Abstract Reviews the book 'Consolidation, Translation, and the Equity Method: Concepts and Procedures,' by Paul Rosenfield and Steven Rubin.

Abstract The foregoing exposition allows us a) to trace through the effects of transactions in and on the algebraic equation; b) to demonstrate both the correspondence of the algebraic equation with the double entry-journal entry form of recording, and the articulation of the income and balance sheet statements; and c) to elaborate the calculations of ROl and Source and Application of Funds by means of the algebraic equation. The algebraic equation is therefore an alternative and hopefully useful alternative pedagogical method.

Abstract The article presents an approach to teaching basic accounting concepts, a system approach involving programmed materials reinforced by frequent and immediate feedback to students on an individual progress basis. The approach offers worthwhile advantages not available through conventional approaches to basic concepts or through use of any one of the system's elements alone. The article gives a description of the main features of the instructional system, some observations on the system's contributions and results, discussion of some unsolved problems and a summary and some recommendations derived from the experience. There do appear to be substantial advantages from considering the impact of each element in the teaching-learning situation and further advantages from seeking a complimentary combination of these elements. All this confirms the advice of educational technologists. They would agree that all perceived advantages should not be expected from the adoption of any one system element-such as the instructional program, or testing, or the feedback arrangement. Only when the coordination of appropriate elements organizes reinforcement of behavior in a system directed at clearly perceived goals, should one hope for large gains.

Abstract In the social sciences today Marshall McLuhan's probings have caused much discussion, and certainly accounting educators should not overlook his views on the way media affect the way students think and learn. If his views on contemporary society and media are accurate, the trend today is toward participation. Students conditioned by a television environment must participate in the learning process, or they will become disinterested. Accounting educators should recognize this fact and seek media which arouse participation, not indoctrinate students. The media used in accounting education should be viewed as extensions of the profession and should be chosen not only for their ability to reveal content but for the image they project of the accounting profession-a viable profession with many controversial issues to be solved. A byproduct of the accounting education process may then be the disappearance of the myth that " '⃛ accounting is cut and dried and all its problems have been solved by electronic computers.' " 22 In addition, participatory courses attuned to student's learning needs may aid in attracting talented people into the accounting profession.

Abstract Reports in recent years have cited very satisfactory results achieved by scheduling large sections of elementary accounting classes. Increasing enrollments coupled with a shortage of qualified accounting professors have forced many institutions to experiment with large sections. The techniques used have run the gamut from dosed circuit television to large lecture or small quiz section combinations. One advantage of the large class approach is evident that it is economical, given scarce resources. Furthermore, consolidation of students in this manner exposes them to the presumably better teachers while graduate assistants are available to handle the laboratory or quiz sections, which apparently call for less pedagogic skill. Based upon the optimistic reports from other institutions, the article used such a system at the Missoula, Montana based-University of Montana by restructuring elementary accounting classes. However, results of a similar experiment did not succeed. The failure of the lecture and quiz section combination could be attributed to two factors including refusal of students to take the large lectures seriously and lack of time in the two-hour quiz sections to cover the assigned material adequately.

Abstract The article discusses the profile of CPA candidates. It is important, for the accounting profession to evaluate periodically the characteristics of its recruits to determine if those who seek to enter its ranks are equipped with the attributes necessary to deal effectively with the increasingly complex problems of the profession. The public accounting profession has a common bridge over which all those seeking to enter its ranks must cross-the Uniform CPA Examination. Thus by examining the characteristics of CPA candidates, a profile can be drawn of the traits both of those who are seeking entrance into the profession of public accounting and those who are successful in doing so. Approximately one-half of the candidates writing the examination for the first time are under twenty-five years of age and are attending college or have been out of college for less than one year. If they have graduated from college, they likely are employed in public accounting with a CPA firm. The amount of formal course work in quantitative methods studied by CPA candidates is increasing. Experience does not contribute to the success of candidates on the CPA examination. Candidates should be encouraged to take the examination as near the time as they complete their course work in accounting as possible.

Abstract The article discusses the practical implications of accounting knowledge. Accounting is not a static field; on the contrary, it is continually evolving in reflection of underlying changes in the dynamic economy. Yet accounting textbooks too often are reluctant to introduce change once a subject becomes part of the "accepted body of knowledge." Much of the information contained in current accounting textbooks bears no relationship to current accounting – thought or practice. Advanced textbooks all introduce bankruptcy procedures by way of a discussion of a Statement of Affairs, which purportedly is used to disclose the financial condition of an insolvent business. Practitioners should make some effort to audit theft academic brethren. All new textbooks should be reviewed by one competent to appraise the validity of the text material. Clear misstatements of fact should be brought to the attention of the author. In this regard, authors must make a more complete effort to insure the authenticity or relevance of the material CPA Examination question and described in most texts misrepresents fact.

Reviews the book "Advanced Consolidation of Financial Statements," by H.S. Cillers and S. Rossouw.

Reviews the book "The American Accounting Association-Sponsored Statements of Standards for Corporate Financial Reports: A Perspective," vol. 3, by Harvey T. Deinzer.

Abstract The article discusses the significance of introducing important tax provisions into advanced accounting. Many accounting courses could be improved significantly by the brief introduction of related tax considerations, preferably in a non-technical fashion. This is particularly true in the case of advanced accounting courses wherein consolidated financial reporting for multi-entity organizations is usually given considerable attention. Decisions regarding the form of corporate and tax reporting for multi-entity organizations are highly tax-influenced. Tax planning is the art of determining in advance what tax liability will result and then conducting transactions with a view toward reducing the income tax burden. In the area of multiple corporations' a group has a choice of accomplishing the same results by more than one method-one of which may result in a lower tax liability. In order to minimize the tax burden, however, management must understand the interrelationship between business operations and the tax liability. A chart was first developed as a testing device for an advanced accounting course. Since students performed so poorly on the question it was later utilized successfully as a teaching aid-originally in an advanced course and subsequently in a tax course.