scholarly journals Harold Everard Monteagle Barlow, 15 November 1899 - 20 April 1989

1990 ◽  
Vol 36 ◽  
pp. 17-42

Harold Barlow’s distinguished career was almost entirely spent at University College London (UCL), an institution that he dearly loved and within which he made a major contribution to the revitalization of electrical engineering education in Britain, especially in the years from 1945 onwards. His longest absence from UCL was from 1939 to 1945, most of which period he spent at the Royal Aircraft Establishment in Famborough working on radar, or radiolocation, as it was known in the U.K. at that time. He was particularly impressed by the tremendous contribution to the war effort of microwave radar and communications systems, and he returned to academic life at UCL with two thoughts uppermost in his mind; the immense potential of the microwave frequency band for peaceful applications, and the need for electrical engineers to have a far deeper understanding of electromagnetic theory than had traditionally been the case, if they were to play a full part in the exciting developments that he so clearly foresaw. He was very successful in turning these ideas into reality, and he soon established for himself and for his Department a leading position in microwave engineering education. However, Harold Barlow believed very strongly in the interplay between teaching and research, and the microwave research school, which he established, not only illuminated and stimulated the thorough teaching of fundamentals to undergraduate engineers, but provided a first class environment for graduate students, who came from all over the world to carry out research under his inspiring and kindly guidance. The present international renown of the Department has its origins in the sound foundations laid down by Harold Barlow over four decades ago.

2018 ◽  
Vol 8 (3) ◽  
pp. 72-81 ◽  
Author(s):  
Faraz Yusuf Khan ◽  
Shrish Bajpai

Abstract The present paper deals with the issue of Electrical Engineering, particularly its impact and standard of education in India from its initiation till present date. We have explored the transition of Electrical Engineering from disciplines of science to a discipline of engineering and technology. A comprehensive study of Electrical Engineering education framework in India at various stages has been done along with a comparison of educational institutes among BRICS nations, namely Brazil, Russia, India, China and South Africa. We have also acknowledged Electrical Engineering as an important domain of engineering and technology. Indian Government’s efforts to improve the quality of Electrical Engineering education in India through internet based interactive online tools and its endeavors to decrease the rising levels of greenhouse emissions for the betterment of our environment has been appreciated in this paper. We have analyzed a plethora of Electrical Computer Aided Design (ECAD) simulation tools, available for the welfare of electrical engineering academia, as well as industry based electrical engineering applications. Electrical Engineers are destined to play a decisive role in the socio-economic future of India and the world, as they have been doing this since the 19th century. Keeping this fact in mind, we have decided to refer to the present employment opportunities available in India covering the private sector as well as the public one. The role of renewable energy in the creation of numerous sustainable jobs for the already huge and exponentially growing youth population of India has a mention in this paper. In conclusion we have formulated some recommendations to educational institutes and Indian Government which will help Electrical Engineering academia-industry flourish in the near future.


Author(s):  
Sam Mil’shtein ◽  
Steven Tello

Unprecedented dynamics of the development of electronics could be easily tracked by comparing market figures for electronics versus steel, chemical and automotive industries in US and across the world. The multifaceted nature of semiconductor technology is clearly visible. Spinoff of such products as solar cells, Micro Electronic Machines, where electric motors of 3 microns in diameter are produced on silicon chip, biological sensors capable to monitor about 26 parameters of human body and extremely intelligent robots, these are based on already existing and future subfields of electronics. We would like to underline that the major factor, which made success of semiconductor electronics possible is the human factor, i.e., existence and participation of highly qualified electronic engineers and scientists. We examine how our electrical engineering education programs teach creativity and innovation. We suggest the ways of how can an innovation theory and practice be integrated into a very full engineering curriculum, so the electronic engineers graduating today, continue to create and innovate. This article examines engineering education trends at University of Massachusetts that reflect a growing commitment to assuring 21st century engineers have the knowledge and skills required to develop innovative technologies and products.


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