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ABSTRACT Nonstationary behavior in regional economies must be recognized and categorized before activity indicators can be properly used in analyses. The nonstationary behavior of gross product by one‐digit industry and personal income from all of the 50 states is examined. Tests to discriminate between stochastic and deterministic trends are pursued and the results indicate that the former dominate the latter. State‐nation linkages in the presence of stochastic trends are explored and it is shown that stable, long‐term relationships between nonstationary state and national outputs are rare at both the industry and aggregate levels.

This study examined how weekly, externally set deadlines affected the completion of adaptive learning assignments and student outcomes in an introductory macroeconomics course. We imposed different deadline schemes for the same adaptive learning assignments in two sections of the course. One section was given flexible deadlines and the other section was given rigid weekly deadlines. We found that weekly deadlines did not affect assignment completions or total points earned on unit exams. We investigated how the adaptive learning assignments affected student retention of material. A measure of staying on pace in the course provided a positive effect on the comprehensive final exam for students with weekly deadlines. The weekly deadlines may not have influenced assignment completions but consistent engagement with the flow of topics through the course increased student knowledge retention. Regardless of deadline type, completions of adaptive learning assignments positively affected outcomes on the unit exams and final exam. JEL Classifications: A20, A22

I Methodological Issues -- 1 Some Extensions and Refinements of Gottschalk's Estimation of Production Functions -- 2 Regional Econometric Modeling and the New Jersey State Model -- II External Linkage Issues -- 3 Integrated State-Substate Econometric Modeling: Design and Utilization for Long-Run Economic Analysis -- 4 Linking Regional Economic Models for Policy Analysis -- 5 The Regional Business Cycle: A Theoretical Exposition with Time Series, Cross Sectional, and Predictive Applications -- 6 A Method for Analyzing the Changing Impact of the Business Cycle on Regional Economies -- III Data And Model Evaluation Issues -- 7 A General Framework for Interpolation, Distribution, and Extrapolation of a Time Series by Related Series -- 8 New Techniques for Determining If a Time Series Can Be Seasonally Adjusted Reliably -- 9 Regional Econometric Models: The Forecasting Record.

ABSTRACTPatterns in student accesses of online materials and their effects upon student performance in a blended course are examined. Our blended course is an introductory business and economic statistics course where lectures are only available online while the traditional class period is used for complementary learning activities. Timing, volumes, intensity, and consistency of the student accesses of the online lectures are considered. Using bivariate and multivariate analyses, measures of timing and consistency are shown to be related to student performance but volumes and intensity of accesses are not.

The convergence hypothesis from neoclassical growth theory is examined for per capita incomes of counties within a large subnational region, the Great Plans. Convergence of the β and σ varieties are considered. The former describes the tendency for economies with low per capita incomes in an initial period to grow faster than those with higher incomes. The latter describes the tendency for the dispersion of incomes to fall over time and eventually stabilize. Total per capita incomes across the region show a β convergence speed over the past quarter century roughly equal to that found for activity measures in previous analyses of nation groups, continental regions, and states of the U.S. As concerns σ convergence, the dispersion of total per capita incomes in the region stabilized during the past decade. However, when transfer payments and dividends, interest, and rents are deducted from income, β convergence speeds drop markedly and the dispersion of incomes rises over the study period.

An adaptation of the "Action Maze"—a problem situation requiring manager trainees to choose between alternative courses of action, each of which leads to a new situation with new alternatives—is proposed for training counselors. Advantages and limitations of this adaptation, entitled the "Response Maze," are enumerated, possible other uses of the technique are considered, suggestions for constructing such a maze are offered, and a sample Response Maze for readers is included.

In the decades after the Civil War, urbanization, industrialization, and immigration marked the start of the Gilded Age, a period of rapid economic growth but also social upheaval. Reformers responded to the social and economic chaos with a "search for order," as famously described by historian Robert Wiebe. Most reformers agreed that one of the nation's top priorities should be its children and youth, who, they believed, suffered more from the disorder plaguing the rapidly growing nation than any other group. Children and Youth during the Gilded Age and Progressive Era explores both nineteenth century conditions that led Progressives to their search for order and some of the solutions applied to children and youth in the context of that search. Edited by renowned scholar of children's history James Marten, the collection of eleven essays offers case studies relevant to educational reform, child labor laws, underage marriage, and recreation for children, among others. Including important primary documents produced by children themselves, the essays in this volume foreground the role that youth played in exerting agency over their own lives and in contesting the policies that sought to protect and control them