Page 14 - Engineering Electromagnetics, 8th Edition
P. 14

PREFACE








                                     It has been 52 years since the first edition of this book was published, then under the
                                     sole authorship of William H. Hayt, Jr. As I was five years old at that time, this would
                                     have meant little to me. But everything changed 15 years later when I used the second
                                     edition in a basic electromagnetics course as a college junior. I remember my sense
                                     of foreboding at the start of the course, being aware of friends’ horror stories. On first
                                     opening the book, however, I was pleasantly surprised by the friendly writing style
                                     and by the measured approach to the subject, which — at least for me — made it a
                                     very readable book, out of which I was able to learn with little help from my professor.
                                     I referred to it often while in graduate school, taught from the fourth and fifth editions
                                     as a faculty member, and then became coauthor for the sixth and seventh editions on
                                     the retirement (and subsequent untimely death) of Bill Hayt. The memories of my
                                     time as a beginner are clear, and I have tried to maintain the accessible style that I
                                     found so welcome then.
                                        Over the 50-year span, the subject matter has not changed, but emphases have. In
                                     theuniversities,thetrendcontinuestowardreducingelectricalengineeringcorecourse
                                     allocations to electromagnetics. I have made efforts to streamline the presentation in
                                     this new edition to enable the student to get to Maxwell’s equations sooner, and I have
                                     added more advanced material. Many of the earlier chapters are now slightly shorter
                                     than their counterparts in the seventh edition. This has been done by economizing on
                                     the wording, shortening many sections, or by removing some entirely. In some cases,
                                     deleted topics have been converted to stand-alone articles and moved to the website,
                                     from which they can be downloaded. Major changes include the following: (1) The
                                     material on dielectrics, formerly in Chapter 6, has been moved to the end of Chapter 5.
                                     (2) The chapter on Poisson’s and Laplace’s equations has been eliminated, retaining
                                     only the one-dimensional treatment, which has been moved to the end of Chapter 6.
                                     The two-dimensional Laplace equation discussion and that of numerical methods have
                                     been moved to the website for the book. (3) The treatment on rectangular waveguides
                                     (Chapter 13) has been expanded, presenting the methodology of two-dimensional
                                     boundary value problems in that context. (4) The coverage of radiation and antennas
                                     has been greatly expanded and now forms the entire Chapter 14.
                                        Some 130 new problems have been added throughout. For some of these, I chose
                                     particularly good “classic” problems from the earliest editions. I have also adopted
                                     anew system in which the approximate level of difficulty is indicated beside each
                                     problem on a three-level scale. The lowest level is considered a fairly straightforward
                                     problem, requiring little work assuming the material is understood; a level 2 problem
                                     is conceptually more difficult, and/or may require more work to solve; a level 3 prob-
                                     lem is considered either difficult conceptually, or may require extra effort (including
                                     possibly the help of a computer) to solve.



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