3۔ قتل خطاء
قتل خطاء کی مندرجہ ذیل دو صورتیں ہیں :
1۔ خطاء فی القصد فاعل (قاتل )کے قصد اور ارادہ میں خطاء اور غلطی واقع ہو جائے ۔ اس کی صورت یہ ہے کہ کسی شخص پر تیر یا فائر چلایا یہ خیال کرتے ہوئے کہ وہ شکار ہے مگر اتفاق سے وہ آدمی نکلا یا یہ کہ کسی شخص کو حربی کافر سمجھتے ہوئے نشانہ بنایا ، لیکن بعد میں معلوم ہو ا کہ وہ مسلمان ہے ۔
2۔ خطاء فی الفعل فاعل ( قاتل) کے فعل میں خطاء ہو جائے ۔ اس کی صور ت یہ ہے کہ کسی نے نشانہ پر تیر مارا لیکن وہ کسی اور آدمی کے لگ گیا (نشانہ چوک جانے کی وجہ سے)196۔
قتل خطاء کے احکام
﴿ وَمَا كَانَ لِمُؤْمِنٍ أَنْ يَقْتُلَ مُؤْمِنًا إِلَّا خَطَأً وَمَنْ قَتَلَ مُؤْمِنًا خَطَأً فَتَحْرِيرُ رَقَبَةٍ مُؤْمِنَةٍ وَدِيَةٌ مُسَلَّمَةٌ إِلَى أَهْلِهِ إِلَّا أَنْ يَصَّدَّقُوا فَإِنْ كَانَ مِنْ قَوْمٍ عَدُوٍّ لَكُمْ وَهُوَ مُؤْمِنٌ فَتَحْرِيرُ رَقَبَةٍ مُؤْمِنَةٍ وَإِنْ كَانَ مِنْ قَوْمٍ بَيْنَكُمْ وَبَيْنَهُمْ مِيثَاقٌ فَدِيَةٌ مُسَلَّمَةٌ إِلَى أَهْلِهِ وَتَحْرِيرُ رَقَبَةٍ مُؤْمِنَةٍ فَمَنْ لَمْ يَجِدْ فَصِيَامُ شَهْرَيْنِ مُتَتَابِعَيْنِ تَوْبَةً مِنَ اللَّهِ وَكَانَ اللَّهُ عَلِيمًا حَكِيمًا ﴾197
"کسی مومن کی شان نہیں کہ وہ کسی مومن کو قتل کرے لیکن غلطی سے ہو جائے تو اور بات ہے اور جو شخص کسی مومن کو غلطی سے قتل کر دے تو اس پر ایک غلام یا لونڈی کا آزاد کرنا ہے اور خون بہا بھی جو اس کے خاندان والوں کو دیا جائے مگر یہ کہ وہ لوگ معاف کر دیں اور اگر وہ ( مقتول خطا) تمہارے مخالف قوم سے ہے اور وہ خود مومن ہے تو ایک غلام یا لونڈی آزاد کرنا پڑے گا اور اگر وہ ایسی قوم سے ہے کہ تم میں اور ان میں معاہدہ ہے تو خون بہا بھی...
The hall mark of Shah Waliullah has been advocate moderation and the communal spirit of Isla shuns worldly attitude and abhors rejection of the wor and offers a middle path. There is no extremism in Isla and Shah Wali Ullah has preached the same. The juris the Sufis and the Muhaddisseen have taken up a differe line of thinking regarding "Tassawwuf" --- yet th essential spirit of Islam is the path of moderation. T spiritualism and physical world has to be kept in balance— with moderation and balance. It is this aspect of Sha Waliullah's writings that has been highlighted in th article.
The present study aimed in finding out leadership style of school principals, and the relationship of leadership
style flexibility and effectiveness with collective teacher efficacy and student achievement. It also focused on
finding out the differences, if any, between leadership style flexibility and leadership style effectiveness of
male and female principals, and the differences between collective efficacies of teachers working under
principals with different leadership styles.
The difference in achievements of students studying under principals following different leadership styles
was also examined. In total 19 null hypotheses were formulated. The population comprised Army Public
Schools and Colleges located in all the eleven regions throughout Pakistan. The sample taken was a population
sample. Data regarding school principals’ leadership style, style flexibility and style effectiveness were
obtained through the instruments of Leader Behavior Analysis (LBA-II Self and LBA-II Other). Data regarding
collective teacher efficacy were obtained using Collective Efficacy Scale (CE-Scale) and the data on student
achievement grade were obtained through results of students who appeared in the SSC annual examination
conducted by Federal Board of Intermediate & Secondary Education, Islamabad (FBI&SE) in the year 2008.
Parametric statistical techniques including correlation, t-test and ANOVA were used to analyze the data.
The key conclusions based on the descriptive and inferential statistical evidences of the study indicated that
there was consistency between the perception of school principals and their teachers regarding the
leadership style, style flexibility and style effectiveness of school principals. Participating was perceived as
the primary leadership style of the majority of school principals; Selling was the secondary leadership style,
while Delegating was perceived as the developing style. The school principals’ leadership style flexibility and
effectiveness were inversely related with each other as well as with collective teacher efficacy.
It was concluded that school principals’ leadership style flexibility was inversely related student achievement.
However, principals’ leadership style effectiveness and student achievement were positively related. Collective
teacher efficacy and student achievement were positively related, thereby concluding that more collective
teacher efficacy may result in higher student achievement. No difference was noted between collective efficacy
of teachers working under principals with different leadership styles. There was no difference observed
between achievement scores of students who were studying under principals following different leadership
styles.