سامی ادیان میں جانوروں کی حلت و حرمت کےمتعلق احکامات کا تجزیاتی مطالعہ

سامی ادیان میں جانوروں کی حلت و حرمت کےمتعلق احکامات کا تجزیاتی مطالعہ Dietary rules and regulations may govern particular phases of the human life cycle and may also be associated with special events. Dietary Laws are grounded into the religious thought, and anyone expects logical clarifications for the continuation and determination of these rules in light of the respective religious tradition. The Semitic religions: orthodox Jews, Christians and Muslims have undoubtedly directed their adherents about the foodstuff “meat” with particular terms and conditions. This study attempts to define the similarities and differences between Halal and Kashrut (Kosher) in the light of their religion's commandments. The study confined to the Holy Scriptures. A comparative approach has been applied to these dietary practices. Moreover, it was found that Halal constitutes a different dietary law (Shariah) than Kashrut and vice versa. Even though similarities are found but it does not permit for the statutes to be usually supposed as reflection of each other. This analytical work will provide theoretical orientation; make reference to relevant theoretical and empirical literature for adequate clarification and comprehension where needed. To avoid pointless details, only the verse number mentioned in footnotes and extracted commands are just mentioned in the article. Qualitative research methodology has been adopted about the dietary laws about animals in Semitic Religions.

Teachers Alternate Conceptions About the Concept of Physical Changes in Terms of Particulate Nature of Matter

The teaching of science has undergone many changes over the years depending on how the functions of science have been viewed. According to the constructivist philosophy children do not come to class with empty minds. They have rich ideas or conceptions about the world around them. These views often differ from the 'scientific view' and therefore are called children's alternative conceptions. In the same way teachers also possess alternate conceptions. Alternative conceptions (ACs) refer to children's and adults' understanding of a concept that differs in significant ways from the commonly accepted scientific understanding of that concept. The focus of the study was to explore alternative conceptions of science teachers of two government schools on the topic 'Physical changes in terms of particulate nature of matter' which was selected from the science textbook of class VII. Besides exploring teachers' alternative conceptions I also investigated the possible reasons for the existence of the ACs and their effect on childrens' learning. The sample of the study consisted of four science teachers and twelve of their students. Several tools were used in the study including, teachers' classroom observations; three questionnaires called ‘learning experience sheet’, ‘recalling experience sheet' and task sheet'; and in-depth interviews based on the Interviews-About-Instances' teachings. Classroom observations, learning experience sheets, task sheets and interviews helped me to explore both the teachers' and childrens' conceptions about the topic, possible reasons for then holding these alternate conceptions and possible effects of ACs on children's learning. Through this research I became more aware of the ways in which children perceived their teachers' alternative conceptions. The data indicated that teachers' alternative conceptions closely resemble those of children. The study data revealed that teachers' superficial learning is influenced by textbooks, daily life experiences, lack of hands-on activities, and the lack of ability to reflect upon their teaching.