A One-Year Accounting Course: In Two Parts, Part II presents the historical context of accounting practice. This book examines the development as well as the advantages of the accounting profession. Organized into 10 chapters, this book begins with an overview of the method of book-keeping system before the development of double-entry accounting. This text then examines the traditional cash book and considers the form of the three-column cash book. Other chapters provide a brief description of some feature of the mechanical function of a keyboard accounting machine to know the detailed workings of the equipment. This book discusses as well the alternative methods of depreciation, including the reducing-balance method, the machine-hours method, the valuation method, and the net present value method. The final chapter deals with the technique of process costing. This book is a valuable resource for professional auditors and accountants. First-year students in accounting will also find this book useful.

A One-Year Accounting Course, Part I focuses on the principles, methodologies, and approaches involved in the study of accounting. The book first takes a look at the principles of double-entry book-keeping and elements of mechanized accounting. Discussions focus on punched-card accounting installations, methods of proof, keyboard accounting machine, dual aspect of all trading transactions, cash transactions, nominal ledge, and personal ledger accounts. The text then explores capital and revenue, final accounts, and interpretation of accounts. Topics include balance-sheet ratios, capital position, assets and liabilities, fixed and current assets, valuation of assets, depreciation of fixed assets, inventories of materials, and accruals and prepayments. The publication ponders on historical costing records and costing techniques, including simple process costing, direct or marginal costing, stock control, stores accounting, and minimum store levels. The manuscript is a dependable reference for accountants and researchers interested in accounting.

An annual prize is awarded for the best paper appearing in Accounting Education: an international journal, and this book contains the prize-winning papers for every year from 1992 to 2012. The journal’s primary mission since the first issue was published in March 1992 has been to enhance the educational base of accounting practice, and all the papers in this book relate to that mission. These papers, reporting on research studies undertaken by accounting education scholars from around the world, build on research findings from the broader domain of education scholarship and embrace a wide array of topics – including: curriculum development, pedagogic innovation, improving the quality of learning, and assessing learning outcomes. Of particular interest are three themes, each of which runs through several of the papers: students’ approaches to learning and learning style preferences; ethics and moral intensity; and innovation within the accounting curriculum. Accounting educators will find many ideas in the book to help them in enriching their work, and accounting education researchers will be able to identify many points of departure for extending the studies on which the papers report – whether comparatively or longitudinally. This book is a compilation of papers originally published in Accounting Education: an international journal.

This is the first work of its kind. Original contributions from leading academicians, practitioners and accounting associations from around the world make this handbook a unique source of information on international accounting education and certification processes. A uniform format in most of the chapters allows for easy comparison between countries. This volume documents the development of accounting education and practice at country and global levels; studies the sensitivity of accounting education and practices to the unique socio-economic needs of its environment; and allows comparative studies at a time when attempts have begun to harmonize accounting education internationally. Most importantly, it shows how educational programmes around the world are preparing future accounting professionals to deal with the rapid technological and environmental changes of the 21st century.