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

Inclusion of disabled students in Higher education in Zimbabwe

Please help us populate SUNScholar with the post print version of this article. It can be e-mailed to: [email protected] vir Rehabilitasiestudi

Cultural and Religious Explanations of Disability and Promoting inclusive Communities.

Please help populate SUNScholar with the full text of SU research output. Also - should you need this item urgently, please send us the details and we will try to get hold of the full text as quick possible. E-mail to [email protected]. Thank you.Geneeskunde en GesondheidswetenskappeSentrum vir Rehabilitasiestudi

Personal Experiences of Hearing-impaired People in Higher Education in Zimbabwe

This qualitative paper analyses the personal experiences of hearing-impaired people in accessing, participating and completing higher education in Zimbabwe, and the authors’ experiences in the education of students with disabilities. A 6As’ framework is informed by the 4As framework of Tomaševski (2001), namely availability, accessibility, acceptability and adaptability, and the 2As that we added, that is, affordability and accountability. We used the 6As framework to make sense of personal experiences of hearing-impaired people in higher education in Zimbabwe. This article is also guided by the ubuntu philosophy. Participants were identified to take part in narratives, in-depth interviews and focus group discussions using the snowballing sampling technique. These data collection methods provided a platform to elicit experiences from aspiring university hearing-impaired students, those in training, as well as graduates. Based on the participants’ personal experiences and reviewed literature, as well as our own personal experiences, we feel that the 6As framework is fundamental to enabling hearing-impaired people to accessing and completing university education in Zimbabwe. We therefore recommend universities to adopt the 6As framework as a way of improving hearing-impaired people’s access, participation and attainment of higher education qualifications

Did What? - Research Project in Brief - A-PODD in Uganda

Please help us populate SUNScholar with the post print version of this article. It can be e-mailed to: [email protected] vir Rehabilitasiestudi

Did What? Research Project in Brief A - PODD in Sierra Leone

Please help us populate SUNScholar with the post print version of this article. It can be e-mailed to: [email protected] vir Rehabilitasiestudi

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