حد الزاني البكر و المحصن

Islam is a complete code of life and it provides complete guidance in every field of life. Islamic law provides protection to the human wisdom, race and respect. Spiritual purity, sacred heart and environmental cleanliness, is one of the important persistence of Islamic sharia. Every act which leads us towards ignorance, contradiction, ambiguity and vulgarity is prohibiting in human societies. Zina has destroyed the spiritual values of individuals, families, societies and even nations. This ruthless deed is not only prohibited and sentenced in Islam, but also rather detested by other heavenly religions as well. Without discrimination of any religion, many scholars considered this hated act as the source of unrest and anarchy. Physically, ethically, medically, socially and even religiously zina has infinite hindrances in the society. Islam has provided various teachings and precautions to shun from this major sin for the protection of greatness and superiority of humanity. One of the important teachings is punishment for committing this sin, which is known as “Hadd” in Islamic sharia. In the current book, the punishments of married and unmarried (Fornicator) zani have been described in the light of Sunnah and Quran. The important purpose of Qisas and Hadd is the correction of societies, protection of life, respect and wealth, not the humiliation of people. To punish the criminals is the source of rectification for others.

Secondary School Science Teachers’ Conceptions About the Nature of Science

The nature of science (NOS) is an important area in teaching and learning science. Teachers’ conceptions of the NOS have a direct influence on their classroom teaching and thus influencing the students’ conceptions. Therefore, “exploring teachers’ conceptions about the NOS” is considered as one of the important areas of research in science teaching and learning process. This study aims to investigate secondary science teachers’ conceptions about four selected aspects of NOS, which are, empirical nature of science, tentativeness, scientific theories and laws and scientific method. It was a qualitative exploratory study and conducted in a private school in Karachi on a sample of three science teachers. Data was collected using a questionnaire, interviews and classroom observations. Two types of research tools, Views of Nature Of Science (VoNOS) and Nature Of Science Research Protocol (NOSRP) were employed to collect data. For data analysis each participant was considered as a separate case and data obtained through questionnaires, interviews and classroom observations were used to develop three separate cases. These cases are cross cased to compare and contrast the three participants’ views about four selected aspects of NOS. The findings revealed that teachers possessed mixed views about the empirical NOS and tentative NOS. Similarly, these teachers possessed inadequate conceptions about scientific theories and laws and scientific method. Furthermore, it also became evident that teachers did not translate their NOS conceptions in their classroom teaching in an explicit way. Their teaching, however, sometimes reflected NOS teaching in an embedded form. These findings have implications as they may provide practical and contextual information about teachers’ conceptions and their classroom practices related to NOS. The findings may help teacher educators and professional organizations in designing science teacher programs that may address the component of NOS.