LEADER 03069nam 2200649Ia 450 001 9910453281203321 005 20200520144314.0 010 $a1-280-83500-1 010 $a0-19-803239-0 035 $a(CKB)1000000000554717 035 $a(EBL)430612 035 $a(OCoLC)320902828 035 $a(SSID)ssj0000195713 035 $a(PQKBManifestationID)11180392 035 $a(PQKBTitleCode)TC0000195713 035 $a(PQKBWorkID)10129729 035 $a(PQKB)10150680 035 $a(MiAaPQ)EBC430612 035 $a(Au-PeEL)EBL430612 035 $a(CaPaEBR)ebr10269152 035 $a(CaONFJC)MIL83500 035 $a(EXLCZ)991000000000554717 100 $a20000620d2001 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMakers of contemporary Islam$b[electronic resource] /$fJohn L. Esposito, John O. Voll 210 $aOxford ;$aNew York $cOxford University Press$d2001 215 $a1 online resource (268 p.) 300 $aDescription based upon print version of record. 311 $a0-19-514128-8 320 $aIncludes bibliographical references (p. 241-243) and index. 327 $aContents; Introduction: Muslim Activist Intellectuals and Their Place in History; 1 Ismail Ragi al-Faruqi: Pioneer in Muslim-Christian Relations; 2 Khurshid Ahmad: Muslim Activist-Economist; 3 Maryam Jameelah: A Voice of Conservative Islam; 4 Hasan Hanafi: The Classic Intellectual; 5 Rashid Ghannoushi: Activist in Exile; 6 Hasan al-Turabi: The Mahdi-Lawyer; 7 Abdolkarim Soroush and Critical Discourse in Iran; 8 Anwar Ibrahim: Activist Moderate; 9 Abdurrahman Wahid: Scholar-President; Notes; Suggestions for Further Reading; Index 330 $aIn this timely and important work, John Esposito and John Voll explore the development of contemporary Islamic movements and thought through the biographies of nine major activist intellectuals who represent a wide range of Muslim societies. Many Muslims have combined revivalist activism with intellectual efforts, but only a few have achieved significant international visibility and influence. By examining the lives and work of nine such internationally recognized figures, Esposito and Voll provide a new understanding of the intellectual foundations of contemporary Islamic awareness and politi 606 $aMuslim scholars$zIslamic countries$vBiography 606 $aIntellectuals$zIslamic countries$vBiography 606 $aIslam and secularism$zIslamic countries 606 $aIslam$y20th century 608 $aElectronic books. 615 0$aMuslim scholars 615 0$aIntellectuals 615 0$aIslam and secularism 615 0$aIslam 676 $a297.20922 676 $a297.20922B 676 $a297.2720922 700 $aEsposito$b John L$0496006 701 $aVoll$b John Obert$f1936-$0244849 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453281203321 996 $aMakers of contemporary Islam$91238033 997 $aUNINA LEADER 05030nam 2200673 450 001 9910808909403321 005 20200520144314.0 010 $a0-335-26453-0 035 $a(CKB)3710000000335191 035 $a(EBL)1920718 035 $a(SSID)ssj0001434658 035 $a(PQKBManifestationID)11814556 035 $a(PQKBTitleCode)TC0001434658 035 $a(PQKBWorkID)11426373 035 $a(PQKB)11636582 035 $a(MiAaPQ)EBC1920718 035 $a(Au-PeEL)EBL1920718 035 $a(CaPaEBR)ebr11008374 035 $a(CaONFJC)MIL691884 035 $a(OCoLC)900346863 035 $a(BIP)051852896 035 $a(EXLCZ)993710000000335191 100 $a20150203h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aInspiring science in the early years $eexploring good practice /$fedited by Di Stead and Lois Kelly 210 1$aBerkshire, England :$cOpen University Press,$d2015. 210 4$d2015 215 $a1 online resource (170 p.) 300 $aDescription based upon print version of record. 311 $a0-335-26452-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover page; Halftitle page; Title page; Copyright page; Praise for this book; Contents; List of figures and tables; Notes on contributors; The editors; The authors; Acknowledgements; Preface; 1 Is science import ant in the early years? Lois Kelly; Introduction; What is science?; Science in the early years; How young children construct meaning; Nurturing children's curiosity; Exploring good practice; References; 2 Developing budding scientists Kathleen Orlandi; Encouragement to explore and investigate; Uninterrupted thinking time; Access to the world beyond the classroom 327 $aProvision for untidinessConclusion; References; 3 The role of talk in developing scientific language in the early years; Introduction; How does the teacher help the child develop more precise language?; How does the teacher support a child to refine their under standing of scientific concepts?; How does the teacher ascertain the developing scientific under standing of young children in order to plan for next steps or potential lines of development?; How can the teacher encourage the children to record their own ideas in a meaningful way?; Case study: Humpty Dumpty and his wall 327 $aHow can recounts develop scientific language?The plan-do-review of High/Scope; The use of stories and storytelling, including traditional and classic stories; The use of puppets in promoting exploratory talk; References; Resources; 4 Starting points to inspire science in the early years; Creating the right environment; Case study; Starting points in every day science; The power of stories; Conclusion; References; 5 How can continuous provision inspire early years science?; Introduction; What is continuous provision?; Continuous provision supporting science learning 327 $aWhy is play so important in learning science?What does continuous provision for science learning look like?; Using areas of continuous provision to enhance early years science; Opportune moments; What is the role of the teacher/adult in enhancing science incontinuous provision?; Meaningful conver sations that support sustained shared thinking; How do the questions you ask help children with their sustained shared thinking?; Conclusion; References; 6 Inspiring early years science through role play; Introduction; What does role play offer?; The role of the adult in promoting scientific learning 327 $aConclusionReferences; 7 Exploring toys and other resources to inspire science in the early years; Introduction; The purpose of resources; Using toys and other resources effect ively; Toys for under standing the world; Something to think about; Messing about in science with balls; Messing about with mud; Messing about with magnets; Conclusion; References; 8 Using technology to inspire science in early years; Introduction; Technological innovation and expectations with young children; Using technology to enhance early science skills 327 $aTaking the innovative leap: ensuring optimum use of technology to enhance early years science 330 $aExplores the science inherent in good early years practice and provides ideas for early years teachers and practitioners. 606 $aScience$xExperiments 606 $aScience$xStudy and teaching (Elementary) 606 $aScience$xStudy and teaching (Primary) 610 $aScience 615 0$aScience$xExperiments. 615 0$aScience$xStudy and teaching (Elementary) 615 0$aScience$xStudy and teaching (Primary) 676 $a507.8 700 $aKelly$b Lois$01504862 702 $aStead$b Di 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910808909403321 996 $aInspiring science in the early years$93938709 997 $aUNINA