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Education of coastal engineers for the 50th ICCE

05 Aug 1997-Vol. 1, Iss: 25, pp 4431-4439

AbstractIn 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.

Topics: Meaning (existential) (59%)

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01 Jan 2003
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.

6 citations


Cites background from "Education of coastal engineers for ..."

  • ...Engineers have to be trained to become more and more keen on this problem (Verhagen, 1996)....

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Book ChapterDOI
01 Aug 2012

3 citations


01 Jan 2005
Abstract: Coastal engineering is a complex art. At this moment a limited number of phenomena can understood with the help of the laws of physics and fluid mechanics. For the remainder, formulas have been developed with limited accuracy. In addition, input data are also limited available, and form another source of uncertainty. Consequently, a sound engineering approach is required, based on practical experience and supported by physical and mathematical models. Standard solutions do not exist in coastal engineering; solutions depend very much on local circumstances as well as the social and political approach towards the coast. Consequently the transfer of coastal engineering knowledge is a complex art as well. Because of the different circumstances, training of engineers from countries in transition therefore has to be different from training of engineers from a country with a strong coastal engineering tradition.

References
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Journal ArticleDOI
Abstract: Through the rapidly ongoing process of electronic encapsulation of information and knowledge, a new kind of space opens up in hydraulics between the places and ways in which information and knowledge are produced, through research, and the places and ways in which these are applied, through engineering and management practice. It is this space that is now being occupied by hydroinformatics. The special problems of presenting hydroinformatics arc introduced in relation to the types of electronic knowledge encapsulators that are currently being brought together and integrated in real-time-control, alarm-handling, computer-aided design, computer- aided management and other systems. The new challenges that hydroinformatics presents are outlined and related to the contributions to this special edition of the Journal of Hydraulics Research.The distinction between information and knowledge and the most immediate consequences of this distinction are set out in an appendix to this introductory paper.

20 citations


02 Mar 1992
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.

4 citations


Journal ArticleDOI
Abstract: In ihis report, a joint IAHR and UNESCO panel addresses the current developments in hydraulic engineering and their implications for the education of hydraulic engineers. The framework of underlying basic sciences, geosciences and engineering sciences and the large variety of engineering subjects involved must be seen in the broader context of the natural and social environment. In addition to its classical tasks, hydraulic engineering has evolved to deal with water quality, environmental issues and ecology, and it is further broadened by the new challenges posed by the need for sustainable development and by the threat of global changes. New developments in science and technology and computer sciences must be reflected both in contents and methods of teaching. Education must also provide engineering skills and procedures as well as professional preparation including the ability to work in interdisciplinary teams. In view of these developments, continuing education will have a major role to play, ...

4 citations


Journal Article
TL;DR: The coastal engineer who works largely full time in the field and on prototype conditions, keeps up to date, by practicing in two domains concurrently, basically continually reading the literature and where possible attending suitable coastal conferences.
Abstract: The coastal engineer who works largely full time in the field and on prototype conditions, keeps up to date, by practicing in two domains concurrently. The first is carried out in the field and consists of observing, collecting data, collating it and researching the results. The second domain consists of his on-going studies, basically continually reading the literature and where possible attending suitable coastal conferences. The first domain has hardly changed at all in the last 30 years, apart from the deployment of much more sophisticated and often much less reliable sensors, but in only the last 10 years, the second (or study) domain has changed nearly beyond recognition.

4 citations


25 Sep 1995
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.

4 citations