2۔ دیت تغلیظ
دیت کو زیادہ سخت بنانا ، اس میں زیادہ شدت اختیار کرنا ۔ قتل عمد کی دیت میں شدت اختیار کرنا ۔ امام مالک ؒ کےمطابق باپ کا اپنے بیٹے کے قتل کی صورت میں دیت مغلظ ہو گی یعنی اونٹوں کی صور ت میں دیت یہ ہو گی ۔ تیس حقہ ، تیس جذعہ ، چالیس خلفہ ۔ سونے اور چاندی کی صورت میں ان اونٹوں کی قیمت میں اور عام دیت میں جو اونٹوں کی قیمت کا فرق ہے دیت مغلظہ میں شامل ہو گا ، مثلاً اگر دیت خفیفہ کے اونٹوں کی قیمت چھ سو درہم ہے اور دیت مغلظہ کے اونٹوں کی قیمت آٹھ سو درہم ہے تو یہ زائد دو سو درہم سونے یا چاندی کی صورت میں ادا کی جانے والی دیت میں شامل ہوں گے ۔ 167
امام احمدؒ کے نزدیک دیت میں تغلیظ کے تین اسباب ہیں : حرم میں قتل ، اشہر حرام میں قتل اور محرم کا قتل ۔ ان کے نزدیک تغلیظ کا طریقہ یہ ہے کہ ان ہر تین اسباب میں سے ہر سبب کی موجودگی میں ایک تہائی دیت زائد ہو گی اور اگر تینوں اسباب جمع ہو جائیں تو دو دیتیں لازم ہوں گی۔ "168
3۔ وہ زخم جہاں مکمل مماثلت کے ساتھ قصاص ممکن نہ ہو صرف دیت دی جائے گی۔ انہیں ارش بھی کہتے ہیں۔ اس کی مندرجہ ذیل تین اقسام ہیں :الف) شجہ ، ب)جائفہ اور ج)غیر جائفہ۔
Muḥadithīn have played a dynamic role in the preservation and compilation of Ḥadīth of the Prophet (SAW). Among them the contribution of Imam Bukhārī is unavoidable and remarkable in the field of Ḥadīth and its sciences. Since, he is known “Hafiz and Compiler” and considered as “Imam” and “authority” in the field of both higher and lower criticism. His book "Al-Tārīkh al Kabīr" (08 volumes) is considered as one of the ancient books in field of Ḥadīth and its sciences. This paper aims to describe the methodology of Imam Bukhārī in Al-Tārīkh al Kabīr. He described the biography of thirteen thousand seven hundred and seventy nine only (13779) in alphabetic order. Although his methodology was to mention names of the narrators alphabetically, but in respect with the Prophet (SAW), he gave place to eleven narrators among the companion whom names were started with the names of “Muhammad”. In the Methodology of Imam Bukhārī (RA), it is found that either the narrators are rejected or given authenticity, on the basis of not only his own examinations but he relied on the sayings of other Muḥadithīn as well. It is also pertinent to mention that he awarded degree to a little number of the narrators while left over most of the narrators undecided, because the main objective of the book was to portray the biographies of the narrators rather to make analysis of all the narrators.
This study sets out to answer three questions: 1. What factors hinder or facilitate the implementation of cooperative learning in schools in Pakistan? 2. What process is involved in teachers integrating cooperative learning into their existing repertoire? 3. What student outcomes result from teachers using cooperative learning in their classrooms? The study was conducted in a private school in Karachi. Four teachers - two primary and two secondary participated in the study. The Johnson & Johnson "Learning Together" model of cooperative learning was the instructional strategy implemented and coaching was used to help teachers internalize the instructional change. The study revealed that, besides the problems that could occur with the implementation of any new instructional strategy, there are obstacles to the implementation of cooperative learning that are peculiar to the strategy itself because they come in conflict with teachers' beliefs, values and attitudes about teaching and learning. It is argued that unless researchers attend to such beliefs and the educational practices that are shaped by them, they will be stymied in their attempts to implement cooperative learning. The study further reveals coaching as probably the most critical support process required for teachers to internalize instructional change, that expert coaching may be necessary during implementation and that considerable infrastructural modifications are necessary to embed peer coaching in the school culture. Positive changes were noted by teachers and students alike in such things as the students' understanding of subject matter, interpersonal relationships and students' self-esteem and self-confidence.