حد ودکی اقسام
حدود کو مندرجہ ذیل دو حصوں میں تقسیم کیا جاتا ہے:
1۔معاملات میں حدود
اس قسم میں معاشرت ، معیشت ، نکاح، طلاق، کھانے پینے ، رہن سہن اور دیگر معاملات میں حدود مقرر کی گئی ہیں جیسا کہ علامہ زبیدی لکھتے ہیں
"فَحُدُودُ اللّهِ عزّ وجلّ ضَرْبَانِ ضَرْبٌ منها حُدودٌ !حدَّها للنّاسِ في مَطَاعِمِهم ومَشارِبِهم ومَنَاكِحِهِم وغيرها ممّا أَحَلّ وحَرَّم"۔ 58
"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 ۔ "
قرآن مجید میں انہی معاملات کے بارے میں آیا ہے، جیسا کہ اس آیت مبارکہ میں حرام مال کا تذکرہ کر کے اسے کھانے سے منع فرمایا جا رہا ہے :
﴿ِ إنَّ الَّذِينَ يَأْكُلُونَ أَمْوَالَ الْيَتَامَى ظُلْمًا إِنَّمَا يَأْكُلُونَ فِي بُطُونِهِمْ نَارًا وَسَيَصْلَوْنَ سَعِيرًا۔ ﴾59
"بے شک جو لوگ یتیموں کا مال ناجائز طور پر کھاتے ہیں وہ اپنے پیٹوں میں آگ بھرتے ہیں اور دوزخ میں ڈالے جائیں گے۔ "
اس آیت مبارکہ میں نکاح کے بارے میں فرمایا کہ اپنی ماں سے نکاح نہیں ہوتا۔
﴿وَلَا تَنْكِحُوا مَا نَكَحَ آَبَاؤُكُمْ مِنَ النِّسَاءِ إِلَّا مَا قَدْ سَلَفَ إِنَّهُ كَانَ فَاحِشَةً وَمَقْتًا وَسَاءَ سَبِيلًا۔ ﴾60
"اور جن عورتوں سے تمہارے باپ نے نکاح کیا ہو ان سے نکاح مت کرنا مگر(جاہلیت میں ) جو ہو چکا (سو ہو چکا) بے شک یہ نہایت بے حیائی اور (اللہ کی) ناخوشی کی بات تھی اور بہت برا طریقہ تھا۔ "
2۔ عقوبات میں حدود
ایسی سزائیں جو اللہ اور اس کے رسولﷺ نے بعض جرائم پر مقرر فرمائی ہیں۔ یہ حدود کی دوسری قسم ہے۔ ان عقوبات سے متعلق ابن منظور تحریر کرتے ہیں
"والضَّرْب الثانِي عُقوباتٌ جُعِلَتْ لمنْ رَكِبَ ما نَهَى عنْه ، كحَدّ السّارِق"61
"دوسری وہ...
Introduction: Student satisfaction, academic performance, and learning effectiveness have all been related to the educational environmental perceptions in medical institutes. Students' opinions of their educational environment might help medical schools discover impediments and opportunities to improve student learning. Objective: To evaluate student perception related to current traditional and integrated learning methodologies in the Gomal Medical College Dera Ismail Khan. Methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was provided to students of Gomal Medical College Dera Ismail Khan after approval from the institute. One hundred and sixty-one students out of 190 returned the questionnaire. The data was analyzed with SPSS 27.0. All questions were evaluated on a 5-point Likert scale. Results: The mean age of the students was 21.34±1.73 years. There were 89 (55.34%) males and 72 (42.66%) female students. The mean DREEM score among the students was 116.15±3.73. The highest score among the students was 153 and the lowest score was 42. The scores were higher among males than females. Conclusion: The students were more positive and self-assured. Students had a more positive attitude toward teachers, the learning environment, and the atmosphere. However, they were lacking in social perceptionrequiring attention. KEYWORDS: Dundee Ready Educational Environment Measure, educational environment, medical institutes, perception
Naturally, every individual strives for getting satisfaction and to avoid negative outcomes. A future oriented fear of a sort without avoidance refers to anxiety, which, in its mild state acts as a source of motivation, however, it may lead to malfunctioning in its severe form. The present study aimed to investigate the prevalence of anxiety among the students at university level and to find out its influences over academic performance. The study also focused on the major causal factors or correlates of anxiety among university students. Few researches have been carried out on anxiety as a vital psychological aspect of academic performance and to analyze its causal factors among university students, specifically in Pakistan. The main objective of the study was to determine the anxiety levels of university students and to compare it with their academic grades in the last exam. The study was significant as its findings and conclusions may support the university teachers, administrators and examination conducting authorities to adopt appropriate strategies for teaching and evaluation, while keeping in view the anxiety levels of students. It also seems helpful for university students to overcome academic dysfunction caused by severe anxiety. To achieve the stated objectives, the master level students of 16th grade of University of Peshawar, Khyber Pakhtunkhwa, Pakistan were selected out of which thirty percent (proportionate) sample from 32 postgraduate departments of all of the six faculties, for the session 2011-12 was taken. The total number of students taken was758, (n=758), including 442 males and 316 females. The research involved a descriptive non-experimental correlation design. The anxiety levels of students were determined through the standard self-report mechanism by applying the Beck Anxiety Inventory (BAI). The academic grades in the form ofxv percent score in the last annual examination were taken and compared among the university students having anxieties of high and low level. The data collected was tabulated, analyzed and interpreted through SPSS v.19, by using means, percentages and Pearson’s product moment correlation coefficient (r). The causal factors of anxiety among university students were determined through academic, environmental, social and future oriented correlates. On average, the students with high and low levels of anxiety were found with a ratio of 40 to 60, respectively, while the students with high and low academic grades were found with a ratio of 65 to 35, respectively. The study concluded with an inverse relation between anxiety and academic grades of university students (r=-0.38) and the academic correlates were found to be the only causal factors of anxiety among the university students. Finally, discussions were made and hierarchic suggestions were presented to optimize the severe anxiety among university students to ensure better academic performance.