Sentence examples for voluminous academic from inspiring English sources

He is also a wide-ranging constitutional scholar whose influence has been growing rapidly in recent years because of voluminous academic writings and cases he has argued in the Supreme Court.

The first two, utilitarian arguments, do not stand up to scrutiny, while the moral claim for retribution, although naturally more difficult to refute, can be answered.Despite voluminous academic studies of American executions and crime rates, there is no solid evidence that the death penalty is any more effective at deterring murder than long terms of imprisonment.

Bueno de Mesquita's voluminous academic work — he has published 16 books and more than 100 papers — is credited with helping to move game theory and mathematical modeling into the mainstream of political science; according to one count, by 1999 fully 40percentt of papers in the American Political Science Review used modeling.

One voluminous collection of academic writings that I consulted over the Christmas break listed thirteen interpretations of Fascism.

He relies on a wide circle of collectors and musicians fluent in foreign tongues, and has conducted voluminous correspondence with academics around the world.

In my research practice, I often hear about doctors in private and academic settings who evidently have time to take voluminous histories and perform compulsively thorough exams, yet fail to make human contact, leaving patients angry and confused.

Working from a quixotic NASA research facility adjacent to Columbia University whose quiet hallways felt more like an academic outpost than a government lab, Hansen's voluminous research career spanned everything from work on Venus, his first atmospheric science quarry, to creating one of the first climate models for Earth.

While his training may not conform to academic orthodoxy, his fanciful flights remain grounded in his voluminous reading.

His speeches and his voluminous writing had a lucidity and bite not usually found in academic technicians.

Bloom's (1976) student learning model was further supported by voluminous studies that indicate students' affective characteristics influenced their learning outcomes, including academic self-concept (e.g., Marsh and Yeung 1997), self-efficacy (e.g., Pajares 1996), anxiety (e.g., Everson et al. 1994), and attitude towards learning (Fantuzzo et al. 2004).

To date, essentially all the examples of using WGS to analyze hospital outbreaks have been conducted in collaboration with academic researchers who help hospital infection control experts interpret the voluminous data that are rapidly produced by sequencers.