"Property" in the Constitution Paul J

Total Page:16

File Type:pdf, Size:1020Kb

View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Marquette University Law School Marquette Law Review Volume 100 Article 2 Issue 1 Fall 2016 The Original Understanding of "Property" in the Constitution Paul J. Larkin Jr. Follow this and additional works at: http://scholarship.law.marquette.edu/mulr Part of the Constitutional Law Commons Repository Citation Paul J. Larkin Jr., The Original Understanding of "Property" in the Constitution, 100 Marq. L. Rev. 1 (2016). Available at: http://scholarship.law.marquette.edu/mulr/vol100/iss1/2 This Article is brought to you for free and open access by the Journals at Marquette Law Scholarly Commons. It has been accepted for inclusion in Marquette Law Review by an authorized editor of Marquette Law Scholarly Commons. For more information, please contact [email protected]. LARKIN-22.DOCX (DO NOT DELETE) 12/28/16 2:19 PM MARQUETTE LAW REVIEW Volume 100 Fall 2016 Number 1 THE ORIGINAL UNDERSTANDING OF “PROPERTY” IN THE CONSTITUTION PAUL J. LARKIN, JR.* Contemporary Supreme Court jurisprudence treats “property” as far less deserving of judicial protection than “life” or “liberty.” The Supreme Court, however, has misread American legal history. Anglo-American traditions, customs, and law held that property was an essential ingredient of the liberty that the Colonists had come to enjoy and must be protected against arbitrary governmental interference. The Framers’ generation believed that “proper- ty” and “liberty” were equally important institutions and that neither one could exist without the other. The Framers venerated property as a means of guaranteeing personal independence because (among other things) the con- cept of “property” embraced the legal rights to which everyone was entitled, such as the right to governance under “the rule of law.” Property was not immune from regulation, but that regulation had to be for the purpose of pro- moting “the general Welfare,” not the interests of specific groups or people. It is time for the Supreme Court to revisit Anglo-American legal history and to re-examine its precedents in light of what that history teaches. I. INTRODUCTION: UNDERSTANDING PROPERTY ....................................... 2 II. THE STATUS OF PROPERTY IN ENGLAND AT COMMON LAW ................ 16 III. THE STATUS OF PROPERTY IN AMERICA IN THE EIGHTEENTH CENTURY ............................................................................................... 21 A. The Colonists’ and Framers’ Understanding of Property .............. 21 1. The Role of Property in the American Revolution .................. 21 * Senior Legal Research Fellow, The Heritage Foundation; M.P.P. George Washington University, 2012; J.D. Stanford Law School, 1980; B.A. Washington & Lee University, 1977. The views ex- pressed in this article are the author’s own and should not be construed as representing any official position of The Heritage Foundation. I would like to thank Roger Clegg, Lee Edwards, Thomas Graves, John Malcolm, and Clark Neily for their comments on an earlier draft of this Article. I would also like to thank Rachel Miller, Thomas Ranieri, and Hope Steffensen for their excellent re- search assistance. Any mistakes are mine. LARKIN-22.DOCX (DO NOT DELETE) 12/28/16 2:19 PM 2 MARQUETTE LAW REVIEW [100:1 2. The Relationship Between Property and Liberty ..................... 27 B. The Protection of Property in the State and Federal Constitutions .................................................................................. 46 C. The Role of History ....................................................................... 55 IV. THE STATUS OF PROPERTY UNDER AMERICAN GOVERNANCE: THE ROLE FOR REGULATION ................................................................ 61 V. CONCLUSION ......................................................................................... 80 I. INTRODUCTION: UNDERSTANDING PROPERTY The Fifth and Fourteenth Amendments both refer to “property.”1 The Due Process Clauses protect “life, liberty, and property” against government action inconsistent with “due process of law,” while the Takings Clause bars the ex- propriation of “private property” without paying the owner “just compensa- tion.”2 Despite the obvious importance of those terms, the constitutional text does not define them, perhaps because their meaning was well known at the time.3 The result, however, has been to leave the task of definition to the courts, particularly the Supreme Court of the United States.4 1. See U.S. CONST. amend. V (“No person shall be . deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensa- tion.”); id. amend. XIV, § 1 (“No State shall . deprive any person of life, liberty, or property, with- out due process of law. .”). 2. The Fifth Amendment directly limits only the power of the federal government, see Barron v. Baltimore, 32 U.S. (7 Pet.) 243 (1833), but the Fourteenth Amendment limits the power of the states. Over time the Supreme Court has applied most provisions of the Bill of Rights against state and local governments by incorporating them through the Fourteenth Amendment Due Process Clause. See McDonald v. Chicago, 561 U.S. 742 (2010). 3. See FORREST MCDONALD, NOVUS ORDO SECLORUM: THE INTELLECTUAL ORIGINS OF THE CONSTITUTION 10 (1985) (hereinafter MCDONALD, NOVUS ORDO SECLORUM) (“At the time of in- dependence a great many Americans believed . that liberty or freedom required no definition.”); JENNIFER NEDELSKY, PRIVATE PROPERTY AND THE LIMITS OF AMERICAN CONSTITUTIONALISM 37 (1990) (the meaning of property at that time was “unproblematic”). That does not mean the defini- tions were simple. See MCDONALD, NOVUS ORDO SECLORUM, supra, at 13 (“The concepts of liber- ty and private property carried with them a large body of assumptions, customs, attitudes, regulations both tacit and explicit, and rules of behavior. Thus neither liberty nor property was a right, singular; each was a complex and subtle combination of many rights, powers, and duties, distributed among individuals, society, and the state. Together, these constituted the historical ‘rights of Englishmen’ of which eighteenth century Americans were so proud—at least until 1776, when they abandoned their right to call themselves Englishmen.”). 4. The courts’ interpretive role should never be underestimated. See William Van Alstyne, Cracks in “The New Property”: Adjudicative Due Process in the Administrative State, 62 CORNELL L. REV. 445, 467 (1977) (“[W]hoever hath an absolute Authority to interpret any written or spoken Laws, . it is He who is truly the Law-giver, to all Intents and Purposes, and not the Person who first spoke or wrote them.”) (quoting Benjamin Hoadly, Bishop of Bangor, Sermon Preached before LARKIN-22.DOCX (DO NOT DELETE) 12/28/16 2:19 PM 2016] THE ORIGINAL UNDERSTANDING OF “PROPERTY” 3 The courts have often found that Anglo-American legal history illumi- nates the meaning of terms in the constitutional text.5 For example, the Su- preme Court has found that the Due Process Clauses trace their lineage to the Magna Carta6 and that, in the Framers’ view, the terms “life, liberty and prop- erty” referred to natural rights that every man possessed, not by positive law, but as a gift from the Almighty.7 the King 12 (1717)). 5. See, e.g., United States v. Jones, 132 S. Ct. 945, 949–50 (2012) (discussing the historical meaning of the Fourth Amendment); District of Columbia v. Heller, 554 U.S. 570, 592–98 (2008) (same, the Second Amendment); INS v. Chadha, 462 U.S. 919, 946–47 (1983) (same, the Article I Presentment Clause); Nixon v. Admin. Gen. Serv.’s, 433 U.S. 425, 473–74 (1977) (same, the Bill of Attainder Clause); Gregg v. Georgia, 428 U.S. 153, 169–71 (1976) (lead opinion) (same, the Eighth Amendment Cruel and Unusual Punishments Clause); Williams v. Florida, 399 U.S. 78, 87–90 (1970) (same, the Sixth Amendment Jury Trial Clause); Klopfer v. North Carolina, 386 U.S. 213, 223–25 (1967) (same, the Sixth Amendment Speedy Trial Clause); Myers v. United States, 272 U.S. 52, 109–42 (1926) (same, the Article II Appointments Clause); Stuart v. Laird, 5 U.S. (1 Cranch) 299, 309 (1803) (same, the Article III original Jurisdiction of the Supreme Court and the practice of individual justices “riding circuit”). See generally Heller, 554 U.S. at 592 (“We look to this [viz., “the historical background to the Second Amendment”] because it has always been widely under- stood that the Second Amendment, like the First and Fourth Amendments, codified a pre-existing right. The very text of the Second Amendment implicitly recognizes the pre-existence of the right and declares only that it ‘shall not be infringed.’”). 6. The term “due process of law” stems from Article 39 of Magna Carta of 1215, which provid- ed that “[n]o free man shall be taken or imprisoned or disseised or outlawed or exiled or in any way ruined, nor will we go or send against him, except by the lawful judgment of his peers or by the law of the land.” J.C. HOLT, MAGNA CARTA app. 6, at 461 (2d ed. 1992). The effect of Article 39 was to safeguard life, liberty, and property against arbitrary deprivation by the crown. See, e.g., Murray’s Lessee v. Hoboken Land & Improvement Co., 59 U.S. (18 How.) 272, 276 (1856) (“The words, ‘due process of law,’ were undoubtedly intended to convey the same meaning as the words, ‘by the law of the land,’ in Magna Charta. Lord Coke, in his commentary on those words, (2 Inst. 50,) says they mean due process of law. The constitutions which had been adopted by the several States before the formation of the federal constitution, following the language of the great charter more closely, gener- ally contained the words, ‘but by the judgment of his peers, or the law of the land.’ The ordinance of congress of July 13, 1787, for the government of the territory of the United States northwest of the river Ohio, used the same words.”); see also, e.g., Davidson v. Cannon, 474 U.S. 344, 347–48 (1986); Daniels v.
Recommended publications
  • Modern-Day Slavery & Human Rights
    & HUMAN RIGHTS MODERN-DAY SLAVERY MODERN SLAVERY What do you think of when you think of slavery? For most of us, slavery is something we think of as a part of history rather than the present. The reality is that slavery still thrives in our world today. There are an estimated 21-30 million slaves in the world today. Today’s slaves are not bought and sold at public auctions; nor do their owners hold legal title to them. Yet they are just as surely trapped, controlled and brutalized as the slaves in our history books. What does slavery look like today? Slaves used to be a long-term economic investment, thus slaveholders had to balance the violence needed to control the slave against the risk of an injury that would reduce profits. Today, slaves are cheap and disposable. The sick, injured, elderly and unprofitable are dumped and easily replaced. The poor, uneducated, women, children and marginalized people who are trapped by poverty and powerlessness are easily forced and tricked into slavery. Definition of a slave: A person held against his or her will and controlled physically or psychologically by violence or its threat for the purpose of appropriating their labor. What types of slavery exist today? Bonded Labor Trafficking A person becomes bonded when their labor is demanded This involves the transport and/or trade of humans, usually as a means of repayment of a loan or money given in women and children, for economic gain and involving force advance. or deception. Often migrant women and girls are tricked and forced into domestic work or prostitution.
    [Show full text]
  • Constitutional Jurisprudence of History and Natural Law: Complementary Or Rival Modes of Discourse?
    California Western Law Review Volume 24 Number 2 Bicentennial Constitutional and Legal Article 6 History Symposium 1988 Constitutional Jurisprudence of History and Natural Law: Complementary or Rival Modes of Discourse? C.M.A. McCauliff Follow this and additional works at: https://scholarlycommons.law.cwsl.edu/cwlr Recommended Citation McCauliff, C.M.A. (1988) "Constitutional Jurisprudence of History and Natural Law: Complementary or Rival Modes of Discourse?," California Western Law Review: Vol. 24 : No. 2 , Article 6. Available at: https://scholarlycommons.law.cwsl.edu/cwlr/vol24/iss2/6 This Article is brought to you for free and open access by CWSL Scholarly Commons. It has been accepted for inclusion in California Western Law Review by an authorized editor of CWSL Scholarly Commons. For more information, please contact [email protected]. McCauliff: Constitutional Jurisprudence of History and Natural Law: Compleme Constitutional Jurisprudence of History and Natural Law: Complementary or Rival Modes of Discourse? C.M.A. MCCAULIFF* The Bill of Rights provides broadly conceived guarantees which invite specific judicial interpretation to clarify the purpose, scope and meaning of particular constitutional safeguards. Two time- honored but apparently divergent approaches to the jurisprudence of constitutional interpretation have been employed in recent first amendment cases: first, history has received prominent attention from former Chief Justice Burger in open-trial, family and reli- gion cases; second, natural law has been invoked by Justice Bren- nan in the course of responding to the Chief Justice's historical interpretation. History, although indirectly stating constitutional values, provides the closest expression of the Chief Justice's own jurisprudence and political philosophy.
    [Show full text]
  • The Right to Reparations for Acts of Torture: What Right, What Remedies?*
    96 STATE OF THE ART The right to reparations for acts of torture: what right, what remedies?* Dinah Shelton** 1. Introduction international obligation must cease and the In all legal systems, one who wrongfully wrong-doing state must repair the harm injures another is held responsible for re- caused by the illegal act. In the 1927 Chor- dressing the injury caused. Holding the zow Factory case, the PCIJ declared dur- wrongdoer accountable to the victim serves a ing the jurisdictional phase of the case that moral need because, on a practical level, col- “reparation … is the indispensable comple- lective insurance might just as easily provide ment of a failure to apply a convention and adequate compensation for losses and for fu- there is no necessity for this to be stated in ture economic needs. Remedies are thus not the convention itself.”1 Thus, when rights only about making the victim whole; they are created by international law and a cor- express opprobrium to the wrongdoer from relative duty imposed on states to respect the perspective of society as a whole. This those rights, it is not necessary to specify is incorporated in prosecution and punish- the obligation to afford remedies for breach ment when the injury stems from a criminal of the obligation, because the duty to repair offense, but moral outrage also may be ex- emerges automatically by operation of law; pressed in the form of fines or exemplary or indeed, the PCIJ has called the obligation of punitive damages awarded the injured party. reparation part of the general conception of Such sanctions express the social convic- law itself.2 tion that disrespect for the rights of others In a later phase of the same case, the impairs the wrongdoer’s status as a moral Court specified the nature of reparations, claimant.
    [Show full text]
  • Teacher Lesson Plan an Introduction to Human Rights and Responsibilities
    Teacher Lesson Plan An Introduction to Human Rights and Responsibilities Lesson 2: Introduction to the Universal Declaration of Human Rights Note: The Introduction to Human Rights and Responsibilities resource has been designed as two unique lesson plans. However, depending on your students’ level of engagement and the depth of content that you wish to explore, you may wish to divide each lesson into two. Each lesson consists of ‘Part 1’ and ‘Part 2’ which could easily function as entire lessons on their own. Key Learning Areas Humanities and Social Sciences (HASS); Health and Physical Education Year Group Years 5 and 6 Student Age Range 10-12 year olds Resources/Props • Digital interactive lesson - Introduction to Human Rights and Responsibilities https://www.humanrights.gov.au/introhumanrights/ • Interactive Whiteboard • Note-paper and pens for students • Printer Language/vocabulary Human rights, responsibilities, government, children’s rights, citizen, community, individual, law, protection, values, beliefs, freedom, equality, fairness, justice, dignity, discrimination. Suggested Curriculum Links: Year 6 - Humanities and Social Sciences Inquiry Questions • How have key figures, events and values shaped Australian society, its system of government and citizenship? • How have experiences of democracy and citizenship differed between groups over time and place, including those from and in Asia? • How has Australia developed as a society with global connections, and what is my role as a global citizen?” Inquiry and Skills Questioning •
    [Show full text]
  • The Constitution of the United States [PDF]
    THE CONSTITUTION oftheUnitedStates NATIONAL CONSTITUTION CENTER We the People of the United States, in Order to form a within three Years after the fi rst Meeting of the Congress more perfect Union, establish Justice, insure domestic of the United States, and within every subsequent Term of Tranquility, provide for the common defence, promote ten Years, in such Manner as they shall by Law direct. The the general Welfare, and secure the Blessings of Liberty to Number of Representatives shall not exceed one for every ourselves and our Posterity, do ordain and establish this thirty Thousand, but each State shall have at Least one Constitution for the United States of America. Representative; and until such enumeration shall be made, the State of New Hampshire shall be entitled to chuse three, Massachusetts eight, Rhode-Island and Providence Plantations one, Connecticut fi ve, New-York six, New Jersey four, Pennsylvania eight, Delaware one, Maryland Article.I. six, Virginia ten, North Carolina fi ve, South Carolina fi ve, and Georgia three. SECTION. 1. When vacancies happen in the Representation from any All legislative Powers herein granted shall be vested in a State, the Executive Authority thereof shall issue Writs of Congress of the United States, which shall consist of a Sen- Election to fi ll such Vacancies. ate and House of Representatives. The House of Representatives shall chuse their SECTION. 2. Speaker and other Offi cers; and shall have the sole Power of Impeachment. The House of Representatives shall be composed of Mem- bers chosen every second Year by the People of the several SECTION.
    [Show full text]
  • THE LEGACY of the MAGNA CARTA MAGNA CARTA 1215 the Magna Carta Controlled the Power Government Ruled with the Consent of Eventually Spreading Around the Globe
    THE LEGACY OF THE MAGNA CARTA MAGNA CARTA 1215 The Magna Carta controlled the power government ruled with the consent of eventually spreading around the globe. of the King for the first time in English the people. The Magna Carta was only Reissues of the Magna Carta reminded history. It began the tradition of respect valid for three months before it was people of the rights and freedoms it gave for the law, limits on government annulled, but the tradition it began them. Its inclusion in the statute books power, and a social contract where the has lived on in English law and society, meant every British lawyer studied it. PETITION OF RIGHT 1628 Sir Edward Coke drafted a document King Charles I was not persuaded by By creating the Petition of Right which harked back to the Magna Carta the Petition and continued to abuse Parliament worked together to and aimed to prevent royal interference his power. This led to a civil war, and challenge the King. The English Bill with individual rights and freedoms. the King ultimately lost power, and his of Rights and the Constitution of the Though passed by the Parliament, head! United States were influenced by it. HABEAS CORPUS ACT 1679 The writ of Habeas Corpus gives imprisonment. In 1697 the House of Habeas Corpus is a writ that exists in a person who is imprisoned the Lords passed the Habeas Corpus Act. It many countries with common law opportunity to go before a court now applies to everyone everywhere in legal systems. and challenge the lawfulness of their the United Kingdom.
    [Show full text]
  • Constitution of the United States of America—17871
    CONSTITUTION OF THE UNITED STATES OF AMERICA—1787 1 WE THE PEOPLE of the United States, in Order to SECTION. 2. 1 The House of Representatives form a more perfect Union, establish Justice, shall be composed of Members chosen every sec- insure domestic Tranquility, provide for the ond Year by the People of the several States, common defence, promote the general Welfare, and the Electors in each State shall have the and secure the Blessings of Liberty to our- Qualifications requisite for Electors of the most selves and our Posterity, do ordain and estab- numerous Branch of the State Legislature. lish this Constitution for the United States of 2 No Person shall be a Representative who America. shall not have attained to the Age of twenty five Years, and been seven Years a Citizen of the ARTICLE. I. United States, and who shall not, when elected, SECTION 1. All legislative Powers herein grant- be an Inhabitant of that State in which he shall ed shall be vested in a Congress of the United be chosen. States, which shall consist of a Senate and 3 Representatives and direct Taxes shall be ap- House of Representatives. portioned among the several States which may be included within this Union, according to their respective Numbers, which shall be deter- 1 This text of the Constitution follows the engrossed copy signed by Gen. Washington and the deputies from 12 States. The mined by adding to the whole Number of free small superior figures preceding the paragraphs designate Persons, including those bound to Service for a clauses, and were not in the original and have no reference to Term of Years, and excluding Indians not taxed, footnotes.
    [Show full text]
  • Universal Declaration of Human Rights
    Universal Declaration of Human Rights Preamble Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, Whereas it is essential to promote the development of friendly relations between nations, Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge, Now, therefore, The General Assembly, Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.
    [Show full text]
  • Abolishing Corporal Punishment of Children
    Abolishing corporal punishment of children Abolishing corporal punishment of children Questions and answers Why should it be made illegal to hit children for disciplinary reasons? What right does the state have to interfere in the way children are raised? How can public attitudes be shifted towards positive and non-violent parenting? These Questions and answers and many other issues are discussed in this booklet, intended for parents, policy makers, lawyers, children’s advocates and other people working with children, all of whom have a vested interest in their well-being. Divided into four main parts, this booklet defines corporal punishment of children; gives reasons, based on international law, why corporal punishment should be abolished; discusses how abolition can be achieved; and debunks myths and public fears hovering around the issue. Punishing children physically is an act of violence and a violation of children’s human rights. Every nation in Europe has a legal obligation to join the 17 European nations that have already enacted a total ban on corporal punishment of children. www.coe.int The Council of Europe has 47 member states, covering virtually the entire continent of Europe. It seeks to develop common democratic and legal principles based on the European Convention on Human Rights and other reference texts on the protection of individuals. Ever since it was founded in 1949, in the aftermath of the Second World War, the Council of Europe has symbolised reconciliation. ISBN 978-92-871-6310-3 BUILDING A EUROPE FOR AND WITH CHILDREN 9:HSTCSH=V[XVUX: http://book.coe.int €12/US$18 Council of Europe Publishing Abolishing corporal punishment of children Questions and answers Building a Europe for and with children www.coe.int/children Council of Europe Publishing 1 Contents French edition Introduction............................................................................................................................................................................................
    [Show full text]
  • Comments on the Prohibition of Torture and Inhuman, Cruel, Or Degrading Treatment Or Punishment in Libya’S Draft Constitutional Recommendations
    Comments on the prohibition of torture and inhuman, cruel, or degrading treatment or punishment in Libya’s Draft Constitutional Recommendations I. The Prohibition of Torture and other Cruel, Inhuman or Degrading Treatment or Punishment Torture is a crime and serious human rights violation that has devastating consequences for its victim, his or her family and whole communities. The practice of torture is in stark contrast to the rule of law. The abhorrent nature of the crime is recognised in constitutions around the world and in international law, under which torture is absolutely prohibited. This absolute prohibition means that there are no exceptions and no justifications for this crime, even in times of emergency. Libya is party to a number of key international and regional treaties that enshrine the absolute prohibition of torture and other cruel, inhuman or degrading treatment or punishment (ill- treatment). These include the 1966 International Covenant on Civil and Political Rights (ICCPR) (articles 7 and 10), the 1981 African Charter on Human and Peoples’ Rights (ACHPR) (article 5), the 1984 United Nations Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (UNCAT) and the 1989 Convention on the Rights of the Child (CRC) (article 37). Under international law, states parties to a treaty are bound to implement its provisions and must ensure that their domestic law complies with their treaty obligations.1 According to article 2 UNCAT ‘Each State Party shall take effective legislative, administrative, judicial or other measures to prevent acts of torture in any territory under its jurisdiction.’2 Libya therefore has a duty to enshrine the prohibition of torture in its domestic legal order.
    [Show full text]
  • The Right to Be Free from Torture and Cruel, Inhuman Or Degrading
    Equality and Human Rights Commission Following Grenfell: the right to be free from torture and cruel, inhuman or degrading treatment Following Grenfell: the right to be free from torture and cruel, inhuman or degrading treatment This briefing focuses on the prohibition of torture and cruel, inhuman or degrading treatment, including the meaning of these terms, case law and relevance to Grenfell. The briefing forms part of a series explaining human rights issues raised by the Grenfell Tower fire: the right to life, adequate and safe housing, inhuman or degrading treatment, access to justice, equality and non-discrimination, and children’s rights. What is the right to be free from torture and cruel, inhuman or degrading treatment and what is its source in international law? The survivors of the Grenfell Tower fire and many of those who witnessed it, or were otherwise affected by it, have suffered great harm, potentially reaching the threshold of inhuman and degrading treatment. The right to be free from torture and cruel, inhuman or degrading treatment (‘c/i/d treatment’) or punishment is established in the UN Convention Against Torture (CAT) and the International Covenant on Civil and Political Rights (ICCPR), at an international level, and the European Convention of Human Rights (ECHR), at a regional level.1 The UK Government has ratified CAT, ICCPR and the ECHR. By doing so, it has committed to the human rights standards set out in these treaties under international law. This means that all UK governments and public bodies – central, local and devolved – and all public officials, have to take appropriate measures to protect people from torture and c/i/d treatment.
    [Show full text]
  • Rule of Law and Constitution Building
    Rule of Law and Constitution Building The Role of Regional Organizations Rule of Law and Constitution Building The Role of Regional Organizations Contributors: Sumit Bisarya Amanda Cats-Baril Sujit Choudhry Raul Cordenillo Nora Hedling Michelle Staggs Kelsall Lorraine Kershaw Kristen Sample Christoph Sperfeldt George Mukundi Wachira Hesham Youssef The Department of Legal Cooperation, Secretariat for Legal Affairs, Organization of American States Editors: Raul Cordenillo Kristen Sample International IDEA © International Institute for Democracy and Electoral Assistance 2014 International IDEA Strömsborg, SE-103 34, STOCKHOLM, SWEDEN Tel: +46 8 698 37 00, fax: +46 8 20 24 22 E-mail: [email protected], website: www.idea.int The electronic version of this publication is available under a Creative Commons Licence (CCl) – Creative Commons Attribute-NonCommercial-ShareAlike 3.0 Licence. You are free to copy, distribute and transmit the publication as well as to remix and adapt it provided it is only for non-commercial purposes, that you appropriately attribute the publication, and that you distribute it under an identical licence. For more information on this CCl, see: <http://creativecommons.org/licenses/by-nc-sa/3.0/>. International IDEA publications are independent of specific national or political interests. Views expressed in this publication do not necessarily represent the views of International IDEA, its Board or its Council members. Graphic design by: Turbo Design, Ramallah Cover photo: © Artist: faith47, photographer: Rowan Pybus Printed in Sweden ISBN: 978-91-87729-63-8 Foreword The past few years have seen remarkable social movements for democratic change emerge around the world. They have demanded greater justice and dignity, more transparent political processes, a fair share of political power and an end to corruption.
    [Show full text]