Introduction, 604. — I. Hypothetical contract of the cost-plus-incentive-fee type, 604. — II. The maximization model, 606. — III. Consideration of the firms entire operations, 612. — IV. Long-run profitability, 614. — V. Conclusion, 615.

PROFESSOR THEIL [5] recently gave the derivation of the best linear (B. L.) index number formulae for price and quantity. In an application of the formulae to Dutch import and export data, Kloek and DeWit [3] found that there is some slight, though persistent, bias to the effect that the index vectors yield larger current values than the individual data do. As this feature is related conceptually to the factor reversal test, they considered it desirable to devise a method which would control this bias on the average and worked out what may be called the best linear average unbiased (B. L. A. U.) index number. The aim of the present note is to indicate what relationship the B. L. and the B. L. A. U. indexes bear to the factorial indexes, that is, to those obtained through the factorial approach [1, 2, 4]. We conclude that the factorial indexes2 appear to compare well with the B. L. A. U. indexes. Incidentally, it is also pointed out that it might be possible to obtain a closer algebraic approximation to the B. L. index number formulae.

T HE theory of the demand for financial assets has come in for a good deal of discussion in the last few years. Undoubtedly the discussion has been fruitful and has given us many new insights into the nature of financial processes. But it cannot be said that there is any generally agreed upon view as to the way in which those processes work. It would be appropriate at a conference of this kind to review the different hypotheses and give a systematic summary of the present state of knowledge. Unfortunately, though I have read the literature assiduously I have found it rather indigestible. I do not feel prepared to give a fair summary of other people's views. I must fall back therefore on giving my own. In this paper I shall deal with the demand for liquid assets and money by households and corporations. Those two groups hold over twothirds of all liquid assets, and the same general approach though not the details can probably be applied to the demands of unincorporated businesses, farmers, state and local governments. In dealing with the demand for liquid assets we must at least implicitly deal with the demand for other types of assets, but I shall not, except incidentally, say anything in detail about the demand for stocks, bonds, or physical assets. I shall confine myself to the demand for currency, demand deposits, commercial bank time deposits, mutual savings bank deposits, savings and loan shares, savings bonds, and short-term federal securities. There are, of course, other liquid assets, but I shall have little to say about them. I have occasionally used the term money in the sense of demand deposits and currency but have usually referred to those assets specifically to avoid any confusion with other definitions of money. But though I am happy to try to avoid the semantic confusion involved in arguments about whether any particular asset should be included under the heading money, I do cling to the view that commercial bank time deposits are significantly different from demand deposits. For that matter, so is currency, and so perhaps we ought to dispense with the term money in theoretical discussions and say clearly what we mean. In the first section of the paper I have discussed very briefly the conditions under which liquid assets are supplied. There follow in section 2 a discussion of corporate motives for holding liquid assets and money and a review of some empirical evidence on the relative importance of various factors influencing corporate decisions. In section 3, this theory of household demand for liquid assets and money is discussed together with some empirical evidence.

Abstract It is very difficult as well as unsatisfying to speak on the uses of mathematics in accounting for two main reasons. Firstly, because discussions of this nature convey the somewhat false impression that the only impetus toward changes, if any progress is evident in the use of mathematics in accounting instruction and research, has originated from without rather than from within the accounting profession, and that progress has been forced upon the accounting discipline by outsiders. Secondly, because the potential uses of mathematics in accounting are so many, within the time limitations of a meeting one can at best only survey the area. The author in this article did not attempt to explore fully the reasons accountants have not taken advantage of the existing body of mathematical knowledge earlier, but, according to him, he cannot help speculating briefly on this issue. It appears to him that the demands of management for new quantitative criteria of efficiency of operations and decisions both aggregative and partial, are presenting opportunities and pressures that accounting cannot ignore. Mathematical simulation, which has grown to maturity in the last few years, has had a pronounced influence on the design of feedback-control systems.

Abstract Considerable progress has been made recently in clarifying the different effects on the business firm and on financial accounting of changes in general prices on the one hand and of changes in specific prices on the other. Changes in prices in general are assumed to reflect changes in the general value of the dollar and in general purchasing power. Changes in specific prices are assumed to reflect changes in the structure of prices in the economy without changing the general level of prices. The importance of this distinction between general and special price changes stems from the relevancy of at least two concepts of net income, enterprise net income computed on the basis of a common dollar and net operating income excluding gains and losses arising from the holding of assets while theft specific prices change. The latter concept requires adjustments of both general and specific price changes when movements are occurring in the level of prices as well as in the structure of prices, the effect of specific price changes cannot be measured unless the accounts are first adjusted for changes in the general price level.

Abstract In relation to the comments concerning the laws of learning and their application to accounting instruction, attention will be focused upon some of the learning methods with which accounting teachers are all generally familiar. These methods are commonly labeled teaching methods by many of the people but, for a more proper designation, should be expressed in terms of learning. Too many instructors in their enthusiasm for subject matter either forget or tend to subordinate the role of the student in the learning process. All too frequently one need to be reminded that one is not just teaching subject matter but rather that one is teaching students. It is readily recognized that there is no effective teaching-taking place if leaning does not result. Accounting is a diverse field and covers a wide range of materials, from basic bookkeeping processes to abstract theoretical concepts. This permits and necessitates an equally wide range in educational methodology. To determine the best learning-teaching method to employ is indeed a complex question. The author believes there is no one best way. A variety of methods is no doubt essential within a given course and even a combination of several methods proves most useful within a single class period.

Abstract This article focuses on controversies regarding the construction of financial statements. One of the primary areas of controversy revolves around a misunderstanding as to who should be expected to use financial statements or, stated differently, to whom the statements should be directed. Many people, both accountants and others, seem to be concerned with the notion that financial statements frequently are not clear and comprehensible to the "man on the street" or the uninformed layman. On the other hand, accountants certainly should strive to improve the usefulness of their statements to informed, qualified users. Such techniques as the use of charts and graphs to supplement conventional statements, the use of comparative statements, and the constant search for more meaningful accounting terminology serve as examples of this type of worthwhile endeavor. Equally clearly, the accounting profession has a concurrent duty to educate the public in the proper use of financial statements.

Abstract At the May, 1961 meeting of the South-eastern Section of the American Accounting Association, it was the author's privilege to participate in a panel presentation entitled "Teaching Current Accounting Theory at the Undergraduate Level." The discussion centered around the inclusion in accounting curricula of topics receiving current attention in accounting literature, such as accounting for long-term leases, "direct" costing, and "deferred" income tax liability. This paper represents a distillation of some of the more important ideas presented and discussed at that session. There was general agreement as to the propriety of including current topics in college and university accounting programs. The study of current accounting topics certainly has a place in college and university accounting curricula. Treatment of these topics in a separate course is feasible only in institutions with broad, diversified accounting programs. Even in such schools, the desirability of such a course is open to question. The approach to teaching current accounting topics depends in large part on the basic objectives of the accounting program in each college and university.