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Few scholars of library science, theology, or popular culture know that 27% of all the libraries in the U.S. and Canada have some form of religious affiliation. John Harvey, a noted international library consultant and former dean of the library school at Drexel, has spent years compiling an exhaustive analysis of these collections, an analysis that will provide the framework for further study of the religious library world as it exists in these two countries. Scholarly Religious Libraries contains comparative data for colleges, universities, seminaries, convents and monasteries, religious archives, and the libraries located in the headquarters of hundreds of denominations on the continent. This extraordinary range of statistics provides the tools to analyze these libraries and their collections relative to other types of libraries in the U.S. and Canada. The author compares geographic and demographic settings, and, in separate sections, presents statistics on library personnel, management, material, expenditures, and use. Each section also includes figures from the prior ten years for longitudinal analysis.

This book fills an important niche in legal-writing literature by teaching law students how to write scholarly papers for seminars, law reviews, and law-review competitions and how to have their work recognized. It helps novices and more experienced scholars alike to write papers with a minimum of anxiety and a maximum of creativity. Employing a process theory of writing, the text first describes the enterprise of scholarly writing and then discusses techniques for brainstorming topics and theses, researching, drafting, and revising for substance and style. It covers both traditional doctrinal topics and newer areas like empirical studies. There are also chapters on footnotes, avoiding plagiarism, law review practice, and dissemination of student work through publication and submission to national writing competitions. Appendices provide a sample law-review competition paper, answers to in-text exercises, sample syllabi for scholarly writing courses, and a rubric for evaluating and editing scholarly papers and articles.

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This book teaches law students how to write scholarly papers for seminars, law reviews, and law review competitions. It helps novices and even more-experienced scholars to write papers with a minimum of anxiety. Employing a process theory of writing, the text first describes the enterprise of scholarly writing and then discusses techniques for brainstorming, researching, drafting, and revising for substance and style. There are also chapters on footnote practice, plagiarism, law review editing, and publication. Appendixes provide a sample law review competition paper, answers to in-text exercises, and sample syllabi for scholarly writing courses.

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This book teaches law students how to write scholarly papers for seminars, law reviews, and law review competitions. It helps novices and even more-experienced scholars to write papers with a minimum of anxiety. Employing a process theory of writing, the text first describes the enterprise of scholarly writing and then discusses techniques for brainstorming, researching, drafting, and revising for substance and style. There are also chapters on footnote practice, plagiarism, law review editing, and publication. Appendixes provide a sample law review competition paper, answers to in-text exercises, and sample syllabi for scholarly writing courses.

A greater fluidity in social relations and hierarchies was experienced across Europe in the early modern period, a consequence of the major political and religious upheavals of the sixteenth and seventeenth centuries. At the same time, the universities of Europe became increasingly orientated towards serving the territorial state, guided by a humanistic approach to learning which stressed its social and political utility. It was in these contexts that the notion of the scholar as a distinct social category gained a foothold and the status of the scholarly group as a social elite was firmly established. University scholars demonstrated a great energy when characterizing themselves socially as learned men. This book investigates the significance and implications of academic self-fashioning throughout Europe in the early modern period. It describes a general and growing deliberation in the fashioning of individual, communal and categorical academic identity in this period. It explores the reasons for this growing self-consciousness among scholars, and the effects of its expression - social and political, desired and real.

This book fills an important niche in legal-writing literature by teaching law students how to write scholarly papers for seminars, law reviews, and law-review competitions and how to have their work recognized. It helps novices and more experienced scholars alike to write papers with a minimum of anxiety and a maximum of creativity. Employing a process theory of writing, the text first describes the enterprise of scholarly writing and then discusses techniques for brainstorming topics and theses, researching, drafting, and revising for substance and style. It covers both traditional doctrinal topics and newer areas like empirical studies. There are also chapters on footnotes, avoiding plagiarism, law review practice, and dissemination of student work through publication and submission to national writing competitions. Appendices provide a sample law-review competition paper, answers to in-text exercises, sample syllabi for scholarly writing courses, and a rubric for evaluating and editing scholarly papers and articles.

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Hailed as providing new insights into scholarly communication, bibliometrics, or the quantification of bibliographic data, is a set of methods central to the study of formal communication channels. In this volume prestigious international writers, thinkers and commentators in this vital new area of research address questions such as: what are the interdisciplinary contributions of bibliometric methods to scholarly communication (from past to future); What is the relationship between methods currently being applied to this study; Can and should these methods be brought together in a common paradigm?

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Written by acknowledged experts in literary studies, this collection of twenty-five essays surveys the history of scholarly editing, describes the major research in a variety of disciplines, summarizes the resources available to scholars, and analyzes the issues currently facing textual editions.The book begins with a survey of scholarly editing, following by four essays on the long tradition of editing the Bible and Greek and Latin classics. The next cluster of essays proceeds through the major periods of British and American literature, from medieval to modern, further subdividing the Renaissance and the nineteenth century by genre and including a chapter devoted to Shakespeare. Additional essays cover other European literatures: French (Old French and early modern), Italian, medieval Spanish, German, and Russian. The concluding essays discuss representative non-European literatures - Arabic and Sanskrit - and the "nonliterary" editing of folk literature in various languages. Each chapter includes a history of scholarly editing in the field, a citation of exemplary editions, and an introduction to a recommended list of further readings.This collection will be of considerable interest to both those who are new to scholarly editing and those who have experience editing texts in one period or literature and would like to learn about the practices in other fields.

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This book provides an alternative to the more conventional modes of qualitative and quantitative inquiry currently used in professional training programs, particularly in education. It features a very accessible presentation that combines application, rationale, critique, and inspiration—and is itself an example of this kind of writing.It teaches students how to use personal writing in order to analyze, explicate, and advance their ideas. And it encourages minority students, women, and others to find and express their authentic voices by teaching them to use their own lives as primary resources for their scholarship.