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Academic literature on the topic 'Accounting textbook'

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Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Accounting textbook"

Zhang, Yuqian, Anura De Zoysa, and Kalinga Jagoda. "The influence of second language learning motivation on students' understandability of textbooks." Accounting Research Journal 34, no. 4 (2021): 394–411. http://dx.doi.org/10.1108/arj-07-2020-0216.

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Purpose The purpose of this study is to examine the relationship between the understandability of an accounting textbooks written in English and the language learning motivation of international students. Previous research assumed that native speakers of a language and second-language speakers would understand a given accounting text similarly and little attempt has been made to ascertain any individual differences in users’ capacity to read and understand a foreign language. Design/methodology/approach The 107 participants in this study comprised of full-time English as a Second Language postgraduate commerce students studying at a major Australian university. The authors used two-part questionnaire to examine the motivation of participants and the understandability of an accounting textbook using the Cloze test. Findings The results suggest that most international students have difficulty in understanding the textbook narratives used in this study. Furthermore, the results show that students’ motivation to learn a foreign language impacts on the understandability of an accounting textbook. Practical implications This study will help the educators, textbook publishers and students to understand the needs of ESL students. It is expected to provide guidance for authors and instructors to enhance the effectiveness of the accounting courses. Originality/value The accounting literature shows that there have been efforts by accounting researchers to measure the understandability of accounting texts or narratives. This research provided valuable insights of the learning challenges of international students and valuable recommendations to educators and publishers to enhance the delivery.

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Phillips, Barbara J., and Fred Phillips. "Sink or Skim: Textbook Reading Behaviors of Introductory Accounting Students." Issues in Accounting Education 22, no. 1 (2007): 21–44. http://dx.doi.org/10.2308/iace.2007.22.1.21.

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Despite the significant emphasis that most instructors place on textbooks in introductory accounting courses, little research exists to describe how students interact with their textbooks. Using learning journals, 172 undergraduate students provided detailed, real-time accounts of their experiences with 13 chapters of an introductory financial accounting textbook. Using the method of grounded theory, supplemented with quantitative tests of association, this study begins to characterize textbook use from a student perspective. Results indicate that, for students, reading is a motivated behavior, with the specific motives varying across different groups of students and leading to different consequential actions. Academically strong students appear to read with the primary goal of understanding assigned material, as evidenced by their willingness to (1) engage in reading before the related material is covered in class, (2) persist when material becomes difficult, and (3) establish defined action plans that promptly resolve confusion. In contrast, weaker students appear to read with the primary goal of reducing anxiety, by deferring reading and terminating it when comprehension becomes difficult. The findings of this study are used to create instructional guidance that instructors can provide to students and to direct future research by outlining important and interesting questions requiring further investigation.

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Irsyadillah, Irsyadillah, and Raihani Raihani. "College Students’ Use of Accounting Textbooks: An Indonesian Perspective." Jurnal Dinamika Akuntansi dan Bisnis 7, no. 2 (2020): 205–20. http://dx.doi.org/10.24815/jdab.v7i2.17393.

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Due to the limitations of accounting textbooks, students do not realize a broader potential of accounting can make to society outside a scorekeeping practice ascribing priority to shareholders. The purpose of this study is to explore how students in Indonesia use the recommended introductory financial accounting (IFA) textbook to understand whether they use it in a way that allows a more nuanced, contextual and broad-based understanding of accounting. Drawing on the results of four focus groups conducted with students who represent four accounting degrees of Indonesian universities, the study reveals that students are strongly attached to the recommended textbook. It seemed they could not get away from having to use the text if they were to succeed in the course. Therefore, the intellectual source of these students was solely the neoclassical economic paradigm, the primary emphasis of which is satisfying the materialist desires of shareholders. This was evident in the perspectives of both students of conventional and Islamic accounting programs.

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Zeff, Stephen A. "ACCOUNTING TEXTBOOKS AS CHANGE AGENTS: FINNEY'S INTERMEDIATE AND FINNEY AND MILLER'S INTERMEDIATE FROM 1934 TO 19581." Accounting Historians Journal 43, no. 1 (2016): 59–77. http://dx.doi.org/10.2308/0148-4184.43.1.59.

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This paper undertakes to illustrate how the two leading intermediate accounting textbooks published between the 1930s and 1950s, by Finney and Finney/Miller, regularly critiqued recommended and accepted practice, and proposed innovations, while the tendency in today's textbooks is solely to describe and codify standards and practice and therefore not to stimulate students' and instructors' critical thinking. The author recommends that today's textbook authors should emulate Finney and Finney/Miller.

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Irafahmi, Diana Tien, and Sulastri Sulastri. "Developing an Accounting Textbook Using Collaborative Learning and IFRS for Senior High School Students in Indonesia." Asian Journal of Accounting Research 1, no. 2 (2016): 52–61. http://dx.doi.org/10.1108/ajar-2016-01-02-b003.

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The 2013 curriculum mandates the importance of collaborative learning designed to educate students to be more productive, creative, and innovative with a high level of affective skills. Collaborative learning can be manifested in the form of a textbook. This research is aimed at developing an accounting textbook in accordance with the mandate of the 2013 curriculum. The selected model is IDI which consists of three main phases: defining, developing and evaluating. The methods chosen are interview, observation, and document review which are analyzed qualitatively. The research was conducted in 4 senior high schools in Malang. The finding shows that at defining phase, there is a need to develop an accounting textbooks using collaborative learning and corresponding to the new accounting standards, namely IFRS. Therefore, at the developmental phase, we construct a prototype book ready to be evaluated. The result of evaluation phase shows that the textbook is valid on the overall aspects including the content, the presentation, the graphic, and the language, with an average percentage of 93.7%.

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Cameron, Kim S., R. Duane Ireland, Robert N. Lussier, J. Randolph New, and Stephen P. Robbins. "Management Textbooks as Propaganda." Journal of Management Education 27, no. 6 (2003): 711–29. http://dx.doi.org/10.1177/1052562903257942.

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Are management textbooks propaganda? Do textbook authors write to advance the interests of a particular group or groups (such as employees, organizations, and/or society)? Do they write to present the theory and research of the academic discipline? Do they write primarily to produce a product that consumers (faculty and students) will buy in sufficient numbers and at a price that will yield financial profit? This article explores these and related questions by asking four well-established management textbook authors—Kim Cameron, Duane Ireland, Bob Lussier, and Steve Robbins—to react to the metaphor of “management textbooks as propaganda or ideology.” Their responses provide insights into the role of textbook authors in shaping the direction of management education.

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Nigrini, Mark J. "The Implications of the Similarity between Fraud Numbers and the Numbers in Financial Accounting Textbooks and Test Banks." Journal of Forensic Accounting Research 1, no. 1 (2016): A1—A26. http://dx.doi.org/10.2308/jfar-51465.

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ABSTRACT Accounting students learn financial accounting through examples. The examples in accounting textbooks, and the exam questions in the test banks, use round numbers excessively. After graduation, these individuals could be asked to audit client journal entries and to scan transactions to identify unusual items. They will be expected to realize that, in this context, those familiar round numbers are now red flags for fraud. This study reviews the auditing standards and the authoritative practice aids that state that inappropriate journal entries have characteristics that include round numbers and consistent ending digits. Four fraud schemes in which the investigation of the round numbers would have uncovered the frauds are then described. The realism of the numbers in accounting textbooks and test banks is then evaluated using Benford's Law, their round number frequencies, and their number duplications. This analysis finds that the first digits of the textbook numbers conform to Benford's Law, but the second digits do not. It also finds that textbooks frequently use numbers that are both large and round. The concluding discussion explains why round numbers might be used so often in accounting textbooks and includes recommendations aimed at remedying the round-number conundrum. Data Availability: The datasets were created by manually entering the textbook and test bank numbers into several spreadsheets. Each record in the final database includes the dollar amount, the chapter number, the page number, and a chapter-body or end-of-chapter-material indicator. The author will consider requests to share the data.

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Irsyadillah, Irsyadillah. "The ideological character of accounting textbooks." Journal of Accounting in Emerging Economies 9, no. 4 (2019): 542–66. http://dx.doi.org/10.1108/jaee-02-2017-0011.

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Purpose The purpose of this paper is to explore the perspectives of accounting lecturers regarding the contents of accounting textbooks. It focusses on the ideological character of introductory financial accounting (IFA) textbooks prescribed in the first year of accounting degrees in Indonesia. Design/methodology/approach The ideological analysis is informed by Thompson’s (1990) concept of ideology, which was used in a critical sense to refer to its role in serving unequal power relations. Semi-structured interviews of Indonesian accounting lecturers were utilised to collect data. Findings In the interviews, the lecturers revealed that the prescribed IFA textbooks focussed on prioritising shareholder interests. The mainstream view among the lecturers was that accounting textbooks realistically exhibited the natural form of accounting, whilst lecturers with an Islamic accounting and finance background notably viewed the character of IFA textbooks as serving an ideological role or permeating propaganda. The latter suggests that alternative worldviews, relevant and nuanced to the Indonesian context, are promoted in accounting education. Research limitations/implications The findings presented in this paper should provide a basis for further research into the ideological character of accounting textbooks by analysing the internal structure of accounting textbooks and investigating the broader perspectives of other users and individuals involved in the production of accounting textbooks. Practical implications An awareness of the ideological representation of accounting textbooks can provide insights for universities, publishers and policy makers concerned with lecture structure, textbook design and regulation formulation in accounting education. Originality/value This is the first paper to empirically explore the ideological character of accounting textbooks prescribed in an Islamic developing country setting.

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Normand, Carol J. "Dexter Buys a Surfboard: An Exploratory Study of the Impact of a Classroom Activity and Reflection Paper on Student Perceptions of the First AIS Course." AIS Educator Journal 6, no. 1 (2011): 11–31. http://dx.doi.org/10.3194/1935-8156-6.1.11.

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ABSTRACT In most accounting curricula, students enroll in the first accounting information systems (AIS) course after they have completed at least two accounting principle courses and are familiar with accounting fundamentals. However, these courses tend to teach topics as discrete subjects so many students have a poor understanding of how the data they are journalizing actually flow through an AIS. Because they have not previously thought about the concept of a system, most students also have trouble linking material in AIS textbooks to prior learning. To help students relate prior learning to AIS concepts, an in-class activity titled “Dexter Buys a Surfboard” was developed. This in-class activity was combined with a textbook reading and a required reflection paper. Statistical analyses found that the combination of a textbook reading, the in-class project, and a structured reflection paper did positively affect students' perceptions of the importance of learning about AIS. Further analyses found that GPA, accounting-related work experience, and gender were not related to the change in student perceptions, making this pedagogical technique valuable for a variety of student groups.

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Hammond, Theresa, Kenneth Danko, and Mike Braswell. "U.S. accounting professors' perspectives on textbook revisions." Journal of Accounting Education 33, no. 3 (2015): 198–218. http://dx.doi.org/10.1016/j.jaccedu.2015.06.004.

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Dissertations / Theses on the topic "Accounting textbook"

Fialová, Jana. "Význam a analýza učebnice pro výuku účetnictví na středních odborných školách." Doctoral thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-200013.

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This thesis deals with the analysis of accounting textbooks for secondary schools. The main aim of this thesis is to analyze three Czech, three Slovak and five Austrian textbooks on the basis of selected evaluation criteria. The subject of the analysis was to assess the didactic aspects, text difficulty and content textual analysis. All the assessed textbooks are currently widely used for teaching accounting at comparable types of secondary technical school finished by graduation exams: business academies in the Czech and the Slovak Republic and Handelsakademie in Austria. The comparison of the results is an integral part of the research. The secondary aim was to give recommendations to the contemporary authors of accounting textbooks.

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Tietz, Wendy M. "The Representation of Gender in Introductory Accounting Textbooks." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1173483294.

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Baranová, Petra. "Návrh středoškolské učebnice účetnictví pro obor vzdělávání Veřejnosprávní činnost." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-201817.

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This thesis deals with a proposal of high-school course book for the specialization "Public Administration". The aim of the thesis is to offer the textbook of accounting for public sector which covers the needs of both teachers and students. For this purpose, the survey was performed firstly. The respective survey showed that no suitable textbook had been available on the market. The teachers usually use the course book of P. Štohl. Both students and teachers agree on the requirements for this type of textbook. One of them is a lot of practical examples for practicing, then clear arrangement, simplicity and colourfulness. Further to the requirements stated above, I tried to compile such a textbook. The text is divided into chapters according to the accounting classes order. In each chapter, brief summary of the related theory and solved examples are included. Then, additional examples for practicing are available after the end of chapter; their results can be found at the end of the textbook.

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Irsyadillah. "The ideological representations of introductory financial accounting textbooks : an examination through a postcolonial lens." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/76dd2d1c-b9b0-49ae-bb6a-69f36768ed35.

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Stoner, Gregory Neil. "Learning, students' skills and learning technologies (old and new) in the development of accounting education." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4224/.

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This submission represents a journey of learning about learning within accounting education, and, in particular, the role of learning technologies and students’ skills in the process of learning. The work presented was published over the past decade and a half and addresses issues concerned with accounting education both past and present, and includes research on the author of the first printed text on double entry bookkeeping, Fra’ Luca Pacioli. The overriding research interest at the core of this submission and which has guided the various and varied phases and themes within in it is a concern to learn from how learning technologies are and have been an integral part of the educational environment, and to gain insight into how learning technologies might best be utilised in the field of accounting education. The work is presented in two themes with an additional two publications related to methodological approach. The first theme is related to students’ skills and technology and the second theme includes historical research into early accounting education. The published work in these themes is predominantly represented by research published in leading refereed journals in the fields of accounting education and accounting history. The additional two publications are included as they relate to and illustrate the methodological approaches that underlie the overall approach to the research that is presented and developed in the two themes: an approach that privileges, as far as practical, subjects’ contextual understandings of their worlds. Given the diversity of the work included in this submission there is no single research question and there are a diverse range of contributions. The work included contributes to our understanding of the introduction and utilisation of learning technologies in the teaching of accounting, both printed books in the 15th century and Information Technology (IT) in the late 20th/early 21st centuries, and the skills required to facilitate learning within the discipline of accounting. The practical value and importance of the research is supported by, inter alia, reference to the author’s applied work (not part of the submission) that illustrates how the published work contributes to good practice in skills development and the introduction and integration of learning technologies in the accounting curriculum. The papers on IT skills adds to our understanding of the IT skills that students bring with them to university, and raises awareness of the need to challenge the taken for granted assumptions about the abilities of new generations of students. The work on generic skills, whilst showing the importance of skills development also highlights the complexities in this area particularly in relation to issues concerned with confidence in making choices, in the subject matter, via modelling choices, and in time management: not knowing what to do, what to study. The paper on matrix accounting in a Russian university illustrates the potential of an approach to accounting education that is facilitated by the use of IT based learning. The work on Pacioli contributes significantly to our knowledge and understanding of Pacioli as a pioneer in the field of accounting education, and the role of his writing within Summa in the education, development and spread of double entry bookkeeping and accounting, in particular by relating the works to literature in fields such as renaissance art, educational systems and social development. In contrast, the sole authored work on Pacioli concentrates on an element of the minutiae of the bookkeeping process, the accounting for goods inventory, traces the longevity of this method of recording transactions, and shows how this had potential to provide important decision information to merchants, who were the prime market for Pacioli’s writing at the time. The two themes addressed in this submission include works that have individually made unique and significant contributions to the fields of accounting education and accounting history, and the two publications included to illustrate the methodological approach have made a contribution methodologically and to the finance literature. Taken together the works presented also provide a significant and original contribution to the knowledge and understanding of the role of learning technologies in accounting education and, by investigating new learning technologies in the different periods of time, provide a platform for further research to help us to appreciate the importance of technologies in accounting, and in accounting education.

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葉于榕. "A Study of Accounting Textbook Contents for the Vocational High Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/23831332560058295516.

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碩士 國立彰化師範大學 商業教育學系 96 The intent of this research was to arrange, adjust and develop the content of vocational accounting textbooks to integrate the best content of all. To achieve the research, it firstly adopts the literary reviews and the document analysis to integrate the vocational accounting textbooks and to make the initiative questionnaire. Then, it adopts two academics and two vocational accounting teachers to make the semi-structured interview. The result of this interview is merged in accordance with the format of follow-up Fuzzy Delphi Method Questionnaire. The expert group for the Fuzzy Delphi includes thirty in-service vocational school and comprehensive high school accounting teachers. Finally, the researchers integrate the professional opinions of the textbook users in the vocational accounting by the Fuzzy Delphi Method Questionnaire. The finding shows that the major items needed to adjust including：「whole instructional connotation」、「crosswise and vertical integration of textbook」、「instructional object」、「concept level」、「work ethics」、「computer accounting」、「connection of law」、「the source of information」、and「teaching of Debit and Credit」、「Financial statement」and「sequence of material Ⅰand sequence of materialⅡ」. In addition, majority of expert group also mention that there is inconsistent for the objective between vocational education and practical teaching, and it makes dilemma while teaching and textbook editing. Therefore if the authorities of education need to recheck the objectives of vocational school is an important issue to consider. We want to give the vocational school a more explicit position by confirming the objective of vocational education, and then we can make a more suit adjustment for the content of textbook.

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Wen, Ya-Ling, and 温雅鈴. "The Effects of Accounting Textbook on Improving the Students' Higher-Order Thinking Ability." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/01728463386736998103.

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碩士 輔仁大學 會計學系碩士班 102 In recent years, International Financial Reporting Standards (IFRS) have been widely approved and enforced around the world, and Taiwan should not stay out of this global trend. May 2009, the Financial Supervisory Commission announced the plan and schedule for the introduction of IFRS in Taiwan in 2013 in order to improve the domestic enterprises’ international competitiveness and the increase of the superiority of foreign investments to domestic enterprises. For the introduction of IFRS, the contents of Taiwan’s reports will switch from the rules-based to principles-based. In addition to the profession knowledge required, the financial and accounting specialists that the enterprises need have to have the capability to think and judge, i.e. the critical thinking or high-level thinking ability. Schools are where the professional financial and accounting personnel are nurtured. This profound change will deeply impact the academic society. With the introduction of the IFRS, most of the accounting textbooks available in the market are making matching revisions to cope with the need of professional personnel as well as to provide for the use of school instruction. It is learned from the statistics of the curricula of universities and 4-year vocational schools that the “accounting – entry level” is the first professional subject and the basis of accounting. Therefore, the “Revised Bloom’s Taxonomy of educational objectives” was used to analyze the influence of the exercise questions in the “accounting – entry level” to the high-level thinking ability of the students. The following were investigated: 1. the difference between the older versions and the later versions of accounting textbook exercise questions in terms of the distribution of the knowledge dimension in the classification of the educational goals; 2. the difference between the older versions and the later versions of accounting textbook exercise questions in terms of the distribution of the cognitive dimension in the classification of the educational goals; and 3. the distribution of high-level thinking ability in the exercise questions of the revised accounting textbooks. The following conclusions were reached: 1.The “Concept Knowledge” and “Procedural Knowledge” are the two primary types of knowledge dimension in the exercise questions of the entry-level accounting textbooks; 2.For the cognitive process dimension, the “Application” has the highest percentage in the exercise questions of the entry-level accounting textbooks, followed by “Understanding” and “Analysis.” “Creation” is not found. However, the “Understanding” and “Application” are the thinking abilities of lower level, while the “analysis” and “Creation” are those of higher level. 3.There are still a good percentage of the lower-level thinking abilities in the exercise questions of the revised textbooks. However, the thinking abilities of higher level have shown an increasing trend from the older versions to later versions. In this study, not only provide teachers that how to choose the textbooks meet the education goals and the students’ degree but also provide textbook editors how to compile a book in accordance with education goals.

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O'Reilly-Bargate, Karen. "An investigation of prescribed managerial accounting and finance textbooks used by B.Com accounting students at some universities in South Africa." Thesis, 2008. http://hdl.handle.net/10413/1026.

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The selection of textbooks used at tertiary institutions in South Africa, in the discipline of Accounting, is an area where there is a lack of published studies. Factors citied by academics for selecting prescribed textbooks are the cost of the textbooks, comprehensive coverage of relevant topics and applicability to the South African context. Other criteria, such as readability, are often not taken into consideration. Students feel that the prescribed textbooks are prescribed for the wrong reasons and find them difficult to read and learn from. The research reviews the Managerial Accounting and Finance (MAF) textbooks used at the University of KwaZulu-Natal (UKZN) and other universities. Observations about the textbooks, from staff and students are considered from interviews. Thesis (M.Ed. (Department of Education)) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

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I-Ling, Hsieh, and 謝宜伶. "The Construction of Evaluation Criteria for Accounting Textbooks used in the Vocational High Schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/85483053455235249024.

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碩士 國立臺灣科技大學 技術及職業教育研究所 92 The purpose of textbook evaluation is to improve the quality of textbooks. This study aims to construct appropriate evaluation criteria for accounting textbooks used in the vocational high schools. This study is based on the literature review and the interviews with experts to develop the preliminary Delphi questionnaire. It includes three Delphi surveys. A total of 23 accounting professionals and vocational school accounting teachers are invited to form a Delphi group. The data is explained with arithmetic mean, mode, quartile deviation, frequency distribution, and text. In addition, Mann-Whitney U test is adopted on members of different backgrounds for hypothesis testing. The results are as follows : (1) There are 6 categories and 50 standards for evaluation accounting textbooks used in the vocational high schools. (2) Of all 6 categories, “readability ” is the most valued. Of all 50 standards, the importance of “accuracy” is the highest. (3) The responses of accounting professionals and vocational school accounting teachers on standards of “integration”, “consistency”, “binding”, and “teaching resources” vary significantly. (4) Some, not all, of the textbook evaluation standards can be applied to textbooks of different subjects, according to the characteristics of the subjects. Lastly, this study proposes some suggestions for educational policy makers, school administrators, and future researches.

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Books on the topic "Accounting textbook"

1946-, Gernon Helen Morsicato, and Meek Gary K. 1949-, eds. Accounting: An international perspective : a supplement to introductory accounting textbook. 3rd ed. Irwin, 1993.

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ACCA Accounting Technician Textbook (Textbooks). 4th ed. AT Foulks Lynch Ltd, 2000.

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Accounting: Textbook. HLT Group, 1988.

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ACCA Accounting Technician Textbook (ACCA Accounting Technician Textbooks). AT Foulks Lynch Ltd, 1998.

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ACCA Accounting Technician Textbook (ACCA Accounting Technician Textbooks). 3rd ed. AT Foulks Lynch Ltd, 2000.

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ACCA Accounting Technician Textbook (ACCA Accounting Technician Textbooks). 3rd ed. AT Foulks Lynch Ltd, 2000.

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ACCA Accounting Technician Textbook (ACCA Accounting Technician Textbooks). AT Foulks Lynch Ltd, 1998.

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ACCA Accounting Technician Textbook (ACCA Accounting Technician Textbooks). AT Foulks Lynch Ltd, 1998.

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ACCA Accounting Technician Textbook (ACCA Accounting Technician Textbooks). 3rd ed. AT Foulks Lynch Ltd, 2000.

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ACCA Accounting Technician Textbook (ACCA Accounting Technician Textbooks). 3rd ed. AT Foulks Lynch Ltd, 2000.

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Book chapters on the topic "Accounting textbook"

Hosoe, Nobuhiro, Kenji Gasawa, and Hideo Hashimoto. "The Social Accounting Matrix." In Textbook of Computable General Equilibrium Modelling. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281653_4.

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Hoffjan, Andreas, and Andreas Wömpener. "Comparative Management Accounting — Similarities and Differences in German and English Language Management Accounting Textbooks." In Internationalisierung des Controllings. Deutscher Universitätsverlag, 2005. http://dx.doi.org/10.1007/978-3-322-82054-9_4.

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DeLong, Elizabeth. "Accounting for Residual Confounding in the Analysis." In The Living Textbook. NIH Collaboratory, 2017. http://dx.doi.org/10.28929/018.

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Suver, james D., Bruce R. Neumann, and Keith E. Boles. "ACCOUNTING for the COSTS of QUALITY." In The Textbook of Total Quality in Healthcare. CRC Press, 1993. http://dx.doi.org/10.4324/9781498702881-08.

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Savage, Arline, and Mark G. Simkin. "Ethical concerns about the online sale of instructor-only textbook resources." In Research on Professional Responsibility and Ethics in Accounting. Emerald Group Publishing Limited, 2010. http://dx.doi.org/10.1108/s1574-0765(2010)0000014013.

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Brion, Paul H., and Kenneth C. Kalunian. "Osteoarthritis." In Oxford Textbook of Medicine. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199204854.003.1909.

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Osteoarthritis is the commonest form of arthritis, detectable radiographically in 80% of patients over the age of 55 and accounting for more dependency in walking and stair-climbing than any other disease. In clinical practice it is defined by the presence of joint symptoms (pain, aching, stiffness) plus evidence of structural change (including crepitus on active joint motion, bony enlargement, radiographic changes of joint space narrowing or osteophytes)....

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Henderson, Robert A., and Leong Lee. "The epidemiology and pathophysiology of coronary artery disease." In Oxford Textbook of Interventional Cardiology. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199569083.003.001.

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Advances in the prevention and treatment of coronary heart disease (CHD) have led to significant improvements in prognosis and quality of life, but globally CHD remains a leading cause of premature death and disability. In 2001 CHD was responsible for 11.8% of all deaths in low- and middle-income countries and 17.3% in high-income countries, accounting for over 7 million deaths worldwide. By 2020 CHD is projected to be the leading cause of death and disability-adjusted life years, reflecting a rapidly increasing prevalence in developing countries and Eastern Europe, and the rising incidence of obesity and diabetes in the Western world.

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Joly, D., and J. P. Grünfeld. "Renal involvement in genetic disease." In Oxford Textbook of Medicine. Oxford University Press, 2010. http://dx.doi.org/10.1093/med/9780199204854.003.2112_update_001.

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There are many inherited disorders in which the kidney is affected: this chapter is concerned with the commonest inherited diseases leading to renal failure. Autosomal dominant polycystic kidney disease—accounts for about 7% of cases of endstage renal failure in Western countries. Inheritance is autosomal dominant, with mutations in polycystin 1 responsible for 85% of cases and mutations in polycystin 2 accounting for most of the remainder, these being transmembrane proteins that are able to interact, function together as a nonselective cation channel, and also induce several distinct transduction pathways. May present with renal pain, haematuria, urinary tract infection, or hypertension, or be discovered incidentally on physical examination or abdominal imaging, or by family screening, or after routine measurement of renal function. Commonly progresses to endstage renal failure at between 40 and 60 years of age. Extrarenal manifestations include intracranial aneurysms, liver cysts, and mitral valve prolapse....

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Sheikh, Asim, and Paul Chumas. "Colloid cysts." In Oxford Textbook of Neurological Surgery, edited by Ramez W. Kirollos, Adel Helmy, Simon Thomson, and Peter J. A. Hutchinson. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198746706.003.0033.

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Colloid cysts are benign, mostly intraventricular tumours accounting for 0.5 to 2% of all intracranial mass lesions. They are most commonly found in the anterior portion of the third ventricle at the level of foramina of Monro and, if symptomatic, usually present with obstructive hydrocephalus of the lateral ventricles. The original description historically linked them with sudden death in the pre-CT era. They are also known as neuroepithelial cysts. Management options include treatment of hydrocephalus alone, aspiration of the cyst contents, and removal of the cyst endoscopically or via a microsurgical approach. However, the most important factor in the choice of any of these approaches is operator experience.

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Fidler, Sarah, Timothy E. A. Peto, Philip Goulder, and Christopher P. Conlon. "HIV/AIDS." In Oxford Textbook of Medicine, edited by Christopher P. Conlon. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198746690.003.0098.

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Since its discovery in 1983, the human immunodeficiency virus (HIV) has been associated with a global pandemic that has affected more than 78 million people and caused more than 39 million deaths. Globally, 36.9 million (34.3–41.4 million) people were living with HIV at the end of 2013. An estimated 0.8% of adults aged 15–49 years worldwide are living with HIV, although the burden of the epidemic continues to vary considerably between countries and regions. Sub-Saharan Africa remains most severely affected, with nearly 1 in every 20 adults living with HIV and accounting for nearly 71% of the people living with HIV worldwide. The impact of HIV in some African countries has been sufficient to reverse population growth and reduce life expectancy into the mid-30s, although HIV incidence has declined in some of these high-prevalence countries. However, there are large-scale HIV epidemics elsewhere (e.g. India, the Russian Federation, and Eastern Europe).

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Conference papers on the topic "Accounting textbook"

Li, Yanli. "The Compilation of the Cost Accounting Textbook Respecting to Six Key Points." In 2016 2nd International Conference on Social Science and Higher Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.17.

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Zuraida, Zuraida, and Ridwan Ibrahim. "How the Use of PowerPoint Presentation Slides from Textbook Publishers is perceived by Accounting Students in Facilitating Learning Efficacy?" In Proceedings of the 1st Aceh Global Conference (AGC 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/agc-18.2019.67.

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Shepard, Thomas, and Krithiga Ganesan. "Effect of a Joint Experimental-CFD Lab Experience on Perceptions of Data Authority and Student Learning." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21106.

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This paper explores modes of instruction for effective student learning and factors that affect student perceptions of information from various sources encountered in undergraduate fluid mechanics. This paper addresses two questions: (i) What source of information do students rely on and have greater confidence in, (ii) What modes of instruction lead to greater understanding of material. These research questions were addressed by considering the conceptual topic of drag on a sphere. In this study, thirty students compared results from experimental lab measurements, CFD (ANSYS-CFX) simulations, and textbook data for drag acting on a sphere. Other concepts covered in the course were done so via lecture and/or lab, but were not examined using CFD. To address the first question, students completed a survey at the end of the experimental portion of lab and a second survey at the end of the CFD portion of lab. To address the second question, student responses to specific final exam questions were analyzed. Our data indicate that students have greater reliance on materials presented via lecture and in the course textbook, than data that originates via hands-on learning methods such as experimental data, and CFD simulations. The results that address the second question indicate that even though there is greater variation in student learning outcome scores, a variety of modes of instruction lead to greater understanding of a topic, even accounting for biases in perceived data authority of various sources of data.

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Berdanier, Reid A., Natalie R. Smith, John C. Fabian, and Nicole L. Key. "Humidity Effects on Experimental Compressor Performance: Corrected Conditions for Real Gases." In ASME Turbo Expo 2014: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/gt2014-25790.

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The effects of humid air on the performance of a multistage research compressor and new methods of humidity accounting to ensure appropriate representation of performance parameters are investigated in this paper. Turbomachinery textbooks present methods of correcting speed and mass flow rate using perfect gas assumptions, but these methods can reduce the ability to achieve repeatable compressor performance when using unconditioned air in a climate where absolute humidity may vary. Instead, a new method is introduced which models humid air as a real gas and circumvents the need for assumptions in the correction process. In the area of compressor research, the ability to measure small changes in performance parameters and ensure repeatable results is essential. Errors of more than 0.5% can result from using perfect gas assumptions to calculate corrected speed, which can lead to misrepresented performance parameters beyond the uncertainty of the measurements. Multiplicative correction factors based on analytical data are also introduced as an alternate method of applying the new real-gas method, and these correction factors are compared to those derived by previous authors applying ideal gas methods for humidity accounting. This is the first time in open literature that experimental results for a component of a gas turbine engine are presented comparing a humid air correction method with traditional correction methods.

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