احناف اور اقسام ِقتل
فقہ حنفی کی رو سے قتل کی پانچ اقسام ہیں جو کہ مندرجہ ذیل ہیں:
Issues of inheritance have been thoroughly maintained in the Holy Quran and Sunnah. As per these injunctions, the principle of AL’Aqrab fal’aqrab “the closest in kin” is to be observed. According to these principles, grandchildren, even though orphaned, have no right to inherit grandfather in the presence of direct children. On the other hand, section 4 of Muslim Family Laws, 1961 grants a share to orphaned grandchildren from the inheritance of his grandfather. Whereas, as per the constitution, no law can be enacted which is repugnant to the injunctions of the Holy Quran and Sunnah, now, whether the above mentioned section is in conformity with the injunctions of the Holy Quran and Sunnah or not is to be treated properly. If not, so from which perspective, it is repugnant to the Islamic Injunctions? These questions have been analysed critically in this paper and finally it has been concluded that section 4 of Muslim Family Laws Ordinance, 1961 contrasts with the injunctions as laid down in the Holy Quran and Sunnah.
This study concerns the use of mathematical talk in the teaching of mathematics. It looks at two teachers' pedagogical issues and how one of them translates ideas of classroom discussion into practice in mathematics lessons. Literature on group work which I had learned in the course of my M. Ed programme claimed that mathematical discussion enhances pupils' understanding of mathematics. So I planned to study these claims through the work of other teachers, Ms Husan and Mr. Rahim. The research study also considers aspects of mentoring experienced teachers and the resulting implications, and explores tensions and concerns which are a consequence of mentoring relationships. The research uses, extensively, classroom observation methods to investigate what happens as a teacher attempts to put into practice those ideas which were earlier negotiated in mentoring sessions. Data were collected by means of classroom observations (written notes about my perceptions of lessons), interviews with teachers and from teachers' diaries - written comments about lessons. Another source of data was my own personal reflections about what I saw and heard teachers doing and saying about their work. These personal accounts of what occurred, which I recorded in my reflective journal, constituted my perceptions of events. Mr. Rahim showed no interest in discussion-based methods of teaching. Although it might have been educationally sound for him to introduce changes in his pedagogy, he did not see classroom innovations as one of his immediate needs. Possibly he did not understand the objective of using group work as an instructional strategy. He was concerned about the impact of this strategy on his students. His biggest concern was time and completion of the syllabus. He lacked personal philosophy in the process of professional growth. He cited time constraints and school exams (end of year) as the major obstacles to implementing new ways of teaching. He, therefore, preferred to conserve his expository methods because they enabled him to cover a vast amount of the curriculum within short periods of time. Perhaps he took pupils' understanding of the subject matter for granted.