-اي
"فِي أَىِّ صُورَةٍ مَّا شَآءَ رَكَّبَكَ"۔ [[1]]
"اور جس صورت میں چاہا تجھ کو جوڑ کر تیار کیا؟"۔
Almighty Allah does not leave a person free that he does what he wants like animals, but Almighty Allah made some rules for human which must be followed and obeyed by the man. In the same way some rules are declared for eating and give permission for eating halal and forbid haram. Islam upholds the rights of animals to kind treatment and justice the same as it does for human being. Animals should not be abused or taken for granted. Allah has informed us that the animals are communities like human beings and have similar rights. This paper unfolds the truth that how the animals were deprived of their basic rights in the pre Islamic era and how Islam has laid down a complete code of their welfare. It puts forth the various important aspects of animal welfare in contrast with the modern industrial regulations regarding their lives, treatment, feeding, etc. Furthermore, this paper has been strengthened by the number of revelations from Quran and Sunnah and by the regulations from halal and non-halal industrial guidelines. In this article, the paper emphasis on describing the disparities of three divine religions regarding the use of organs, skin of animals, bones and highlight their procedures of making them safe and useable for mankind. This study will lead us to know that which divine religion is more applicable and provides cleanse food to their followers along with having the status of eternity strength among three.
Early childhood years are significant for the development of young children and for later life. Children’s school readiness is an integral part for their holistic development consisting of physical well-being, social and emotional development, cognitive and language skills, understanding of the world, mathematical skills, and creative arts and so on. Given the scarcity of empirical studies on early years of children’s school readiness transitioning to primary education globally and specifically in the context of Pakistan, this study sought to explore early childhood education (ECE) and grade I teachers’ perceptions regarding school readiness for children’s transition to private schools across Karachi, Pakistan. A cross-sectional survey was carried out within the quantitative research paradigm. A total of 275 (162 ECE and 113 grade I) teachers selected through stratified random sampling technique, participated in the study. To fulfill the purpose of the study, a contextually relevant tool was developed, based on six key learning areas stated in the National Curriculum for Early Childhood Education (NC for ECE) 2017 for school readiness. A descriptive analysis was employed and the non-parametric ‘Mann Whitney U test’ was applied to explore the differences or similarities between the ECE and grade I teachers’ perceptions. The findings of the study reveal that both ECE and grade I teachers highly regarded all the competencies stated in NC for ECE 2017, as fundamental for young children’s school readiness. The results of the comparisons between these two groups of teachers were not significant for all six key learning areas. Whereas one comparison was significant (p = < 0.014) for the competency within Basic Mathematical Concepts i.e. number operations. This implies that grade I teachers regarded number operations more important for children starting grade I as compared to ECE teachers. The results of the study show that the similarities and differences in teachers’ perceptions suggest that opportunity must be provided to ECE and primary teachers to meet together to discuss the NC for ECCE for its effective use and also for the vertical alignment of curriculum. The study recommends further research in this area, especially qualitative inquiry for an in-depth understanding of school readiness, its opportunities and perceived challenges in the context of private schools in Karachi, Pakistan.