The study of genetics and evaluation of Gossypium is important for improvement in the existing gene pool. Genetic variations within and among the species and cultivars of Gossypium showing different polymorphisms were studied using the Random Amplification Polymorphic DNA (RAPD) method. In order to achieve this it had first to optimize the methods by testing different conditions of DNA extraction, amplification and electrophoresis. 10-mer oligonucleotides were randomly chosen from commercial kits and employed as primers to amplify segments of the genome and the products were detected on agarose gels. DNA amplification parameters (Buffer composition, MgCl2, DNA template, primer, dNTPs, Taq DNA polymerase, sample volume, thermocycler program) were optimized to give reproducible bands. A total of 60 cotton genotypes were used to analyze the genetic diversity. Morphological characters of 13 species were studied and a dichotomous key was prepared on the bases of these characters. Twenty species of Gossypium belonging to different genomes (A-F) were analyzed by using 63 primers. The similarity coefficients ranged from 0.03 to 0.64. Maximum similarity 64% was observed between G.herbaceum and G.arboreum and lowest similarity 3% was observed between G.stocksii and G.longicalyx. The dendrogram based on similarity coefficients was constructed by using the Unweighted Pair Group Method with Arithmetic Averages (UPGMA). Twenty species of Gossypium clustered into five distinct groups, and the two species G. longicalyx and G. stocksii stands separately in the dendrogram. Twenty cultivars of G. hirsutum were analyzed by using 75 primers. The similarity coefficients ranged from 0.53 to 0.92. Maximum similarity 92% was observed between CIM-1100 and CIM-446 and the exotic cultivars showed 53% genetic similarity with the local cultivars of G. hirsutum. The dendrogram verified that the bulk of the genotypes were clustered in five groups. To evaluate the stability of cultivars, variation within cultivars (CIM-473, CIM-448, CIM-1100, NIAB-78) was studied. Maximum similarity within the cultivars, 92- 100% was observed in NIAB-78 and minimum similarity, 80-92% was observed in CIM-1100 by using 40, 10-mer primers. Similar amplification profiles were observed in four different cultivars. Cultivars of G. hirsutum were more closely related to each other than to the wild species of Gossypium.
God has given us two kinds of commandments "al-awaamir wan-nawaahi" i.e. Biddings and forbiddings whose violation is called "sin”. Christianity and Islam both are divine religions and their teachings are God-gifted. Their followers are required to lead their lives according to the commandments of God in order to succeed. But with the passage of time, Christians started distortions within their law. They, therefore, promoted the belief that every man is a sinner by birth. Christians believe that Adam (PBUH) committed sin. Islam teaches that every child is innocent by birth. The holy Prophet (BPBUM) said: “Every child is born on Islamic nature and his parents cause him to be Christian, Jew or Magian". Despite being distorted, Christianity does possess yet such teachings that resemble Islamic teachings. If these teachings are followed the mankind can be reformed though these teachings have its limitations. Islam is a final and ultimate religion and its teachings are, valid up to the day of resurrection. Also, these teachings have not been distorted. Islam has described each and every sin in detail more than the Christianity. If one follows Islamic teachings be can achieve success and salvation.
This small-scale action research explored the possibilities of using poetry for teaching English as second language. The study was based on the rationale that literature can be used as a resource for enhancing language development of students in our context. The assumptions were that poetry would stimulate students' interest and would create opportunities of using and learning language. The study was conducted in a secondary classroom of a private English medium school in Karachi, Pakistan. The action research studied the existing teaching practices of English language as well as the problems faced by teachers and students in teaching and learning English and students' language needs. The action was implemented in two cycles consisting of reconnaissance, planning, implementation, and reflection. Planning and implementation was in response to emerging needs and issues from each action. The data was collected through interviews, discussions with teacher and students and was analyzed after each reflection and action. The study reports some possible strategies of teaching poetry for language development. It also discusses some key findings such as that students' interest in poetry can be stimulated by providing relevant and appropriate poems and by enabling students to articulate their own understandings. Furthermore, it provides multiple opportunities to the students for enhance their language skills and meaningful contexts for using the language. The study concludes by presenting my key learning as a teacher, teacher educator and an action researcher. It ends by suggesting some recommendations for schools and further research.