SIMULATION OF RUNOFF FROM URBAN WATERSHEDS1

ABSTRACT. .A mathematical model for urban watersheds is being developed in stages at the Utah Water Research Laboratory, Utah State University at Logan. In verifying the watershed as a unit, watershed coefficients are determined on the computer, and related to the urbanization characteristics. The second stage of verification consists of dividing the watershed into subzones, and determining the urban parameters within each subzone. Each subzone is then individually modeled, and outflow hydrographs are routed through succeeding downstream subzones to the gaging point. The model thus makes it possible to: (a) develop runoff models for subzone hydrographs within the urban watershed, and (b) account for spatial variations of storm and watershed characteristics. An attempt was also made to analytically model the outflow hydrograph based on storm and watershed characteristics.     

Collaborative learning for policy innovations: sustainable urban drainage systems in Leicester,England

ABSTRACT

Collaboration among multiple stakeholders is crucial in decentralised governance settings. The success of such collaboration hinges upon collaborative learning – the acquiring, translating, and disseminating of policy-relevant knowledge. However, despite much research, a knowledge gap persists in the public policy literature on the relationship between learning and policy change. It is debated whether learning is necessary and sufficient for policy change, and if so, under what conditions. To contribute to this debate, this paper examined whether collaborative learning has had any impact on the emergence and implementation of sustainable urban drainage systems (SuDS) in Leicester, England. We first examined implementation of SuDS in Leicester, and then study collaborative learning focused on SuDS. We found that implementation of SuDS in Leicester is marginal despite active collaborative learning that has resulted in the change in beliefs and attitudes towards SuDS among all policy actors in the setting. Social dynamics factors and leadership of two SuDS champions proved crucial for collaborative learning. We conclude that collaborative learning, while essential for legitimacy of a policy innovation, is not sufficient for policy change and a national legal and institutional framework is required to incentivise broader SuDS practices in Leicester and England.