بائیو ٹیکنالوجی اور اس کے اثرات، دینی و اخلاقی پہلو

Biotechnology has helped to improve the quality of people’s lives over ten thousand years. Today’s biotechnologies vary in application and over the last century, the number and range of biotechnologies have rapidly increased. A key to this increase was the discovery of the structure of DNA in 1953, leading to numerous applications, particularly in forensics, medicine and agriculture. There are some strong religious and ethical views and observations regarding the advancement of this technology. Biotechnology involving practices such as organ transplants, manipulating human embryos and using animal in research may be particularly offensive to some groups of people, while the fundamental aim of this technology is to meet human needs or demands to improve the quality of life. Ethics and Xenotransplantation, Ethics and Zebrafish, Ethics and organ donation and Designer Babies have become today’s controversial issues. This article aims to explore these issues and analyze as per religious ethical values and standards.  

Effect of Training in Microteaching on the Performance of Prospective Teachers and Their Self Efficacy in Teaching

This study was conducted in order to observe the impact of microteaching training on the performance and teaching self-efficacy of prospective teachers in their teaching practice. The objectives of the study were: (1) to observe the performance of trainee teachers after acquiring selected microteaching skills in their teaching practice; (2) to observe the performance of trainee teachers after acquiring set induction skill in their teaching practice; (3) to observe the performance of trainee teachers after acquiringpresentation skill in their teaching practice; (4) to observe the performance of trainee teachers after acquiring questioning skill in their teaching practice; (5) to observe the performance of trainee teachers after acquiring students’ re-enforcement skill in their teaching practice; (6) to observe the performance of trainee teachers without acquiring selected microteaching skills in their teaching practice; (7) to compare the performance of trainee teachers after acquiring selected microteaching skills in their teaching practice; (8) to find out the personal teaching-efficacy of the trainee teachers after acquiring selected microteaching skills in their teaching practice; (9) to find out the personal teaching-efficacy of the trainee teachers after acquiring set induction skill in their teaching practice; (10) to find out the personal teaching-efficacy of the trainee teachers after acquiring presentation skill in their teaching practice; (11) to find out the personal teaching-efficacy of the trainee teachers after acquiring questioning skill in their teaching practice; (12) to find out the personal teaching-efficacy of the trainee teachers after acquiring students’ re-enforcement skill in their teaching practice; (13) to determine the personal teaching-efficacy of the trainee teachers without acquiring selected microteaching skills in their teaching practice; (14) and to compare the personal teaching-efficacy of the trainee teachers after acquiring selected microteaching skills in their teaching practice. Fifty-three female trainee teachers of Regional Institute for Teacher Education female Abbottabad constituted the population of this study. Through matched random sampling the subjects of the study were divided into control and experimental group. Fifty subjects, 25 each in both groups formed the sample of the study. The subjects were equated in their respective groups on the basis of their pre-test observation sheet scores in their teaching practice. Pre-test post-test equivalent group design was selected for the study. Research tools included observation sheet and personal teaching efficacy scale. Already developed and validated observation sheet by (Hussain, 2001) was adopted for the present research experiment. The calculated Cronbach’s alpha co-efficient value of the questionnaire is .82. Personal teaching efficacy scale was developed and moulded in light of the standardized teacher’s sense of efficacy scale (TSES). Calculated Cronbach’s alpha co-efficient value of the questionnaire at pre-test is .83. Trainee teachers of experimental group were administered microteaching training in set induction, presentation, students’ reinforcement and questioning skills for forty days. Post-test data analysis revealed that trainee teachers of experimental group showed better performance and higher teaching self-efficacy than prospective teachers of control group in the use of four selected microteaching skills.