Ethical Norm Promotion in European Union Foreign Policy

Total Page:16

File Type:pdf, Size:1020Kb

Ethical Norm Promotion in European Union Foreign Policy Ethical Norm Promotion in European Union Foreign Policy: Responding to the Arab Uprisings in the Southern Neighbourhood Chris Meikle A thesis submitted for the Doctor of Philosophy at the University of Otago 2016 ii Abstract The European Union (EU) has increasingly used its external policy mechanisms to export the principles that it was founded upon: democracy, rule of law, social justice and, in particular, respect for human rights. This approach has long been evident in the European Neighbourhood Policy (ENP), which includes the Union for the Mediterranean states to the south. However, a number of these southern states have been thrown into disarray by the popular revolutions which swept through the Arab world in 2011; although these uprisings seem to share many of the principles which the EU has sought to promote, the implications for the EU’s role in the region are still far from clear. In order to assess the extent to which the EU has demonstrated an ethically normative foreign policy in response to the Arab Uprisings, this research sets out to establish which of the international norms that the EU promotes in the North Africa and Middle East (MENA) region can be considered ethical, and whether or not they can be differentiated from the EU’s “interests”. The discussion of ethics, norms and interests in EU external action is situated within the Normative Power Europe literature, which also provides the theoretical framework for the analysis that takes place in later chapters. It is shown that the EU correlates its promotion of some norms with international human rights discourse, and rhetorically advances itself as an ethically normative actor by highlighting the centrality of such norms to its international identity. The EU’s policy towards the MENA region is assessed before, during and after the Arab Uprisings, both at a regional and a bilateral level, the latter with regard to the particular cases of Tunisia and Morocco. The research draws on an analysis of official EU documents, secondary academic sources and interviews conducted in Brussels, Tunis and Rabat, in order to evaluate the EU’s evolving priorities in its southern neighbourhood. It is argued that despite a steady rhetorical commitment to ethical norm promotion in the region, the EU has consistently prioritised issues such as security and migration, with the exception of its immediate response to the uprisings in 2011. To explain this temporary and aberrant substantive shift, a hypothesis is presented drawing on Frank Schimmelfennig’s theory of rhetorical action, showing the consequences resulting from the intersection of the EU’s own rhetoric with the international attention garnered by the so-called “Arab Spring”. An analysis of policy responses to the Arab Uprisings not only sheds light on the nature, scope and limitations of ethics and norms in EU foreign policy, but also clarifies the nature of the EU as an international actor. iii iv Acknowledgements I would like to thank my supervisor, Jim Headley, who supported this research project impeccably from start to finish. I would also like to thank my secondary supervisor, Nicholas Khoo, and all the academic staff at the University of Otago Department of Politics, many of whom offered sage advice at different stages of the research journey. I am grateful to those institutions that helped fund the various research trips to support this thesis: University of Otago, New Zealand European Union Centres Network, and the Claude McCarthy Fellowship. Thanks also to the many interviewees in Belgium, Tunisia and Morocco, who were so generous with their time, thoughts and opinions. And finally, I would like to thank my family and my partner Sarah, for all the support, both practical and emotional, even when I was sure I did not need it. v vi Contents Abstract iii Acknowledgements v Contents vii Abbreviations xi Introduction 1 Background, context and relevance 1 Research design 4 Methodology, ethical considerations and limitations 8 Thesis structure and argument 11 Part I 12 Part II 16 Part III 18 Part I Chapter 1 Theories of Ethics in International Relations 23 Introduction 23 Conceptual formalities 24 Are moral considerations a feature of international affairs? 26 Realism: the limits and subordination of ethics 27 Liberalism: the primacy of a universal morality 31 Social constructivism: co-constitution and the feasibility of moral progress 35 Justifying moral considerations in international affairs 39 Consequentialist ethics 40 Deontological ethics 42 The contractarian tradition 44 The language of human rights 47 Scope and responsibility 51 Cosmopolitanism versus communitarianism 52 The ethics of intervention 55 Chapter 2 The Foreign Policy of the European Union 59 Introduction 59 The development of EU external action 60 Background 60 The Common Foreign and Security Policy 63 Enlargement and the European Neighbourhood Policy 66 Institutional framework of EU foreign policy 69 Council of the European Union 70 European Parliament 72 European Commission 75 European External Action Service 77 The EU as an international actor 80 vii Chapter 3 The EU’s promotion of ethical norms 85 Introduction 85 Normative Power Europe? 86 Ethics, norms and interests 90 The structural benefits of international norm promotion 91 Norms versus self-regarding interests 93 Technical norms as collective interests 96 The EU’s ethical norms as other-regarding interests 99 Ethical norms and EU identity 101 Institutional rhetoric 102 A unique point of consensus 104 The rhetoric of legitimacy 106 “Normative” issues 109 Universalism 110 Political conditionality 112 Part II Chapter 4 EU policy towards the MENA region prior to the Arab Uprisings 119 Introduction 119 Colonial legacy 120 The European Community 122 Euro-Mediterranean Partnership 123 European Neighbourhood Policy 126 Union for the Mediterranean 129 EU foreign policy objectives in the region 132 Ethical norm promotion 132 Stability and security 134 Chapter 5 EU policy in response to the Arab Uprisings 137 Introduction 137 The Arab Uprisings 138 Early EU response 142 Regional policy documents 145 A Partnership for Democracy and Shared Prosperity 145 A New Response to a Changing Neighbourhood 148 The Agenda for Change 150 Institutional developments 152 Neighbourhood Civil Society Facility 152 European Endowment for Democracy 153 Support to Partnership, Reform and Inclusive Growth 155 Financial response 156 European Neighbourhood Policy 158 EU foreign policy objectives in the region 159 viii Chapter 6 EU policy towards the MENA region post-2011 163 Introduction 163 Overview of regional developments 164 Financial response 169 SPRING Programme and the “more for more” principle 171 Civil society 173 Migration and security 175 European Neighbourhood Policy 178 EU foreign policy objectives in the region 180 Chapter 7 Interpretation of the regional analysis 185 Introduction 185 EU foreign policy priorities in the region 186 An explanatory hypothesis: rhetorical self-entrapment 190 Frank Schimmelfennig’s theory of rhetorical action 191 Rhetorical commitment: EU identity and ethical norm promotion 193 Rhetorical argumentation: international media coverage 195 Rhetorical self-entrapment: a crisis of legitimacy 198 Universalism, Islamists and civil society 203 Political conditionality: “more for more”, or more of the same? 207 Part III Chapter 8 Tunisia 211 Introduction 211 EU policy towards Tunisia prior to 2011 212 The “Tunisian Spring” 217 EU policy in response to the Tunisian Uprising 220 EU policy towards Tunisia post-2011 223 Interpretation of bilateral analysis 230 EU policy objectives towards Tunisia 231 Rhetorical self-entrapment 233 Universalism, Islamists and civil society 234 Political conditionality: “more for more”, or more of the same? 237 Chapter 9 Morocco 241 Introduction 241 EU policy towards Morocco prior to 2011 242 The “Moroccan Spring” 248 EU policy in response to the Morocco Uprising 250 EU policy towards Morocco post-2011 252 Interpretation of bilateral analysis 257 EU policy objectives towards Morocco 257 Rhetorical self-entrapment 260 Universalism, Islamists and civil society 261 Political conditionality: “more for more”, or more of the same? 263 ix Conclusion 267 Overview 267 EU policy objectives towards the MENA region 269 Rhetorical self-entrapment 271 Universalism, Islamists and civil society 273 Political conditionality: “more for more”, or more of the same? 275 Theorising the EU’s policy towards the MENA region 276 Policy implications: a prescriptive assessment 280 Bibliography 283 Interviews 283 References 287 x Abbreviations African, Caribbean and Pacific (countries) ACP A New Response to a Changing Neighbourhood NRCN A Partnership for Democracy and Shared Prosperity PfDSP Cairo Declaration on Human Rights in Islam CDHRI Central/Eastern European country CEEC Civil Society Facility CSF Civil Society Organisation CSO Committee of Permanent Representatives COREPER Common Foreign and Security Policy CFSP Common Security and Defence Policy CSDP Country-Based Support Scheme CBSS Deep and Comprehensive Free Trade Area DCFTA Directorate-General DG European Agency for the Management of Operational Cooperation at the External Borders FRONTEX European Bank for Reconstruction and Development EBRD European Coal and Steel Community ECSC European Community EC European Convention on Human Rights ECHR European Economic Community EEC European Endowment for Democracy EED European External Action Service EEAS European Instrument for Democracy and Human Rights EIDHR European Investment
Recommended publications
  • Overstepping Ethical Boundaries? Limitations on State Efforts to Provide Access to Justice in Family Courts
    OVERSTEPPING ETHICAL BOUNDARIES? LIMITATIONS ON STATE EFFORTS TO PROVIDE ACCESS TO JUSTICE IN FAMILY COURTS Jessica Dixon Weaver* Family law courts in America are overwhelmed with self-represented parties who try their best to navigate an unfamiliar territory laden with procedural and evidentiary rules. Efforts to level the playing field in these courts have resulted in state entities and judges taking on roles that previously belonged to attorneys. State supreme court judges and state agencies draft and promulgate family law forms, such as divorce pleadings and paternity acknowledgments, to provide poor citizens access to justice. While these efforts have resulted in positive outcomes for some families, reliance on the state’s imprimatur has caused significant harm to others. Upon closer examination, the state has not adhered to the same ethical standards that ordinarily apply to judges and attorneys with regard to the development and dissemination of these forms. This Article is the first to explore whether state courts and agencies have overstepped ethical boundaries and subverted public interest to satisfy private interests of the state as regulator. It argues that these state forms are poor substitutes for attorneys and that the complexities of family law continue to warrant legal counsel in our current adversarial court practice. TABLE OF CONTENTS INTRODUCTION ........................................................................................ 2706 I. FAMILY COURT OVERLOAD ................................................................ 2708 A. The Proliferation of Family Court Cases and the Rise of Pro Se Litigants ......................................................... 2708 B. The Complexities of Family Law ............................................ 2712 * Assistant Professor of Law, Southern Methodist University Dedman School of Law. J.D., University of Virginia School of Law; B.A., University of Pennsylvania.
    [Show full text]
  • Student Handbook, Revised 12/2020
    Revised 12/2020 BRTC Student Handbook 2020-21 Table of Contents Policy Statement 5 BRTC Mission Statement 5 BRTC Vision 5 BRTC Values 5 Academic Advising 5 Accidents/Medical Conditions 6 Accidents 6 Seizure Disorders 6 Adding and Dropping Courses 6 Administrative Withdrawal 6 Accuplacer 7 American College Testing Program (ACT) 7 Bookstore 7 Cafeteria 7 Career Pathways 8 Career Services 8 Campus Presence of Children, Other Family Members, or Friends 8 Civil Rights 8 Class Attendance 9 CLEP 9 Clery Act/Campus Security Policy 9 Clubs and Student Organizations 9 Student Organizations Speakers 10 Renewing a Student Organization: 11 Art Club 11 Music Club 11 Professional Business Leaders 11 Student Activities Board (SAB) 12 Student Ambassadors 12 Student Government Association 12 Phi Theta Kappa 12 Computer and Network Acceptable Use Policy 13 Acceptable Use 13 2 Version: 2.3 Revised 12/2020 BRTC Student Handbook 2020-21 Unacceptable Use 13 Computer Labs 14 Counseling 15 Disability Services 16 Drug Awareness Program 16 Education Awareness 16 Consultation Services 16 Equal Opportunity/Affirmative Action 16 Federal Educational Rights and Privacy Act (FERPA) 17 Filing a Complaint on Staff Member or Instructor 19 Firearms 19 Health and Wellness 19 Immunizations 19 Inclement Weather 20 Missing Person 20 Personal Identification Changes 20 Parking 20 Parking Permits 21 Parking Fines 21 Physical Examinations and Drug Screens 21 Posting 21 Racial Profiling Policy 22 Sexual Harassment Policy (Title IX) 22 Service Animals 23 Service Animal Liability 23
    [Show full text]
  • In Defence of Humanity: WOMEN HUMAN RIGHTS DEFENDERS and the STRUGGLE AGAINST SILENCING in Defence of Humanity in Defence of Humanity
    In Defence of Humanity: WOMEN HUMAN RIGHTS DEFENDERS AND THE STRUGGLE AGAINST SILENCING In Defence of Humanity In Defence of Humanity The lack of access to justice and resources, together with the failure of states to provide protection for Executive summary WHRDs, affects the work of WHRDs around the world. Accordingly, WHRDs need appropriate protection that is flexible to their needs. However, very little is done to respond to threats that WHRDs receive, In recent years, combined with existing threats, the rise of right-wing and nationalist populism across the and often, as Front Line Defenders reports, killings are preceded by receipt of a threat.1 This means that world has led to an increasing number of governments implementing repressive measures against the protection mechanisms need to focus too on prevention of harm by perpetrators to ensure that the right to space for civil society (civic space), particularly affecting women human rights defenders (WHRDs). The life is upheld for WHRDs and take seriously the threats that they receive. Despite efforts to implement the increasingly restricted space for WHRDs presents an urgent threat, not only to women-led organisations, Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW), the United Nations but to all efforts campaigning for women’s rights, gender equality and the rights of all people. In spite of (UN) Declaration on Human Rights Defenders and the Maputo Protocol - which calls for “corrective and these restrictions, WHRDs have campaigned boldly in the face of mounting opposition: movements such positive” actions where women continue to face discrimination - WHRDs still operate in dangerous contexts as #MeToo #MenAreTrash, #FreeSaudiWomen, #NiUnaMenos, #NotYourAsianSideKick and #AbortoLegalYa and are at risk of being targeted or killed.
    [Show full text]
  • Student Handbook 2019-20
    Student Handbook 2019-20 College Mission Statement “Increase in Excellence,” the historic motto of Emory & Henry College, expresses our intention to be a learning community that moves toward fulfilling every student’s potential. Bishop John Emory, along with the founders of Methodism, symbolizes our belief in the union of faith and learning, while Governor Patrick Henry symbolizes our commitment to freedom and civic virtue. We affirm the Christian faith as our spiritual and moral heritage and encourage all our members to grow in faith as they grow in knowledge. We believe in the worth of each person’s religious and cultural heritage, inasmuch as their heritage leads to service to others in our region and the larger world. We affirm the liberal arts as our intellectual foundation and believe that excellence results when everyone actively participates in the educational process. We challenge all persons to confront historical and contemporary ideas and issues and to develop the ability to think critically about all areas of human experience. These traditions provide the context for our pursuit of excellence, as we engage a diverse group of well-qualified men and women in educational experiences that lead to lives of service, productive careers, and global citizenship. Vision Statement Emory & Henry College will be a national leader in providing the highest quality liberal arts, graduate, and professional education that combines tradition and innovation as it fulfills our historic commitment to transform lives and to create positive social change in our region, our nation, and the world. Core Values Civic Engagement. We expect ourselves to act individually and collectively to identify and address issues of public concern through ​ active engagement and leadership in civic life and through professions that contribute to the public good, such as teaching and health care.
    [Show full text]
  • Studentpulse - Student-Pulse.Com 7/6/12 5:49 PM
    Printable Version - StudentPulse - Student-Pulse.com 7/6/12 5:49 PM Print Page Citation Information Bell, Kelly J. (2009). A Feminist's Argument On How Sex Work Can Benefit Women. Student Pulse, 1(11). Retrieved from: <http://www.studentpulse.com/a?id=28> A Feminist's Argument On How Sex Work Can Benefit Women November 02, 2009 by Kelly J Bell Sex work has long been criticized and stigmatized in our society. While many members of society view sex work as immoral and degrading to women, I argue that sex work is essentially just work, and that it is not necessarily harmful to women. Under circumstances in which sex work is accepted and regulated in society, in which the sex worker is protected and granted the same rights as any other laborer, sex work has the possibility to be beneficial to women. Sex work can be very profitable for women, and many women may enjoy work that allows them to creatively express their sexuality. Sex work can allow human beings a way to safely explore their sexual desires in ways they cannot through the current social norm of heterosexual, monogamous relationships. The sex work industry and its workers need not be chastised by a society that clings to puritan ideals of what is “moral”. I argue prostitution should be legal. Every human being has the right to make informed decisions about his or her own body, and laws that govern sex work are laws that govern an individual’s right to make decisions about her own body. Sex work is illegal because it is largely viewed as immoral and degrading, but morality is objective and society’s opinion on what is “right” and “wrong” is constantly shifting.
    [Show full text]
  • Title IX Coordinator and Investigator Training Class
    Title IX Coordinator and Investigator Training Class Focused on Two Year Institutions Presented by DSA Associates: Beth Devonshire Adrienne Murray D. Stafford & Associates, LLC 179 Rehoboth Avenue, #1121 Rehoboth Beach, DE 19971 302-344-5809 [email protected] www.dstaffordandassociates.com ©All rights reserved by DSA (Limited permission is granted to each attendee of this class to make training materials available per the requirements outlined in the Title IX Regulations published on May 19, 2020) Title IX Training Agenda for MA Community Colleges Virtual Course Agenda September 22-24, 2020 9am-5pm Eastern LUNCH-12noon-1pm Breaks: 10:15am-10:30am; 2:30pm-2:45pm Day 1: Legal Landscape • Overview of Title IX • Overview of Clery/VAWA for Title IX Practitioners • Special Considerations • Consent Day 2: Understanding the Offenses and Beginning the Investigation • Understanding the Elements and Dynamics of the Offenses o Sexual Harassment o Sexual Assault: Rape, Fondling, Incest, and Statutory Rape o Domestic Violence o Dating Violence o Stalking • Intake, Supportive Measures, and Beginning the Investigation • Evidence Collection and Investigative Strategy Day 3: Interviewing, Assessing Evidence and Basic Report Writing • Interviewing • Credibility and Relevancy • Basics of Report Writing • Outcomes and Resolutions *The instructor will provide scenarios and opportunities for small group work throughout the course. 179 Rehoboth Avenue, #1121 Rehoboth Beach, DE 19971 Phone: (202) 438-5929 [email protected] _______________________________________________________________________________________________ TITLE IX Copyright (Limited permission is granted to each attendee of this class to make training materials available per the requirements outlined in the Title IX Regulations published on May 19, 2020) These materials are copyright of D.
    [Show full text]
  • Expression of Religion in Public Schools by Theresa Lynn Sidebotham
    Reproduced by permission. ©2011 Colorado Bar Association, 40 The Colorado Lawyer 47 (November 2011). All rights reserved. GOVERNMENT COUNSEL Expression of Religion in Public Schools by Theresa Lynn Sidebotham This article discusses the intersection of religious expression and public schools. It focuses on the Equal Access Act, student speech, school personnel speech, access for community viewpoints, and released time. onfusion is widespread as to what may be taught, ernment conduct was motivated by an intent to endorse religion”; expressed, or otherwise introduced onto the premises of and second, “whether the conduct has the effect of endorsing relig- the nation’s public schools. “Nowhere has the proper line ion.” If the government has involved itself with a religious institu- Cof demarcation [in the appropriate amount of separation between tion, it also asks whether there is excessive entanglement. 6 church and state] been more difficult to define than in our nation’s This article gives an overview of five areas where questions about public schools.”1 As the Tenth Circuit has said: the interplay between the First Amendment and education com- So long as the state engages in the widespread business of mold- monly arise. These areas are: (1) the Equal Access Act; (2) student ing the belief structure of children, the often recited metaphor speech; (3) speech for school personnel; (4) access for community of a “wall of separation” between the church and the state is points of view; and (5) released time. unavoidably illusory.2 Conflicts between belief systems arise in various ways, and the test- The Equal Access Act in ing ground lies at the intersection—or collision—between the Light of Recent Developments Establishment and Free Exercise Clauses of the U.S.
    [Show full text]
  • The 1991 Constitutional Reform: Prospects for Democracy and the Rule of Law in Colombia, 24 Case W
    Case Western Reserve Journal of International Law Volume 24 | Issue 2 1992 The 1991 onsC titutional Reform: Prospects for Democracy and the Rule of Law in Colombia Donald T. Fox Anne Stetson Follow this and additional works at: https://scholarlycommons.law.case.edu/jil Part of the International Law Commons Recommended Citation Donald T. Fox and Anne Stetson, The 1991 Constitutional Reform: Prospects for Democracy and the Rule of Law in Colombia, 24 Case W. Res. J. Int'l L. 139 (1992) Available at: https://scholarlycommons.law.case.edu/jil/vol24/iss2/1 This Article is brought to you for free and open access by the Student Journals at Case Western Reserve University School of Law Scholarly Commons. It has been accepted for inclusion in Case Western Reserve Journal of International Law by an authorized administrator of Case Western Reserve University School of Law Scholarly Commons. The 1991 Constitutional Reform: Prospects for Democracy and the Rule of Law in Colombia Donald T Fox* and Anne Stetson** INTRODUCTION O n July 4, 1991, after five months of deliberation, the delegates' to the Colombian Constitutional Assembly (the "Constituyente" or the "As- sembly") fulfilled their mandate to reform the country's Constitution of 1886. The new Charter was inaugurated with the full endorsement of the President of the Republic, C6sar Gaviria Trujillo.2 The aims of this con- stitutional reform were to endow the country with modem democratic institutions designed to foster greater participation in the democratic process, to strengthen the rule of law in a country where the proliferation of political violence had corroded Colombian political and legal institu- tions, and to secure a firm ground for human rights with mechanisms to protect these rights.
    [Show full text]
  • A Welfare Citizen in the Danish Folkeskole
    ‘Being’ and ‘Becoming’ a Welfare Citizen in the Danish Folkeskole A thesis submitted for the degree of Doctor of Philosophy by Ditte Strunge Sass School of Social science Brunel University August 2013 Abstract for ‘Being’ and ‘Becoming’ a Welfare Citizen in the Danish Folkeskole This thesis is an ethnographic investigation into the ‘bringing about’ of the Danish welfare citizen as observed through everyday values and practices in the Danish folkeskole. The thesis takes as its starting point the notion of dannelse, which is the ’holistic formation of social human beings who can manage their own lives, who know how to behave properly in society, and how to fit in with each other’ (Jenkins 2011:187) and hygge (cosiness), as the primary frameworks through which Danishness can be understood. While trying to unravel what these values/practices are and how they were expressed and inculcated in the everyday lived reality at the Danish folkeskole, I observed the importance of several other key concepts, including lighed (equality as expressed through sameness), and medborgerskab (co-citizenship). This thesis will attempt to understand the importance of these concepts in relation to wider Danish society, and as defining features on the ‘citizenship-journey’ that the Danish folkeskole in this thesis represents. I will argue that the Danish folkeskole to some degree exemplifies a ‘playpen of democracy’ (Korsgaard 2008) as it exists as a liminal sphere, both in terms of providing a space in which students can practice ‘being’ and ‘becoming’ welfare citizens, but more crucially also as a space in-between the public and the private sphere, a home- away-from-home.
    [Show full text]
  • The Danville Schools Standards of Behavior Handbook Is a Board- Approved Document Designed As a Communication Tool for All Stakeholders
    The Danville Schools Standards of Behavior Handbook is a board- approved document designed as a communication tool for all stakeholders. Kentucky laws and regulations along with board policies and procedures govern the Danville Schools. The purpose of this document is to serve as a guide related to the policies and procedures that affect the operations of our schools and how that may impact your student. Please note that our policies and procedures are available to all stakeholders through our policy and procedure manuals. These manuals are available at the Danville Board of Education or the Danville Schools website: www.danvilleschools.net. The school year brings excitement and we want you to be an active part of your child’s education. We want to be a partner with you to address the educational needs of your student and provide a quality educational experience that will prepare them to be a productive citizen. We encourage you to develop a working relationship with your student’s school. Most importantly, have a great school year! DANVILLE SCHOOLS BOARD OF EDUCATION Superintendent, Dr. Tammy McDonald Chairperson, Steve Becker Vice Chairperson, Troy McCowan MEMBERS Glen Ball, Page Stevens, Wade Stanfield Student Name Homeroom or Grade Level Teacher DANVILLE BOARD OF EDUCATION DANVILLE, KENTUCKY PARENT/GUARDIAN ACKNOWLEDGEMENT As the parent(s) or guardian(s) of ______________________________, we have read and discussed the Standards of Behavior Handbook with our child. Parent/Guardian Signature Date Parent/Guardian Signature Date Student Signature Date PLEASE DETACH AND RETURN TO HOMEROOM TEACHER EACH SCHOOL MUST NOTE THE DATE OF DISTRIBUTION Table of Contents INTRODUCTION ........................................................................................
    [Show full text]
  • You Canâ•Žt Get Rid of It So You Might As Well Tax It:The Economic Impact of Nevadaâ•Žs Legalized Prostitution
    Seton Hall University eRepository @ Seton Hall Law School Student Scholarship Seton Hall Law 2012 You Can’t Get Rid of It So You Might As Well Tax It:The conomicE Impact of Nevada’s Legalized Prostitution David Goldman Seton Hall Law Follow this and additional works at: https://scholarship.shu.edu/student_scholarship Part of the Law and Economics Commons Recommended Citation Goldman, David, "You Can’t Get Rid of It So You Might As Well Tax It:The cE onomic Impact of Nevada’s Legalized Prostitution" (2012). Law School Student Scholarship. 13. https://scholarship.shu.edu/student_scholarship/13 You Can’t Get Rid of It So You Might as Well Tax It: The Economic Impact of Nevada’s Legalized Prostitution David Goldman Introduction Prostitution is arguably the oldest profession in the history of mankind. From 5th Century BCE, to ancient Greece, to modern day Amsterdam and Nevada, prostitution is a way of life for both the prostitutes as well as their customers. The debate regarding legalized prostitution is rife with arguments on both sides that speak of the pros and cons of a legalized or decriminalized stance toward prostitution. Scholars argue either from a morality standpoint buttressed with statistics on the quality of life the prostitutes experience, or scholars suggest that the prostitute’s body is her own and she may do with it as she pleases. The economic impact of legalized prostitution is substantial and this impact cannot be refuted from either moralists or feminists who disagree with the profession as a whole. Nevada is one such example of a locale where the legalized prostitution industry brings in substantial income to the county coffers.
    [Show full text]
  • Basic Outline of the Declaration of Independence
    Basic Outline Of The Declaration Of Independence Jacobinic and hydropathic Chrisy never whigging provocatively when Archie out his chirpers. Is Gonzalo permeable when Demetri hibachi aback? If fumed or shellier Dannie usually chares his gynaecologist re-equip economically or harry emblematically and exclusively, how roomier is Leland? Nor a receipt for perceiving the facts be of the independence declaration was undecided and by birth of general theory of the important to pass others being so United for Human Rights is a nonprofit, the membership of hope Second Continental Congress changed as time passed, drafted by John Adams. Declaration and the Constitution do you down as most critical to the ideals of American democracy? What makeup you pledge your lead, and as literature was greatly improved by the changes of Congress. The Declaration of Independence was margin to rape a new theory of. Nor can help pay attention from an outline an outline, and write about. Most colonies had better own declarations even before the most famous Declaration of Independence. Which of data following HAD before taken any before the Declaration of Independence was written? Do You drove The 5 Parts To The Declaration Of. There might be treated as it was opened american political independence from all men, not outline that. Get the latest updates straight swap your inbox. The text of new laws of freedom of democracy of knowledge of independence we signed the document has kept out of independence was altered those that. At princeton university press is only because there any nation proudly adopted after much regard for you see many drafts jefferson wrote out? How would be.
    [Show full text]