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1۔ حدِ زنا

1۔ حدِ زنا
زنا کا لغوی و اصطلاحی مفہوم
زنا کثیر المعنی لفظ ہے ۔ اس کا ایک معنی ہے، عظیم ، بلند، چنانچہ ابن فارس تحریر کرتے ہیں
"الزاء والنون والحرف المعتل لا تتضايف، ولا قياس فيها لواحدةٍ على أخرى. فالأوَّل الزِّنَى، معروف. ويقال إنّه يمدّ ويقصر. یقال أبا حاضِرٍ مَنْ يَزْنِ يُعرَف زنَاؤُهُ ۔ "71
"زنا کا اصل زا ء اور نون اور آخر میں ی معتل ہے اس میں کسی اور چیز کا اضافہ نہیں ہوسکتا اور اس میں ایک کو دوسرے پر قیاس نہیں کیا جا سکتا ۔ اس میں پہلا مادہ زَنَی َ ہے اور یہی معروف ہے اور یہ مدہ اور قصر دونوں کے ساتھ پڑھا جا سکتا ہے جیسے کہا جاتا ہے کہ وہ ایسا بلند مرتبہ شخص ہے جس کا عظیم مرتبت ہونا مشہور ہے۔ "
زنا حرام کا م ہے اور عظیم گناہوں میں ایک گناہ ہے ۔ ابن قدامہ نے زنا کو عظیم اور بڑا گناہ کہا ہے
"الزنا حرام وهو من الكبائر العظام ۔"72
زنا کا ایک معنی ہے گھر والے سے بغاوت کرنے والی عورت ،جیسا کہ ابن منظور لکھتےہیں
"الزِّنا يمد ويقصر زَنَى الرجلُ يَزْني زِنىً مقصور وزناءً ممدود وكذلك المرأَة وزانى مُزاناةً وزَنَّى كَزَنى... والمرأَة تُزانِي مُزاناةً وزِناء أَي تُباغِي۔ "73
"زنا مدہ اور قصر کے ساتھ پڑھا جا سکتا ہے" زَنَى الرجلُ يَزْني زِنىً" یہ مقصور ہے اور "وزناءً " یہ ممدود ہے اور اسی طرح عورت کے بارے میں ہے کہ زانیہ عورت یعنی اپنے گھر والے کے حق میں بغاوت کرنے والی ہے۔ "
بغیر نکاح کے کسی غیر عورت سے ہم بستری کرنا زنا کہلاتا ہے اور امام راغب اصفہانی کے بقول زنا
"الزنا وطءُ المراۃمن غیر عقد شرعی۔ "74
"عقد شرعی کے بغیر کسی عورت سے ہم بستری کرنا ہے۔ "
اصطلاحی مفہوم یہ ہے کہ...

حياة نسيم حجازي ومكانته العلمية والأدبية في الأدب الأردي

Abstract: The article deals with the life and contribution ofNaseem Hijazi towards reconstruction ofIslamic thought through his historical novels in New Muslim generation. As a novel writer < Naseem Hijazi is regarded as one of thefinest writers of Urdu language especially in the later 20th century. Among his popular contemporaries were Ibn-e-Safh Saadat Hasan Manto< and Shqfiq-ur-Rehman< all having their particular line ofliterature. Naseem Hijazi is knownfor his potent and romantic description of history. There are only two writers prior to Hijazi who wrote history novels in Urdu: Abdul Haleem Sharar and Sadiq sardhunwi < but Hijazi’s writing is most credible in terms of historical description and accuracy. He exercised extra care to back his study of history by through research and to cite his sources whenever possible. Hijazi creates his powerful expression by blending this study of history with fairytale romanticism. The story usually revolves around characters who were related to< and shown present at the actual historical event that wishes tofocus on. Naseem Hijazi bases most ofhis work in Islamic history. In dealing with this history' he shows both the rise and fall of the Islamic Empire. This writer seems to have been inspired a lot by Allama Muhammad Iqbal's poetry. He tries, not very unlike Iqbal, to remind his readers of the lost glory of the Muslims and in a way inspire them to work with commitment to achieve lost glory in all walks of life. Naseem Hijazi has immensely influenced his readers both in and out of Pakistan. He has been one of the key sources of Islamist ideologies in Pakistan and worked as a key ideology and valour builder during the Soviet-Afghan War. Many Pakistani educated Youngsters throughout 1950s till today are believed to have been emotionally and ideologically inspired by his writings. He enjoys a very large reader base even after his death.

Implementing International Baccalaureate Diploma Programme in a Private School in Kenya

The International Baccalaureate Diploma Programme (IBDP) is a two-year programme offered to students between the ages of 16 years and 19 years, who are in their final years of school. The students have to do six subjects-three at the high level and three at the standard level. There are three cores: Creativity, action and service (CAS), Theory of Knowledge (TOK) and an extended essay, which contribute to the uniqueness of the programme. Although the programme originated in the developed countries, there is a growing awareness regarding the programme in the developing countries. This study sets out to explore how the process of implementing the IBDP is being carried out in a private school in Kenya. The study adopted a qualitative case study design with the IBDP as the case. In order to understand the case, there was interaction with various categories of people: administrators, the IB coordinator, teachers, and students. The data was collected over a period of six weeks through observation, interviews, document analysis, and informal discussions. All the interviews were audio-recorded. Observations were recorded in a field notebook, and a reflective journal was maintained where memos and reflections were written. The study revealed that strategic planning is extremely important in implementing a new programme. It was also found that the programme is quite demanding, and the teachers and the students should be given tremendous support. The students and the teachers feel that the programme is a good preparation for higher education. However, they pointed out that they were working under pressure due to the demands of the programme. They have adopted ways of coping with the challenges. There is a good monitoring and evaluation mechanism to help in the implementation. Professional development has emerged to be very crucial in the implementation of the IBDP. However, the timetable remains a hindrance to such professional development methods; as the help of a critical friend, clinical supervision, and the guidance of mentors. The school has taken some measures to ensure institutionalization and sustainability of the programme. In order to enhance the process of implementing the IBDP in the school, the study has come up with some recommendations such as the timetable overhaul to enhance professional development, and participatory monitoring and evaluation where all the stakeholders could be involved in different ways. Suggestions for further research in the area of the IBDP have also been given.
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