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Quince (Cydonia oblonga) is a medicinal plant and a member of family Rosaceae. It is native plant of Asia Minor and Europe. It is used in production of jam and jellies and also as a remedy of several ailments. The present study was conducted to evaluate the genetic polymorphism based on morphological and molecular traits. Different varieties of Quince were collected from different ecological zones of Khyber Pakhtunkhwa Pakistan and a total of 26 different morphological traits were recorded among studied genotypes. Based on qualitative morphological trait study, the variety collected from Tindodag was unique one with highest fruit weight (328.82 g). The lowest fruit weight (68.38 g) was recorded for Talash genotype. The Charbagh and Tindodag genotypes showed highest seed length (10.6 mm) while genotypes of Chitral was recorded as lowest (8.4 mm). Statistically, significant level of variation was noted with coefficient of variance ranged from 2.23% to 30.38%. Based on correlation analysis, fruit length had strongly correlation with fruit weight (r = 0.89**), Average Fruit width was found significant with fruit weight (r = 0.90**). Similarly, the Core Width was found strongly significant with Core Length (r = 0.95**). ANOVA analysis indicated 10 quantitative characters to be highly significant, 2 significant and 1 insignificant. Principal component analysis was also computed for the 13 quantitative traits with Eigen value of 0.48 and a total variance of 97.78%. The first principal component shows total variation of 52.52%. In PC2 the total variation was 80.15%, PC3 94.06% while in PC4 it was 97.78%. The NCBI BLAST results shows that all the genotypes have similar origin except Tindodag genotype, which shows differences in its origin. Accession number for all other genotypes is MN216014.1, while accession number of Tindodag genotype is KF861967.1. Based on this study, it can be concluded that Tindodag genotype is unique out of the studied localities. NCBI BLAST have provided further support for the drawn conclusion. [ABSTRACT FROM AUTHOR]

Purpose: This paper holds considerable importance in the educational dynamics specifically ChatGPT as generative multimedia in English language writing pedagogy and presents a unique lens, as it uses a narrative literature review to view this cutting-edge topic. This paper compiles the knowledge and information already available regarding the views and integration of ChatGPT in English writing pedagogy. This review attempts to determine the potential that ChatGPT provides for improving pedagogical practices and facilitating individualized learning by looking at the experiences and viewpoints of educators. Simultaneously, it addresses the crucial challenges educators must overcome to optimize the advantages of artificial intelligence (AI) while preserving academic fairness and honesty. The ultimate goal of this paper is to offer a nuanced understanding of ChatGPT's role in education, especially in English language writing pedagogy, educating researchers, teachers and policymakers on how to integrate generative multimedia successfully AI into teaching and learning and aiding in the creation of inclusive and more effective teaching strategies. Design/methodology/approach: The review was done using a narrative approach by analyzing the latest international and national studies, research papers, blog posts, newspaper articles and documentaries, and by collecting the data, facts, figures and pictures. This narrative literature review approach provides a contextual understanding of how different English language teachers view ChatGPT in English writing pedagogy allowing for a comprehensive synthesis of data about its opportunities and challenges as well. It also helps in finding patterns and gaps in the body of knowledge, directing future studies and emphasizing areas that require more research, which is important for this new cutting-edge invention. The narrative approach, in contrast to systematic reviews, enables a detailed qualitative analysis that is necessary for delving into complex topics. This review offers useful insights into the prospects and practical challenges of integrating ChatGPT in English language writing pedagogy by concentrating on the experiences of teachers. The narrative literature review is a useful and relevant means of comprehending and using AI in educational settings since its ultimate goal is to synthesize current knowledge and provide practical recommendations for teachers, students, administrators and, last but not least, policymakers for the effective integration of ChatGPT as generative multimedia specifically in the English language writing pedagogy. Findings: Grounded on findings, it is essential to mention here that ChatGPT holds immense value in terms of English language writing pedagogy. The findings deal with the three research questions: each research question has a main theme followed by sub-themes about the views of teachers on ChatGPT integration into English writing pedagogy, its benefits and, last but not least, challenges; however, very few traces of AI have been found in the early most downloaded Language learning apps, but ChatGPT covers it all with the features like personalized learning, contextually adaptable feedback, human-like conversational skills and preparation of standard tests, which make ChatGPT stand apart and stand tall in the race of new AI inventions. On the contrary, the paper identifies vital challenges associated with ChatGPT. First, there is a severe concern that students' creativity may be at risk. Second, the concern of data privacy is a critical consideration. Finally, dealing with the trust issue of English language teachers regarding the use of ChatGPT for English language writing pedagogy and, last but not least, the paper also talks about low digital literacy as an additional challenge to integrating ChatGPT in educational settings. The incorporation of ChatGPT is not only a new trend but also a door to future AI wonders, so the education community needs to make the most of it. Practical implications: The paper has broad implications that address multiple aspects of educational theory, practice, policy and future research when incorporating AI systems such as ChatGPT into English language writing pedagogy. The findings imply that ChatGPT can result in more dynamic and customized learning experiences, which has important implications for improving English language writing pedagogy with the integration of ChatGPT. AI can help teachers customize lessons to each student's needs, which could increase student engagement in writing classes and improve learning results. Additionally, for the school administration and policymakers, the integration of ChatGPT depends upon access to smooth internet connection and other resources needed for effective learning of the students. Policymakers can develop policies as per the changing needs of the hour by providing professional development training to the teachers for the incorporation of AI inventions such as ChatGPT for English language writing pedagogy. Furthermore, the research also highlights significant ethical and policy issues, especially those dealing with academic integrity. Policies by the administration and teachers must be developed to stop students from misusing ChatGPT and to guarantee that AI tools are applied morally and responsibly in educational contexts because students can utilize the tool to complete assignments in an unethical manner. Originality/value: This narrative literature review is unique as it provides insights into the new invention of OpenAI ChatGPT from the education perspective, specifically about the teaching of English language writing pedagogy, and offers some exciting revelations that have not been done previously. [ABSTRACT FROM AUTHOR]