Abstract Students of accounting commonly have trouble with the so-called "goodwill method" of recording the admission of a new partner into a firm. Under this method, wherein the recorded capital equity of the old partners is not to be reduced and the credit to the new partner can be no less than his investment, there are the two problems of calculating the amount of goodwill to be recorded, and determining which partner or partners' capital accounts are to be credited when the goodwill is recorded. The determination of the amount of goodwill involved is approached by first calculating two amounts, both called recorded capital. The amount of goodwill involved is determined by subtracting what is termed invested capital from the larger of the two amounts of calculated recorded capital. Invested capital is the sum of the existing partners' capital equities before any adjustment for goodwill plus the contribution of the new partner. In presenting the material, the instructor must keep in mind that the students are not accounting majors. Further, he must remember that the students have enrolled in order to gain some practical knowledge. Due to the subject matter the course is difficult. Its usefulness, however, makes it a very popular elective.

Abstract If we could combine an effective inservice accounting instructional staff- training program with a well-supported professional faculty development program, we in accounting education would have an unlimited potential for greater usefulness to our institutions and the wide range of public interests which they serve. Perhaps the discussion which has gone on, and which will continue, will serve to bring the weak spots into sharper focus and encourage all of us to greater effort for the common good.

Abstract Twenty nine universities in the U.S. offer doctoral programs that will "fit the needs of a student whose primary interest is to prepare for a career of either the teaching of accounting or research in accounting." A survey of these programs was undertaken by the Task Committee on Standards of Graduate Instruction, formed early in 1957 to succeed the Task Committee on Standards of Accounting Instruction. The article summarizes the information the committee gathered during its first year of operation. At three universities the students whose primary interest is accounting pursue their doctoral studies under the jurisdiction of the economics department. In two cases the program is jointly conducted in economics and business administration. In all other instances, the Department or School (College, Division) of Business Administration offers and administers the degree program, subject, in most instances, to general, university-wide requirements. The Committee was interested in institutional practices with respect to any student who wished to major in accounting in his doctoral program without having had the minimum course requirements for a master's degree in accounting.

Abstract The article focuses on electronic data processing in the accounting curriculum. The author mentions that growing development in the field of electronic computers and their potential use in processing business and accounting data has prompted course offering in this area. He enumerates the content that should be included in a university-level course in the area of accounting. He brings into consideration the programming of a system which includes planning, systems analysis, flow charting, coding and the other functions necessary to integrate the new system into business. He discusses the question of whether an electronic computer is necessary to teach a course or not, stating that it is necessary for elementary courses in data processing. Questions pertaining to the requisites for courses, the department which should offer system courses and the text material to be used in such courses and the availability of instructors in data processing and the training necessary for prospective instructors have been examined.

Abstract The article presents matters related to accounting for students of accounting. The students of today will be the practitioners of tomorrow. One of these is the trend toward a constantly increasing proportion of fixed to total costs. The article presents theory cases for undergraduate courses. After some examination, the writers have found a means of achieving, in part, some of these goals. In a two-hour undergraduate course called "Current Accounting Topics," an effort is made to give students something other than conventional text-book material and to encourage the discussion of matters of theory in a framework that differs from the usual problem-solving approach. The article also presents a simplified three variance technique. The basic concepts involved in calculating the three components that make up the difference between manufacturing expenses incurred and the amount that is charged to production under a standard cost system are difficult matters for most students of cost accounting. The article describes about helping accounting students to learn how to analyze a business transaction.

Abstract When a student enrolls in one of our classes we feel, as we are sure you do if you are a teacher, that we have an obligation to give him everything, accounting- wise, that one can during the time in which he is with others. In fact we feel that this obligation or responsibility encompasses not only the student but also his parents, the accounting department, the university, the state and last but not least the accounting profession. People feel sure that in many instances the use of visual aids helps in fulfilling this obligation. Not only are such aids frequently time-saving in the presentation of a given amount of information, but also they often permit one to present a greater quantity of information and, at the same time, more up-to-date information. Transparency projection, although one of the newest types of projection, is, in many instances, rapidly becoming one of the most popular. This type of projection, which is basically the same as that frequently used in bowling alleys whereby scores are grease-pencilled on transparent sheets and projected upon a screen, often provides an instructor with many opportunities for imparting more information in less time.