حد کا اصطلاحی مفہوم
ایسے امور جن کی حلت و حرمت اللہ تعالیٰ نے خود بیان فرما ئی ہے اور ان سے تجاوز کرنے سے منع فرما دیا ہے۔ یہ امور " حدود اللہ " کہلاتے ہیں۔ اہل علم نے حد کی اصطلاحی تعریفیں مندرجہ ذیل بیان کی ہیں:
ایسے کام جن کی حلت و حرمت اللہ تعالیٰ نے بیان فرمائی ہو، جیسا کہ ابن منظور افریقی تحریر کرتے ہیں
"وحُدُود الله تعالى الأَشياء التي بيَّن تحريمها وتحليلها وأَمر أَن لا يُتعدى شيء منها۔"8
"حدود اللہ سے مراد ایسی اشیاء ہیں کہ جن کی حلت و حرمت اللہ تعالیٰ نے بیان فرما دی ہے اور یہ حکم دیا ہے کہ ان سے آگے نہ بڑھا جائے۔ "
علامہ زبیدی ؒ (م:1205ھ)حدود کی اقسام اور اس کا مفہوم بیان کرتے ہیں
"فَحُدُودُ ا الله عزّ وجلّ ضَرْبَانِ : ضَرْبٌ منها حُدودٌ!حدَّها للنّاسِ في مَطَاعِمِهم ومَشارِبِهم ومَنَاكِحِهِم وغيرها ممّا أَحَلّ وحَرَّم،وأَمَرَ بالانتِهَاءِ عمّا نَهَى عنه منها ونَهَى عن تَعَدِّيهَا ، والضَّرْب الثانِي عُقوباتٌ جُعِلَتْ لمنْ ركِبَ ما نَهَى عنْه ، كحَدّ السّارِق۔"9
"حدود اللہ کی دو اقسام ہیں: ایک تو ایسی حدود جو لوگوں کے لیے ان کے ماکولات ، مشروبات اور مناکحات وغیرہ میں بسبب حلال اور حرام متعین کی گئی ہیں یہ ان اشیاء سے رکنے کا سبب ہیں جن سے تجاوز کرنے سے روکا گیا ہےاور دوسری قسم وہ سزائیں ہیں جو ممنوع کام کرنے والوں کو دی جاتی ہیں جیسا کہ چور کی حد ۔ "
امام سرخسی ؒ (م:483ھ)حد کی اصطلاحی تعریف کرتے ہوئے لکھتے ہیں
"في الشرع الحد اسم لعقوبة مقدرة تجب حقا لله تعالى ولهذا لا يسمى به التعزير لأنه غير مقدر ولا يسمي به القصاص لأنه حق العباد وهذا لأن وجوب حق العباد۔"10
"شریعت میں حد اس مقررہ سزا کا نام ہے جو بطور حق اللہ...
This is the well-known fact that ebadat are the most important articles of Islam. Ebadat bring many spiritual and material benefits to worshipers (Muslim), and this included peace of mind and satisfaction of heart. This point is discussed in this article in detail with reference to the relevant verses of Quran and Prophetic Sunnah in the light of Tafaseer perspectives. A person who bow to Allah Almighty sincerely, he offers prayers in time and pay Zakat to get the Will of Allah, he becomes a great man who is blessed with peace of mind as being agree in every condition with believing in Allah SWT being as satisfaction for him and makes him free from mental tension and anxiety. In the view of Quran e Kareem, the main reason for giving details of the rewards and benedictions of the Paradise is to develop satisfaction within the hearts of the worshipers. It is observed that only the way of attaining real peace of mind and satisfaction of heart is to be punctual and regular in offering prayers and paying zakat sincerely realization in the true sense.
School and education are the major parts in the life of a student. School plays a leading role to enhance the quality of education. The quality of education is generally measured in the form of a student‘s achievement. The concept of a student‘s achievement depends on the various factors from home to school as has been investigated by previous researches. The concept of students‘ achievements depends on school-affinity that should also be very strong. The current study aims at examine the relationship between schoolaffinity and academic achievement of students at secondary level. For this purpose, an indigenous School-Affinity Scale (SAS) was developed to measure the relationship between school-affinity and its academic achievement. The principal component of analysis (PCA) of school-affinity scale propounded by Varimax reveals six factors of school-affinity which are affinity with; teacher''s personality and profile, school status, affinity with school as a result of school records, peer-group, co-operative learning activities and school management. A standardized procedure was adopted to develop and translate the scale through two phases: Urdu and English version. The psychometric properties yielded SAS a reliable and valid measure. The alpha reliability for the total scale was 0.85. After the finalization of research tool, nine of the items which were not clustered on any factors (item loadings < .35) were excluded from the scale and finally SAS was retained with 31 items. After this, the questionnaire was administered to the students of 1,040 secondary schools of public and private sectors. Multi-stage random sampling technique was selected to choose sample for the study. To collect data, 1,040 schools were selected from 130 selected Tehsils of Punjab province. Questionnaire was administered (irrespective of their gender, discipline and rural and urban divide, belonging to public and private sector of secondary schools) to the students of 10th class by all the Boards of Intermediate and Secondary Education (BISEs) in 2015. Collected data with coding scheme of Likert rating scale of 4-point ranging from strongly disagree (1) to strongly agree (4) was put into SPSS, Version 20. Relationship of school-affinity and demographic variables on academic achievement of students at secondary level were calculated by the use of bivariate factors of Pearson Correlation coefficients at the significant level of 0.05 and 0.01. Independent samples t-test and one way ANOVA followed as a post–Hoc Tests by Bonferroni was used in multiple comparisons. Findings reveal that there is a significant relationship among the subscales of school-affinity and academic achievement. However, it is found that school management has no significant difference with academic achievement of students at secondary level. It was also concluded that demographic information of respondents also played a major role to improve the academic achievement of secondary school students. The current study also suggested further investigations of other school factors that influence the academic achievement of students.