A review of angular leaf spot resistance in common bean.

Angular leaf spot (ALS), caused by Pseudocer-cospora griseola, is one of the most devastating diseases of common bean (Phaseolus vulgarisL.) in tropical and subtropical production areas. Breeding for ALS resistance is difficult due to the extensive virulence diversity of P. griseolaand the recurrent appearance of new virulent races. Five major loci, Phg-1 to Phg-5, confer-ring ALS resistance have been named, and markers tightly linked to these loci have been reported. Quantitative trait loci (QTLs) have also been described, but the validation of some QTLs is still pending. The Phg-1, Phg-4, and Phg-5loci are from common bean cultivars of the Andean gene pool, whereas Phg-2 and Phg-3are from beans of the Mesoamerican gene pool. The reference genome of common bean and high-throughput sequencing technologies are enabling the development of molecular markers closely linked to the Phg loci, more accurate mapping of the resistance loci, and the compar-ison of their genomic positions. The objective of this report is to provide a comprehensive review of ALS resistance in common bean. Further-more, we are reporting three case studies of ALS resistance breeding in Latin America and Africa. This review will serve as a reference for future resistance mapping studies and as a guide for the selection of resistance loci in breeding programs aiming to develop common bean cultivars with durable ALS resistance

Disabled children’s childhood studies and leadership as experts by experience: learning activism in health and social care education

People involved in disabled children’s childhood studies, and others who contribute their experience of using health and social care services, strongly object to being seen by professionals as ‘the problem’. In contrast Experts by Experience involved in a leadership project used strategies of mutual support towards change. We see learning activism as core to a professional practice that is also about change and explore critical pedagogy for students to directly experience such collaborative ways of working. The chapter begins and ends with reflections by the authors on sharing their personal and political concerns as part of collaborative learning encouraged by the opportunities to join and support the voices of disabled children and their families

Agency and Advocacy: Disabled students in Higher Education in Ghana and Tanzania

Between 10% and 15% of the world's population are thought to be disabled. The 2006 United Nations Convention on the Rights of Persons with Disabilities is an example of emerging global policy architecture for human rights for disabled people. Article 24 states that disabled people should receive the support required to facilitate their effective education. In research, links between higher education access, equalities and disability are being explored by scholars of the sociology of higher education. However, with the exception of some small-scale studies from Zimbabwe, South Africa, Rwanda, Namibia, Uganda and Pakistan, literature tends to come from the global North. Yet there is a toxic correlation between disability and poverty - especially in the global South. This article is based on a review of the global literature on disability in higher education and interview findings from the project 'Widening Participation in Higher Education in Ghana and Tanzania: developing an Equity Scorecard', funded by the Economic and Social Research Council and the Department for International Development. A central finding was that while disability was associated with constraints, misrecognition, frustration, exclusion and even danger, students' agency, advocacy and achievement in higher education offered opportunities for transforming spoiled identities

Issues of sexuality and relationships

Sexuality in the lives of people with intellectual disability is almost always conflated with sexual abuse, sexual behaviours, sexual knowledge and questions about capacity to “be” sexual. Rarely is sexuality discussed in a more holistic way that acknowledges pleasure, desire, identity and “self-authored” sexual expression. Writers like Michael Gill (2015) suggested this is due to sexual ableism which he defined as “the system of imbuing sexuality with determinations of qualification to be sexual based on criteria of ability, intellect, morality, physicality, appearance …” (p. 3). Through this lens, sexuality in the lives of people with intellectual disability is mediated by ideas about capacity and competence, assumptions of desirability and overshadowed by a discourse of risk and vulnerability. Foley (2017) reported that underpinning this discourse is a “paternalistic regime” whereby the sexual lives of people with intellectual disability are strongly surveilled, often by parents or other caregivers. He described this regime as being played out where people with intellectual disability, despite their chronological adulthood, “either must ask permission and/or are prevented by their parents from taking control over their social/sexual lives” (p. 6)