فقہ اسلامی میں قسامت کا تصور

Islam lays great emphasis on security and the sanctity of human life. The holy Quran terms killing of an innocent person as killing of the whole humanity. It prohibits unjust killing of human being in unequivocal terms. The holy Qur’an and Sunnah terms killing of an innocent person as one of the greatest sins. An eternal torment is the destiny of a killer who takes life of a person unjustly. However, it is also a bitter fact that hardly   a crime free society could be found   anywhere in the world. Peace prevails only in those societies where culprits are brought to justice. This is why Islamic penal code has prescribed punishments for all kinds of crimes. It has prescribed punishment of Qisâs in case of intentional murder and Diyat (blood money in case of killing of a person by mistake, it is also due in case if remission is made by the heirs in intentional murder case). To prove the crime of murder, testimony of two reliable witnesses or confession of the killer is required before the court. However, if a corpse is found in a place where killer is unknown and witnesses are unavailable,    then Islam enjoins the process of Qasâmah to safeguard rights of the heirs of the deceased. Qasâmah is a process of taking oath by fifty persons selected by the heirs of the slain. In this article the concept of Qasâmah has been elaborated. It  has three parts , in the  first part conditions for the validity of  Qasâmah has been elaborated, while in the second part its process has been discussed with elaborate opinions  of jurists  regarding taking of  oath, as some of them opine that  the  heirs of the slain  have to take oath, mentioning name of the killer,   while others say  oath will be taken by the defendants that they  didn’t kill him, Both these opinions  have been discussed by producing arguments of  the both sides. While in the third part the issue of Qisâs and Diyat has been discussed as according to some jurists the Qasâmah entails Qisâs while other say that it entails Diyat only; arguments of both sides have been discussed in detail.

Adaption of Technology Acceptance Model for Technology Enhanced Learning: A Meta-Model for Application in Heis

With the rapid development of information and communication technologies, academic explorations into factors influencing acceptance of technology systems have been actively pursued. Thereby, many variants of the technology acceptance model were proposed and validated in various contexts involving a widespread application of the model, specifically in studying acceptance and use of e-learning systems. In the context of e-learning adoption, commonly used external factors of Technology Acceptance Model (TAM) are “self-efficacy”, “subjective norm”, “enjoyment”, “computer anxiety” and “experience”. Previous research on e-learning technologies have further explored the effect of these external factors on two primary constructs of TAM which are “perceived ease of use” and “perceived usefulness”. Although engagement of students with e-learning systems has revealed improvement in learning, the role of previously used external factors like computer anxiety, experience and selfefficacy needs to be re-examined for the modern digital native learners who have grown up in sophisticated technological environment. Therefore, factors like “results demonstrability”, “perception of external control”, “system accessibility” and “attitude” considered relevant to digital learners and were identified and used in the proposed model. These additional factors augmented the previously identified factors like “subjective norm”, “enjoyment” and “self-efficacy” for studying their influence on students’ behavioral intention to utilize e-learning systems. This research utilizes a cross-sectional design and data was collected from 437 undergraduate students from three academic programs using a self-administered questionnaire. Structural equation modeling technique was used to test the interrelationships between the constructs of proposed model. Mediating effects of model variables and moderating effects of gender, experience and type of institution on behavioral intention to use e-learning systems were also studied. The primary contribution of this research is an extended technology acceptance model based upon external factors relevant to digital learners, which identifies key predictors of student’s perceived ease of use and student’s perceived usefulness of e-learning systems. The research findings have significant theoretical and practical significance for researchers and academic practitioners. The proposed model will be useful in predicting behavioral intention to use e-learning systems by digital learners and will generate additional future research in other contexts and cultures with an aim to design and adopt e-learning systems that seek wide acceptance among students in universities.