title: The Role of coercion and individual liberty within the spontaneous order

authors: Riddell, Lynne Katherine Mary

abstract: This thesis examines the implications of Friedrich Hayek's assertion of liberty as the supreme value. The definition of individual liberty and coercion represents a crucial determinant of his social theory. Society exists as a spontaneous order, where knowledge is disseminated and utilised through the market. The participants in the market process are an association of free individuals, regulated by a body of abstract and universally applicable laws. Each individual must be guaranteed the maximum degree of freedom that is equal to and compatible with all other individuals. The benefits of individual freedom are intended to encourage individual responsibility and allow for the greatest possible amount of discoveries for the improvement of society. The emergence of new processes and technologies ls a result of the spontaneous order of free individuals. 
Hayek's assertion of the connection between individual freedom and invention is correct, although totalitarian societies are still capable of progress. However Hayek's theory has serious flaws and inconsistencies. His definition of freedom, as an absence of arbitrary coercion, is inadequate for the requirements of individual self-determination. The reliance on universal laws as a guarantee against coercion is misplaced. Alternately he is inconsistent with his claim of the coercive powers of the state and trade unions as intolerable while the coercive nature of the market is acceptable. Monopolies and cartels created by the market are incompatible with liberty. Hayek's reliance on competition will not always secure freedom for those individuals who do not have the opportunities to pursue their particular ends.

text: The Role of coercion and individual liberty within the spontaneous order This thesis examines the implications of Friedrich Hayek's assertion of liberty as the supreme value. The definition of individual liberty and coercion represents a crucial determinant of his social theory. Society exists as a spontaneous order, where knowledge is disseminated and utilised through the market. The participants in the market process are an association of free individuals, regulated by a body of abstract and universally applicable laws. Each individual must be guaranteed the maximum degree of freedom that is equal to and compatible with all other individuals. The benefits of individual freedom are intended to encourage individual responsibility and allow for the greatest possible amount of discoveries for the improvement of society. The emergence of new processes and technologies ls a result of the spontaneous order of free individuals. 
Hayek's assertion of the connection between individual freedom and invention is correct, although totalitarian societies are still capable of progress. However Hayek's theory has serious flaws and inconsistencies. His definition of freedom, as an absence of arbitrary coercion, is inadequate for the requirements of individual self-determination. The reliance on universal laws as a guarantee against coercion is misplaced. Alternately he is inconsistent with his claim of the coercive powers of the state and trade unions as intolerable while the coercive nature of the market is acceptable. Monopolies and cartels created by the market are incompatible with liberty. Hayek's reliance on competition will not always secure freedom for those individuals who do not have the opportunities to pursue their particular ends.

year: 1994

title: A Replication of the St. Louis Test for New Zealand

authors: Ng, Ah Kan

abstract: Monetary theory is less abstract than some economic theory in the sense that it cannot avoid a relation to reality. Its development has been to a considerable extent prompted by the experiences encountered by the writers in their own time, and monetary disturbances have always acted as a catalyst in its development. It seems that the role of money in an econmy has appeared to be more important in some periods than others, and writers on monetaryu issues, have therefore, had to adjust their theories accordingly.

text: A Replication of the St. Louis Test for New Zealand Monetary theory is less abstract than some economic theory in the sense that it cannot avoid a relation to reality. Its development has been to a considerable extent prompted by the experiences encountered by the writers in their own time, and monetary disturbances have always acted as a catalyst in its development. It seems that the role of money in an econmy has appeared to be more important in some periods than others, and writers on monetaryu issues, have therefore, had to adjust their theories accordingly.

year: 1973

title: Cultural identity and academic achievement among Māori undergraduate university students

authors: Bennett, Simon T.

subjects: Maori

abstract: Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

text: Cultural identity and academic achievement among Māori undergraduate university students Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

year: 2003