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<p>Traditional methods for flood estimation can be categorized as (1) simplified methods, e.g., regression analysis, (2) frequency analysis of streamflow data, (3) design storm-based precipitation-runoff modeling, and ( 4) continuous precipitation-runoff simulation modeling. The new approach - the Analytical Probabilistic Stormwater Model - was developed as an alternative to provide an efficient way of getting realistic estimation of peak discharges of desired frequencies for use in stormwater management of urban areas. To extend APSWM's application to rural areas, a series of comparisons were made between the calibrated design storm-based OTTHYMO model results, frequency analysis results and APSWM results for the Ganaraska River watershed. Special considerations were given to the transformation of the input parameter values of OTTHYMO model to those of APSWM. Comparable results were obtained for large floods, while APSWM may underestimate peak discharges of low return periods. Upon further testing and development, APSWM may be used for large rural areas.</p> / Thesis / Master of Engineering (MEngr)

The use of instructional technologies has an impact on students' content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes that research has shown that it is not only the technology that is important, but also how it is used that improves learning and increases pupils' interest. In view of this, since not much was known about the use of technologies in teacher training colleges in Malawi, this study was designed to establish how instructional technologies were used by tutors in those colleges. The technologies studied were chalkboards, flip charts, overhead projectors, videos, computers, and local resources from the environment. The research questions were (a) How often did tutors use instructional technologies in their teaching? (b)What reasons did tutors have for using and not using instructional technologies in their teaching? (c)How did college tutors perceive their competence levels in using instructional technologies? (d)What attitudes did the college tutors have towards the use of instructional technologies? (e)What did tutors consider important factors in influencing their use of instructional technologies? The sample consisted of tutors from Karonga, Lilongwe, St. Joseph's, Blantyre, and Montfort Teacher Training Colleges, who completed a survey designed to address the research questions. In addition to the tutors, a snapshot study was conducted with faculty at Domasi College of Education to establish how use of computer technology was established and sustained and what lessons could be learned that could assist the teacher training colleges as they encourage computer use among their tutors. The results of the survey that was conducted with the tutors revealed that there was infrequent use of higher order instructional technologies i.e. overhead projectors, videos, and computers, which was attributed to lack of training, unavailability of the technologies, and lack of maintenance. The failure to use the locally available resources by some of the tutors was attributed to lack of creative thinking as well as lack of initiative to use the local environment in their teaching. Constant training and peer support on how to use the instructional technologies are some of the lessons to be learned from Domasi College of Education. The study concludes with a suggested process for how government and the teacher training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Several possibilities for further research on the use of instructional technologies have been highlighted. / Ph. D.