Thesis is composed of seven chapters, which consists of Introduction, recommendations, contents, objectives and goals. Bibliography (original and secondary sources), result of the research and proposals are placed at the end of the Thesis. First Chapter is titled as introduction of Islam and it consists of five sub-chapters and endnotes. I have described the different aspects of Islam according to the Quran, Hadith and opinions of different scholars (Jurisprudents). I have also described the view point of Imam Abu Hanifa regarding 'man (Faith) and Islam in the light of Teachings of Quran and Hadith. The arena of Islam, Economic affairs of Islam, Law of inheritance, Dawaah and Management of Islamic State has also been described in this chapter. The importance of the policy of Islam for maintaining the security of life, wealth and property of the people has also been highlighted in this chapter. Second Chapter is titled as Definition of Jihad, legality of Jihad, Merits and its classification and it consists of three sub-chapters and endnotes. In this Chapter, I have discussed under which condition, the Jihad, Qital (Killing) is permitted according to the Shariah and the opinion of Islamic Scholars (jurisprudents) has also been highlighted. Third Chapter is titled as Objectives of Jihad Conditions of jihad and its arena. It consists of four sub- chapters and endnotes. The scenario of Jihad, its appeal to the people, relation between Iman and Jihad, its objectives, and the strategy of Prophet's Wars have been discussed in this Chapter. Fourth Chapter is titled as Suicide, Extremism and Fundamentalism - In the light of Islam. It consists of three sub-chapters and endnotes. In this chapter, I have discussed comparatively religious fanaticism, committing suicide and suicide attack in the name of war and Jihad. After discussing these aspects, I have proved that Islam is a moderate religion. Fifth Chapter is titled as Introduction to Terrorism and it consists of four sub-chapters and endnotes. In
this Chapter, I have clarified the difference between Jihad and Terrorism, Origin of Jihad and its gradual
development and comparison of Jihad and Crusade.
Sixth Chapter is titled as Terrorism, its classification, reasons behind terrorism, its influence on Muslim
World. It consists of five sub-chapters and endnotes. In this Chapter statistics of terrorist attacks,
functions of different terrorist groups, relation of different intelligence groups behind the terrorist
groups and their evil tendencies, have been discussed.
Seventh Chapter is titled a Comparison of Jihad and Terrorism. It consists of four sub-chapters and
endnotes. Examples of toleration during/after Holy War and the fair and kind treatment extended to the
enemies have been described in detail. The highhanderness of the enemines and the cruel behaviour have
also been highlighted.
In the end recommendations have been made to the Government Organizations and Departments for
implementation of the findings of the Research Study.
جرم ضعیفی کی سزا مرگ مفاجات نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم بسم اللہ الرحمن الرحیم معزز اسا تذہ کرام اور میرے ہم مکتب شاہینو! آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’جرم ضعیفی کی سزا مرگ مفاجات ‘‘ صدرِذی وقار! انسان کو اللہ تعالیٰ نے اشرف المخلوقات پیدا فرمایا ہے، اس کے سر پرعظمت کا تاج سجایا ہے، اس کو مسجودِد ملائکہ بنایا ہے، خلافت کی عظیم ذمہ داری اسے سونپی ہے، اس کے دم قدم سے باغِ عالم میں بہار ہے، اسی کے سامنے جملہ مخلوقات سرتسلیم خم ہے، خونخوار درندے اور وحشی جانور اس کی تابع فرمانی میں مصروف ہیں۔ جنابِِ صدر! اگر انسان اپنی تخلیق کے مقصد سے آگاہ رہے، اپنے وجود کو اسی مقصد کے لیے مستعد اور تیار رکھے، اپنے اعضائے جسمانی میں مقصد کی تکمیل کے لیے تحریک پیدا کرتے رہے، قویٰ کومضمحل نہ ہونے دے، فکری اور شعوری قویٰ کو استعمال میں لاتا رہے، زندگی میں کسی لمحہ بھی افراط وتفریط کا شکار نہ ہو۔۔ تو صدرِذی وقار! اس کے تصورات و خیالات کو پاکیزگی مل سکتی ہے، اس کی تقریر اور وعظ میں تاثیر پیدا ہو سکتی ہے، اس کے سپر د کی گئی خلافت کی ذمہ داری میں نکھار پیدا ہو سکتا ہے، اس کے مقصد ِحیات کی تکمیل ہو سکتی ہے، اس کے خوابوں کو شرمندہ تعبیر کیا جا سکتا ہے، اس کے خیالات میں طہارت کے جلوے دیکھے جا سکتے ہیں۔ جنابِ صدر! زندگی مقصد حیات کے حصول کے لیے کدوکاوش کا نام ہے ، زندگی دوسروں کو زندگی کی خوشیاں بہم پہنچانے کا نام ہے ، زندگی محض حرکت کا نام نہیں ہے ، زندگی بڑوں کی عزت اور چھوٹوں پر شفقت کا نام ہے، زندگی سونے ، آرام کرنے اور خو ردونوش کا...
Cannibalism (Akl-e-Mayyet) refers to the act or practice of humans, eating the flesh or internal organs of other human beings i.e. Corpses. It is also termed as anthropophagy. A person who practices cannibalism is known as cannibal. In the recent past it was reported in the public media that two brothers from Bhakkar (Pakistan) were caught red handed practicing cannibalism. In the article under reference efforts have been made to highlight the status of human being from Islamic perspectve with special reference to their nourishment. This paper also emphasizes a critical study of the opinions of the Jurists regarding human cannibalism.
The purpose of this study was to explore the practices of implementing AKU-EB skill-focused English syllabus of Grade XII at two private higher secondary schools in Gilgit Baltistan. The major areas of investigation were the perceptions of the teachers and students about their understanding of the syllabus, teaching and assessment strategies, resources used in the language classroom, students' attitudes and the challenges encountered during the syllabus implementation. The study was conducted through the case study method within the qualitative paradigm. The data was collected through semi-structured interviews from four teachers and focus group interview from 12 students. Classroom observations were also conducted to triangulate the data. The research participants were selected through purposive sampling. The findings revealed that while implementing the AKU-EB English syllabus in grade XII, the teachers mainly focus on the four language skills (listening, speaking, reading and writing). While teaching, integration of these skills is productive for developing the language skills. All the strategies and activities are aimed at developing communicative competence in the students. For this purpose, Communicative Language teaching (CLT) approach is practiced to enhance language skills. The teachers encourage students-centered approach by conducting role plays, speech and debate competitions and dialogues so that the students get more chance to participate. Moreover, various resources and materials are used for practicing the four language skills. For instance, recommended books and library, online material, newspaper articles, magazines, novels, audio and visual aid are used for practicing the four skills. The data indicates that collaborative learning environment is encouraged through group and pair work. Furthermore it is identified that contrastive feedback is vital for enhancing the language skills. However, there were certain challenges for implementing the syllabus effectively such as difficulty in understanding the SLOs, the large number of students, students with weak English, and the lack of time. This study provides some recommendations for the system administration and examination wing that appropriate professional development training should be arranged for better implementation of the syllabus. Overall, English syllabus of AKU-EB is identified as productive towards developing communicative competence.