J.W. Kamphuis Coastal Eng. Theory and Practice 1 Coastal Engineering – Theory and Practice J. W. Kamphuis Queen’s University Kingston, ON, Canada K7L 3N6

J.W. Kamphuis Coastal Eng. Theory and Practice

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Coastal Engineering – Theory and Practice

J. W. KamphuisQueen’s University

Kingston, ON, CanadaK7L 3N6

This paper and presentation are posted on: www.civil.queensu.ca

May 2011

May 2011 J.W. Kamphuis Coastal Eng. Theory and Practice

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Abstract:This paper attempts to identify the

development of coastal engineering, paying particular attention to how its theory and practice have grown and are becoming alienated so that they no longer complement each other.

It presents some possible routes to preclude further separation and bring about possible symbiosis.


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1. History

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The history of Coastal Science and Engineering is related to the history of civilization and societal development .


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(Western) Thinking

There was the Age of Providence – Please the god(s) and all is well

Then came the Age of Enlightenment – Replace inscrutable laws of fickle god(s) with constant laws of nature, which can be studied and understood and in time we should be able to chart our own course (Also called the Modern Era).

1. History


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But… :Philosophers such as Nietzsche and

Heidegger began to question the “Yes we Can!” euphoria.

Much of the original questioning took place in the late 19th Century.

Thus began the Postmodern Era.(Still not begun in many areas of science

and technology, business and others).

1. History


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Coastal Engineering grew up in the “Late Modern” age

Wave forecasting for allied troop landings in 1944

Large expansion of facilities neededInitial study of shores and shore

protection.ICCE began 1950.

1. History


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Modern Aspects of Coastal Science and Engineering

Given time and funding we thought we could (think we can?) improve solutions indefinitely and give ever more accurate answers.

In the beginning the funding was there.In the beginning a pressing need for

improvements to shores and facilities was there.

1. History


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But then…..We lost confidence in the basic tool of coastal

engineering and research, our trial and error tool, the physical model (around 1970). Models had reached practical limits; they could only provide answers up to a certain level of accuracy, larger models could not produce better results and became too costly.

(The computer arrived, but it just extended the euphoria by 40 years.

1. History


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And we found…

Numerical modeling cannot reveal “the truth” even when calibrated with the best field data.

“Good” coastal engineering is not necessarily considered good by all.

There are no single, unique approaches to problems and no single answers.

This was essentially the end of modernity for Coastal Engineering and Science.

1. History


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2. Learning

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Learning (or Development) Curve

Time

Dev

elop

men

t(K

now

ledg

e, R

elig

ion

, Bus

ines

s)

Rap

id

Pro

gres

sOops !

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2. Learning


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Ages of the Learning Curve

Time

Infa

ncy

Old age

Mat

urity

Dev

elop

men

t(K

now

ledg

e, R

elig

ion

, Bus

ines

s)

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2. Learning


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The Learning Curve of Knowledge

Time

Kn

owle

dge

Yes

. we

can

!

Modern Era Postmodern

? ?

20001900180017001600

En

ligh

ten

men

t

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2. Learning


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Learning Curve + Kuhn (1977)

Time

Kn

owle

dge

Solution of pressing practical problems Much empiricism

Pressing problems are solvedDevelopment of sophisticated theoriesParadigm is articulated

Science becomes subculture (talks to itself)Work is addressed to peers and adjudicated by peersChallenges are internally imposed(Improvement of theories, validating paradigm)

Infa

ncy

Old ageM

atu

rity

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2. Learning


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Kuhn also defines Paradigm Shift

Time

Paradigm Shift (Sharp Break with the Old)

Dev

elop

men

t(K

now

ledg

e, R

elig

ion

, Bus

ines

s)

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2. Learning


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Learning Curve - Photography

Time

Ph

otog

rap

hy

Plates

Dig

ital

Col

our

Film

Paradigm Shift

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2. Learning


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Possible Decline

Time

Paradigm Shift

Knowledge and development can decline after paradigm shift due to lack of interest, people moving

on to greener fields.

Dev

elop

men

t(K

now

ledg

e, R

elig

ion

, Bus

ines

s)

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2. Learning


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3. Application of the Learning Curve + Kuhn to Coastal Engineering

and Science

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Some of the following may be offensive some of you.

It will contain coarse language.It will contain scenes of nudity (the emperor

has no clothes).

Warning

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I use Kuhn’s work here.It is perceptive.But, as with all theoretical concepts, it is based

on simplifications (as is this presentation).Nevertheless, it is useful to gain insight into the

development of coastal engineering and the theory/practice subject of this conference

Disclaimer

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In spite of any pessimism I present,… there are many signs of hope, indications of improvement and course corrections.

There are many possibilities for further course corrections and improvements, etc.

I overstate the problem for clarity

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23Time

Kn

owle

dge

Solution of pressing practical problems Much empiricism

Pressing problems are solvedDevelopment of sophisticated theoriesParadigm is articulated

Coastal Engineering becomes a subculture. Work is addressed to peers and adjudicated by peers. Challenges are internally imposed (Improvement of theories, validating paradigm).

Infa

ncy

Old ageM

atu

rity

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3a. Learning Curve + Kuhn (1977)This fits coastal theoretical work, but not coastal practice

3. Application


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Stages of Knowledge Re-Interpreted

Time

Kn

owle

dge

“Practice” develops to solve (simpler) practical problems using much empiricism.

“Practice” and “Theory” work together to develop, more sophisticated methods – Theory supports practical solutions.

Theory and practice become separate cultures. Research goes much beyond solution of practical engineering problems.

Infa

ncy

Old ageM

atu

rity

Theory: Challenges internally posed, peer adjudication Practice: External adjudication by clients and public

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3. Application


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3b. Amplification of “Old Age”

Theory

Practice

Remember - Overstatement for focus !

Theory: Challenges internally posed, peer adjudication

Practice: External adjudication by clients and public

The difference is the Adjudication !

3. Application

Theory and practice become separate cultures. Research goes much beyond solution of practical engineering problems.


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• Traditionally, decision making and design was simple. A project owner hired an engineer, a practical individual, who simplified concepts, designed by trial and error (models) – Infancy.

• Then we improved our solutions with formal university courses, given by (practicing) engineers and who conducted research in support of better engineering - Maturity.

3b. How did we get there ?3. Application


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• Universities want to be “universities” and not “professional schools”.

• This means Research as well as teaching of Practice.

The Universities, however, need to emphasize research To generate additional incomeTo develop reputation

This normally comes at the expense of teaching.

3. Application How did we get there?


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Valuable research results are understood by the universities to be (Peer Reviewed) Publications and Citations, which are purported to be:Hard evidence of scientific achievementImprovement of scientific theoriesValidation of the existing paradigm, etc



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This “Research” has become a self-contained game (as in Old Age as defined by Kuhn - “a subculture that talks to itself”)

This Research/(Publish or Perish) culture defines researchers/theoreticians, but also practicing engineers.



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Researchers/Theoreticians.The Research/Publish or Perish culture

defines research funding, hiring, salaries, promotion and tenure.

This forces Engineering Profs, Ph.D’s, Postdocs and Graduate Students (our brightest minds) into the research game and away from practice (and from teaching engineering).

Discussion with Sam



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Since the Engineering Profs must focus mainly on research, students are less exposed to actual, practical engineering concepts, supported by their prof’s practical experience.

The busy profs also relegate teaching to PhDs, postdocs and teaching assistants, who have little or no practical experience.



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Engineers in PracticeAt the same time the Research/(Publish or

Perish) culture also defines engineers in practice:They are essentially outside the systemThere is no incentive for them to join

hands with their researcher/theoretician colleagues.

They walk away from the very force that defines them as well as their colleagues



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• This rant about the disconnect between practice and theory (engineering and research) is not unique for coastal engineering. It is voiced regularly in civil engineering and in other applied science disciplines. But it is also voiced in other professional disciplines, such as medicine, law, etc.



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The peer review system that drives the publish/perish and reward systems is seriously flawed.Because of specialization, adjudicating

peers are close colleagues, often friends.This is not objective adjudicationIt tends to preserve the status quoThe system is of little interest to engineers

in practice and v.v. , thus missing a vital input into the system.

Finally

The em

peror

is cl

early

withou

t clot

hes!



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In light of: Climate change - sea level rise, increased

storm activity Man-induced land subsidence. Continued population encroachment upon

the world’s shorelines. etc.

We can no longer afford to:

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3. Application


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We can no longer afford to: Institutionally reduce “good” Coastal Engineering to

peer- adjudicated Coastal Research Downgrade the teaching of practical engineering. Support a rewards system that is primarily based on

the number of citations and published papers Support peer review systems, university education

and technical conferences that draw young people away from practical engineering and into more theoretical science. (Easier, safer, sexier?).

There are many hopeful signs ! (e.g. 1st yr design courses)

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3. Application


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We need engineers who can synthesize technical information and integrate it with Socio-Economic constraints to formulate problems accurately and to provide solutions to very complex problems.

This is not Science – it is Engineering; the application of science to real life problems for practical answers.

And future problems will not become any easier or less urgent.

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3. Application


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3d. Coastal Learning Curves ??

Time

Numerical Modeling

ProcessKnowledge

DataCollection

Today

Physical Modelling

1970

0

75

50

25

100

1950 1970 1990 20101910 1930

Dev

elop

men

t%

of

Pot

enti

al ?

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3. Application


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1970: The steepness of the numerical modeling,

process knowledge and field measurement curves resulted from the introduction of computers.

We took full advantage of the opportunities provided by the computer.

Dev

elop

men

t(%

of

pot

enti

al)

Time

Numerical Modeling

ProcessKnowledge(Theory)

Field Data

Collection

Today

Physical Modeling

1970

0

75

50

25

100

1950 1970 1990 20101910 1930

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3. Application


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2011: All learning curves are quite flat.This is the “Old Age” of Coastal EngineeringTherefore, we can not - must not - continue

along the old paths followed since 1970 (as we continue to do at present).

Dev

elop

men

t(%

of

pot

enti

al)

Time

Numerical Modeling

ProcessKnowledge(Theory)

Field Data

Collection

Today

Physical Modeling

1970

0

75

50

25

100

1950 1970 1990 20101910 1930

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3. Application


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3e. Coastal Learning Curve ??

Time

Decline in knowledge and development of

Physical Modeling

Dev

elop

men

t(K

now

ledg

e, R

elig

ion

, Bus

ines

s)

Paradigm Shift ?? (Introduction of

computers)

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3. Application


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4. How can we proceed?

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Rapid advancement can occur through a paradigm shift We should be so fortunate! We need to encourage it by funding

real innovative thinking with money that is not tied to peer review and publications only.

Set up a “Coastal Think Tank” ?

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Proceed?


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In the meantime, to advance at all (to be able to meet the present and future design complexities, uncertainties and the approvals procedures) we need a concerted (and integrated) effort on all fronts – process knowledge (theory), physical modeling, numerical modeling, field measurement.

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Proceed?


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We must take advantage of the particular strengths of each element.

We must integrate science and engineering, re-integrate theory and practice and integrate all our tools, people, facilities and cultures.

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Proceed?


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Specialization has occurred within coastal engineering, e.g. numerical modeling, waves, sediment transport, breakwaters, environmental, construction, etc.

This is inevitable – it is the “continental drift” of progress of knowledge.

It is generated in a positive feedback loop with peer review.

But…

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Proceed?


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To be able to solve practical problems, we must connect the various ‘expert silos’ better and concentrate on the more general concepts of coastal engineering, as well as on the specialties.

This will be very difficult, since career advancement is generally based on specialization, publication, etc (It is like stopping continental drift?).

Proceed?

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5. Integration

(of cultures, expertise, tools and people)

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Closer (physical) integration of cultures

1. Theory ↔ Practice

2. University Education ↔ Engineering

3. Physical ↔ Numerical Model (ing, ers)

4. Physical Laboratory Space

Integration

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1. Theory ↔ Practice :

As a profession, we must define exactly what we mean by these terms.

We must together define a prioritized agenda of research needs and update it regularly (forming a target for research).

We must find means to fund these vital priority research topics (e.g. lobby !).

Integration

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(physical) integration of cultures


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We must address the peer review of engineering research and create room for greater interest and involvement of practicing engineers.

We must address the university reward system for engineers (and other professions?)

We must address the system of research funding for engineering research.

Integration

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1. Theory Practice


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We must encourage (and find funding for) participation of practicing engineers in peer review, tenure and promotion committees, etc.

Inclusivity is part of the basic fabric of universities. We need to stress Equal Opportunity for practice and theory - e.g. count engineering reports, patents, practical experience, etc., as well as the usual scholarly achievements.

Integration

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1. Theory Practice


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2. University Education ↔ Engineering:

We must as a profession define engineering education, e.g. theory + application + problem solving + skills.

We must increase interaction on the shop floor – Students and Professors must spend time regularly in industry – “Scholarships and sabbaticals in practice, co-op programs, etc.” (and find funding)

Integration

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We must get engineers into the universities “Engineers in Residence, Mentoring, Educational leaves, design courses, etc.” (and find funding).

Integration

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2. University Education Engineering


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We must encourage and develop “Industrial Academies”

The coastal courses run by the developers of software, are a great idea. But they must be technically broad and teach theory and application, as well as skills with software.

If the university does not teach practice, the profession must AND IN A PROFESSIONAL MANNER.

Integration

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2. University Education Engineering


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3. Physical ↔ Numerical Model(ing,ers) This is happening. My first job My second job

4. Physical Modelers - Join forces, co-operate, share facilities and expertise. HYDRALAB is an excellent example.

Always problematic because of intellectual

property and perceived leading positions.

Integration

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This integration will cost money.To generate funding, we must immediately

be able to show added value: Better, more relevant education = $$, More competent engineers = €, ¥, Shorter project approval periods mean

reduced costs, Academic rewards for engineering as well as

research will improve performance, etc, etc, etc.

Integration

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Comment


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This is a road map.It does not tell you about the vistas and

flowers along the road – stop to look around and smell the roses!

It does not tell you what has been done to the road in the past to straighten the curves, improve the sight lines, widen the shoulders etc.

Integration

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Final Note


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Many people have been and are working to improve the road.

What I present is not something new.The problem is not unique to coastal

engineeringWe are not starting, we are in a process.But there is much to be done to prevent

further crashes on the road.

Integration

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Final Note


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Thank You

The paper is posted on:

www.civil.queensu.ca(or google: j william kamphuis)

May 2011

Documents

J.W. Kamphuis Coastal Eng. Theory and Practice 1 Coastal Engineering – Theory and Practice J. W. Kamphuis Queen’s University Kingston, ON, Canada K7L 3N6