ارتداد کی سزا کا معاصرانہ تنقیدی مطالعہ

This is not hidden from anyone familiar with Islamic laws, that in Islam the punishment for every person who enters the realm of Islam voluntarily and then turns away from Islam and returns to disbelief, is capital punishment (death penalty). From the earliest days of Islam, all the Companions, Followers, and all Islamic Jurists have improved the same, but at the end of the nineteenth century, many people who hated Islam refused to accept the punishment imposed by Islam due to various doubts. They have also challenged its legitimacy. As a result, two types of views on apostasy emerged. Some other scholars, at the endof the twentieth century, came with a third view on the punishment of apostasy. They neither deny the punishment of apostasy in general nor do they believe in it as the majority of scholars do. Therefore, in this article, we will briefly discuss these three types of views and their arguments, so that truth and falsehood become clear and no doubt remains in this matter.

Exploring Processes of Career Guidance and Counseling Practices in a Private Education Network in Karachi, Pakistan

Career Guidance and Counseling (CGC) practices of one of the private Education Network in Karachi, Pakistan is being reported and analyzed in this study. Education Network where this study was conducted comprises separate schools for students of Early Childhood Education and Development, Primary, Secondary, Higher Secondary and Graduation level. The network also has a separate teachers' professional development center. CGC services in this Education Network have initiated initially with Higher Secondary School (HSS) Students, which has been studied in this study. However, the Education Network has plans to spread CGC services to the whole network. In this regard, a complete plan of CGC services for Secondary School (SS) students has also developed by the Education Network. This plan is also presented in this report. CGC support that the Higher Secondary School (HSS) students are having in this particular network has many forms .The students are not only provided with occupational information through career seminars and publications but are also involved in the process of gaining practical exposure of different professions through internships and field visits. Moreover students' financial need in pursuit of higher education is being addressed through scholarships. In this study report, a detailed account of strategies through which network is able to provide CGC support to Higher Secondary (HSS) School students has been presented. The benefits of CGC services to students towards their career development, and challenging and supportive factors towards implementation of CGC services in the Education Network has also been highlighted in this study. Qualitative case study method was employed in conducting this study. The phenomenon was studied in depth, using multiple sources of data generation tools, like semi-structured interviews, observations and documents analysis. Findings of the study identified challenges students are facing in making career-related decision like National education system, family/community traditions, lack of occupational information, and lack of parental support are found to be some of the major challenges. These challenges are very much contextual in nature. The Education Network services found to be helpful in addressing needs of the students contextually, which is one of the key findings of the study. The reason for services art of most of the school systems in many of the developing countries, including Pakistan, is due to their costly nature. CGC services are expensive with regard to time, money and resources. Lack of human resources in the field is also a hindrance. However the Education Network is