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Research Article
Integrated Management of Sweet Potato Weevil (Cylas puncticollis) in West Hararghe, Ethiopia
Daba Etafa Borana*
Issue:
Volume 12, Issue 2, June 2026
Pages:
39-48
Received:
13 June 2026
Accepted:
2 July 2026
Published:
22 July 2026
DOI:
10.11648/j.ajasr.20261202.11
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Abstract: Sweet potato weevil (Cylas puncticollis) is the most destructive pest limiting sweet potato productivity in Ethiopia; yet locally validated management options for West Hararghe remain scarce. A field experiment was conducted at Mechara and Habro using a randomized complete block design with nine treatment combinations integrating three earthing-up frequencies and three harvest timings. Results across seasons showed that increased earthing-up frequency combined with timely harvesting significantly reduced weevil population density, plant infestation, tuber damage, and percent yield loss (p < 0.05), while markedly improving marketable root number and fresh tuber yield. The three-times earthing-up with prompt harvesting (E3*HPM) consistently produced the lowest weevil infestation (8–17%), the minimum tuber damage (13–19%), the lowest yield loss (6.6–9.5%), and the highest marketable yield (33.6–34.6 t ha-1), and was economically superior with the highest marginal rate of return. Conversely, a single earthing-up combined with a two-month harvest delay (E1*2MDH) resulted in the greatest infestation, damage, and yield loss (50–59%) and the lowest yield (10.4–11.9 t ha-1). Overall, the study demonstrates that integrating frequent earthing-up with prompt harvesting is a simple, low-cost, and highly effective strategy for managing C. puncticollis and maximizing sweet potato productivity in West Hararghe, offering strong agronomic and economic justification for adoption by smallholder farmers.
Abstract: Sweet potato weevil (Cylas puncticollis) is the most destructive pest limiting sweet potato productivity in Ethiopia; yet locally validated management options for West Hararghe remain scarce. A field experiment was conducted at Mechara and Habro using a randomized complete block design with nine treatment combinations integrating three earthing-up ...
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Research Article
The Obstacles to the Implementation and Enforcement of International Humanitarian Law in the Israeli-Palestinian Armed Conflict 2023-2024
Umar Suryadi Bakry*
Issue:
Volume 12, Issue 2, June 2026
Pages:
49-59
Received:
11 January 2026
Accepted:
21 January 2026
Published:
22 July 2026
DOI:
10.11648/j.ajasr.20261202.12
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Abstract: The Israeli-Palestinian conflict is a protracted military and political confrontation that has evolved from the late nineteenth century into the twenty-first century, making it one of the longest-running and most complex conflicts in modern international relations. Despite its longevity and the extensive human suffering it has produced, the international community has repeatedly failed to make a sustained and effective effort to bring the conflict to an end. One clear indicator of this lack of seriousness is the persistent failure to ensure the implementation and enforcement of International Humanitarian Law (IHL) within the context of the Israeli-Palestinian armed conflict. Fundamental principles of IHL, including distinction, proportionality, necessity, and the protection of civilians, have been widely alleged to be violated, yet accountability mechanisms remain weak and largely ineffective. This article seeks to examine why International Humanitarian Law is particularly difficult to implement in the Israeli-Palestinian armed conflict and to identify the key political, legal, and structural factors that hinder its enforcement. Employing a descriptive research design and relying on secondary data sources such as academic literature, United Nations reports, resolutions, and documentation from international humanitarian and human rights organizations, the study analyzes patterns of compliance and non-compliance with IHL by the parties to the conflict. The research does not aim to adjudicate individual violations, but rather to understand the broader international environment that enables recurring violations to persist without meaningful consequences. The findings suggest that multiple, mutually reinforcing factors undermine the application of IHL in this conflict. These include the asymmetry of power between the parties, the politicization of international law, weaknesses in international enforcement mechanisms, and the fragmentation of international consensus. Among these factors, the role of the United States emerges as particularly significant. As a permanent member of the United Nations Security Council with veto power, the United States has consistently shielded Israel from binding resolutions, sanctions, or coercive enforcement measures. This political protection contributes to a culture of impunity and signals to other international actors the limits of legal accountability in this case. Consequently, International Humanitarian Law in the Israeli-Palestinian conflict remains more aspirational than operational, raising broader questions about the credibility and universality of IHL in situations where major powers’ strategic interests are at stake.
Abstract: The Israeli-Palestinian conflict is a protracted military and political confrontation that has evolved from the late nineteenth century into the twenty-first century, making it one of the longest-running and most complex conflicts in modern international relations. Despite its longevity and the extensive human suffering it has produced, the interna...
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Research Article
Education Between Norm and Reality: The Impact of Normative Discrepancies on Children with Special Educational Needs
Ghita Darius-Alexandru*
Issue:
Volume 12, Issue 2, June 2026
Pages:
60-64
Received:
3 March 2026
Accepted:
12 March 2026
Published:
24 July 2026
DOI:
10.11648/j.ajasr.20261202.13
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Abstract: This paper examines the digitalization of the educational system and the impact of modern technologies on the teaching and learning process. In this context, a legitimate question arises: how can teachers preserve their essential role in an environment where intelligent systems provide multisensory and personalized learning experiences, and, at the same time, how do society and the state respond to the needs of children with special educational needs? Rather than providing definitive answers, this study aims to encourage reflection on an issue that is shaping both the present and the future of education. Students should not be assessed solely according to their current level of knowledge but also in relation to their potential for growth. Consequently, the teacher’s mission extends beyond knowledge transmission to supporting each learner in becoming the best version of themselves. The development of transversal competences, including critical thinking, creativity, adaptability, and collaboration, has become essential in an increasingly dynamic society. The traditional role of the teacher as a mere transmitter of information must evolve, as this function can now be complemented by digital technologies. Nevertheless, teachers remain indispensable as mentors and facilitators, guiding students in developing the competences required to face future challenges. Technology should therefore serve education rather than diminish its human dimension. The discussion is framed within the context of inclusive education, with particular attention to children with special educational needs, who are especially vulnerable to rapid educational and social changes. Building an educational climate founded on respect, empathy, and cooperation requires the active involvement of teachers, parents, students, educational institutions, local communities, and public authorities. The Romanian educational system continues to face significant challenges in implementing inclusive policies. Although school desegregation and inclusion are firmly established in legislation, their practical implementation often remains inconsistent. According to data published by the Romanian Ministry of Education, 23.2% of school classes display indicators of segregation. Moreover, the frequent turnover of education ministers and the constant shifts in educational policies have undermined legislative coherence. As a result, many valuable reform initiatives have disappeared into a veritable “Mariana Trench” of public administration, where promising projects are lost before producing lasting effects, while their consequences are borne by the entire educational community. Ultimately, genuine inclusion requires more than administrative measures; it demands the development of an authentic culture of inclusion grounded in dialogue, shared responsibility, and human values. Passion and compassion remain defining qualities of the contemporary teacher. Only through collaboration and coherent educational policies can an inclusive, equitable, and future-oriented educational system be achieved.
Abstract: This paper examines the digitalization of the educational system and the impact of modern technologies on the teaching and learning process. In this context, a legitimate question arises: how can teachers preserve their essential role in an environment where intelligent systems provide multisensory and personalized learning experiences, and, at the...
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