题目：Degrading Rivers: Rhine and Meuse Compared with the Lower Yangtze River 报告人🔎：Huib de Vriend 教授 主持人：何青 教授 时间⛲️：9月24日15:00 地点👩🏿🚀：闵行校区河口海岸大楼A204会议室 主办单位：河口海岸学国家重点实验室
报告人简介： Professor Huib de Vriend is a civil engineer by training. He received his PhD from Delft University of Technology. Before his retirement in 2012 he was director science of Deltares and part-time professor of River Engineering and Eco-hydraulics at Delft University of Technology. Until July 2013 Prof. de Vriend was director of the EcoShape Foundation, which co-ordinates the ‘Building with Nature’ innovation programme executed by a consortium of government agencies, universities, research organisations, consultants and engineering contractors. He has over 200 scientific publications in the fields of rivers, estuarine, coastal and seabed dynamics. Prof. de Vriend is a member of the National Commission for the EIA, and member of the thinktank on flood safety of the Netherlands Ministry of Infrastructure and Environment. As a private consultant he presently advises various large infrastructural projects in the Netherlands. 报告内容✭🧖： Making use of some basic morphological theory, we compare the responses to a variety of interventions and environmental changes for the river Rhine and Meuse in the Netherlands and the middle and lower reaches of the Yangtze in China. This makes clear that such interventions and changes give rise to different morphological processes at different temporal and spatial scales. Effects often turn out to extend upstream (‘climbing’ or ‘descending’ river), as well as downstream (‘rising’ or ‘sinking’) river. The equilibrium slope turns out to provide a good handle to explain many of these effects. Subsequently, the impact on the sediment supply to the estuary is considered for various interventions. All this leads to the conclusion that these rivers have things in common, suggesting that Rhine and Meuse can be considered as small-scale ‘field labs’ for the Yangtze, but that there are alse differences, suitable to drive further learning. |
