H.J. Verhagen

Bio: H.J. Verhagen is an academic researcher. The author has contributed to research in topics: Total cost & Investment (macroeconomics). The author has an hindex of 1, co-authored 1 publications receiving 4 citations.

Coastal zone management with relation to low investment solutions

Abstract: Copying solutions from the western, industrial countries for application in developing countries is in general not the best solution for solving the problems of developing countries. The main reason for that is that the available resources in the developing world are different from the resources in western countries. In the industrialised countries there is a strong tendency to solve problems in such a way that the amount of required labour decreases. Thus, a capital-intensive solution is searched for. The reason for this is the very costly social system and the high standard of living. This causes a large deference between the hourly income and the hourly costs of labour, which is much less in developing countries. On the other hand it is difficult and expensive to import industrial products from abroad. Also it is difficult to have sufficient financial resources available. For those countries it is more economic and more attractive to search for solutions which require hardly any investments, but are relatively labour-intensive. These solutions generally require often more maintenance. However, increased maintenance costs may even be advisable, provided initial investment is very low. The total cost of the solution, i.e. investment plus maintenance, can be spread over a longer period without financial indebtedness. The above described philosophy is valid in many sectors of society, but is especially true in the coastal zone. Works in the coastal zone are generally of a large scale, requiring a long planning and very often designed using capital intensive methods.

Education of coastal engineers for the 50th ICCE

Abstract: In general the problem in education is that we teach nowadays students the knowledge from five years ago, to be applied in the next 5 to 15 years (I admit, the student of today will have reached his retirement when he will participate in the 50th ICCE, the title is exaggerating reality). When one analyses the developments in the profession, it is clear that teaching present day facts is not very useful. We have to teach approaches, design philosophy, concepts, etc. What the meaning is for education of coastal engineers will be worked out in this paper.

Hydraulic and coastal structures in international perspective

Abstract: The objective of this paper is to bring some international perspectives on the policy, design, construction, and monitoring aspects of Hydraulic and Coastal Structures in general, and whenever possible, to present some comparison (or reasons for differences) between the experiences of various countries and/or geographical regions. This chapter reviews the trends of our hydraulic/coastal engineering profession and presents an overview of miscellaneous aspects, which should be a part of the entire design process for civil engineering structures. This overview ranges from initial problem identification boundary condition definition and functional analysis, to design concept generation, selection, detailing an costing and includes an examination of the construction and maintenance considerations and quality assurance/quality control aspects. It also indicates the principles and methods, which support the design procedure making reference as appropriate to other parts of the chapter. It must be recognized that the design process is a complex iterative process and my be described in more than one way. Some speculation on the possible future needs and/or trends in hydraulic and coastal structures in the larger international perspective is also presented briefly.

The requirements for Coastal Engineers in Integrated Coastal Zone Management

Abstract: Worldwide there is a need for training of engineers to work within the framework of Coastal Zone Management. This has effects on the education of engineers. Moreover, the requirements for an educational program for coastal engineers from developing countries are quite different from the requirements for the training of engineers from the industrialized world. In a university course for engineers from developing countries more attention has to be paid to the development of capabilities to come to practical solutions given the local constraints and to be able to assess the work done by foreign consultants.

Sustainable transfer of coastal engineering knowledge at post graduate level

Abstract: Practical problems in the transfer of knowledge and skills to coastal engineers in training, with focus on the training of coastal engineers from developing countries and other countries in transition. The difference between the training of scientists and engineers.