Brinjal or eggplant (Solanum melongena L.) is widely grown vegetable in South and South-East Asian countries. There are various factors that limits the production of brinjal among which brinjal shoot and fruit borer (Leucinodes orbonalis Guen) is the most common one which occurs during the time at all the phases of the crop development. The damage caused by shoot and fruit borer (Leucinodes orbonalis L.) in brinjal begins immediately after transplantation of crop and growers will have to harvest an immature crop. The life cycle of BSFB completes in 19-28 days. It is estimated by various specialists that increase in the number of shoots per plant will lower the attack rate of the pest. Round shape fruits are more susceptible compared to long bodied fruits. It is also examined that total sugar contents increase the attack while total phenol contents produce resistance to pest. The information of nature and relative extent of gene exploit (additive and non-additive) is of key importance in scheming appropriate and well-organized breeding plan for enhancement of resistance and crop yield. Physical and chemical features, for example, plant structure, fruit form, spines of leaves, branches, petioles, calyx of fruits, fruit skin thickness and shoot thickness, synthetic traits, for example, ash, crude fibre, silica, sugars, mineral ingredients, total phenol contents of fruit and shoot of brinjal are examined to be included towards the shoot and fruit borer resistance in brinjal.Int. J. Appl. Sci. Biotechnol. Vol 6(3): 199-206

This chapter examines how different countries allow refugees to pursue higher education. Policy and practice comparisons will be made between the United Kingdom, Germany, and France. In many industrialized countries, refugees are able to pursue higher education. This is an important part of integrating these individuals into the societies in which they reside. However, depending on the country, there may be differences in the process of qualification recognition, the tuition fees, and the availability of scholarships and financial assistance. Moreover, the policies and practices in the three selected countries emphasize access to higher education, and offer opportunities for participation, while neglecting the aspect of social inclusion related to empowerment. The findings may assist institutions of higher education in determining which policies to adopt in order to provide quality higher education to refugees and enable them to integrate more effectively.