کسی شخص کی جان کے خلاف کوئی جرم ہوا ہو ، تو پوری مماثلت کے ساتھ قصاص لیا جا سکتا ہے۔ اس کی دو اقسام ہیں:
1۔جان کے بدلے جان کا قصاص
جان کو قتل یا ختم کرنے والے کو ویسی ہی سزا دیں گے ۔ ایک شخص نے دوسرے کا قتل کر دیا۔ آپ قصاص میں اسے قتل کر دیں، جیسا کہ ارشاد باری تعالیٰ ہے
﴿وَكَتَبْنَا عَلَيْهِمْ فِيهَا أَنَّ النَّفْسَ بِالنَّفْسِ﴾158
"اور لکھ دیا ہم نے ان پر اس کتاب میں کہ جان کے بدلے جان کا (قتل ہے) "
احادیث کی روشنی میں درج ذیل اعضاء کا قصاص لیا جائے گا۔ جان کے بدلے جان کا خاتمہ
"عَنْ أَنَسٍ: أَنَّ يَهُودِيًّا رَضَّ رَأْسَ جَارِيَةٍ بَيْنَ حَجَرَيْنِ، فَقِيلَ لَهَا: مَنْ فَعَلَ بِكِ، أَفُلاَنٌ أَوْ فُلاَنٌ،حَتَّى سُمِّيَ اليَهُودِيُّ، فَأَوْمَأَتْ بِرَأْسِهَا، فَجِيءَ بِهِ، فَلَمْ يَزَلْ حَتَّى اعْتَرَفَ، «فَأَمَرَ النَّبِيُّ ﷺفَرُضَّ رَأْسُهُ بِالحِجَارَةِ "159
" حضرت انس فرماتے ہیں کہ ایک یہودی نے ایک لڑکی کا سر پتھر پر پتھر رکھ کر کچل ڈالا ۔ لڑکی سے پوچھا گیا کہ تجھے کس نے مارا ہے ؟ فلاں نے یا فلاں نے ؟ جب اس کے سامنے یہودی کا نام لیا گیا تو لڑکی نے سر کے اشارے سے یہودی کی نشاندہی کی یہودی کو رسول اللہﷺ کی خدمت میں لایا گیا اس نے جرم کا اعتراف کیا ۔ اور آپ ﷺ کے حکم سے اس یہودی کاسر پتھر سے کچل دیا گیا ۔ "
2۔عضو کے بدلے عضو کا قصاص
قتل کرنے کے علاوہ کسی عضو کے کاٹنے پر بھی قصاص ہے۔اگر ایک شخص نے کسی کی ناک، کان کاٹا یا آنکھ نکالی تو بدلے میں دوسرے شخص کی ناک ، کان کاٹا یا آنکھ نکالی جا سکتی ہے،جیسا کہ ارشاد باری ہے
﴿وَالْعَيْنَ بِالْعَيْنِ وَالْأَنْفَ بِالْأَنْفِ وَالْأُذُنَ بِالْأُذُنِ وَالسِّنَّ بِالسِّنِّ وَالْجُرُوحَ قِصَاصٌ ﴾160
"اور آنکھ کے...
The learning of Arabic language like any other foreign language contains four main aspects; reading, writing, speaking and understanding while listening.[i] This learning process can be enhanced if the most appropriate Learning Strategy is used. In this paper the most appropriate Learning Strategy of Arabic Language is suggested. The course outlines for Arabic language are thoroughly studied and several professors and experts of Arabic Language from Pakistan, Egypt, Saudi Arabia and Sudan are interviewed. The author, who himself has vast experience in teaching Arabic language, also had the opportunity to sit in the Arabic language classes to observe various strategies and methodologies adopted by different professors while teaching Arabic. In this paper the time spent on teaching Arabic to the students is also discussed. The appropriate size of the class room i.e, the number of students in Arabic language class also matters in improving the quality of Arabic among the students. The matter of teaching Arabic in Arabic only or in the native language of the students will also be touched in here. As the time has changed and the world is moving ahead on a fast pace, it seems necessary to apply the “Direct Method” while teaching Arabic or any foreign language.[ii] This paper will shed light on what is meant by “Direct Method”. The idea of making the student sit and memorize the dry rules of grammar has become obsolete. The idea of telling the student what part of the phrase is subject or predicate, or what is object and what is a noun or verb, may come later. The idea of memorizing the bulk of new vocabulary in the beginning can also be postponed. Hence a paradigm shift is needed here while talking about the Methodology of Teaching Arabic Language, under the heading of “Direct Method”. [i] Muhammad Abdul Khaliq, Professor of Arabic and co-author of 'al-Arabia baina Yadaik'. The author of this research paper had a personal interview with him on 21.03.2014, in the Institute of Arabic Language, King Saud University, Riyadh, Saudi Arabia. [ii] This method is adopted roughly by some great scholars of Arabic language like Dr. V. Abdur Rahim who taught Arabic language for decades in the Islamic University of Madina, Kingdom of Saudi Arabia. The author was fortunate to meet with him many times and get benefitted from his experience. See for details: Abdurrahim, V. (1999), Arabic Course for English-Speaking Students, Leicester: UK Islamic Academy. See also: Abdullah, F. Ibrahim. (1999), Iqra Arabic Reader. Chicago: Iqra International Educational Foundation. Moreover see: Fawzan, Abdurrahman and others. (2004), Al-Arabia Baina Yadaik, Riyadh: Ministry of Education.
This study is two pronged. Firstly, it analyses the recorded seismic data in order to ascertain the nature of seismogenic sources. Secondly, it focuses on the development of an empirical attenuation relationship for the study area (northern part of Pakistan). The analysis of seismic data demonstrates that the area has substantial potential to generate frequently low to moderate seismicity originating from relatively shallow crustal depth. The magnitude (ML) of the major earthquakes included in this study ranged 5.0-7.0. The Kohat (ML= 6.0), Astor Valley (ML= 6.2) and Kaghan Valley (ML= 5.6) earthquakes collectively inflicted around 100 fatalities, left 250 people injured and made around 2000 people homeless. However, Fatehjang (ML= 5.3) and Mangla (ML= 5.0) earthquakes caused no human casualty. Focal mechanism solutions of the Kaghan Valley and Kohat earthquakes suggested that the earthquakes were predominantly due to thrust faults, striking NNW-SSE and E-W, dipping 510 and 200 towards NE and N respectively, with minor strike slip component. The solutions agreed well with the nature of seismogenic sources. Similarly, fault plane solution indicated that Mangla earthquake was also owing to thrust, striking E-W and gently dipping towards N. In contrary, focal mechanism solutions for Astor Valley and Fatehjang earthquakes demonstrated that these earthquakes were caused by normal thrust faults, striking NE-SW and NNW-SSE, dipping 620 and 510 towards NW and NE, respectively. The solutions did not match with the nature of the faults causing these earthquakes. However, more seismic data are required to find a plausible explanation of that mismatch. The intensity maps of these earthquakes indicated intensity (MMI) in the range of V-VIII. The Muzaffarabad earthquake of magnitude (ML) 7.0 was however extremely devastating. Death toll was around 75000, injured people were 100,000 and around four million were displaced. Post earthquake seismicity included 6330 earthquakes within first month, 296 of which had magnitude (ML) greater than 4.0. Aftershocks were distributed over a length of 120 Km and were mostly concentrated in the northern extent of the Kashmir Thrust. Focal mechanism solutions demonstrated that Muffarabad earthquake was predominantly due to thrust, striking NNW-SSE and steeply dipping NE, with minor strike slip component. The solutions coincided well with slip nature of Kashmir Thrust. The intensity map showed remarkably high intensity up to XI. An attenuation relationship was developed for the study area. A comparison of peak ground acceleration (PGA) values assimilated by using newly developed relationship and observed PGA values for earthquakes of 7.6, 6.4 and 5.0 magnitude showed a good agreement between the observed and assimilated PGA values. However, new relationship slightly overestimated the near field PGA values for earthquakes of magnitude 7.6. This discrepancy may be due to the possible site nonlinearity effects and dearth of near field high quality strong motion data, especially pertaining to earthquakes of greater magnitude. Likewise, a comparison of PGA values predicted by the new relationship and other relationships with observed PGA values for earthquakes of 7.6, 6.4 and 5.0 magnitude demonstrated better fit between the observed PGA values and values assimilated by the new relationship. This suggested the viability of newly developed attenuation relationship to predict peak ground acceleration for earthquakes of wider range magnitude and longer source to seismic station distances.