قدیم فرقے
باب ہفتم کے اہم نکات
- یہودی فرقوں کا تعارف و ابتدا۔
- یہودی فرقوں کے عقائد۔
- یہودی فرقوں کی کتب مقدسہ۔
- یہودی فرقوں کا تقابل۔
- یہودی فرقوں کا نظریہ اسرائیل۔
- یہودی اداروں کا تعارف۔
- عصر حاضر میں یہودیت کا ارتقا۔
یہودیت میں تاریخ کو بنیادی حیثیت حاصل ہے تاہم جس بے کسی کی زندگی یہودیوں کا مقدر رہی ہے اس سے ان کی تاریخ کا ہر گوشہ متاثر ہوا ہے۔ یہودی فرقوں کی تاریخ کو بھی اس ضمن میں استثنا حاصل نہیں ہے۔ نیز فرقوں کی تقسیم کے بیان کرنے میں بھی یہودی مؤرخین منفرد مزاج کے حامل ہیں، مثلاً پرانے وقتوں میں بارہ یہودی قبائلشمالی اور جنوبی ریاستوں میں بٹ گئے تھے۔ شمالی ریاست میں بتوں کی عبادت کو رواج دیا جانے لگا تھا۔ اول سلاطین میں اس حوالے سے آیا ہے:
۔۔۔ یُربعام نے سو نے کے دو بچھڑے بنوائے۔ بادشاہ یربعام نے لوگوں سے کہا، 'تمہیں یروشلم کو عبادت کے لئے نہیں جانا چاہیے اے اسرائیلیو! یہی سب دیوتا ہیں جو تمہیں مصر سے باہر لائے۔ بادشاہ یُر بعام نے ایک سونے کا بچھڑا بیت ایل میں رکھا۔ اس نے دوسرا سونے کا بچھڑا شہر دان میں رکھا لیکن یہ گناہ عظیم تھا۔ بنی اسرائیلیوں نے بیت ایل اور دان کے شہروں میں بچھڑوں کی پرستش کر نے کے لئے سفر کیے لیکن یہ بہت بڑا گناہ تھا۔[1]
شمالی ریاست نے نہ صرف ایک خدا پر یقین کے عقیدے کو بدل ڈالا اور دو بچھڑوں کو معبود بنا لیا۔ ان واقعات کو ایک نئے فرقے کی شروعات کے طور پر دیکھا جا سکتا ہے اس کے برعکس یہودی محققین نہ صرف ان عوامل کو بلکہ موسیؑ، داؤدؑ...
Psychological morbidity is emerging as animportant issue for medical students after entering clinical training due to extensiveworking hours. Students find themselves unable to balance competing demands on their time and cannot allocate appropriate time to family, spouses and even to themselves; this leads to complaints about exhaustion and lack of efficiency in their profession. Objective: To assess Psychological morbidity in interns, medical officers and residents Methods: a cross sectional study was conducted. A google form was designed with questions adopting from the three scales of the Maslach Burnout Inventory-General Survey (MBI-GS). Question from all three categories of MBI-GS such as emotional exhaustion, depersonalization and personal accomplishment were considered. The form was distributed via email and Whatsapp to 87 house officers, medical officers and residents of six public healthcare facilities in Lahore. Responses were captured from 73 participants who completed the General Health questionnaire. Seven of these forms were filled by nurses, so in the present study only the response ofthose 66 participants who conformed to the study cross-section were considered. The results were analyzedusing SPSS version 22 for descriptive statistics and chi-square association. Results: A significant association was found between long working hours and emotional exhaustion, depersonalization and personal accomplishment questions in particular. The findings suggests long working hours ruin the mental health of medical professionals, which ultimately produce psychological health impacts. Conclusions: It was concluded that these factors should be considered to reduce psychological morbidity in health professionals.
Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of the learning and becomes more motivated and self-supportive towards the learning procedures. It has become a much discussed phenomena and has been given immense importance from the last few decades however it‟s still not practically implemented in the foreign language classrooms. The students in the foreign language classrooms are still much relying on their teachers and take less responsibility of their own learning. The present study is a quasi-experimental research design. The study at first explored the existing level of English as a foreign language learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies in the language classrooms. The study intended to design a learner-training program to develop autonomy among Pakistani foreign language learners. An eclectic approach was used in the research design, thus the learning-training program was designed on the basis of multiple theories of learner autonomy, with a compilation of foreign language learning strategies in each lesson. The major frameworks used for the research design were Oxford‟s framework (2011) Andrew‟s framework (2007), and Chamot‟s framework (2005), whereas the language learning strategies chosen for the learner-training program were cognitive, metacognitive and social-affective language learning strategies. The target population of the study was university level students of Lahore, Punjab (Pakistan), studying English as a compulsory subject and the sample was bachelor‟s level students of a public sector university of Lahore. The sample consisted of a nonintervention/control group and an intervention/experimental group each with 52 number of students. The learner- training program was implemented on the intervention group for 27 weeks. The quantitative data was collected through a pretest questionnaire, a post-test questionnaire and language learning diaries whereas the qualitative data was collected through the interviews of the participants. The findings of the research revealed that the learner-training program proved to be successful where the participants of the intervention group were using foreign language learning strategies in their language classrooms, were independently doing classroom tasks, and were very motivated to use autonomy practices in future as well. The research suggests that the use of language learning strategies can be introduced in the language classrooms to enhance autonomy among the foreign language learners. The learnertraining program can further be beneficial for the foreign language teachers as they can use the autonomous learning practices to make their language classrooms more engaging and interactive.