Relevant bibliographies by topics / University of Liverpool

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University of Liverpool'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "University of Liverpool"

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Attwooll, David, and Anthony Cond. "Reinventing Liverpool University Press." Logos 25, no. 1 (January 1, 2014): 7–13. http://dx.doi.org/10.1163/1878-4712-11112034.

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Rigby, Catherine Elizabeth. "Locating Science Fiction. Andrew Milner." Swamphen: a Journal of Cultural Ecology (ASLEC-ANZ) 3 (December 18, 2013): 150–52. http://dx.doi.org/10.60162/swamphen.3.10615.

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Edgington, John. "Lovely Liverpool." Physics World 35, no. 7 (August 1, 2022): 25iv. http://dx.doi.org/10.1088/2058-7058/35/07/26.

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Raw, M. E. "Liverpool University Veterinary Alumnus Association." Veterinary Record 160, no. 3 (January 20, 2007): 100. http://dx.doi.org/10.1136/vr.160.3.100-a.

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Dubois, Laurent. "Haiti soberano." Afro-Ásia, no. 64 (November 29, 2021): 636–41. http://dx.doi.org/10.9771/aa.v0i64.46505.

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Resenha de: SALT, Karen. The Unfinished Revolution: Haiti, Black Sovereignty and Power in the Nineteenth-Century Atlantic World. Liverpool: Liverpool University Press, 2019. 240 p. GONZALEZ, Johnhenry. Maroon Nation: A History of Revolutionary Haiti. New Haven: Yale University Press, 2019. 320 p.
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Pasini, Leandro. "Mundialização da teoria literária." Remate de Males 43, no. 1 (July 25, 2023): 309–22. http://dx.doi.org/10.20396/remate.v43i1.8671302.

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Mutch, Alistair. "Christopher Routledge. Cains: The Story of Liverpool in a Pint. Liverpool: Liverpool University Press, 2008." Social History of Alcohol and Drugs 24, no. 1 (January 2010): 82–83. http://dx.doi.org/10.1086/shad24010082.

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Chase, Susan Mulchahey. "Ronaldo Munck (Ed.), Reinventing the City: Liverpool in Comparative Perspective (Liverpool University Press, Liverpool, 2002)." Journal of Urban Affairs 27, no. 1 (February 2005): 121–23. http://dx.doi.org/10.1111/j.0735-2166.2005.00227b.x.

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Qaim, Syed. "Lovely in Liverpool." Physics World 35, no. 11 (December 1, 2022): 26iii. http://dx.doi.org/10.1088/2058-7058/35/11/27.

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Vico, Eva Aladro. "Postgrowth Imaginaries. New Ecologies and Counterhegemonic Culture in post-2008 Spain. Luis I. Prádanos. Liverpool: Liverpool University Press, 2018." CIC. Cuadernos de Información y Comunicación 25 (May 21, 2020): 293–96. http://dx.doi.org/10.5209/ciyc.69691.

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Dissertations / Theses on the topic "University of Liverpool"

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Thiele, Tamara. "Fair access and widening participation at the University of Liverpool." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2009107/.

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Across higher education (HE) institutions in the United Kingdom (UK), the lower grades achieved by a large proportion of students from socio-economically disadvantaged backgrounds represents one of the main entry barriers to these students. However, though students’ trajectories into university are heavily dependent on their school qualifications, these alone are limited as predictors of academic potential. The current thesis explores how these inequalities play out at the University of Liverpool (UoL), looking also at the period prior to admission as educational inequalities reflect the long-term negative effects of childhood disadvantage. Aim: To investigate socio-economic inequalities in relation to participation and attainment at the UoL. Methods: A traditional sequential mixed methods design is followed, where quantitative studies 1 and 2 were carried out prior to qualitative study 3. These studies are combined using a pragmatic approach. Two retrospective cohort studies investigate associations between the educational and socio-demographic background characteristics of students on Introduction: Socio-economic inequalities in participation and attainment are ubiquitous three year-programmes (study 1) and the medical programme (study 2) with participation and attainment at the UoL. Underpinned by phenomenology, qualitative study 3 investigates the challenges faced by thirteen socio-economically disadvantaged students throughout their educational trajectories from primary school to the UoL. Results: Studies 1 and 2 depict the on-going socio-economic differences in participation at the UoL. Regarding attainment, in both studies, entry grades were positively associated with final attainment. Most entry-level differences narrowed or disappeared at university in both studies though the variables sex, ethnicity, and school type predicted significant differences in final attainment. As such, privately educated students performed less well than comprehensive school students at university in both studies. In Study 3, two main themes were derived from the data: ‘identity’ and ‘engagement’. These themes emerged across narratives in the types of disruption, barriers and instability that were discussed by individuals and in the ways that they attempted to cope and/or adapt to disadvantage. Conclusions: The findings of the quantitative studies suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at university. These findings support the use of contextual background information, alongside school grades in university admissions processes as a means of refining the selection of students. In turn, individuals' narratives expose a more complex picture of what it means to be disadvantaged, depicting the factors that may affect students' trajectories to HE prior to the point of admissions. Hence, combining quantitative and qualitative studies provides a more nuanced evaluation of 'disadvantage' highlighting various mechanisms that may drive differences in the educational outcomes of socio-economically disadvantaged students. Findings advocate for further evidence using mixed methods to help address these inequalities and widen participation at universities fairly.
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Aiston, Sarah Jane. "The life experiences of university-educated women : graduates of the University of Liverpool, 1947-1979." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343932.

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Prescott, Debbie. "Influential factors in the adoption and implementation of educational technology at the University of Liverpool." Thesis, Lancaster University, 2013. http://eprints.lancs.ac.uk/69268/.

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This research explored the factors perceived to be influential for members of staff at the University of Liverpool (UoL) to adopt and implement educational technologies. The research was based in practice and the UoL examined as a case study. The theoretical framework was based upon innovation research and informed by Rogers’ (2003) Diffusion of Innovations (DOI), and Ely’s (1999) eight conditions of implementation. Semi-structured interviews were conducted with sixteen members of staff. Thematic analysis of the interview transcripts complemented an analysis of relevant UoL documentation. I did not find evidence for five categories of adopters as defined in the DOI. Instead I proposed three categories: Enthusiasts, Pragmatists and Risk Aversives. These categories were not perceived to be static but varied as a result of contextual and individual factors. Participants’ perceptions of drivers and rationales were examined using Hannan’s (2005) concept of drivers for directed, guided and individual innovations. Directed institutional drivers were generally perceived to be lacking, though some faculty, school or departmental drivers were reported. Guided drivers were not reported. However, participants perceived certain general institutional activities to be drivers. I defined these as indirect drivers. Several individual drivers were reported including a perception of benefit, general interest and career benefit. Factors perceived to enable participants to utilise educational technologies effectively were split between the support available from central services and informal developments within faculties, schools and departments. The availability of accessible colleagues, or near peers, was reported as one of the most influential factors. My findings were contrasted with the innovation-decision process of Rogers’ (2003) DOI and Ely’s (1999) eight implementation conditions. A new model focused upon the importance of context was proposed. There are implications for how the UoL supports the adoption and implementation of educational technologies. Recommendations are made and areas for further research are identified.
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Couch, Rae F. "Reflective practice in occupational therapy : a case study of the experience at the University of Liverpool." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400241.

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In the last ten years there have been many changes to health care delivery, and higher education in preparing students for professional practice. Occupational therapy has had to meet these demands by being more challenging and evaluative of the care they deliver. One way this has been addressed is through the inclusion of reflective thinking and reflective practice into the undergraduate curriculum of occupational therapy. This research looks at how reflective practice has been developed within the Course curriculum of Occupational Therapy at The University of Liverpool with the aims of investigating and establishing - • How the notion of reflective practice has been incorporated into the curriculum overtime • How students' perceptions of reflective practice have changed over time • How the changes in curriculum design are related to the values students place on reflection and reflective practice. The methodology uses a case study design involving document analysis. Three sources of data were gathered from: Public Records, Private Papers of students and Biographical teaching notes of staff. Findings: Several factors have emerged that have implications for future practice both in occupational therapy and other health science professions. When reflection is not explicitly taught and/or where reflection is only considered as a discrete part of a curriculum, students are unable to incorporate reflection into their daily practice. Students' capacity to develop reflective skills leads to students acquiring reflective abilities at differing levels and therefore curriculum design needs to provide practical ways in which students can enrich their reflective practice competencies. To be reflective a number of cognitive skills need to be taught and developed in order for reflection to be effective. Students also need to be taught how reflection works in practice and how their personal reflective abilities impact on the benefit to clients.Recommendations It is suggested that future curriculum design should embrace a model of education which encourages opportunities for 'learners' to develop their capacities which are fundamental to competent reflective practice and the acquisition of knowledge that should proceed interactively with reflecting about real practical situations. One possible consideration would be to identify early on in the course the students' reflective thinking, using a scheme for assessing students' writing and then employ a . variety of teaching strategies that bring together the material used and found in the progress of this study. Tutors need to be mindful that the teaching of reflection does not necessarily require changes in what is taught but instead more emphasis is needed on how to incorporate thinking skills into a repertoire of knowledge. Tutors also need to make more explicit the links reflection has with the skills of problem solving and clinical reasoning so that students can learn to "reflect effectively and practice reflectively" (Burton, 2000).
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Edwards, Lynn Patricia. "Women students at the University of Liverpool : their academic careers and postgraduate lives 1883 to 1937." Thesis, University of Liverpool, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341622.

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Vickers, Matthew. "Civic image and civic patriotism in Liverpool 1880-1914." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:e2896eed-ee1d-4a58-8c52-10e80ebe6219.

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The late Victorian and Edwardian period saw ritual become increasingly important in political life. Towns and cities were involved in conscious efforts to construct and project attractive images of themselves. These images were intended to encourage a sense of civic patriotism. Ceremonies, honorific titles, public events and civic architecture were essays in the invention of tradition. However, historians have applied the concept of the invention of tradition unevenly. Previous research has dwelt on the construction of images. Perceptions of official images and responses to them have been overlooked. This thesis employs a model which recognises images as processes with foundaitons in human relationships. It evaluates images in terms of intentionality, power, context and participation. The participative dimension is of particular importance, because images aimed to instil a sense of civic patriotism which would encourage citizens to make emotional and financial investments in their communities. Liverpool attained the status of a city in 1880. The civic ideology of the city was dominated by images of commerce and by notions of Imperial duty and public service which celebrated commercial virtues. Many aspects of urban life were shaped by civic image. This study does not confine itself to public events and pageantry, instead it explores such spheres as municipal art policy, Liverpool's public health record, the attempts to extend the city boundaries, civic hagiography, the foundation of the University, women and the ideal of citizenship and the influence of football on civic identity to demonstrate the importance of images in the city's social, political and institutional history. The purpose of the thesis is three-fold: to suggest that civic image opens new perspectives on Liverpudlian history, to discover why there were more conscious attempts to construct civic image and to restore participation to the study of civic image by unravelling the connections between image and patriotism.
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Alansari, A. J. "Exploring postgraduate development to demonstrate competency during endodontist specialist training at the University of Liverpool Dental Hospital." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3022495/.

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Jones, June. "Science, utility and the 'second city of the Empire' : the sciences and especially the medical sciences at Liverpool University, 1881-1925." Thesis, University of Manchester, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306608.

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Garner, Jayne Louise Stephanie. "Peer feedback on professional behaviours in the undergraduate medical curriculum : a case study of tutor and student views at the University of Liverpool." Thesis, University of Liverpool, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569660.

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The General Medical Council (GMC) is the UK's independent regulator of doctors, ensuring that proper standards in the practice of medicine are maintained to safeguard the public. The GMC sets and accredits the undergraduate medical curriculum in the UK as detailed in the Tomorrow's Doctors documentation. This specifies the standards of professional behaviour to be delivered as part of the undergraduate medical curriculum. Tomorrow's Doctors (GMC, 2009) places emphasis on the use of formative and summative feedback, with students' knowledge, skills and professional behaviours being assessed as part of their learning experience. Peer assessment has emerged as an effective mechanism for delivering feedback on professional behaviours (Schonrock-Adema et aI, 2007). However, clear guidance from the GMC on how to incorporate peer feedback on professional behaviours in the undergraduate medical curriculum is absent. This thesis will examine different ways that peer feedback on professional behaviours can be incorporated within the existing curriculum at the University of Liverpool with reference to the latest GMC guidance and the views of staff and students. The research used a social constructionist approach informed by action research theory (Carr and Kemmis, 1997). This sociological approach aimed to produce recommendations for curriculum change that were relevant and achievable. The interpretation and analysis of data is presented to highlight how peer feedback on professional behaviours is and can be incorporated into the undergraduate medical curriculum at Liverpool, other medical schools regulated by the GMC, and related medical and health care courses. The study population consisted of two undergraduate medical student cohort groups in their second year of study (2007/8, 2009/10), contemporary Problem Based Learning (PBL) and communication skills tutors. A mixed methods research methodology was employed using qualitative and quantitative methods in the form of interviews, online surveys and Problem Based Learning (PBL) evaluation data to elucidate the mechanisms that exist in relation to peer feedback on professional behaviours. The thesis demonstrates what students and staff think of peer feedback generally, and how this would fit into the delivery of PBL with reference to current GMC guidance. Recommendations are made for how peer feedback could fit into the Liverpool - and other - undergraduate medical curriculums. By examining the same material from different viewpoints, the research has produced a set of methodological triangulated qualitative data to provide detailed information about the peer feedback of professional behaviours. Tutors and students expressed some concerns about the delivery and use of peer feedback on professional behaviour but did appreciate the value of these comments for reflective learning. The results suggest a formative model of peer feedback on professional behaviours supported by training for students and tutors would be the most effective way to implement this aspect of curriculum change. This model should link to the communication elements of the MBChB course explicitly referring to outcomes of GMC guidance.
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Radburn, Nicholas James. "William Davenport, the slave trade, and merchant enterprise in eighteenth-century Liverpool : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in History /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1187.

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Books on the topic "University of Liverpool"

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ENGLAND, HIGHER EDUCATION FUNDING COUNCIL FOR. University of Liverpool: Law. Bristol: HEFCE, 1993.

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HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND. University of Liverpool: History. Bristol: HEFCE, 1993.

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HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND. University of Liverpool: Chemistry. Bristol: HEFCE, 1993.

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HIGHER EDUCATION FUNDING COUNCIL FOR ENGLAND. University of Liverpool: Architecture. Bristol: HEFCE, 1994.

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ENGLAND, HIGHER EDUCATION FUNDING COUNCIL FOR. Liverpool John Moores University: Architecture. Bristol: HEFCE, 1994.

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ENGLAND, HIGHER EDUCATION FUNDING COUNCIL FOR. Liverpool John Moores University: Chemistry. Bristol: HEFCE, 1993.

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Quality Assurance Agency for Higher Education. University of Liverpool: Institutional audit. Gloucester: Quality Assurance Agency for Higher Education, 2004.

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Directorate, Quality Assurance Agency for Higher Education Institutional Review. University of Liverpool: Quality audit report. Gloucester: Quality Assurance Agency For Higher Education, 1999.

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Audit, Higher Education Quality Council Division of Quality. Liverpool John Moores University: Quality auditreport. Birmingham: Higher Education Quality Council, 1993.

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Quality Assurance Agency for Higher Education., ed. Liverpool John Moores University: Institutional audit. Gloucester: Quality Assurance Agency for Higher Education, 2005.

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Book chapters on the topic "University of Liverpool"

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Mellors, Colin, David Pollitt, and Andrew Radtke. "University of Liverpool." In Directory of Language Training and Services for Business, 308. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-223.

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Mellors, Colin, David Pollitt, and Andrew Radtke. "Liverpool John Moores University." In Directory of Language Training and Services for Business, 311. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-226.

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Ahmed, Adel. "Islamic Finance at Liverpool Hope University." In Islamic Finance in Western Higher Education, 193–206. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_17.

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Hou, Renzhi. "Address at the Commencement of Liverpool University." In Symposium on Chinese Historical Geography, 141–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45272-1_11.

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"University of Liverpool." In The Grants Register 2023, 1250–55. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_12464.

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"University of Liverpool." In The Grants Register 2021, 976–78. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_940.

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"University of Liverpool." In The Grants Register 2020, 932–34. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_910.

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"University of Liverpool." In The Grants Register 2022, 1063–66. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_12464.

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"University of Liverpool." In The Grants Register 2019, 840–41. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-95810-8_1216.

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"University of Liverpool." In The Grants Register 2024, 1352–63. London: Palgrave Macmillan UK, 2023. http://dx.doi.org/10.1057/978-1-349-96073-6_12464.

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Conference papers on the topic "University of Liverpool"

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Price, B. "“Getting underway” - the Liverpool John Moores experience." In IEE Colloquium on University Consultancy Activities: Viewpoints of Providers and Users. IEE, 1995. http://dx.doi.org/10.1049/ic:19950402.

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Rai, Amrita, Sumandeep Bains, David Cassidy, Amara Nwosu, John E. Ellershaw, and Stephen Mason. "29 The university of liverpool scholar programme: developing academic clinicians in palliative medicine." In The APM’s Annual Supportive and Palliative Care Conference, In association with the Palliative Care Congress, “Towards evidence based compassionate care”, Bournemouth International Centre, 15–16 March 2018. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjspcare-2018-aspabstracts.56.

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Azzouzi, Driss, Rhita Alaoui, Imane Benelbarhdadi, Maryeme Kadiri, Fatima Zahra Chabib, Nawal Lagdali, Camelia Berhili, Mohamed Borahma, and Fatima Zahra Ajana. "P13 Local causes of portal cavernoma: about a university serie." In BSG LIVE’23, 19–22 June, ACC Liverpool. BMJ Publishing Group Ltd and British Society of Gastroenterology, 2023. http://dx.doi.org/10.1136/gutjnl-2023-bsg.87.

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Williams, Laura, RJ Jackson, C. Griffin, C. Farrell, and Tim Cross. "P48 HCC surveillance at the royal liverpool university hospital: the cohort and the outcomes." In Abstracts of the British Association for the Study of the Liver Annual Meeting, 19–22 September 2023. BMJ Publishing Group Ltd and British Society of Gastroenterology, 2023. http://dx.doi.org/10.1136/gutjnl-2023-basl.64.

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Cameron, Neil, Mark D. White, Christopher Cunliffe, and David H. Klyde. "Further Assessment of a Scalogram-Based PIO Metric using University of Liverpool Tilt Rotor Simulation Data." In 2018 AIAA Atmospheric Flight Mechanics Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2018. http://dx.doi.org/10.2514/6.2018-1017.

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Thu, Nyein, Diane O’meara, Gerrit Woltmann, and Aye Aye Thi. "P61 Active tuberculosis in patients with inflammatory bowel disease after biologic therapy at university hospitals of Leicester." In BSG LIVE’23, 19–22 June, ACC Liverpool. BMJ Publishing Group Ltd and British Society of Gastroenterology, 2023. http://dx.doi.org/10.1136/gutjnl-2023-bsg.133.

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Teoh, Yi He, Diane O’Meara, Sundas Hasan, Felicia Lim, VJ Martin, Cathy Richards, Peter Chiodini, and AyeAye Thi. "P254 Review of clinical presentation of amoeba serology and stool entamoeba histolytica DNA PCR positive patients at university hospitals Leicester." In BSG LIVE’23, 19–22 June, ACC Liverpool. BMJ Publishing Group Ltd and British Society of Gastroenterology, 2023. http://dx.doi.org/10.1136/gutjnl-2023-bsg.322.

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Chen, Xun, and Michael N. Morgan. "Advances in Quality and Productivity in Precision Grinding: A Review of Selected Research." In ASME 2016 11th International Manufacturing Science and Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/msec2016-8585.

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This paper reviews grinding research led by Professor W Brian Rowe at Liverpool John Moores University and at other establishments previously. Research reviewed extends over fundamentals of grinding processes and machine performance carried out over fifty-five years. Topics range from accuracy in centreless grinding and other grinding processes to grinding machine behaviour and high precision grinding machine design including bearing technology. Research also ranges to high-removal rate grinding processes, surface integrity and intelligent process control. This review highlights progress in selected areas and demonstrates that improving product quality allows improved manufacturing productivity.
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Hogan, B., A. I. Al-Shamma’a, and J. Lucas. "Real-Time Multiphase Metering Using Non-Intrusive Microwave Sensor." In ASME 2001 Engineering Technology Conference on Energy. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/etce2001-17122.

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Abstract At the University of Liverpool we have developed a real-time, non-intrusive multiphase dielectric meter capable of measuring the dielectric properties of different mixtures of oil, gas and water in full well stream flow. The design of such a microwave cavity using a range of rf and microwave is described. The experimental results with a wide range of multiphase mixtures from 0 to 100% are reported. In this paper we also present the implementation of a neural network to simulate the response of the meter under all conceivable conditions. Other parameters including pump speed, temperature, salt and sand are also discussed.
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Slagis, Gerry C. "The 2009 Forum on Seismic Design of Piping Systems for the Year 2010." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-26118.

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A summary of The 2009 Forum on Seismic Design of Piping Systems for the Year 2010 is provided. This forum session was the thirteenth in a series that was started in 1992. Previously, the title was Appropriate Criteria and Methods for Seismic Design of Nuclear Piping. In this 2009 forum, the main topic of discussion was “Dynamic Response Behavior of Piping.” Test results from three experimental programs were reviewed. The Berkeley NL vibration tests, the University of Liverpool vibration tests, and the EPRI/NRC Piping and Fitting Dynamic Reliability Program. The self-limiting nature of piping response by inelastic energy absorption is obvious from the experimental data.
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Reports on the topic "University of Liverpool"

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Shahgholian, Azar, and David Bryde. The Relationship Between The Board of Directors’ Social Capital and Construction Firms’ Environmental Profiles. Association for Project Management, November 2022. http://dx.doi.org/10.61175/rqve8344.

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The concept of environmental sustainability has been a hot topic in recent years and is becoming an increasingly important aspect of our everyday lives due to UN and UK government initiatives such as the NetZero Project. Our study conducted by Azar Shahgholian and David Bryde (Liverpool Business School, Liverpool John Moores University, Liverpool) takes the first step in providing data-driven evidence of the power of the social network in enhancing organisational performance relating to achieving environmental sustainability goals in a project-intensive industry sector. The aim is to show how the social capital of those individuals working at a board level in construction companies is utilised in different ways when carrying out practices that maximise environmental performance.
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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
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