in 2004, the World of Warcraft has remained one of the most popular international videogames. As of December 2008, California-based gaming company Blizzard Entertainment Inc. announced that membership for its award-winning MMORPG World of Warcraft had reached 11.5 million worldwide and is continuing to climb (Blizzard Entertainment, 2008). In Europe it hosts more than 2 million subscribers, more than 2.5 million in North America and approximately 5.5 million in Asia (Reference). With such astonishing figures, it undoubtedly brings about questions of what makes World of Warcraft so attractive and in many cases, so addictive. People flock to these programs seeking refuge from the imperfect world around them. Multiplayer online role-playing games offer a social attribute that many games lack; the worlds provide unique opportunities to create an entire virtual life, control your destiny, command teams, gain power, status, and prestige all without risk. Gamers can be anything they want to be without worry about the potential permanent repercussions of their actions. Causes of its popularity http://www.journal.fibreculture.org/issue8/issue8_chan.html Effects of WoW in Asian region, addiction Being that World of Warcraft is one of the most popular massive multiplayer online role-playing games, it has drawn an especially notorious reputation for addiction. But, is this reputation really deserved? Teenagers are often typified as the mainstay of the gaming population. Yet, even in this environment it appears that MMORPGs are considered taboo. Are these negative reactions legitimately based on widespread issues that affect players or is this genre of game play grossly exaggerated through excessive media coverage and a lack of understanding? To completely understand the conclusions drawn from gameplay, it is important to realize the context surrounding the typical gaming experience. This environment revolves around the stereotypical -gamer. Although about 15% of the MMRPG audience is comprised of females, it is a role largely filled by males. What happens is that gamers are often forced into acting like addicts. Through excessive social pressure, gaming is often hidden from public view, family, and friends for fear of reprisal. Often people feel embarrassed when talking about gameplay with non-gamers or in a public environment. Playing becomes a guilty pleasure, only to be indulged to the extent that it might be acceptable by others and to hide played time that might be deemed otherwise. All of these emotions and external pressures combine to create the very connotation of addiction, even for players who are not obsessed with the game at all. Why, if so many people exhibit interested behavior in the game are they so afraid of it? I think the answer lies in the very answers to their interviews: addiction. They feel drawn into the game. This immersion is particularly noteworthy in World of Warcraft because, as Krzywinska has argued, the games worldness is so comprehensive. Her research has focused heavily on the complexity of virtually realistic worlds. People who do not play see the respite that gamers find in the virtual world and realize that, yes, it is fun. Then there is a withdrawal, some moment of reality hits them or they temporarily lose interest and become determined to refocus themselves on their previous activities. To complete their rejection they add in their negative opinions, which force the gamer to feel guilty for -chilling in the game world. This does not happen with TV or social video gaming Mario Kart for example because people are interacting with each other as opposed to virtual players. In June 2005, it was reported that a child had died due to neglect by her World of Warcraft-addicted parents in Korea (Gibson). Her parents had left her alone while going to an Internet cafà © to play. They were charged with her death and similar stories of extreme gaming appeared around the world. These cases of addiction, along with growing memberships, have prompted equally extreme reactions from organizations and even governments. In August of 2005, the government of the Peoples Republic of China proposed new rules to curb what they perceived to be social and financial costs brought on by the popularity of online games in general. The measure enforces a time limit on Chinas estimated total of 20 million gamers (BBC News). Citizens are allowed to play for five consecutive hours before their characters abilities become severely limited; only after a five hour break will the limitations be removed. Due to extreme cases such as murder, neglect, and sudden death, media coverage has c apitalized on the worlds newest addictive trend. It is true, computer games, massive multiplayer online role-playing games in particular, can cause certain levels of addiction. So can television, violent videogames, sex, drugs, sports, and work, but these are no longer new, hot topics in the market. Case study of WoW in Singapore/Malaysia/China, how has it permeated into Asian region, Players and Culture, Identity, Paradise Crashed: Rethinking of MMORGs and Other Virtual Worlds. An Introduction Robert Alan Brookey Critical Studies in Media Communication, Volume 26, Issue 2 June 2009 , pages 101 103 There is a strong tendency among many scholars of cyberspace to offer it up as a new utopia. Online communities have often been celebrated as spaces that allow for an unbound human experience, spaces in which individuals are able to form identities and express themselves without the constraints found in the -real world. With the emergence and growing popularity of massive multiplayer online role-playing games (MMORPGs), this celebration seems to have grown in intensity. We are here to crash the party. This special issue is a collection of articles that challenge the assumptions about the positive potential of cyberspace. In the first article, David Gunkel and Ann Hetzel Gunkel discuss the concept of the body in virtual space, and critically examine how this space is often offered as a -new frontier. They argue that the use of this metaphor to conceptualize cyberspace carries risks. More specifically, they warn if we do not remember the history associated with that term, we may repeat the mistakes that occurred when White Europeans settled the American frontier. After all, cyberspace is often regarded with the same optimism of opportunity that was once held for the New World. Yet, as we all know, this land of opportunity was not opened to everyone equalitibly. For example, while racial minorities provided labor to open up the American frontier, they did not always enjoy the full economic benefits of their labor. Lisa Nakamura proves this mistake has already been realized in the online game World of Warcraft (WoW). Nakamura investigates the practice of -gold farming in online games, a practice in which in-game resources are cultivated by certain players, and then sold to others for a profit using real world currencies. Unfortunately, some of the players cultivating these resources work for a nominal wage, and do not share in the profits of their labor. Some of these gold farmers are Chinese, consequently old racial prejudices have reemerged around the practice of gold farming. Indeed, players thought to be gold farmers are singled out for racial ridicule, and as nakamura shows this ridicule draws on Asian stereotypes.

A Modest Proposal Essay -- essays research papers

Have You Eaten Yet?: Swift’s Final Solution As a lately favored eighteenth century essay, Jonathan Swift’s "Proposal" has been canonized as a satirical model of wit. As will be discussed shortly, Swift’s essay is often seen as an allegory for England’s oppression of Ireland. Swift, himself and Irishman (Tucker 142), would seem to have pointed his razor wit against the foreign nation responsible for his city’s ruin. Wearing the lens of a New Historicist, however, requires that we reexamine the power structures at work in Swift’s society. We must delve into not only Swift’s "Proposal," but also into other of his correspondence, and even into discourse of the epoch in order to gain a thick description of the many levels of understanding present in Swift’s "Proposal." As a model of rhetorical discourse, Jonathan Swift’s "A Modest Proposal for Preventing the Children of Poor People in Ireland from Being a Burthen to Their Parents or Country, and for Making them Beneficial to the Public" is unique among the plethora of pamphlets which circulated Ireland in the early eighteenth century. However, it is imprudent to think of the work as having emerged purely isolated from the pressures of the society in which Swift wrote. While propositions such as "A Modest Proposal for the More Certain and yet More Easie Provision for the Poor, and Likewise for the Better Suppression of Theives†¦Tending Much to the Advancement of Trade, Especially in the most Profitable Part of It," (Author Unknown, Cited in Rawson 189) were commonly circulated in order to postulate solutions to the crises of the day, Jonathan Swift’s "Proposal" has been read as a parody of this sort of pamphlet (Rawson 189). There can be no solid support for such a thesis, and it would be wrong to infer that what is at work in Swift’s "Proposal" in any important sense is a burlesque on project concerning the poor or on the titles of certain types of economic tracts. The mimicry of these things which Swift employs is but seasoning, and not the main point. Likewise, to suggest that Swift was radically attacking the notion of economic planning of human affairs, or even that his attitude on certain central questions was humane or liberal is misleading. The majority of interp... ...ocaust becomes a close analogue to the "proposal," since the problem, whose formulation and very existence might elsewhere seem preposterous, underwent a Final Solution with hideous efficiency. This comparison reinforces the point that the "proposal" is not a sheer fantasy, nor a sardonically frivolous gesture of despair. With a New Historic lens, we must examine the interplay of interpretations of the history we have been taught. As Tyson puts it, "had the Nazis won World War II, we would all be reading a very different account of the war." (Tyson 282) We cannot be satisfied with any interpretation of history which relies on subjective information. It is not surprising that the targets of Swift’s satire cannot be, and are not meant to be, clearly distinguished from one another, nor that Swift’s allegiances between the English, the Anglo-Irish, and the natives are blurred and fluctuating things. These confusions provide essential energies of Swift’s style. The "Modest Proposal" clearly is an embodiment of the complexities and contradictions of the English-Irish relationship in the eighteenth century.

Analysis of Identity in Jasmine Essay -- Literary Analysis, Bharati M

The novel Jasmine by Bharati Mukherjee is an incredible story about the transformation and life experiences of a Panjabi girl from India. The life of Jyoti is told from her point of view when she is twenty-four years old, and pregnant with the baby of Bud Ripplemeyer, a crippled banker who is more than twice Jyoti’s age. During the span of two months in Iowa, Jyoti narrates her biographical experiences in Punjab and in America as she strives to become independent. Jasmine illustrates that when one’s relationships go through changes, it will impact one’s identity. Born in Hasnapur in India, Jyoti is said to be the most beautiful and clever person in her family. Unlike her sisters and other girls, Jyoti excels in school and continues her education until the 8th grade despite her father’s disapproval. Education represents a way for Jasmine to separate from many girls her age including her sisters and to shape her identity. In other words, this allows her to break from the semi-feudal rural society in which she lives. Her life, like most Indian women in that time period, is controlled and dominated by her father and brothers, "Village girls are like cattle, whichever way you lead them, that is the way they will go" (46). Jyoti’s opinions are often considered unnecessary. The role of women in villages was only to be a mother and to manage household affairs. The first of many glimpses of Jyoti’s varying identities occurs during her marriage to Prakash. The first time Prakash talks to Jyoti, he says, â€Å"She is a woman of fine sympathies†¦Ã¢â‚¬  (74). He sees her as a delicate, obedient woman who follows her family’s wishes and societies restriction on women. Jyoti describes Prakash as â€Å"A modern man†¦For Prakash, love was letting go. Independenc... ...el Jasmine, Jyoti has conflicts with her past and the present as she attempts to combine her life as an immigrant and life in India. Jyoti comes to America in order to fulfill her husband, Prakash’s dreams and to lead a more fruitful life. She undergoes her first transformation from an innocent, dutiful daughter to a modern wife when she meets Prakash who calls her Jasmine, then she becomes more American when she meets Lillian Gordon who calls her Jazzy. Later, with Taylor Hayse, who calls her Jase, she starts to accept her past and present together, however seeing her husband’s murderer frightens her. She then moves on to become Bud’s Jane. Jyoti tries to establish a new identity as she learns new American customs, skills, and aspirations. These transactions in her identity are apparent in her attitude towards life and her relationships with men and women.

Instructional Materials Essay

Social Studies can be defined as a discipline in which we can learn about our world and man’s interaction with his immediate and remote environment. Since Social Studies deals with how men interact with its social and physical environments, how can this interaction of physical and social environment be learnt by the pupils? This can be learnt in the classroom where teaching and learning cannot be conducted by the teacher by merely feeling his pupils with facts and information. There is need to expose the pupils to varied activities. The environment of the child is rich in varied resources. The teacher should utilize these varied resources to promote or stimulate learning among his pupils. Pupils learn positively not by hearing alone but by seeing and doing. How can the teacher stimulate the pupils’ interest? This can be done by the use of instructional materials. Instructional materials are meant to stimulate pupils’ interest in the classroom for meaningful learning to take place. They also afford the pupils the opportunity to make use of more of their senses in the process of learning experiences which are not available in the classroom or school environment, are â€Å"brought† to the classroom for pupils’ attention through the use of instructional materials. For example, the use of the map of the world in teaching some topics in social studies enables the teacher to bring to class these learning experiences. â€Å"This is why instructional materials is said to be aids to learning rather than teaching†. 1.2. PURPOSE OF THE STUDY The study was planned mainly to: a. Provide useful information which will contribute in some ways to the improvement of the teaching of social studies in Nigeria primary schools through the effective use of instructional materials. b. Generate data that will help school administrators in their policy formation as regards the use of instructional materials in schools. c. Make available valuable information that will be helpful to educational technologist in their design of appropriate instructional materials for schools. 1.3. SIGNIFICANCE OF THE STUDY Nigeria is a potentially a great Nation. But for the Nation to fully attain the enviable position of greatness, her citizens must be dedicated honest, patriotic and hardworking. This is why the federal Government of Nigeria is at present embarking on the project of re-branding the country with the theme, great Nation, good people. Educators have rightly identified social studies as one subject that can help to make these lofty dreams of greatness a reality. Therefore, it cannot be overemphasized on the need to effectively teach this subject through the use of instructional materials. Here has the importance of this study. It will be expected that result of this study may be useful in the following ways: a. Enabling social studies teacher to realize more than ever before the importance of the use of instructional materials while teaching especially social studies. b. Providing more useful information for social studies teacher as regards the various instructional materials they can employ in teaching. c. Providing more useful information for prospective designs of instructional materials on the need to provide suitable instructional materials for use in schools. 1.4. STATEMENT OF THE PROBLEM It is the consensus among scholars in Nigerian that social studies is one subject that is crucial to the realization of the Nigeria dream of greatness. This is the reasons why social studies in one of the cone subjects at the primary school and junior school levels. However, it seems the teaching and learning of the subject is hampered by the problem of lack of in adequate use of instructional materials. Therefore, the problem of this research is to look at the problems surrounding the use of instructional materials in the teaching of social studies in primary schools. Specifically, this study has attempted to provide answers to the following research questions. 1.5. RESEARCH QUESTIONS 1. Do primary school teachers use instructional materials while teaching social studies? 2. Are primary school social studies teachers aware of the benefits of using instructional materials in teaching? 3. Does the use of instructional materials in teaching have any impact on pupils’ performance in primary school social studies? 4. Could the non use of instructional materials in the teaching of social studies in primary schools be as a result of their being inadequate? 5. What contribution does the use of instructional materials have on the teaching and learning of social studies? 1.6. SCOPE OF THE STUDY The scope of this research has been limited to some selected primary schools in Ibeju-Lekki Local Government Area of Lagos State. The project is to examine the impact of instructional materials in teaching of social studies in selected primary schools in Ibeju-Lekki Local Government Areas. And also to know how learning can be stimulated in primary schools pupils. The limitation is due to financial and time constraint. 1.7. DEFINITION OF TERMS 1. SOCIAL STUDIES: Social Studies can be defined as a study that equips learners with tools such as attitude, values and skills necessary in solving personal and community related problems. Social Studies is also a study of a man and his environment. It is also the study of many interactions with his physical and social environment. It is a study of how man lives in the society, what he does, how his life is affected by things, people as well as social practices around him. 2. INSTRUCTIONAL MATERIALS: These are the resources used to facilitate teaching and learning. 3. TEACHING: This can be defined as the conscious and deliberate efforts by a matured or experienced person to impact knowledge, information, skill, attitude and beliefs to an immature or less experienced person. Is also a systematic way of impacting knowledge on to the people. 4. ENVIRONMENT: These are what we interact within our surroundings likes highlands, lakes, rivers and vegetations e.t.c. 5. LEARNING: Advanced knowledge gained by careful study. Is also a permanent changes in behavior due to past experiences. 6. FACILITATING: Make learning easy without any difficulty 7. ABSTRACT: These are what we cannot see in our surroundings 8. IMPACT: The important or the value one devices from doing something 9. STIMULATING: The art of reasoning quickly and thought and feeling CHAPTER TWO 2.1. LITERATURE REVIEW The art of teaching and learning involves the interaction of both the human and materials resources in a classroom setting. Since human beings are social animals and they cannot live in isolation, they have to socialize and interact among themselves and with environment. This brings us to the question† What is Social Studies†? Social Studies can be defined as study that equips learners with tools such as attitudes, values, skills necessary in solving personal and community related problems. Information and knowledge gathered from reading books, journals, research works may reveal the area which have not been adequately researched into to us. Furthermore, reviews of literature sometimes provoke the urge to carry out a research based on what we read in the books or journal. Teaching and learning materials can be defined as any device piece of equipment, graphic representation, sound reproduction or illustration that helps the pupils to learn. Generally, instructional materi als are used to reinforce and to enrich the mastery of the subject matter. The roles of instructional materials have been of great importance to teaching in primary schools. According to Awosolu et al (1997), quoting Alani et al (1995) he said that since most pupils in primary schools are still very young, their intellectual abilities may not allow abstract presentation in facts without having to complement the content with concrete materials. It is in this regard that instructional materials are perceived as â€Å"aids to learning rather than aid to teaching†. Lawton and Dufour and Dahunsi (1979) classify social studies instructional materials in the following: 1. PICTORIAL MATERIALS: These include globes, maps, posters, flip and well charts diagrams. 2. PRINTED MATERIALS: These include textbooks, reference books, supplementary books, work books, journals, newspapers and magazines. 3. BOARDS LIKE: Chalkboard, Flannel or felt boards 4. MECHANICAL AIDS: These are audio-visual equipment and materials. Having known the various instructional materials, they serve as information carriers which are designed specifically to fulfill objectives in a teaching learning situation. In fact, learning resources in social studies are multi various and limitless. Social studies by its nature and content deals with the realities of men living in his complex environment. Hence, anything has to do with man’s behavior and interaction as a social behavior qualifies as an instructional materials in social studies. It is therefore possible to employ as many instructional materials as possible when teaching any topic in social studies because they help to stimulate pupils’ interest and reduce the numbers of verbal responses. A lot has been written on the impact of instructional materials in teaching and learning of social studies. Agun (1988) asserts that many curriculum innovations like inquiry or problem solving method of instruction or learning how to learn may not be meaningfully and effectively implemented without the use of a wide variety of learning resource. Generally, instructional materials are used to reinforce and enrich the mastery of the subject matter. As a matter of fact, Durojaiye (1978) declared that there is a large number of failure due to the fact that teacher are not doing their work as conscientiously as they should. The critics feel that schools no longer offer true learning and creativity to their pupils. Supporting the vies of these critics. Popham (1971) feels that social studies teachers and curriculum designers in the schools do not make any significant impact on pupils due to the lack of the use of instructional materials. According to Adusual (1982), instructional materials size could affect teacher’s effectiveness because, the smaller the shape the greater the degree of contact, and more effective the teaching and learning interaction. Assuming that there were adequate number of teaching aids it can be give to each of the pupils, therefore, the teaching of social studies without making use of instructional materials is not helping his pupils to learn. 2.2. THE IMPORTANCE OF USING INSTRUCTIONAL MATERIALS It is pertinent for teachers to become aware of the benefits that accrue from the utilization of instructional materials in order to intensity their efforts at achieving effective result in their teaching activities. Weaver and Bollinger (1949) identified the following advantages: 1. They attract and hold intention: A verbal explanation become more effective in attracting and creating interest when supplemented by a visual aid. 2. Instructional materials help retention of information and visual images. The major part of the things people heard are forgotten in a relatively short time and it becomes difficult to recall accurately what is heard. On the other hand, the things they see make a more lasting impression and they experience considerably less difficulty in calling the object or process with increased accuracy. 3. They help informing correct images: People often interpret information in term of their own background of experiences. Consequently, it is possible and quite probable for a group of learners to form entirely different ideas about the same things as a result of verbal description. The use of instructional materials helps to eliminate this inconsistency. 4. They assist in understanding proper relationships of components parts. 5. More of the benefits, teachers can reap when instructional materials are used in the teaching process: According to Ogunmilade (1984) the ability it provides in the share of expertise, helping knowledge to reach a lot of people. Simultaneously preservation of records and documents. Bringing before us what otherwise could have looked imaginary or far-fetched; enriching learning and allowing students to learn at their own rate. Furthermore, using of instructional materials makes teaching more effective and facilitates also to master the topic taught to the learner. Finally, using of instructional materials make learning easier and pleasurable at the same time concretize the learning process in the learners. 2.3. PROBLEMS FACING THE USE OF INSTRUCTIONAL MATERIALS IN SCHOOLS In spite of the numerous benefits accruing from the use of instructional materials in teaching and learning situation its application in our schools has been discouraging because of the following process: 1. Lack of Direction: This is characterized by lip service, paid to use to educational technology in high quarter. Apart from the meager budgetary provisions often made by governments for instructional materials, when it comes to implementation, the funds are hardly released. 2. Resistance to change on the part of the teachers. 3. Lack of readiness of teaching staff to use audio-visual techniques and charge their methods and tools within the classroom. 4. Lack of insfrastructures and facilities that might make the use of instructional aid more meaningful such as lecture halls, audio-visual, libraries, studios, independent study spaces, audio-visual resource centre e.t.c. 5. Inadequate personnel or specialist to train users of instructional materials in schools. 6. Fear of failure in their use 7. Fear that new technology would replace teachers. 8. Inadequate instructional materials: Since the inception of social studies programme, teachers have consistently complained about the problems of quality and quantity of instructional materials. The problem is traceable to lack of good textbooks, cost of textbooks, commercialization of materials, non-functional libraries and resources centres, gap between publication and dissemination of instructional materials, lack of quality control of textual materials and so on. In most cases, teachers rely on outdated and stereotyped textbooks which hardly reflect the needs of pupils. 9. Lack of Fund: This is one of the big problems confronting teachers in general, and social studies teacher in particular. The problem here is lack of motivation and incessant agitation by teachers for improved condition of service. Thus, primary school teachers including social studies teachers have lost interest in teaching even though they are still called teachers. Those who have the slightest opportunity leave the classroom for greener pastures. The incessant replacement that follows such frequent resignations leads to lack of continuity in social studies classrooms. The pupils are usually the worse hit by this. Furthermore, funds are not available for the provision of instructional materials, thereby leaving teachers to either improvise or teach without any in majority of the cases. CHAPTER THREE 3.0.RESEARCH METHODOLOGY This chapter is concerned with the techniques used by the researcher in the collection of data for investigation. It covers explanation on the choice and description of instrument employed for the collection of data. Also included are the sampling techniques, method of administration of the questionnaire and the data analysis method. 3.1.RESEARCH INSTRUMENT The research instrument used for this study is the questionnaire. The choice of the questionnaire is because of its advantage of allowing respondents to answer questions without any outside influence such as facial appearance that may influence respondents as in the interview method. The questionnaire used is in two parts. The first part deals with the personal data of the respondents while the second part contains ten statements which attempt to find out the impact of the use of instructional materials have in teaching social studies. 3.2.SAMPLE AND SAMPLING TECHNIQUE The sample of this study consists of 60 primary school teachers. The sample was chosen from five primary schools in Ibeju-Lekki Local Government Area of Lagos State. The sampling technique used in selecting the sample for the study was the systematic random sampling. The sampling technique removes bias in the selection of the elements, and it is convenient and more accurate than the random sampling. 4.3. SUMMARY OF FINDINGS 1. Most social studies teachers aware of the need for instructional materials in teaching of social studies. 2. Most primary schools have inadequate instructional materials in the teaching of social studies 3. Majority of the social studies teacher do not make use of instructional materials during their lesson 4. Most of the social studies teachers agree that the chalkboard is one of the instructional materials which aid effective teaching of social studies. 5. Most of the teachers take their pupils on field trips majority of social studies teachers use community resources like red objects and resources persons because they promote learning in social studies. Most social studies teachers do not have overhead projectors, audio-visual equipment which can promote learning in social studies. 6. Almost all the teachers of social studies said that inadequate equipment is one of the problems which they face. 7. Most social studies teachers agree that effective use of instructional materials contribute positively to learning process. 4.4. DISCUSSION From the research study most primary school teachers are aware of instructional materials for the teaching of social studies. This observation is consistent with the assertion of Nduanya (1986) that teachings are more effective when teachers locate and use appropriate resources. Furthermore, it is observed that most primary schools lack instructional materials be it concrete or abstract to teach social studies. This shows that most primary schools in Ibeju-Lekki Local Government either lack or have inadequate instructional materials for the teaching of social studies. From the research study, it can be observed that majority of social studies teachers do not make use of instructional materials during social studies lessons. This is as a result of inadequate instructional materials which is due to lack of fund to provide instructional materials. This findings agrees with Agun (1988) who asserts that many curriculum innovations like inquiring or problem solving method of instructional or learning how to learn may not be meaningful and effectively implemented without the use of a wide variety of learning research. In fact, it can be deduced from the research study that most social studies teachers make use of chalkboard as an instructional material which is most important aids to effective teaching. This implies that the chalkboard is one of the instructional materials that is the most available instructional materials in every school. There is no school which will have inadequate instructional materials and will not have a chalkboard. Indeed, the chalkboard as one of the instructional materials is commonly used by the teachers. This findings on the use of chalkboard agrees with Ajimoko (1973); Dahunsi (1979), Akanbi (1982) and Osofisan (1982) they said apart from the chalkboard, the textbook was the next most frequently used of the instructional materials. Consequently, from the findings it can be observed that majority of social studies teacher take their pupils out on field trips. Pupils are taking out on excursion to relate their experience with the theory they have been taught in the classroom. When pupils are taking out on field trips they learn more about their surroundings as the nature of social studies and learning becomes more permanent in them. From the findings it shows that majority of social studies teachers makes use of resources centres. This indicates that pupils need to be taken out of the classroom to appreciate the fact that learning does not end within the premises of the classroom. When pupils go out, they need to be trained to observe event and learn without the teacher being around them. This finding agrees with Preston and Herman (1981). These resource centres become social studies laboratory in which pupils becomes young social scientists. From the research study, it can be deducted that most social studies teachers do not make use of audio-visual materials because they don’t have them. This finding agrees with Akibote (1983) on the very limited uses of electronic materials in school within Ondo Local Government Area. This is as a result of the teacher’s inabilities to manipulate any of the equipment since they do not have teacher training. Another related problem may be due to lack of electricity because majority of the schools do not have electricity. Another finding of the study deduced that in teaching of social studies, inadequate equipment is one of the problems faced by social studies teachers. This implies that some social studies lessons are done in abstract. So, effective learning cannot be facilitated. This negative effect may be as a result of lack of funds to provide adequate instructional materials in schools and teachers are not ready to improve because of their salaries are very inadequate. The results also shown that most of the social studies teachers agrees that most of the social studies teachers agrees that the effective use of instructional materials combine positively to learning process. The effect is that when instructional materials are effectively used, they facilitate learning and stimulate pupil’s interest. They also make their lessons more interesting and relief the pupils from the burden of tiredness while learning. CHAPTER FIVE SUMMARY, SUGGESTIONS AND RECOMMENDATIONS FOR FURTHER STUDIES The main objective of this study is to examine the impact of instructional materials in the teaching of social studies in primary schools. In this chapter, the summary of the major findings will be highlighted. The discussion will also include suggestions for policy making and areas where future research on the topic may be directed. 5.1. SUMMARY One of the major findings of this research is that most social studies teachers agreed on the importance of teaching the subject with instructional materials. Another outcome of this project is that there are inadequate instructional materials for teaching social studies in primary schools. So many instances, teaching is done without instructional materials. It was also revealed from the research that the chalkboard that is always available in schools is one of the instructional materials which aids the effective teaching of social studies. This study also reveals that although most primary schools do not have audio-visual aids, social studies teachers compensate for this by making use of real objects, resource persons and by taking their pupils on field trips. Finally, from this research, it was revealed that the use of instructional materials in teaching social studies contribute positively to the learning of the subject 5.2. SUGGESTIONS Although this study has not claimed to be complete, some suggestions based on its findings could be made on how to improve the teaching of social studies in primary schools through the effective use of instructional materials. In the first place, because of the importance of instructional materials in the teaching and learning of social studies in primary schools, the various ministries of education and school boards in the country should ensure that adequate instructional materials are supplied to primary schools. Secondly, the government should ensure that there is regular supply of electricity and schools in the villages that lack electricity should be provided with generators. This will enable the schools to make use of audio-visual aids such as television, projector and VCD. Thirdly, regular workshops and seminars should be organized by the various school boards for primary school teachers on how to make simple instructional materials and on the use of the various instructional materials. Finally, inspectors of education should constantly visit schools to ensure that the instructional materials available are judiciously used by teachers for teaching. 5.3. RECOMMENDATIONS FOR FURTHER STUDIES Like with most researches, this study cannot claim to have exhausted all that is to be said on the use of instructional materials in teaching social studies in primary schools. Instead, this survey should be regarded as a guide for further research. Therefore, as regards the future, this researcher suggests some specific projects. First of all, a further investigation should be carried out to find out how use of instructional materials or lack of this affects pupils’ academic performance in social studies. In addition, social studies teacher should consider the instructional materials when teaching social studies at the same time there is need for education technology practitioners to write texts more relevant to Nigeria situation and needs such texts should contain model and samples of instructional materials and the procedure for making them by individual teachers. Furthermore, there should be a study on the suitability or otherwise of the available instructional materials that are being used in teaching social studies in primary schools. DEPARTMENT OF ARTS AND SOCIAL SCIENCES ADENIRAN OGUNSANYA COLLEGE OF EDUCATION, EPE CAMPUS, EPE. RESEARCH PROJECT 2013 QUESTIONNAIRE ON THE IMPACT OF INSTRUCTIONAL MATERIALS ON THE TEACHING OF SOCIAL STUDIES IN THE PRIMARY SCHOOLS IN IBEJU-LEKKI LOCAL GOVERNMENT AREA OF LAGOS STATE REFERENCES Alani, R.A; Oduyemi, O.G and Agagu A.A. (1995): Teaching Aids; Reading in Subject Methodology; Ijebu-Ode, Olaf Association, Page 29-34. Awosolu, E.O. and Fasasi A.K.(1996): â€Å"Teacher’s use of Instructional materials in Primary Social Studies in Epe Metropolis† The Beagle, Journal of Primary Education,, Vol. 1 and 2, page 71-77. Awosolu, E.O. and Fasasi A.K. (1996) â€Å"Teacher’s use of Instructional Materials in Primary Social Studies in Epe Metropolis† quoting Agun 1988, Nduanya 1986, Imogie 1988, Alani et al 1995, Dufour and Dahunsi 1979, Ajimoko 1973, Preston and Herman 1981, Akibote 1983, Akanbi 1982, and Osofisan 1982 in the Beagle, Journal of Primary Education, Vol 1 and 2, page 71 – 77. Olowoye, B. (1996): Principle and Method of Teachings. Ibadan, Afolabi Press Limited Page 107 – 120 Osunkalu, A.S. (1973): Instructional Media quoting Adesina 1982, Durojaiye 1978 Welberg 1970, Nwaogu 1980 and Pophas 1971 in a Journal of Teachers Guide Vol. 2 page 21 – 26. View as multi-pages