Abstract This article presents problems which were prepared by the Board of Examiners of the American Institute of Certified Public Accountants (C.P.A) and were presented as the first half of the C.P.A. examination in accounting practice which held on November 4, 1964.

Abstract Typically, the concept and structure of the statement of sources and applications of funds is introduced to accounting students in the latter part of an elementary course or perhaps not until the student has reached the intermediate level. Typically, also, students are mystified and confused by this concept and statement simply because the statement is not produced by taking balances from the general ledger and portraying them in some significant form. Students must first be made aware of two things. First, that funds are not cash but working capital, and second, that the funds statement is used to show how, and, moreover, why changes have occurred in the working capital position of an organization since the last balance sheet date. The model of the balance sheet explained in this article, has been found to be useful in instructing students how to analyze transactions to determine whether or not they should be shown on the statement of sources and applications of funds and whether the transaction results in a source or an application of funds.

Abstract The article reports on recommendations made by the 1964 American Accounting Association Committee on Teacher Development regarding methods and approaches for development of individuals with no teaching experience who aspire to be career accounting instructors. A good teacher should restrict subject matter to be presented in a course to the level of the students' comprehension. At the same time he should stress the relationship of accounting to other fields of business and economics. Accounting teachers must be able to explain accounting. The explanation must be clear, to the point, and adequate. Teachers can identify significant concepts that should be understood and remembered, so that student learning efforts can be channeled to subject-matter areas of major importance. The committee was charged to be primarily concerned with three groups of teachers--doctoral candidates, beginning part-time teachers, and newly-employed staff members with no prior experience in teaching. Doctoral candidates who expect to become teachers should have some carefully supervised teaching experience when pursuing graduate studies.