Threshold Effects in the U.S. Budget Deficit

We contribute to the debate on whether the U.S. large federal budget deficits are sustainable in the long run. We model the U.S. government deficit per capita as a threshold autoregressive process. We find evidence that the U.S. budget deficit is sustainable in the long run and that economic policy makers will only intervene to reduce per capita deficit when it reaches a certain threshold. (JEL C32 , E62 )     

Breakthroughs in the Management Accounting Science: Imaging a Balanced Scorecard Thought by Lean Philosophy Rationales

This paper aims at providing a proposal for a new way of conducting the balanced scorecard (BSC), assuming a model that fulfils the leading features of lean philosophy and designing a research strategy that could explain how to act for arguing a “Lean–Balanced Scorecard”. Management solutions inclined towards lean thinking try to solve contemporary worldwide market challenges by focusing on a virtuous corporate functioning, thanks to a shared philosophy that relies entirely on the minimization of any kind of waste: their main target is to achieve business goals in a way that is absolutely flexible and can be shared at any strategy level within the firm. In the transition towards new management accounting paradigms, might the use of the BSC enhance information processing, useful for spreading lean thinking all over the firm, and for testing its effects? Moreover, thanks to lean thinking, might we suppose improvements related to the BSC functioning, by streamlining that information processing? According to the literature, little is known about how to answer these questions. By answering them, however, we may find innovative solutions towards a better measuring process of firm success—especially from the perspectives of integrated management reporting activities in turbulent times.     

Mapping Swedish Females' Educational Pathways in Terms of Academic Competence and Adjustment Problems

Patterns of academic competence, externalizing problems, and internalizing problems were examined in females from the longitudinal Individual Development and Adaptation (IDA) program in order to understand unexpected patterns of educational attainment and problems in adulthood. Person-oriented methods were used to identify patterns of competence and problems at ages 10, 13, and 43. These patterns were linked across time to reveal expected and unexpected educational pathways from childhood to adulthood. Most later patterns were consistent with earlier patterns of competence and problems. This structural-level stability supported our hypothesis that competence and problems tend to be inversely related and function together over time as integrated systems. We focus on one unexpected educational pathway characterized by individuals whose problems remain low over time despite stable levels of low competence. This unexpected educational pathway was examined further in terms of optimal versus general adjustment consequences in adulthood. Some policy implications of studying individual patterns and pathways are discussed .