ذبح سے پہلے عمل تدویخ اور معاصر فقہی تحقیقات

Stunning is the process of rendering animals immobile or unconscious, with or without killing the animal, when or immediately prior to slaughtering them for food. In modern slaughterhouses a variety of stunning methods are used on livestock. Methods include: Electrical stunning, Gas stunning, Percussive stunning. There are three opinions of Islamic scholars about stunning. Those scholars; who do not allow stunning at all; are of the view that the method of rendering animals unconscious before slaughter is against the shairah method and Sunnah, and it is Makrooh e Teḥreemi. Before slaughtering, if an animal died due to stunning, then that animal is carcass and is not allowed to be eaten. But, if before slaughter, ḥayat e Mustaqirrah is present in animal and it is slaughtered in that condition then it is permissible to eat it. Certain scholars allow stunning in certain situations with some terms and conditions. The decisions of Mjam e Faqhiyyah of modern age are also based on conditional permission. Moreover, Mufti Muḥammad Taqi Usmani, Dr. Wahabah  Zoḥaili and Abdul Aziz Bin Baaz agree with conditional permission, while some other scholars allow all types of stunning without any condition; Mufti Muḥammad Abduho and his pupil Allamah Rasheed Raza Miṣri agree with later opinion.

An Evaluation of Teaching of Chemistry at Public Secondary Schools in Pakistan

This mixed study evaluated the professional teaching of chemistry through learners’ perspective against the criteria of B.Ed at public secondary schools in Pakistan regarding eight aspects: general professional teaching skills, lesson planning, teaching methods, audio-visual aids, students’ classroom activities and formative assessment, and course coverage of theory and practical. I collected quantitative data through self-developed questionnaire of 70 items using stratified sampling of 350 students from boys-only, girls only, boys in co-education, and girls in co-education across rural and urban schools; however, qualitative data involved 20 students’ semi-structured interviews. A panel of experts and pilot testing refined the tools. The overall Coronbach’s alpha stood at 0.9 and 0.8 for professional teaching and test-items respectively. Descriptive statistics, multiple regression, correlation, independent samples t-test, and ANOVA analyses revealed the failure of existing professional teaching of chemistry. The qualitative thematic analyses and triangulation confirmed it: Dictation of questions and answers as dominant teaching method, and constantly locked science laboratories and equipments emerged as the major themes. Laboratory experimentation, audio-visual aids, chemistry theory, and teaching methods strongly predicted students’ test-scores with 41.7% surety. However, demographic variables: Students’ favorite subject, home study, parents’ income, and students’ gender weakly predicted learners’ test-scores. Independent samples t-test and ANOVA analyses revealed that EVALUATION OF TEACHING OF CHEMISTRY 2 students devoting more time to home-study and tuition, especially in natural sciences, and students’ from separate schools for gender, and parents with higher earning and rank got significantly different test-scores; however, gender and parents’ education had no significant differences. I presented feasible and realistic recommendations to the concerned stakeholders. Key words: evaluation, chemistry, professional training, teaching, secondary schools