I. The social sciences differ from the physical in that the observer's interest lies within them, 1. — The contractual and the institutional views of society, 5. — Corresponding types of investigation, 6. — The genetic point of view, 7. — II. Group research and its promise, 11. — Induction and deduction, 12. — Fruitful hypotheses essential, 14. — Individual research; the constructive imagination, 15. — Promising types of research, 16. — The limitations and promise of research, 23.
Depreciation and Reproduction Cost Allyn A. Young Allyn A. Young Harvard University Search for other works by this author on: Oxford Academic Google Scholar The Quarterly Journal of Economics, Volume 41, Issue 2, February 1927, Pages 345–349, https://doi.org/10.2307/1883506 Published: 01 February 1927
Amount of bank deposit currency liable to disturbance from savings deposits, 26. — Initiative in expansion from saving and borrowing respectively, 28. — The features of a monetary expansion, 29. — Circulating and fixed capital as basis for money, 31. — The dispersion of prices, 32. — The appropriate price index, 33. — The facts of recent history, 35. — Prospects, 37.
Abstract The Wharton School of Finance and Commerce is the under-graduate school of business of the University of Pennsylvania in Philadelphia. After forty-five years of experience and development, the ideal set for the school by its dean, Emory R. Johnson, and the faculty, is to offer courses of study which will give to each student: first, a reasonably general education; second, a special training in the principles of business; and, third, opportunity to specialize in the field of business in which he is most interested. Where does accounting instruction belong in this three-part division of the curriculum? Certainly not in the first division with subjects such as English, history, political science, economics, sociology, and other studies of general educational value. Incidentally, these general studies are not concentrated in the first two years, but are taken concurrently with the technical subjects throughout the four years. Two accounting courses come in the second division of the curriculum, which division includes subjects offering a training in the principles of business in general, a training which must be considered a minimum vocational equipment for any business man.
Abstract The accounting course is distinctive in four respect. Probably the least important of these lies in the nature of the departmental organization. The business courses are divided into two departments, based on operating and non-operating business functions. The former include marketing, purchasing, and production, the latter, accounting, statistics, and finance. One have found that the general subject matter in the department of accounting and finance harmonizes with excellent effect, aid that courses are given with a minimum of overlapping material. Internal statistics are the product of the system of records in any given business. External statistics are largely the product of records of other companies. In discussing problems in business finance, therefore, such things as financial conditions, ratios and application of funds, and bond issues, are studied without the usual handicap of distinguishing between accounting method and financial policy. In the introductory course of the department the students get training in the preparation of a budget, the keeping of accounts, and the use of banking facilities.
Abstract The article presents information related to students preparing for the Certified Professional Accountants examination in the U.S. It has been viewed that the ideal accounting problem should be free from vague, obscure, and ambiguous statement; it should not be too lengthy; and it should permit of solution within the allotted time. Problems prepared by university instructors usually meet these requirements and are, therefore, excellent teaching material for the preparation of students for the accounting profession. But, because of their very virtues such problems are often not suitable as preparatory material for the professional examination; for, on such examinations, the candidate is usually confronted with problems which contain vague and contradictory statements, or mathematical errors, or are so lengthy as to be impossible of solution within the specified time. In a course In accounting problems planned to meet the needs of students, equal emphasis should be placed upon the application of accounting principles as applied to various businesses and upon the art of solving problems. It is not the function of a university to prepare its students for examinations into such professions as law, accounting, or medicine. The aim of the collegiate school of business is usually to prepare its students for business or for some special field of business.
Abstract This article presents two fables to illustrate some principles of accounting. A natural series of events described in one fable put into the hands of a character, called T, the characteristic elements of real double-entry book- keeping. This man, intelligent and observant by hypothesis, could not have been long in finding out that every transaction gave rise to a double recording, that every sum written in the debit of one of the two accounts figured also in the credit of the other, and that as a consequence, the total of the debits were equal to the total of the credits, and finally, that the debit balance of one of the two accounts was in reality, and of necessity, equal to the credit balance of the other. The principles of double-entry were thus clearly formulated at first without the men who conceived them comprehending their significance. The other fable tells that there was in the old Roman law, a very definite procedure of contracting a binding debt and a set form of preliminary conversation. There was an equally definite procedure for transferring a debt to a third party.
Abstract Professional speaker Dean Marshall made a notable contribution to business literature in the "Journal of Political Economy" for June, 1926, entitled "The Collegiate School of Business at Erehwon." In a somewhat allegorical form Dean Marshall traces the development of collegiate business education in the United States during the last ten years. He is correct in his statement that nowhere is found exactly such courses as he proposes. But the general trend of collegiate commercial education has followed his plan. His conclusions are evolutionary rather than revolutionary. The evolution of business education is stated in the following words: "The organization of material is now being modified, not because it was a failure, it was a distinct success, but because conditions seem to justify taking the next step. For one thing, in the last decade there has been a great increase in the amount of factual economic material available for use in the high schools and there will certainly be a still greater increase in the future. This seems to justify looking forward to a somewhat more mature and generalized presentation of our economic organization at the junior college level. For another thing, the materials of Instruction which Erehwon has developed in the various subdivisions of this field can now rather readily be arranged so as to give in a single course a more organic presentation of economic organization than was possible in the half-dozen somewhat specialized courses."