The structure of an integrated information system is difficult to define, and practical tests for its boundaries are evidently needed. This paper considers the organizational limits of such a system with- out detailed consideration of mechanization and its effects. One purpose is to make possible some initial decisions as to what systems and what organizational units might be encompassed in an initial plan for integration. The configuration is shown to be irregular and its limits are shown to be decided by pragmatic considerations. No attempt is made to enumerate all possible sub-systems that might be considered, although examples familiar to accountants have been furnished. Criteria are expressed in general terms, due to the varying information needs and problems of individual enterprises. The legal definition of a corporation is not considered to be adequate for defining the area over which an integrated system might be imposed. In addition, an attempt is made to relate sub-systems, and to define requirements for their integration. These requirements essentially are in terms of data processing compatibility (the usual subject of papers on "total" systems) and compatibility of like and unlike sets of data. The latter is obviously important and is frequently overlooked. In analyzing the links between sets of data, a study of intersections is considered to be helpful. The intersections reveal lack of structural compatibility in the organizational dimension (if it exists) and in addition make possible the identification of redundancies in the vertical dimension. Further analysis is required in the latter case, if unwarranted redundancies are to be eliminated.

Reviews the book "Accounting Manual for Export-Import Companies," by Jack Goldner.

Reviews the book "Construction Accounting and Financial Management," by F.W. Martin.

The article focuses on the capitalization of non-factory costs under appropriate conditions. Non-factory costs may be divided into two separate classes for analysis from the point of view of possible deferral on the balance sheet. The author believes that it is sound in theory, and, within limits, desirable in practice. The applications in practice should be limited to introductory advertising or similar large and non-recurring expenditures. For one thing, capitalization of costs would have far less effect on reported net income on a company-wide basis than it would have on product and product line contribution or net income figures. Also, it would require an additional item in the reconciliation of reported net income to taxable income. On the other hand, the potential effect of capitalization on reported net income or contribution of business segments could be very substantial. Approximations of management intent for recovery of investment are offered as a basis for amortization on internal new product and other segment reports.

Reviews the book "Business Information and Accounting Systems," by Wallace M. Carrithers and Ernest H. Weinwurm.

The article presents information on the report of the Committee on Courses and curricula-General of American Accounting Association. The Committee's task, briefly, was to develop a comprehensive body of liberal arts and general business knowledge to include in an accounting major's college curriculum. The Committee believes that the development of a professional accountant should be viewed as an amalgam of formal and informal education in which college education plays only one important part. The prime objective of the accounting major's college education is not to train him for a specific job or even to train him for his chosen career, but rather to create a capacity within him for gradual development in the years which lie ahead as he faces the challenges of his profession. Thus, the development of abilities to reason, to communicate, to organize and act when confronted by various business situations become important considerations in structuring knowledge for an accounting curriculum. The conclusions reached in this report are obviously of a subjective nature rather than being based on empirical evidence. They may be colored by personal opinions and biases. Yet, these conclusions have run the gauntlet of approval by an eight-man committee constituted, as the reader may see, of a wide variety of experiences and interests.

Fundamental income tax concepts should be taught in the elementary accounting course. The important reasons for this contention are: (1) Students are interested in the subject of income tax, and they have a need for tax knowledge. (2) Some accounting topics are taught better through the comparison of income tax and conventional accounting treatment. (3) A benefit may accrue to the teaching of the income tax accounting courses since accounting students will bring a better grounding in tax fundamentals to the course. Greater depth of treatment may be possible than is presently the case in courses in income tax accounting. (4) Students majoring in business education will be better prepared for their teaching duties.