One crucial metric for estimating a reservoirs and dam’s lifespan is sedimentation. It is dependent upon sediment output, which in turn is dependent upon soil erosion. The study area, the Aguat Wuha Dam, was located in Simada woreda, of northwestern parts of Ethiopia. And the study's goal was to use Arc GIS and RUSLE adjusted to Ethiopian conditions to assess potential soil erosion and sediment output from the watershed and identify hotspot locations for appropriate planning for erosion and sedimentation problem management techniques to make the outputs of the dam project more productive and effective for the proposed and suggested purpose of the dam. To predict the geographical patterns of soil erosion in the watershed, the Geographic Information System (GIS) was combined with the revised universal soil loss equation (RUSLE). A soil erosion map was produced using ArcGIS by utilizing all of the model's parameters, including Erosivity, erodibility, steepness, land use, land cover, and supportive practice factors. The watershed's yearly soil loss varies from 0 to 413.86 tons/ha. In order to determine the erosion hotspot area, the average annual soil loss value was discovered to be 9.24 tons/ha/year and was categorized into six erosion severity classes: low, moderate, high, very high, severe, and very severe. These findings indicated that 162.57 ha and 699.17 ha of the watershed were considered to be extremely and severely vulnerable to soil erosion, respectively. It was discovered that the anticipated sediment yield supplied to the outlet varied from 0 to 104.94 tons/ha/year. By standing from the implications of the assessments of the geological, geotechnical, topographical, and socioenvironmental considerations Watershed management is the most effective way to reduce the amount of sediment produced and the amount that enters the reservoir among the several reservoir sedimentation control options that are available.

This study introduces a novel Groundwater Flooding Risk Assessment (GFRA) model to evaluate risks associated with groundwater flooding (GF), a globally significant hazard often overshadowed by surface water flooding. GFRA utilizes a conditional probability function considering critical factors, including topography, ground slope, and land use-recharge to generate a risk assessment map. Additionally, the study evaluates the return period of GF events (GFRP) by fitting annual maxima of groundwater levels to probability distribution functions (PDFs). Approximately 57% of the pilot area falls within high and critical GF risk categories, encompassing residential and recreational areas. Urban sectors in the north and east, containing private buildings, public centers, and industrial structures, exhibit high risk, while developing areas and agricultural lands show low to moderate risk. This serves as an early warning for urban development policies. The Generalized Extreme Value (GEV) distribution effectively captures groundwater level fluctuations. According to the GFRP model, about 21% of the area, predominantly in the city's northeast, has over 50% probability of GF exceedance (1 to 2-year return period). Urban outskirts show higher return values (> 10 years). The model's predictions align with recorded flood events (90% correspondence). This approach offers valuable insights into GF threats for vulnerable locations and aids proactive planning and management to enhance urban resilience and sustainability.

This study explores the impact of online assessments on students’ academic performance and learning outcomes at the University of Technology in South Africa. The research problem addresses the effectiveness and challenges of digital assessment platforms in higher education (HE), particularly their influence on student engagement, feedback quality, and academic integrity. A qualitative case study approach was employed, involving semi-structured interviews with ten undergraduate and postgraduate students from diverse academic backgrounds. The findings reveal that while online assessments provide flexibility and immediate feedback, they also pose challenges related to technical issues, feedback delays, and concerns about long-term knowledge retention. The study highlights the necessity of aligning assessment strategies with constructivist learning principles to enhance critical thinking and student-centered learning. Implications for theory include strengthening the application of constructivist learning in digital environments, while practical recommendations focus on improving assessment design, institutional support, and feedback mechanisms. Policy adjustments should consider inclusive and equitable access to online assessments. Future research should further investigate the long-term impact of digital assessments on professional readiness. This study contributes to ongoing discussions on online education by offering a nuanced understanding of digital assessment challenges and opportunities in higher education.

The COVID-19 pandemic has fundamentally transformed the global education landscape, compelling institutions to adopt e-learning as an essential tool to sustain academic activities. This research examines the critical impact of e-learning on arts and science college students in Coimbatore, with an emphasis on its influence on their readiness for campus recruitment. Using a survey of 300 students, this study investigates their perceptions of online education, highlighting both its advantages, such as flexibility and accessibility, and its challenges, including engagement barriers and technical limitations. Data was collected through structured questionnaires and analyzed using statistical methods to draw meaningful insights. The research also explores the efficacy of online assessments in recruitment processes and assesses students’ awareness of available e-learning platforms and courses. The urgency of this study lies in addressing the pressing need to optimize digital education models as institutions globally transition toward blended learning post-pandemic. The findings underline the dual potential and limitations of e-learning, concluding with actionable recommendations to enhance its effectiveness, particularly in preparing students for competitive employment opportunities.