Sovereign debt management and the globalization of finance: recasting the City of London’s ‘Big Bang’

This article focuses on the central position of sovereign debt securities in the financial system to challenge existing accounts about the 1986 ‘Big Bang’ deregulation of the City of London’s securities market. The reforms are often cast as an iconic moment of neoliberal deregulation and a key episode in the globalization of financial markets. Such accounts stress that the state played an active role in constructing the reforms and upholding the global market relations they produced, yet they remain unclear about the state’s direct interest in pursuing financial market liberalization. The article contends that domestic concerns over sovereign debt management were central to the state’s pursuit of regulatory change. The Big Bang reforms greatly expanded the size and liquidity of the market for British sovereign debt. This empowered the state, improving its capacity to conduct monetary policy and to raise finance on better terms. In doing so, the article demonstrates the necessity of examining sovereign debt management in order to specify the state’s role in the construction of financial globalization

Continuous recorder to monitor mine roof displacement /

December 1977.Prepared for Bureau of Mines Coal Mine Health and Safety Program.Mode of access: Internet

The future of research in next generation learning spaces

This chapter looks to the future of research in next generation learning spaces. It begins with a review of the literature and concludes with the implications for future research. The review demonstrates that most 'next generation learning space' research has focused on the design and evaluation of spaces. We know that students like the spaces, but we don't know if the spaces alone are effective in improving student learning or if the spaces in combination with changed pedagogic practices and/or curriculum design improve learning. There are many opportunities for researchers to provide much needed evidence to institutions on the interrelationships between next generation learning spaces design, teaching practices, curriculum design and learning outcomes