Abstract This article focuses on the research projects in accounting. Last published list of accounting theses appeared in the September, 1941, issue of the journal "The Accounting Review," nearly ten years ago. Comments of a number of members during recent months suggest that there is a considerable demand for information about accounting research currently in progress. The questionnaires called for the classification of titles under eighteen subject headings. The present list is offered in partial fulfillment of that demand. Accounting for Corporate Capital Transactions, Rufus Wixon, University of Michigan, Ann Arbor, Michigan. The Accounting Determination of Income, Joseph A. Silveso, University of Missouri, Missouri. Effect of Inflation on Accounting Literature, Robert H. Shutt, University of Texas, Arlington, Texas. The Effect of the Decline in the Economic Value of the Monetary Unit upon Accounting for Fixed Assets, Raymond Lee Gibbs, Southern Methodist University, Dallas, Texas. Accounting for Organization Expense, George W. Underwood, University of Tulsa, Tulsa, Oklahoma. Accounting for the Acquisition and Amortization of Goodwill, Harry Richard Hedlund, State University of Iowa, Ames, Iowa.

Abstract This article presents several considerations which suggest the need for more emphasis on the qualitative factor in grading examinations: (1) The speed and accuracy with which students work vary over a wide range. A large group of students, for example, was required to foot, crossfoot, and prove several columns of figures. One man finished in nine minutes while about one fourth of the group was unable to complete the work correctly in two hours. In the face of such variation there is no such thing as an "hour test." (2) The nervous tension, or in a few cases panic, with which students approach formal examinations, particularly in accounting, impairs the validity of the results. These tensions are due largely to the knowledge that a prescribed task must be completed within rigid time limits and that a small error in arithmetic or interpretation can be disastrous. (3) It is better for the morale of both teacher and student to have part of an examination well done than to have the whole examination poorly done even though accumulated point values are the same. (4) A student who knows he does not know the answer to a question deserves more credit than one who thinks he knows but does not.

Abstract Last November a questionnaire on first-year accounting was mailed to all colleges and universities represented among the membership of the American Accounting Association. Replies received from fifty-three schools in the U.S. and Canada were used as the basis for a round-table discussion of various teaching methods and problems at the annual convention in Chicago last December. It is the purpose of the article to summarize these replies for the benefit of those who could not attend the round-table itself. No attempt will be made to measure or compare standards of instruction or to label one practice as good and another as bad. While a variation in standards is apparent, the differences in methods and objectives are even more marked. It would be futile, for instance, to compare a required freshman course in bookkeeping in a large city college of commerce with an accounting course for juniors or seniors in a liberal arts college, or with a course in a graduate school of business administration.