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Contents
Acknowledgments xvi
Preface xvii
CHAPTER 1 Economics of human rights 1
CHAPTER 2 Economics of capital punishment 32
CHAPTER 3 Economics of violence against women 95
CHAPTER 4 Economics of seeking asylum 128
CHAPTER 5 Economics of terrorism 154
CHAPTER 6 Economics of child abuse 187
CHAPTER 7 Economics of genocide 220
CHAPTER 8 Economics of hate 256
Index 283
Detailed contents
Acknowledgments xvi
Preface xvii
CHAPTER 1 ECONOMICS OF HUMAN RIGHTS 1
SECTION 1 Introduction to the economics of human rights 2

Unit 1: General introduction to human rights 2
Unit 2: Economics perspective 2
SECTION 2 Fundamentals of human rights 3
SECTION 3 Agreements behind human rights 6
Unit 1: National agreements 6
Unit 2: International agreements 7
Unit 3: Controversies 10
SECTION 4 History of human rights 11
SECTION 5 Meet the human rights experts 12
SECTION 6 Economic structure of human rights 17
Unit 1: Costs of human rights violations 19
Unit 2: Benefits of human rights violations 20
Unit 3: Inefficiencies in economic structure of human rights 22
SECTION 7 Case study 24
Steps to analyzing a human rights topic with economic modeling 24
Step 1: Ask an effective research question 24
Step 2: Identify biases 25
Step 3: Complete background research through a review of peer-
reviewed literature and interviews 25
Step 4: Identify important questions to ask the experts 25
Step 5: Ask the expert(s) 26
Detailed contents ix
Step 6: Use economic theory to analyze the issue 26

Step 7: Test analysis through econometric methods and interpret the
results 26
Step 8: Write, revise, rewrite 27
Step 9: Submit writing to other researchers and experts for their review 27
Step 10: Revise, review, finish writing, and communicate the findings 27
SECTION 8 Recommendation for future research 27

SECTION 9 Bibliography 28
SECTION 10 Resources 28
Unit 1: Summary 28
Unit 2: Key concepts 28
Unit 3: Review questions 29
Unit 4: Recommended readings 30
Unit 5: Web links 30
CHAPTER 2 ECONOMICS OF CAPITAL PUNISHMENT 32
SECTION 1 Introduction to the economics of capital punishment 32

Unit 1: Human rights perspective 36
Unit 2: Criminal justice perspective 37
SECTION 2 Fundamentals of capital punishment 39
Terms and trial process stages 39
Stage I: Investigation stage 40
Stage II: Indictment stage 40
Stage III: Pretrial stage 40
Stage IV: Trial stage 41
Stage V: Sentencing stage 41
Stage VI: Appeals stage 41
Stage VII: Clemency stage 42
Stage VIII: Execution 42
SECTION 3 Capital punishment as a violation of human rights 42

x Detailed contents
SECTION 4 History of capital punishment in Texas 46

SECTION 5 Meet the capital punishment experts 48
SECTION 6 Economic structure of capital punishment 49
Unit 1: Costs of capital punishment 52
Unit 2: Benefits of capital punishment 62
Unit 3: Inefficiencies in economic structure of capital punishment 67
Cost of capital punishment in Texas 69
SECTION 8 Recommendation for future economics of capital

punishment research 85
Unit 1: Summary 91
Unit 5: Web links 94
Unit 6: Econometric analysis: The cost of capital punishment in Texas 94
CHAPTER 3 ECONOMICS OF VIOLENCE AGAINST WOMEN 95
SECTION 1 Introduction to the economics of violence

against women 95
Unit 1: General introduction to violence against women 95
Unit 2: Survivor perspective 96
SECTION 2 Fundamentals of violence against women 97
Unit 1: Important violence against women terms 97
Unit 2: Categories of violence against women 98
SECTION 3 Violence against women as a violation of human rights 101
SECTION 4 History of violence against women 105
Detailed contents xi
SECTION 5 Meet the violence against women experts 105

SECTION 6 Economic structure of violence against women 108
Unit 1: Costs of violence against women 110
Unit 2: Benefits of violence against women 112
Unit 3: Inefficiencies in economic structure of violence against women 112
Household time allocation including violence against women 113
SECTION 8 Recommendations for future research 120

Unit 1: Summary 124
Unit 4: Recommended reading 127
CHAPTER 4 ECONOMICS OF SEEKING ASYLUM 128
SECTION 1 Introduction to the economics of seeking asylum 128

Unit 1: General introduction to seeking asylum 128
Unit 2: Asylum seeker perspective 128
SECTION 2 Fundamentals of seeking asylum 130
Unit 1: Important asylum-seeking terms 130
Unit 2: The process of seeking asylum in the United States 131
SECTION 3 I ssues of human rights violations associated with
seeking asylum 132
SECTION 4 History of seeking asylum 136
SECTION 5 Meet the experts on asylum seeking 137
SECTION 6 Economic structure of seeking asylum 138
Unit 1: Costs of seeking asylum 142
xii Detailed contents
Unit 2: Benefits of seeking asylum 143

Unit 3: Inefficiencies in economic structure of seeking asylum 144
Seeking asylum country choice 145

Unit 1: Summary 151
CHAPTER 5 ECONOMICS OF TERRORISM 154
SECTION 1 Introduction to the economics of terrorism 154

Unit 1: General introduction to terrorism 154
Unit 2: Counterterrorism perspective 155
SECTION 2 Fundamentals of terrorism 156
Unit 1: Important terrorism terms 156
Unit 2: Types of terrorism and means of terroristic activity 157
SECTION 3 Issues of human rights violations associated with
terrorism 158
SECTION 4 History of terrorism 163
SECTION 5 Meet the terrorism experts 164
SECTION 6 Economic structure of terrorism 170
Unit 1: Costs of terrorism 172
Unit 2: Benefits of terrorism 176
Unit 3: Inefficiencies in economic structure of terrorism 177
Effect of terrorism by Tamil Tigers on Sri Lanka economy 177
Detailed contents xiii

Unit 1: Summary 183
Unit 5: Econometric analysis: Effect of terrorism by Tamil Tigers on Sri Lanka
economy 186
CHAPTER 6 ECONOMICS OF CHILD ABUSE 187
SECTION 1 Introduction to the economics of child abuse 187

Unit 1: Child abuse perspective 187
Unit 2: Child trafficking perspective 188
Unit 3: Child advocate perspective 190
SECTION 2 Fundamentals of child abuse 191
Unit 1: Important child-abuse terms 191
Unit 2: Forms of child abuse 192
Unit 3: The process of removing a child into protective custody 195
SECTION 3 Child abuse as a human rights violation 196
SECTION 4 History of child abuse 201
SECTION 5 Meet the child abuse experts 202
SECTION 6 Economic structure of child abuse 204
Unit 1: Costs of child abuse 206
Unit 2: Benefits of child abuse 207
Unit 3: Inefficiencies in economic structure of child abuse 207
Household time allocation for children in Kenya 208

xiv Detailed contents

Unit 1: Summary 217
CHAPTER 7 ECONOMICS OF GENOCIDE 220
SECTION 1 Introduction to the economics of genocide 220

Unit 1: Survivor perspective 220
Unit 2: Communications perspective 222
SECTION 2 Fundamentals of genocide 223
Unit 1: Important genocide terms 223
Unit 2: Forms of genocide 225
Unit 3: Origins of genocide 226
SECTION 3 Genocide as a human rights violation 227
SECTION 4 History of genocide 231
SECTION 5 Meet the genocide experts 232
SECTION 6 Economic structure of genocide 235
Unit 1: Costs of genocide 242
Unit 2: Benefits of genocide 243
Unit 3: Inefficiencies in economic structure of genocide 244
Rwandan genocide 244

Unit 1: Summary 253
Detailed contents xv

CHAPTER 8 ECONOMICS OF HATE 256
SECTION 1 Introduction to the economics of hate 256

Unit 1: Race perspective 256
Unit 2: Law enforcement perspective 258
SECTION 2 Fundamentals of hate 260
Important hate terms 260
SECTION 3 Issues of human rights violations associated with hate 261

SECTION 4 History of hate 265
SECTION 5 Meet the experts on hate 266
SECTION 6 Economic structure of hate 267
Unit 1: Costs of hate 272
Unit 2: Benefits of hate 273
Unit 3: Inefficiencies in economic structure of hate 273
Hate by the numbers 274

Unit 1: Summary 279
Unit 5: Econometric analysis: Hate by the numbers 281
Index 283
Acknowledgments
• Dr. Rick Halperin – for talking me into writing this textbook, shared hugs and tears,
never-ending information on human rights, and contributing to this textbook.
• Jonathan Walther – for brainstorming case studies, creating datasets, and performing
the econometric analysis for many of the textbook chapters.
• My incredible team of editors at Routledge Publishing and copyeditor, Dr. Helen
Renwick.
• My brilliant textbook contributors – Dr. V. Wolfe Mahfood, Dr. Dennis Longmire,
Jonathan Walther, Hannah Schauer, Dr. Sarah Feuerbacher, Eleazar Javier Saldivia
Flores, Mike Fullilove, Al “Jeep” Castorena, Sandy Storm, Dr. Molly Arnold, Ardis Lo,
Dr. Megan Parker-Hoffman, Dr. Ben Voth, Dr. Celestin Musekura, Earl McClellan,
and Officer Dan Russell.
• My incredible research assistants at Southern Methodist University: Jonathan Walther,
Juliette Barnum, Konnor Kinnear, Rory Samuels, Michael Wilson, Nick Whitaker,
Zach Thompson, Daniel Howard, Dr. Sanchari Choudhary, Dr. Manan Roy, and Eimon
Akbari.
• My beloved mentors – Dr. Mike Leeds and Dr. Mohsen Fardmanesh
• My beautiful family for encouragement, edits, and prayer – Dr. Ed and Ila Schauer, Jake
Schauer, Hannah Schauer, and Sarah Engel, and the rest who love me as their person
and who call me Aunt Beth.
• My encouragers – Dr. Laura Storino, Dr. Tomi Grover, Gina Garcia, SMU Economics
Department, Dr. James Quick, Shoreline City, Northwest Bible Church Hesed group,
and so many others.
• My experts – Jason Kalow, Dr. Joshua Rovner, Walt Green, James Balthazar, Dr. Jason
McKenna, and attorneys Tom Hartsell, Jim Jenkins, Cindy Hellstern, Michael Hartley,
and Craig Washington.
• My students at Southern Methodist University, Temple University, and Grambling State
University.
• God the Father, Jesus Christ, and the Holy Spirit who make all things possible.
Preface
Principal features of the textbook

Each chapter is built to provide a consistent, logical structure so that the economic skills
learned through this textbook are translatable for use in other fields of research. The
first chapter of the textbook introduces students to the economic study of human rights,
describes the steps to using economics to study any social issue, and sets the structure that
will be used for each chapter. Each chapter following this introduction of technique will
focus on a specific human rights topic: Capital punishment, violence against women, seeking
asylum, terrorism, child abuse, genocide, and hate. Section 1 of each chapter begins with a
general introduction to the human rights topic plus perspective introductions by experts in
each issue. Section 2 provides fundamentals of the human right including key terms and the
different perspectives involved. Section 3 includes a short description of the national and
international agreements and laws related to the issue as well as major controversies related
to those agreements. This section closes with a “check yourself ” box to allow students to
write their initial thoughts and views about the topic being discussed. In this way, students
will be able to determine the biases that they bring to the study of the social issue. Section
4 follows with a brief history of the human rights topic. Section 5 gives an introduction to
some of the major experts on the social issue as well as relevant data sources. This section
closes with another “check yourself ” box to allow students to write their thoughts about the
potential biases in published research, the ideas of experts, and the data. Section 6 discusses
some of the economic aspects of human rights and includes costs, benefits, and inefficiencies
present in the economic structure of the human right. Section 7 presents the student with the
opportunity to do econometric analysis with real data from the human rights field. Section
8 gives recommendations for future economics research in the human right and discusses
limitations on economic analyses in this topic. This section closes with the final “check your-
self ” box to allow students to discuss how their ideas have changed about the human rights
topic after completing the reading and econometric analyses. Section 9 provides a complete
bibliography for the chapter. Section 10 provides the student with a chapter summary, key
terms, review questions, recommended readings, web links to relevant information, and for
some chapters, analytical problems.
The human rights topics under discussion are placed in a particular order in this text-
book. Capital punishment is the first topic due to the wide range of data available for analy-
sis, the succinct terminology from criminal justice, and the existing formal legal procedure.
This chapter allows students to see an existing structure, work with a large dataset, and ana-
lyze the topic with some level of depth. Violence against women is the second topic. This is
a wide area of study and this textbook covers only a narrow portion of the research. This
chapter allows a view of a large field of information, works with a specific dataset, and ana-
lyzes a particular piece of the entire topic. Seeking asylum is the third topic, yet it is not in
itself a human rights violation. It is more difficult to get a grasp of this topic due to the wide
range of definitions of seeking asylum from around the world and the areas where seeking
xviii Preface
asylum may lead to human rights violations. Refugees and asylum seekers are often thought
of as one and the same, which complicates the research. This topic will allow students to dig
into a field that is current, but imprecise. Terrorism is the fourth topic. Acts of terrorism and
sometimes the actions of governments responding to terrorism lead to violations of human
rights. Child abuse is the fifth topic. Many of the human rights violations discussed within
the textbook have an adverse, and possibly magnified, effect on children. Genocide, the sixth
topic, is not only a field of research in itself, but may include aspects of all of the other human
rights topics. The economics of hate, an area with relatively vague definitions, is the final
topic. There are few datasets on incidents of hate and the existing ones may be contested due
to the fact that the data-gatherers created the specific definitions for their datasets. Working
through the topics in this order allows students to move from studying more formal, defined
topics to fluid areas of research that are currently being created.
While there are some step-by-step instructions, this textbook is mainly written as a guide-
book to assist students in learning to analyze diverse topics through the lens of economics.
There are few social issues that have been fully defined, identified, and quantified. Most prob-
lem statements depend upon the stakeholders in the issue. The economist’s task is to obtain
relevant information, interpret it in economics terms, analyze the issue using reliable data, and
present it in a way that is logical and intuitive. This textbook provides readers with guidance
on how to research and analyze human rights issues; make observations regarding background
information, existing discussions about the issue, and the sources and reliability of data; apply
deductive and inductive economic reasoning to interpret and model the complications of a
specific contemporary issue; perform qualitative and quantitative data analysis and inference
of patterns; think critically about the problem for the purpose of discerning whether a different
problem than the one stated by stakeholders may exist; understand that different approaches
may lead to different solutions; and provide possible policy recommendations.
Check yourself boxes

The three check yourself boxes in each chapter pose questions in relation to a different aspect
of the chapter text, as follows:
Check yourself box 1: Personal biases

What are the student’s biases toward the human rights topic? What are the sources of these
biases? This personal activity allows students to discover and list personal biases that
may be influencing their ideas and research methods.
Check yourself box 2: Research and data biases

Each of the topics is intense and has the potential to create opposing views. These views can
translate into biases. This activity gives students the chance to identify potential biases
in published research, organizational behavior, and datasets.
Check yourself box 3: Changes to bias

Some of the material in the chapter will be new to many students. In addition to provid-
ing new information for decision-making, the material could change a person’s initial
biases, or create new biases. This final activity in each chapter presents a way for students
to see how the process of gaining new insight has affected personal biases that can influ-
ence their research.
Preface xix
Supplements
The textbook has online components to enhance the learning experience for students, fac-
ulty, and academic staff.
Each student will have access to the following resources:
• A personal journal that can be downloaded and saved to complete the three check your-
self boxes in each chapter. These journals can be saved for personal access and for copy-
ing and pasting into class assignments.
• A guideline to government and nongovernment (nonprofit) organizations and resources
associated with each of the human rights topics from the textbook.
• Quizzes and flashcards that can be downloaded, saved, and printed to facilitate study of
the textbook material.
Each faculty or academic staff member will have access to the following resources:
• A guideline to using the check yourself boxes as class assignments.

• PowerPoint® slides highlighting key points and definitions for classroom presentations.
• Short-answer questions that can be used for exams, posted online for educational man-
agement, or emailed to students. Each assignment will include suggested answers. The
questions can be used as practice or as graded assignments.
• Empirical data to accompany the econometric exercises will be available in the form of
Excel® sheets. This data can be posted online for educational management or emailed
to students for their use. Each assignment will include suggested answers to the empiri-
cal assignments. The analyses in the textbook utilize STATA®, but other data analysis
software may be used.
The eResources can be found at: www.routledge.com/9781138500150

1 Economics of human rights
Contributor: Rick Halperin, Ph.D.
I
T TAKES LITTLE time to open the news and read about the horrors going on around
the world, some of which are too close for personal comfort. Many people put up a wall
to protect themselves from these horrors, choosing to focus on protecting their own
families and belongings. While one’s own comfort can crowd out some of the discomforts of
the world, there are other people who seek positive change in the world and are willing to put
time, energy, and resources toward creating that change.
Change by itself does little good if the circumstances surrounding the present realities
are unknown or not understood. When coupled with knowledge from other fields, econom-
ics provides a way to analyze the decision-making processes at work in social situations. Eco-
nomics can help when a social scientist wants to know the consequences of a county deciding
to try a murder case as a capital case in which the outcome may be the death penalty; when
an international nonprofit organization is concerned about the likelihood of genocide occur-
ring in one of its target areas; when a politician wonders how violence against women affects
the viability of laws and voting outcomes; when a citizen ponders how much of the news
about “hate crimes” is accurate; when a traveler considers the incidence of terrorism in a spe-
cific area; or when human rights organizations are interested in how human rights violations
occur during asylum seeking. Each of these events relates to the decision-makers themselves,
the costs and benefits they face, and the outcomes of those decisions. This process is called
cost-benefit analysis and is one of the foundations of economics.
Economics is the study of choice when dealing with scarcity. Social issues are prime
places to study scarcity and the choices being made on those landscapes. This textbook is for
those who want to 1) understand how economic applications can address social issues and
2) understand how economics can be applied to any topic. Economics is one way to analyze
the choices being made in each area of human rights and to pinpoint positive or negative
incentives that can be used in policy-making to affect those choices.
This chapter provides a pathway through the basic structure of the textbook. Each
chapter will mirror this structure to provide the clearest understanding of the process of
approaching a human rights topic through the lens of economics. Economics takes the
approach of observation to create hypotheses, collecting data related to these hypotheses,
analyzing this data, reporting outcomes as well as whether the hypotheses were proven true
or false, or not proven, and recommending which variables could change the incentives that
affect decision-makers. The study of human rights also begins with observations. When
those observations include violations of the agreed-upon human rights of a culture, the rec-
ommendation is that policy be used to prevent the human rights violations from occur-
ring. In this regard, the study of human rights is a study of policy that reduces and obviates
violations. Economics can be beneficial to this study as it takes existing hypotheses of the
causes of the human rights violations, recommends what data should be collected or how
to use existing data, analyzes this data in relation to existing hypotheses, and recommends
variables that could change the incentives. Economics provides a set of tools that can help to
identify and change incentives.
Economic decisions play several different roles in the area of human rights, but mainly
focus on cost–benefit decisions of potential human rights violators and victims, and society.
The textbook is written for upper-level economics undergraduate students and students in
other disciplines studying human rights issues. Its primary audience is anyone who wants
to gain a perspective on how to analyze diverse topics using economic theory and models,
econometric tools, case studies, and data. The textbook is not meant to cover all human
rights topics nor all the economics theory that pertains to each human rights topic. Rather,
it is an opportunity for students to learn new information and analyze data in order to make
informed decisions and contribute to quality research.
Section 1: Introduction to the economics of human rights

Unit 1: General introduction to human rights
Human rights studies and economics are social sciences that study interactions within society.
There are economic foundations and implications at the heart of each violation of human
rights, but “human rights” is not in itself a field of economics. On the other side, an econo-
mist must gain an understanding of the specific human rights topic in order to have an accu-
rate perspective about the types of decisions, costs, and benefits that exist within that area.
Both fields are needed to understand the dynamics of the economic decisions underlying
human rights violations.
The term “human rights” elicits a wide range of responses – from strong emotion to sto-
icism, from curiosity to apathy. The study of human rights spans years, geography, and ideology.
Human rights groups address issues such as the death penalty, women’s rights, children’s
rights, human rights related to poverty, prisoners, people at risk, national security, coun-
tering terrorism, torture, refugee and migrant rights, censorship and free speech, human
rights related to business, lesbian-gay-bisexual-transsexual (LGBT) rights, and human rights
related to military, police, arms, and international justice. The most widely accepted defini-
tion comes from the 1948 United Nations Universal Declaration of Human Rights (UDHR).
Unit 2: Economics perspective

Elizabeth Wheaton, Ph.D.
As the founder-CEO of the nonprofit consulting organization Equip the Saints and senior lec-
turer at Southern Methodist University in Dallas, Texas, Dr. Beth Wheaton seeks ways to
equip world changers. Her research, augmented by her multiple degrees in economics and
international business, focuses on the economic decisions and incentives surrounding child
labor, human trafficking, and human rights. As the lead author of this textbook, she had the
pleasure of extending her work along with a team of subject experts.
If you are sitting in a room of 100 people, look around and imagine you are all under
four years old. The World Bank reports that on average 42.5 out of 1,000 children worldwide
die before the age of five, so 96 of the people around you in the room will therefore survive
Economics of human rights 3
to five years old. The United Nations (U.N.) Children’s Fund estimates that 150 million chil-
dren (an average of 24% in developing countries) are engaged in child labor, some of it in
the worst forms of child labor such as sex trafficking. Economic theory and modeling can be
used in the fight against human rights violations, in conjunction with international data col-
lection, expertise in each topic area, government and non-government organizations on the
front lines, and people around the world with the passion to change the world.
Across the world there are calls for social justice, whether it is the rescue of orphans
or animals, the saving of habitat or culture, or the protection of women’s or children’s rights.
Social justice – the administration of the body of work that makes up human rights in a way
that provides all people with equal economic, political, and social rights and opportunities –
stems from human rights. Human rights is the codified body of work coming from the
national and international agreements, laws, and protocols that represent the rights of all
human beings. An educated study of the human rights behind each of the social justice
movements is necessary to understand, and possibly change, the decision processes underly-
ing each of the human rights violations.
Economics is the study of choice when dealing with scarcity and focuses on the
decision-making process by examining the costs and benefits that lead to a choice by an indi-
vidual or a group. While the heart of human rights is that all people should be treated equally
and with dignity, economics focuses on efficiency or the allocation of resources in order to
gain the best possible outcome for the most people. Despite this, economics interacts with
human rights in a number of ways. For instance, violations of human rights do not seem
rational, but someone is making the choices to commit those violations. It may be possible to
discover incentives that can change that person’s choices by changing the costs and benefits
of making that decision.
Analyses of social situations such as human rights violations point to the fact that
the solutions are complex and require the abilities and resources of a diverse group of peo-
ple. The protection of human rights is affected by scarcity, because if there were unlimited
resources available – money, the time of experts in areas such as the creation of laws, law
enforcement, dispute resolution, etc. – the human rights violations may be prevented. There
are current examples of human rights violations which have gone unchecked due to the lack
of resources. If murder could be prevented, capital punishment would not be needed. If ade-
quate discovery systems could be created to handle childhood trauma, anger management,
and other psychological issues, violence against women would not occur. Similar assump-
tions could be made in other human rights issues like asylum seeking, terrorism, genocide,
and incidents fueled by hate. A scarcity of monetary and nonmonetary resources may lead
to a setting in which the violation is possible.
While economics is not the only tool that can be used to analyze human rights, human
rights advocates are calling for more interdisciplinary research and work to find solutions for the
human rights issues that occur around the world. Economists trained to step into an unfamiliar
field will have more career and life opportunities as well as more tools to change the world.
Section 2: Fundamentals of human rights

Correctly defining terms is essential for valid research. Inaccurately defined goals lead to
irrelevant research. For instance, some people confuse human smuggling with human traf-
ficking. Human smuggling is the illegal movement of people across borders. While this is ille-
gal, the term implies that the people being smuggled are moving across borders voluntarily.
Human trafficking, on the other hand, is a human rights violation. The U.N. Protocol to
Prevent, Suppress and Punish Trafficking in Persons Especially Women and Children (2003),
defines trafficking in persons as:
. . .the recruitment, transportation, transfer, harbouring or receipt of persons, by

means of the threat or use of force or other forms of coercion, of abduction, of fraud,
of deception, of the abuse of power or of a position of vulnerability or of the giving or
receiving of payments or benefits to achieve the consent of a person having control
over another person, for the purpose of exploitation. Exploitation shall include, at a
minimum, the exploitation of the prostitution of others or other forms of sexual exploi-
tation, forced labour or services, slavery or practices similar to slavery, servitude or
the removal of organs.
The terms human smuggling and human trafficking are therefore widely disparate and can-
not be used synonymously.
Melanie Shepard and Ellen Pence (1999) list three criteria for collecting reliable data:
“First, the data must be collected consistently. . . A second criterion relating to obtaining data
is that information must be accurate. . . Finally, the information must reflect the experience
of the people involved and not be so transformed by the need to make it institutionally read-
able that it no longer tells us what is happening.”
The goal of economics is to use economic theory and models and reliable data to
complete the quality analysis necessary for policy-making decisions. It is important for the
researcher to not only obtain a solid information basis, but also to identify personal biases
and biases from other sources. Bias can cause inaccuracies in research method and analysis
of results. Scientific research requires systematic observations, measurements, and experi-
ments, and the formulation, testing, and modification of hypotheses. In accordance with this
description, below are some of the major definitions used within this textbook. Other defini-
tions are provided on a chapter-by-chapter basis.
The Office of the United Nations High Commissioner for Human Rights (OHCHR),
which will be introduced later in the chapter, defines human rights as “rights inherent to all
human beings, whatever our nationality, place of residence, sex, national or ethnic origin,
colour, religion, language, or any other status. We are all equally entitled to our human rights
without discrimination. These rights are all interrelated, interdependent and indivisible.”
There is no clear definition of a human rights violation, partly because a violation often
depends upon the opinion of the person. The following chapters will include information
on the controversies related to each human rights topic. In general, a human rights violation
might be considered to be any violation of the 30 articles of the UDHR (discussed below),
but not all nations have ratified this agreement.
According to the United States (U.S.) Office of Justice Programs Bureau of Justice
Statistics (BJS), capital punishment “refers to the process of sentencing convicted offenders
to death for the most serious crimes (capital crimes) and carrying out that sentence. The spe-
cific offenses and circumstances which determine if a crime (usually murder) is eligible for a
death sentence are defined by statute and are prescribed by Congress or any state legislature.”
The BJS also defines death row as “the area of a prison in which prisoners who were under a
sentence of death were housed. Usage of the term continues despite the fact that many states
do not maintain a separate unit or facility for condemned inmates.”
The U.S. Department of Justice Office on Violence Against Women (OVW) was estab-
lished in 1994 with the Violence Against Women Act (VAWA) “to provide federal leadership
Another random document with
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[22] Quran XXXII. 11.
[23] Quran XXXIX. 42.
[24] Quran LVI. 63.
[25] Quran LXXX. 25-7.
[26] Quran IX. 14.
[27] Quran VIII. 17. This passage refers to the battle of Badr,
the first battle of the Prophet. The Muslims slew the enemy but it
is affirmed that really they did not slay, but it was Allah who slew
them; the meaning apparently being that Allah’s hand was
working in the battle, which is also clear from the fact that three
hundred Muslims mostly raw and equipped with neither horses
nor sufficient arms, prevailed against a thousand of the most
renowned warriors who had come to crush the growing power of
Islam. “And Thou didst not smite when thou didst smite”. Ghazzali
points out that negation and affirmation for one and the same
action throw new light on the nature of causation. Negation
affirms God as the efficient and real cause; affirmation establishes
man’s free-will faithfully executing divine order.
Whose branches are ever shaken by the wind,

And whose fruit is showered on the sleeper’s heads.
Fatalism means sleeping amidst highwaymen.
Can a cock who crows too soon expect peace?
If ye cavil at and accept not God’s hints,
Though ye count yourselves men, see, ye are women.
The quantum of reason ye possessed is lost,
And the head whose reason has fled is a till.
Inasmuch as the unthankful are despicable,
They are at last cast into the fiery pit.
If ye really have trust in God, exert yourselves,
And strive in constant reliance on the Almighty.
(Translation by E. Whinfield. Masnavi.

2nd ed. 1898. Bk. I, pp. 19-20.)
[28] Quran XCV. 4-6. Whether man is by nature good or bad is

a question which has vexed great thinkers from ancient times.
Various answers have been suggested, which are summed up in
three distinct theories:
1. Evil is innate. Education simply muzzles the brute in man.
Civilisation is mere veneering process. This cynical view of
human nature is the religion of despair.
2. Man is neither good nor bad. Mind is a tabula rasa. Good or
bad actions leave their impression. Thorns and roses are alike
gathered by it.
3. Good and evil are mixed up in man. He has an angelic as
well as a satanic nature. The development of this double nature
depends on the force of external circumstances and surrounding
influences. Good and evil are like two seeds: whichever is sown
and taken care of will grow into a tree.
The Quranic expression: “we created man in the best make”
emphasises the purity of his nature. He is born with good and for
good, but has to preserve and to develop his goodness to his full
capacity in the struggle of life. He has but one seed which is good
if it grows and bears fruit it is called goodness; if it be crushed or
nipped in the bud it is called evil. Evil, therefore has no separate
entity in him, it is simply a negative which will lose his soul and
reduce him to the lower depths.
[29] It is interesting to note a parallel passage from the Masnavi
of Jal al uddin Rumi, who was born in 1207 A.D. ninety-seven
years after the death of Al Ghazzali:
When a master places a spade in the hand of a slave,

The slave knows his meaning without being told
Like this spade, our hands are our Master’s hints to us;
Yea, if ye consider, they are his directions to us
When ye have taken to heart His hints,
Ye will shape your life in reliance on their direction;
Wherefore these hints disclose His intent,
Take the burden from you, and appoint your work,
He that hears it make it hearable by you.
He too is able to make it within your ability.
Accept his command and you will be able to execute it
Seek union with Him, and you will find yourselves united.
Exertion is giving thanks for God’s blessings;
Think ye that your fatalism gives such thanks;
Giving thanks for blessings increases blessings
But fatalism snatches those blessings from your hands
Your fatalism is to sleep on the road; sleep not
Till ye behold the gates of the King’s palace.
Ah! sleep not, unreflecting fatalists,
Till ye have reached that fruit-laden Tree of Life.
E. Whinfield, trs, Masnavi.
[30] St. Matthew XIV. 55-31. “And in the fourth watch of the
night he came unto them, walking on the sea. And when the
disciples saw him walking on the sea, they were troubled saying,
It is an apparition and they cried out for fear. But straightway
Jesus spake unto them, saying: Be of good cheer, it is I, be not
afraid. And Peter answered him and said: Lord, if it be thou, bid
me come unto thee upon the water. And Peter went down from
the boat and walked upon the waters to come to Jesus. But when
he saw the wind he was afraid, and beginning to sink he cried,
saying,: Lord, save me. And immediately Jesus stretched forth his
hand, and took hold of him and said unto him: O thou of little faith,
wherefore didst thou doubt?”
[31] Comp. Quran XLII. 11: Nothing is like a likeness of Him. He
is the hearing, the seeing.
[32] Comp. Genesis I. 27.
[33] Exodus III. 14.
[34] Quran XX. 12. It is generally supposed that Moses was
ordered to take off his “leather shoes” out of respect for the
sacred place. But Razi in his Commentary calls it an idiom and
says that the Arabs used the word Na’al (shoe) for wife and
family. The command to put off the shoes is therefore a
metaphorical expression for making the heart vacant from care of
family. See Tafsir-i-Razi vol. VI. 19. Stamboul edition.
[35] Quran XXXIX. 97. The full text runs: And they have not
honoured Allah with the honour due to him: and the whole earth
shall be in his grip on the day of resurrection and the heavens
rolled up in his right hand; glory be to him and may he be exalted
above what they associate with him.
[36] Ghazzali has dealt with the question fully in his work
entitled ‘Iljamal awam’. He says that every object has four stages
of existence. To use a figure: “Fire” is (1) written on paper: (2)
pronounced as Fire (3) burns; and (4) is perceived by the mind to
be inflammable. The first two are purely conventional but have an
educational value. Similarly the anthropomorphism of the
passages of the Scriptures should be studied in the light of the
above stages.
[37] Quran XXIX. 69.
[38] See Section vi of this book.
[39] Ihya III. 9.
[40] Quran IV. 172.
[41] Quran XXV. 7, 8; 21.
[42] Quran XLIII. 31. “And they say: why was not this Quran
revealed to a man of importance in the two towns.” (Mecca and
Taif).
[43] Quran XVIII. 28.
[44] Ibn Abbas.
[45] Trimizi: Abu Huraira’s report.
[46] Comp. Matt VI. 24 “No man can serve two masters for
either he will hate the one and love the other; or else he will hold
to the one and despise the other. Ye cannot serve God and
mammon”.
[47] Matt V. 3.
[48] Quran XVIII. 32-46.
[49] Ihya 115; IV. 7.
[50] Quran III. 102.
[51] Tibrani and Abu Daud.
[52] Muslim.
[53] Bokhari and Muslim.
[54] Quran XVIII. 5.
[55] Nasai and Bokhari.
[56] Adu Mansur.
[57] Rumi has beautifully described this story of Nasuh in
Masnavi Bk. V.
[58] Ihya IV. 6.
[59] Bukhari and Muslim.
[60] Quran LXXVI. 1-3.
[61] Ghazzali’s remark should not be confounded with either
egoistic or universalistic hedonism. See his remark on the affinity
of souls (pages 95 ff).
[62] Muslim.
[63] From uncanonical sayings of Christ.
[64] Quran XXXVIII. 71, 72.
[65] See Bukhari Haddis Qudsi.
[66] Al Ghazzali condemns all such expressions which are
called by Cardinal Newman “eccentricities of the saints.” He is
aware of their liability to abuse and points out their error in a
manner which six hundred years later took the form of Bishop
Butler’s dictum that reason cannot abdicate its right of judging
obvious improprieties in religious doctrines and persons. “Ibn
Allah”, (Son of God) refers to the orthodox Christian view of
Jesus. “Anal Haq” (I am the truth, i.e. God) refers to the
expression of Husain bin Mansur al Hallaj, who in 309 A.D. was
crucified in Bagdad for his blasphemy. The poet Hafiz says of him:
“Jurmash an bud ki asrar huwaida bikard.” (His crime was that he
revealed the secrets.)
[67] St Matthew XXII 35-57. “And one of them, a lawyer, asked
him a question, tempting him,: Master, which is the great
commandment in the law? And he said unto him: Thou shalt love
the Lord thy God with all thy heart and with all thy soul, and with
all thy mind.” In the above passage the law referred to is
Deuteronomy VI. 5, where instead of mind, the word might is
used.
[68] Daran, a village near Damascus, where he died in 215
A.H.
[69] A famous Muslim woman saint of Basrah, considered to be
an authority on Sufiism. She died in 801 A. D.
[70] Quran LVII. 20 and III. 14-16.
[71] Compare Descartes’: Cogito ergo sum.
[72] Compare Quran XXIV. 35. “Allah is the light of the heavens
and the earth: a likeness of his light is a pillar on which is a lamp,
the lamp is in a glass (and) the glass is as it were a brightly
shining star lit from a blessed olive tree, neither eastern nor
western, the oil whereof almost gives light though fire touches it
not (heads daffor.) Allah guides to his light whom he pleases, and
Allah sets forth parables for men and Allah is cogniscant of all
things.” Al Ghazzali has written a separate treatise called Mishkat
ul Anwar dealing exhaustively with the above passage. An
excellent summary of his views is given by Razi in his
Commentary, vol. VI. 393-408. (Stamboul edition). In the above
parable Islam is represented as a likeness of the divine light, a
light placed high on a pillar so as to illumine the whole world, a
light guarded by being placed in a glass so that no puff of wind
can put it out, a light so resplendent that the glass itself in which it
is placed is as a brilliant star. Just as a fig tree stands for a
symbol of Judaism (see St. Matthew XXI. 19) the olive stands for
Islam, which must give light to both the East and the West, and
does not specifically belong to either one of them.
The doctrine of Fana is misunderstood by many Western
scholars. Tennyson puts it:
“That each, who seems a separate whole,

Should move his rounds and fusing all
The skirts of self again, should fall
Remerging in the general soul,
Is faith as vague as all unsweet.”
(In Memoriam XLVII.)
Ghazzali’s vivid description is neither vague nor unsweet. To

him Fana is “a prayer of rapture”. “In that state man is effaced
from self, so that he is conscious neither of his body nor of
outward things, nor of inward feelings. He is rapt from all these,
journeying first to his Lord and then in his Lord, and if the thought
that he is effaced from self occurs to him, that is a defect. The
highest state is to be effaced from effacement”. E. Whinfield:
Masnavi, Introduction p. xxxvii.
[73] Ihya IV. 5.
[74] Usually Fana is translated as “annihilation,” but Al Ghazzali
here means what is implied in the statement: “To live, move, and
have our being in Him”.
[75]
“And thou shalt one day, if found worthy, so defined

See thy God face to face, as thou dost now.”
Byron Childe Harold’s Pilgrimage. CLV.
[76] Quran XXIX. 65-66.

[77] Quran XVIII. 109. Compare Jalal-ud-Din Rumi:—
Air, earth, water, and fire are God’s servants.

To us they seem lifeless, but to God living.
In God’s presence fire ever waits to do its service,
Like a submissive lover with no will of its own.
When you strike steel on flint fire leaps forth;
But ’tis by God’s command it thus steps forth.
Strike not together the flint and steel of wrong,
For the pair will generate more, like man and woman.
The flint and steel are themselves causes, yet
Look higher for the First Cause, O righteous man!
For that Cause precedes this second cause.
How can a cause exist of itself without precedent cause?
That Cause makes this cause operative,
And again helpless and inoperative.
That Cause, which is a guiding light to the prophets,
That, I say, is higher than these second causes,
Man’s minds recognise these second causes,
But only prophets perceive the action of the First Cause.
E. Whinfield: Masnavi, 2nd ed. 1898. p. 16.
[78] Ihya IV. 6.

[79] Quran V. 54.
[80] Quran II. 165.
[81] Bukhari and Muslim.
[82] Quran IX. 24.
[83] Tirmizi.
[84] Abu Naim.
[85] Tirmizi.
[86] Quran II. 222. Repentance is the first step towards God.
Comp. St. Matthew III. 2.
[87] Quran III. 30. Keeping God’s commandments revealed
through his holy prophets constitutes love of Him. Comp. St.
John. XV. 10 “If ye keep my commandments ye shall abide in my
love; even as I keep my Father’s commandments and abide in his
love”.
[88] A Sufi of great renown: died at Baghdad in 840 A.D.
[89] Quran II. 94-95.
[90] Hadisi Qudsi is that kind of tradition in which God is himself
reported to speak.
[91] Comp:
Let knowledge grow from more to more,

But more of reverence in us dwell;
That mind and soul, according well,
May make one music as before,
But vaster. We are fools and slight;
We mock thee when we do not fear;
But help Thy foolish ones to bear,
Help Thy vain worlds to bear, thy light.
Tennyson.
[92] See Bukhari.

[93] Called the “father of Sufiism”. He founded a sect of Sufis in
Egypt. He died in 860 A.D.
[94] St. Matthew VI. 1-4; 16-18.
[95] A celebrated Sufi called Syed Uttaifa (chief of the sect). He
died at Baghdad in 911 A.D.
[96] A theologian and Sufi of Ray in Persia. He died in 871 A.D.
[97] Comp:
Good shepherd, tell this youth what ’tis to love.

It is to be all made of sighs and tears;
It is to be all made of faith and service;
It is to be all made of fantasy,
All made of passion and all made of wishes;
All adoration, duty, and observance,
All humbleness, all patience and impatience,
All purity, all trial, all observance.
Shakespeare: As you like it. Act V.
[98] Ihya IV. 6.

[99] Quran IX. 72.
[100] Quran XCVIII. 8.
[101] Quran XXXII. 17.
[102] Quran XXXVI. 58.
[103] In Tigris.
[104] He conquered Persia in the time of the Khalifa Omar.
[105] The Arabs address elders in this way.
[106] One of the most renowned of the early Sufis. His
grandfather was a Magian who accepted Islam. He was born in
777 A. D. and died at a great age in 878 A. D.
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CHAPTER 1 Economics of human rights 1

CHAPTER 2 Economics of capital punishment 32

CHAPTER 3 Economics of violence against women 95

CHAPTER 4 Economics of seeking asylum 128

CHAPTER 5 Economics of terrorism 154

CHAPTER 6 Economics of child abuse 187

CHAPTER 7 Economics of genocide 220

CHAPTER 8 Economics of hate 256

CHAPTER 1 ECONOMICS OF HUMAN RIGHTS 1

SECTION 1 Introduction to the economics of human rights 2

Step 6: Use economic theory to analyze the issue 26

SECTION 8 Recommendation for future research 27

CHAPTER 2 ECONOMICS OF CAPITAL PUNISHMENT 32

SECTION 1 Introduction to the economics of capital punishment 32

SECTION 3 Capital punishment as a violation of human rights 42

SECTION 4 History of capital punishment in Texas 46

SECTION 8 Recommendation for future economics of capital

CHAPTER 3 ECONOMICS OF VIOLENCE AGAINST WOMEN 95

SECTION 1 Introduction to the economics of violence

SECTION 5 Meet the violence against women experts 105

SECTION 8 Recommendations for future research 120

CHAPTER 4 ECONOMICS OF SEEKING ASYLUM 128

SECTION 1 Introduction to the economics of seeking asylum 128

Unit 2: Benefits of seeking asylum 143

SECTION 8 Recommendations for future research 147

CHAPTER 5 ECONOMICS OF TERRORISM 154

SECTION 1 Introduction to the economics of terrorism 154

SECTION 8 Recommendations for future research 181

CHAPTER 6 ECONOMICS OF CHILD ABUSE 187

SECTION 1 Introduction to the economics of child abuse 187

SECTION 8 Recommendations for future research 214

SECTION 9 Bibliography 215

CHAPTER 7 ECONOMICS OF GENOCIDE 220

SECTION 1 Introduction to the economics of genocide 220

SECTION 8 Recommendations for future research 249

Unit 3: Review questions 255

CHAPTER 8 ECONOMICS OF HATE 256

SECTION 1 Introduction to the economics of hate 256

SECTION 3 Issues of human rights violations associated with hate 261

SECTION 8 Recommendations for future research 277

Principal features of the textbook

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Check yourself box 1: Personal biases

Check yourself box 2: Research and data biases

Check yourself box 3: Changes to bias

• A guideline to using the check yourself boxes as class assignments.

The eResources can be found at: www.routledge.com/9781138500150

Section 1: Introduction to the economics of human rights

Unit 2: Economics perspective

SECTION 8 Recommendation for future economics of capital

SECTION 1 Introduction to the economics of violence