In the article, the author presents information on the methods used for evaluating an accounting literature. In his early days as an accounting professional, he devotes his time searching someone else's method to evaluate accounting literatures, as a part of his assignment. However, the search hasn't provide him any positive results. Possible explanations, as cited by the author, are, lack of interest; lack of money; lack of criteria for evaluation; or the sheer size of the task. Another, question which has been cited relates to the magnitudenal difficulty. To improve a literature, it has been suggested that publishers and editors should be careful while examining articles, and check for any sort of redundancy, if present, by implementing annual or biennial review policy. It seems logical to say that "scholarly" articles without footnotes are either built on common knowledge or represent "original" contributions; original, at least, as perceived by their authors. To be or not to be original is a question which we leave to others to resolve. It has been suggested that if accounting literature has to grow properly, must in part results from research in kindred fields for correlative materials.

The article presents information on interest formulae. Several subject areas in accounting require students to employ compound interest calculations: investments, bond issuances and refundings, certain depreciation methods and more recently, the capital-budgeting problems. It would be the exceptional course where all these diverse issues were discussed; accordingly, it seems appropriate to arm the student with a schema easily leaned and almost unforgettable in lieu of several formulae cluttered with negative exponents and unmeaningful symbols. Such a device appears initially as shown in the diagram, in which the four quadrants represent one of the well known "Tables" or categories of problems. The vertical dividing line separates augmentative or "forward looking" problems (amount of) on the right from diminishing or "backward looking" (present value of) problems on the left. The horizontal dividing line separates single sums, on the top, from series of sums (annuities) on the bottom. All symbols are mnemonics, capital letters are employed only below the horizontal dividing line.

Reviews the book "Municipal and Governmental Accounting," 4th ed., by Irving Tenner and Edward S. Lynn.

There is much interest still evidenced by many teachers of accounting on the subject of tests, and specifically, on the advantages and disadvantages of so-called objective tests. It is hoped that this report of some of experiences with these tests will be of help to those currently working with the problem. In his article, "Construction of Objective Examinations," Professor Wallace V. Schmidt did an admirable job in summarizing many of the advantages, which are obtained through the use of objective tests. A conscientious effort will be made here not to duplicate the cogent arguments he offered, but rather, to examine further some of the points he developed and to elaborate on some aspects of objective testing which seem to be most commonly misunderstood. To do this, an attempt has been made here to clarify terms, and to present illustrative materials taken from the direct experience. Specific illustrations may help dispel the common misconception that these objective tests can only be fruitful in fairly narrow circumscribed areas.

Of the problems of making education meaningful one of the most important is the careful construction of specific course objectives. This is not a "one time" task, but rather is something which must necessarily confront the educator continuously. Meaningful objectives do not just grow nor, because of the changing social environment, can they be handed down from generation to generation. To be most meaningful, they must be adapted to the needs of students and the needs of society and they must be in harmony with the philosophy of the institution in which the courses are taught. The purpose of this paper is to reconsider what might be the most meaningful objectives for elementary courses in accounting with consideration given to the needs of students and to the needs of society. Further objectives are considered in both contextual as well as behavioral terms. These are, in a sense, ends for the accounting students who will as accountants be called upon to perform or supervise these activities. It is not likely that the other group will have much need to engage in these activities in connection with their major work. For this group, these skills and techniques are but means to an end, the end of understanding and interpreting accounting reports which they as general managers or other specialists will receive and be required to act upon intelligently.

Pain-Cost and Opportunity-Cost Get access David I. Green David I. Green Johns Hopkins University Search for other works by this author on: Oxford Academic Google Scholar The Quarterly Journal of Economics, Volume 8, Issue 2, January 1894, Pages 218–229, https://doi.org/10.2307/1883711 Published: 01 January 1894

Journal Article The Cause of Interest Get access David I. Green David I. Green Johns Hopkins University, Baltimore, MD Search for other works by this author on: Oxford Academic Google Scholar The Quarterly Journal of Economics, Volume 5, Issue 3, April 1891, Pages 361–365, https://doi.org/10.2307/1879617 Published: 01 April 1891

Interim reporting, Seasonal Earnings