Knowledge that Transforms

Introduction, 139. — I. The formative period, 140. — II. Views on policy, ideology, and theory, 142. — III. Business Cycles, 1913, 146. — IV. The National Bureau and Measuring Business Cycles, 151.

I. Introduction, 57. — II. The “goods famine,” 59; the disparity between supply and demand, 59; the peasants' “freedom of choice,” 61. — III. The tempo of industrialization: long-range arguments, 62; overpopulation, 63; the technological factor, 65; the “chain connection,” 67. — IV. The law of “primitive socialist accumulation,” 68; the formulation of the law, 68; the “socialist protectionism,” 70; taxation by price, 72. — V. The debate, 75. — VI. The solution of the Preobrazhenski dilemma, 80.

Journal Article The Economic Law of Market Areas Get access C. D. Hyson, C. D. Hyson Oslo, Norway Search for other works by this author on: Oxford Academic Google Scholar W. P. Hyson W. P. Hyson Oslo, Norway Search for other works by this author on: Oxford Academic Google Scholar The Quarterly Journal of Economics, Volume 64, Issue 2, May 1950, Pages 319–327, https://doi.org/10.2307/1882699 Published: 01 May 1950

I. The various orders of change, 496. — II. Normal equilibrium with reference to short periods, 499. — III. Normal equilibrium with reference to long periods, 507. — IV. The relationship between short period normal and long period normal equilibrium, 519.

Introduction, 333. — I. Childhood, 1883–1901, 334. — II. University, 1901–06, 335. — III. Early academic career, 1906–18, 338. — IV. Foray into statesmanship and business, 1919–24, 344. — V. Academic life in Bonn and Harvard, 1925–50, 354. — VI. Schumpeter's contribution to economics, 360. — VII. Why is there no “Schumpeter school”? 370.

Introduction, 89. — I. The idea of abstract space and economic analysis, 91; distinction between geonomic (banal) space and economic spaces, 92; space defined by a plan, 95; space defined as a field of forces, 95; space defined as a homogeneous aggregate, 96. — II. Some applications of the distinction between the three types of economic space, 97: monetary space, 97; national space, 99; the European economy, 102.

I. The nature of the problem, 183. — II. Functional and nonfunctional demand, 188. — III. The bandwagon effect, 190. — IV. The snob effect, 199. — V. The Veblen effect, 202. — VI. Mixed effects, 205. — VII. Conclusion, 206.

Although a revised statement of concepts and standards was published in 1948, a Committee on Accounting Concepts and Standards was appointed early in 1949. The appointment of a new committee so soon after the publication of a revision did not indicate an intention either to rewrite the 1948 statement immediately or to adopt a policy of introducing new models each year. The purpose clearly was to institute a continuous program of study and research, which it was felt might be more effective than the more or less spasmodic efforts of the past. The members of this committee favor such a program. Methods by which it can be made effective, however, have not yet been fully worked out. The committee has faced and still faces a dilemma arising out of the fact that it is not expected either to publish a revised statement in 1949 or to continue as a committee with the same membership until a revised statement is published. During the two-day meetings of this Committee, the discussion ranged over the whole field of accounting and revealed surprisingly broad areas of agreement, although the usual difficulties were met in phrasing statements, which would secure unanimous approval.

Reviews the book "Reflections of a Revenuer," by Aubrey R. Marrs.

According to the author one will note that he avoided many current professional auditing problems. There are quite a number of these that are interesting which may be mentioned even though he had elected not to discuss them. The teaching of accounting and auditing has come a very long way since the author studied the two subjects in a course in commerce in his university days. In his case, there is a span of forty years of contact with the teaching of accounting. He thinks the teaching has more than kept pace with the development of the profession, and it has contributed immeasurably to the success of the profession. The development of the collegiate courses in accounting and auditing is not in the hands of the practical practicing accountants, but properly it is dependent upon the wisdom of the professional educators. In his opinion, the profession can have complete confidence that the teaching of accounting will keep pace with the needs of the profession. According to the author the profession is not satisfied that it has reached proper standards of disclosure. At the present time, the desires of the public for more information clash with the desires of management to disclose no information that will be competitively harmful or, by increasing the problems of management, are harmful to the owners of the business.