Marriage patterns among unwed mothers: Before and after PRWORA

The promotion of marriage and two‐parent families became an explicit public policy goal with the passage of the 1996 welfare reform bill. Marriage has the putative effect of reducing welfare dependency among single mothers, but only if they marry men with earnings sufficient to lift them and their children out of poverty. Newly released data from the 2002 cycle of the National Survey of Family Growth (NSFG), along with data from the 1995 cycle, allow us to compare pre‐ and post‐PRWORA differences in (1) cumulative marriage rates among unwed mothers, and (2) patterns of marital choice (that is, differences in characteristics of the men these mothers marry, such as their education and employment status). Overall, our results show that unwed childbearing is associated with lower marriage rates and marital quality. Difference‐in‐difference models show that welfare reform was not strongly associated with pre‐ and post‐welfare reform changes in marriage among nonmarital birth mothers, even among the most disadvantaged mothers. Compared with other women, nonmarital birth mothers also were less likely than other women to marry “economically attractive” men in the post‐welfare reform period. The success of marriage promotion initiatives may depend heavily on whether women themselves are “marriageable” and whether potential spouses have the ability to support a stable family life. © 2008 by the Association for Public Policy Analysis and Management.     

Justice, at last, in the archetypical patent entitlement dispute

The Court of Appeal has held that Cinpres was not estopped fromsucceeding in its entitlement claim, despite having failed inan earlier claim concerning the related application, and isthe rightful owner of a disputed European patent.     

Horizontal mergers and efficiencies; theory and anti trust practice

Horizontal mergers can be challenged by anti trust authorities under both the US and EU Horizontal Merger Guidelines. More horizontal mergers are unconditionally approved in the US than in the EU. EU merger policy toughened after 1998 but became more in line with US practices after 2004. Differences in merger policies between the US and the EU can be explained by a greater scope of the efficiency argument in the US. The paper argues that firms only want to merge in oligopoly, if they expect to realize substantial merger specific efficiency gains, which counterbalances the price increasing effect of merger.      

European and U.S. aircraft development strategies

A comparison of 20 years of aircraft production in Europe and America. U.S. cost increases in the system acquisition process have resulted in large part from unforeseen (sometimes unforseeable) engineering difficulties in the development phase, and from substantial production commitment before development was complete. Common European strategy completed basic development before beginning production and demonstrated utility through prototypes, using early proof-testing of engines, electronics and airframes. An alternative acquisition strategy to that used in the 1960s in the United States is recommended for the next decade: (1) incremental acquisition, based on a sequence of decision points and a succession of development and production phases; and (2) pronounced austerity in early development phases. These changes would result in lessened cost growth and lower U.S. acquisition costs, as well as in improved predictability of schedule and system performance outcomes.The following statement was prepared for the Committee on Armed Services, United States Senate, and was presented on December 7, 1971.     

What We Have Learned About Teaching Multiparty Negotiation

This article grows out of our experience teaching an advanced course on multiparty negotiation. The main question underlying the course is: “How can experts in two‐party negotiations make themselves effective multiparty negotiators?” In this article, we describe what and how we taught, what we think worked, and what we decided to change after the first year of teaching.