How can we protect our private information from others? Essay -- Commu

During my brother’s freshman year at TCU, he made the decision to join ROTC, a college military program that TCU offered its’ students in which the students would receive a full tuition scholarship if they joined. However, my brother did not want to disclose this information to our whole family and unfortunately I was unaware of this when my mother and I arrived at TCU for an unexpected visit. Upon the arrival of my mother and me, I fortuitously made the mistake of revealing my brother’s decision to join ROTC, which as a result enraged my mother to a new height. She was infuriated with the fact that my brother kept this important information from her. Due to this unintentional spilling of my brother’s private information, it took him a long time for him to conceal his private information to me and to trust me with his secrets. Conversely, through the research I have conducted on Sandra Petronio’s Communication Privacy Management Theory, I have gain ed helpful insight about realizing that there are certain boundaries and rules when others self-disclose and it is my duty to know and understand these boundaries and rules to appease the chance of â€Å"boundary turbulence.† If I had known the central premise of this theory before revealing my brother’s private information, I could have come to the conclusion that it would not be in mine or my brother’s best interest to reveal to my mother that he was in the ROTC program. The Communication Privacy Management theory is as Petronio states â€Å"as a map of the way people navigate privacy† and gives the necessary steps of how one must set and coordinate certain privacy rules with their co-owner, in order for the owner to feel that they have complete control of who gets to know their private inform... ...e discussions in order to make sure she is in complete control of her private information. During this time, Katherine is considered to have complete ownership of her learning disability. She has not allowed anyone to become a co-owner of this information, and due to a certain event when Russ pokes fun at those with learning disabilities, Katherine soon feels as if she will never be able to conceal her learning disability with her friends. Nevertheless, if Katherine wants to have more than a â€Å"superficial† relationship with Russ and Kim, she must disclose her ADD disability with them and be honest which brings her to asses her relationship with her friends. During this time, Katherine, unknowingly, applies three of the five components of Petronio’s rules based management system that her CPM theory addresses, wherein it explains how we create our privacy boundaries.

14-19 Work Related Learning

Key words: Student voice, democratic participation, egalitarianism, meritocracy, commodification, consumerism, post-modernism. 1 Every Child Matters ? In 2003, the Government published the green paper ‘Every Child Matters’ (ECM); this was published alongside the Climbie report (2003). The ECM (2003) emphasis’s four key themes: supporting families and careers, child protection, multi-agency collaboration, and ensuring that the people working with children are valued, rewarded and trained.The Every Child Matters (2003) green paper also identified five outcomes that are most important to children and young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. These five outcomes are universal ambitions for every child and young person, whatever their background or circumstances.Following wide consultation with children's services, parents, children and young people, the Government published Ever y Child Matters: the Next Steps in November 2004, and passed the Children Act (2004), providing the basis for developing more effective and accessible services focused around the needs of children, young people and families.The recently formed DCSF (Department for Children, Schools and Families) echo’s the points made in ECM (2004) and seeks to ensure that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, have lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing.For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. This is particularly app licable to my practice as the socio-economic circumstances of most of my students disadvantage them. Most of my students live in Camborne, Pool, Redruth and Hayle.These are widely recognized as deprived areas regarding economic opportunities, high number of single parent households, low employment prospects, and the majority of employment being minimum waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people.For example, a student from a poor single parent household in a deprived area with high crime rates who participates in underage smoking and drinking may be majority behaviour or the ‘norm’ in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more affluent area where this was not the ‘norm’. 2 We Could be Left Behind In every de cade children are maturing physically earlier than before resulting in a constant shortening of childhood in a biological and social sense. This has a converse repercussive effect involving the constant lengthening of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations: staying in education and training post-16 are highlighting the need to continue study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education; Johnson (2007:3) when he said ‘ the undeniable truth is that if a young person continues their education post 16 they are more likely to achieve valuable qualifications, earn more and lead happier, healthier lives’.A seeming contradiction to Johnsons (2007) policy of staying in education longer and its benefits have been r esearched by Walker and Zhu (2003:145) who asserted that ‘there is no evidence that raising the minimum school leaving age made people who have not intended to leave at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more educated’Johnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider reaching concerns. The UDHR (1948) states in Article 26 that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups for the maintenance of peace’.However, Johnson (2007:18) goes on to explain ‘we have a duty to prepare all young people for the labour market’ as †˜the world economy is developing at an ever more rapid pace. If we do not act now we could be left behind’. So its seems that it is not just for the benefit of our children’s wellbeing that Johnson encourages the parents of the youth of today to continue in education and so ‘achieving valuable qualifications, earn more and lead happier healthier lives’ (Johnson 2007:3) but more to do with deeper issues of ‘the world economy’s development and the UKs position of power within it’.In the same report Johnson (2007) quotes research carried out by the National Institute for Social and Economic Research (NISER) that reinforces the idea that when individuals achieve higher levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the macro economic level. In relation to literacy for example, a study by Coulombe Trembley and Marc hard (2004) found that if a countries literacy score increases by 1% relative to the inter national average a 2. % relative rise in labour productivity and a 1. 5% rise in GDP per year can be expected. 3 Surf’s up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions; not least ‘what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate about contemporary culture since the early 1980s. In its simplest sense it refers generally to the phase of 20th century Western culture including the products of the age of mass television since the mid 1950s.More often, though, it is applied to a cultural condition prevailing in the advanced capitalist societies since the 1960s, characterized by a ‘superabundance of disconnected images and styles most noticeably in television, advertising, commercial design, and pop video’ (Baudrillard 1998:72) In my practice I notice that these media have a profound impact on defining student’s social standing and identity within their peer group. In my role as a lecturer I observe that the students are encouraged through media and peer pressure to consume.Children’s identities centre prolifically on brand names and icons (mobile phones and hoodies) which help to fulfil their aspirations to obtain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a distinct subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I ensure that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations.Whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are soon to become extinct by their own doing. The postmodernist wave of consumer students have climbed the ladder and are nipping at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one can see the formation of a wave.As the wave builds in popularity it slowly approaches the shore, the crest breaks; postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes ‘the modern’, dissolved and replaced by yet another breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, standardised educative processes.One of the latest waves to begin its postmodernist journey towards the shore before slipping back into modernism and the norm is the Qualification and Credit Framework (QCF) announcement in January 2008 by the Qualifications and Curriculum Authority (QCA) who have â€Å"allowed commercial companies the ability to award nationally accredited qualifications to employees, for the first time Network Rail, Flybe and McDonald’s all achieve the standards set by QCA for awarding accredited qualifications, enabling them to assess, track and recognise work-place learning† (QCA 2008) McQualifications This links to Ritzers (2000) notion of the McDonaldisation of education, where education is based on the premise of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is rooted in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures.Ritzer (2000:2) applies this process of McDonaldisation not only to ‘restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society’; including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera.For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The ideal of meritocracy has become controversial because of its association with the use of tests of intellectual ability, such as the Scholastic Aptitude Test, to regulate admissions to elite colleges and universities. It could be argued that an individual's performance on these tests reflects their social class and family environment more than ability.Maybe this is what Chomsky (1989) would label a necessary illusion. One that allows the system to keep on running with the support o f its members even if massive disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth; a discourse that the society accepts and makes function as true (Foucault 1980:131). Excellence in Schools (DFEE 1997) and Meeting the Challenge (DFEE1998) were ntroduced as the Governments educational policies and marked the change from centralised control to educational intervention where direct involvement and partnerships with parents, schools, Local Authorities and businesses recognised them as stakeholders in an attempt to improve standards in schools and to find ‘radical and innovative solutions’ (Blair 1998:1 cited in Meeting the Challenge 1998) to problems of underachievement. Reference List Baudrillard, J. (1998) The Consumer Society: Myths and Structures. London. Sage. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions.London. Pluto Press Climbie Inquiry: Report of an In quiry by Lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook – Sather, A (2002) ‘Authorising Students perspectives: towards trust, dialogue and change in education’. Educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The Invention of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) Excellence in Schools. London. HMSO.DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and Diversity: Age Discrimination in Employment and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children: common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) ‘Consulting Pupil s about Teaching and Learning’. Foucault, M. (1980) Power/Knowledge: Selected Interviews & Other Writings 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations: staying in education and training post-16. DfE Kolb, D. (1984) Experiential learning as the science of learning and development. Englewood Cliffs. Prentice Hall. Laidlaw, M (1994) The democraticising potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 – 241 Ling, P (1991) America and the Automobile: Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National Institute for Social and Economic Research (2002).Britains relative productivity performance – updates to 1999. NISER Oplatka, I (2004) ‘The characteristics of the school organisation and the constraints on market ideology in education: an institutional viewà ¢â‚¬â„¢. Journal of Educational Policy 19, 2, p143 – 161. QCA (2008) News release: Employers gain official awarding body status on line at http://www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. Pine Forge Press. Rudduck, J and Flutter, J (2000) ‘Pupil participation and pupil perspective: carving a new order of experience. Cambridge Journal of Education, 30, 1, p75 – 89.Schon, D. A. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith Social Disadvantage Research Centre (2004) The English Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General Assembly of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). Adult Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity: recent UK evidence. Labour Market Trends.Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) Economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) ‘Pupils, the forgotten partners in education action zones’. Journal of Educational Policy 19, 2, p216 – 226 Young, M. (1961) The Rise of the Meritocracy: An Essay on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). Behaviour Solutions: teaching 14-16 year olds in colleges of further education. Great Britain. Incentive Plus.

black beauty and the american standards of beauty Essay

Beauty is generally defined as the quality or combination of qualities in a person or thing that gives pleasure to the senses or pleasurably exalts the mind or spirit. While this definition supports the commonly-held belief that beauty is in the eye of the beholder, American standards of beauty have not had many variations over the past few decades. Since the beginning of American history, there have been three ideal archetypal symbols of womanhood that have to do with physical beauty: light skin, a slim body, and straight hair.[1] While there has been some dynamicity, it was very slight and has rarely ever encompassed physical characteristics more commonly attributed to women of color, such as a dark complexion, a voluptuous figure, and thick, kinky hair. The prevalence of the Eurocentric American standard of beauty among young African-Americans has led to self-esteem issues and controversy, but despite the detrimental aspects, it has been a unifying force in the African-American co mmunity. The European standard of beauty, which has always been integrated into American culture, was formed long before African-Americans were introduced into the western hemisphere as slaves. It was used in comparison to African-Americans as a method of stripping black women of their femininity and justifying their inferiority. In historical advertisements and visual performances, physical attributes associated with black people—such as bigger lips, darker skin, and, for women, a larger figure—were exaggerated in order to emphasize how different blacks were from white people, and assert control over them in almost every aspect of life, especially how there were perceived by other races and their own self-perception.[2] As slaves, blacks did not have tools for self-adornment and, while black women could wear different hairstyles to express themselves, they often dressed in what was necessary for hard labor, which did not leave much room for femininity. The article, â€Å"Beauty Culture,† by Tiffany M. Gill, tells of the creation of the black beauty culture industry, post-slavery, as a means of defining beauty in their own lives.[3] This industry, however, was wrought with controversy because of the two categories of products available, those which enhanced the natural physical traits of black women and those that seemingly attempted to conform to white beauty standards. The black beauty culture industry was faced with the task of battling stereotypes that suggested that blacks were innately ugly and that their physical attributes were the reason for their low political, social, and economic status. The importance of the black beauty culture industry is proven by the fact that, during the Great Depression, the industry did not face the same economic downturn as many other black businesses, and women were willing to barter food and other necessities in order to get their hair styled.[4] As the public presentation of black wome n increased, so did hair chemicals that allowed them to mimic the hairstyles of white women, and a well-groomed African-American woman became synonymous with straightened hair, which contradicted the political identities of black women. The Black Power Movement boasted the belief that â€Å"Black is beautiful!† which was revolutionary in its appraisal of black culture, politics, and even style. This created a strong sense of racial pride in the African-American community and unity, especially as beauty colleges became key institutions in the black community. Hairdressers and salon owners were some of the most politically active people in black communities, and their places of business were a safe haven from the humiliations of Jim Crow.[5] By accepting the physical differences between blacks and other ethnicities, the African-American community was able to assert more control over their own definition of beauty and improve their personal lives. Black women no longer had to conform to Eurocentric beauty standards and could stand together to show that they were just as attractive and feminine. This huge part of leisure culture also offered women alternatives to jobs as domestic servants or agricultural laborers . Yet, despite the Black Power aesthetic being popularized over sixty years ago, the overall American standards of beauty still do not accommodate women with darker skin and textured hair. The fact that American beauty standards still hold true to the ideal woman being light, thin, and straight-haired, is evidenced by a simple Google image search of â€Å"beautiful women.† Of the top 100 results, only two are African-American women. Black women, despite an increase in black pride and acceptance of natural features in their own community, are still being judged according to and oppressed by Eurocentric beauty standards. According to a survey analysis done by Dia Sekayi, 72.8 percent of black women attending various historically black colleges throughout the United States, expressed discomfort with the way beauty for black women is defined by the media and society’s expectations of them.[6] Forty-six percent wish they had smaller bodies and thirty-two percent are displeased with their natural hair texture.[7] The use of chemicals and weaves to make black hair resemble the hair of white women and skin lightening lotions show that many black women are not ple ased by their appearance. It’s obvious that beauty has intangible elements, such as confidence and likability, but even these things can be affected by one’s physical appearance. When young girls do not feel as if their beauty is being validated, concern for their appearance impacts their quality of life long-term. Scholarly literature supports the notion that that meeting or not meeting the ideal standard of beauty might impact the quality of girls’ experiences at school, both on a social and an academic level.[8] This issue is important because without a less stringent view of American beauty, black women will continue to be judged by a standard of beauty, even if they choose not to embrace it, that is nearly impossible for most to meet. Black women are currently resisting the dominant aesthetic standard and embracing their own cultural ideas of beauty but in many instances are pushed to hide their true selves. Women who have chosen to wear their hair unstraightened or braided have encountered discrimination in their workplace, despite kinky hair and braids being key hairstyles in black communities across the globe.[9] While there may be a growing acceptance of natural hairstyles in many places of business, there are some Americans who don’t understand that multiple standards of physical beauty must coexist, and if they do not, people who don’t conform to the standard will suffer. It is important for young black girls to feel comfortable in their own skin and grow up knowing tha t they can be their own special brand of beautiful and that there are people who look like them in the media, whether they are dark or light, slim or curvaceous. Battling against aesthetic hegemony is not easy for black women living in the United States, and oftentimes dissonance and frustration is felt because of society’s views on beauty and the impracticalness of American beauty in regards to women of all colors, shapes, and sizes. However, a lessening of assimilation into white culture is being seen and African-Americans are taking Eurocentric beauty trends and turning them into something more. Black women use their African roots and their own sense of artistry to create unique styles that reflect a black culture and the beauty and femininity that they were once disparaged of.    Bibliography Sekayi, Die. â€Å"Aesthetic Resistance to Commercial Influences: The Impact of the Eurocentric Beauty Standard on Black College Women.† The Journal of Negro Education 72, no. 4 (Autumn 2003): 467-477. http://www.jstor.org/ stable/3211197. (Accessed November 2, 2015) Gill, Tiffany M. â€Å"Beauty Culture.† Black Women in America, Second Edition, edited by Ed. Darlene Clark Hine. Oxford African American Studies Center, (2008): 1. http://www.oxfordaasc.com.proxy.library.vanderbilt.edu/article/opr/t0003/e0023 (accessed November 3, 2015).    [1] Dia Dekayi. â€Å"Aesthetic Resistance to Commercial Influences: The Impact of the Eurocentric Beauty Standard on Black College Women.† The Journal of Negro Education 72, no. 4 (Autumn 2003): 469. [2] Tiffany M. Gill. â€Å"Beauty Culture.†Ã‚   Black Women in America, Second Edition, edited by Ed. Darlene Clark Hine. Oxford African American Studies Center. (2008): 1 [3] Tiffany M. Gill. â€Å"Beauty Culture.†Ã‚   Black Women in America, Second Edition, edited by Ed. Darlene Clark Hine. Oxford African American Studies Center. (2008): 1 [4] Tiffany M. Gill. â€Å"Beauty Culture.†Ã‚   Black Women in America, Second Edition, edited by Ed. Darlene Clark Hine. Oxford African American Studies Center. (2008): 1 [5] Tiffany M. Gill. â€Å"Beauty Culture.†Ã‚   Black Women in America, Second Edition, edited by Ed. Darlene Clark Hine. Oxford African American Studies Center. (2008): 1 [6] Dia Dekayi. â€Å"Aesthetic Resistance to Commercial Influences: The Impact of the Eurocentric Beauty Standard on Black College Women.† The Journal of Negro Education 72, no. 4 (Autumn 2003): 474. [7] Dia Dekayi. â€Å"Aesthetic Resistance to Commercial Influences: The Impact of the Eurocentric Beauty Standard on Black College Women.† The Journal of Negro Education 72, no. 4 (Autumn 2003): 474. [8] Dia Dekayi. â€Å"Aesthetic Resistance to Commercial Influences: The Impact of the Eurocentric Beauty Standard on Black College Women.† The Journal of Negro Education 72, no. 4 (Autumn 2003): 468. [9] Tiffany M. Gill. â€Å"Beauty Culture.†Ã‚   Black Women in America, Second Edition, edited by Ed. Darlene Clark Hine. Oxford African American Studies Center. (2008): 1

Design of Compact Dual-Band Microstrip Patch Antenna

Design of Compact Dual-Band Microstrip Patch Antenna for GPSK-PCS Operation Ho-yong Kim', Yong-nn Lee, Chung-ho Won, Hong-min Lcc Department of Electronics [email  protected] Univerrily hi-Dong, Yeongtong-Cu, Suwon-Si, Kyonggi-do, Korea email: [email  protected] com lnlraduetion In recent years, with the advance o f technology, the demand for an antenna operating a1 mutibands i s increasing rapidly. Such as GPS and K-PCS, The multi-hand antennas with one feeding pon use the multiple resonance technolagy[l] such antennal are difficult lo provide a good polarization efficiency for GPS signal reception. So the integrated GPSIK-PCS dual-band antenna using two feeding pan has been proposed in this paper. Referenced dual-band antenna using two feeding pon has matched poiariration of integrated system. [2] but it has large size. Proposed antenna uses miniafurizalion technique that is to insect ilits. This technique is to increase elecVlcal surface length by slits. [3-5] Operating frequency o f proposed Bntenna is greatly lowered by slit^. Meander line patch and square ring patch with four diu o f proposed antenna are about 70% and 50% ofreferenced antenna size. The proposed antenna composed of a low-profile cylindrical monopole with a top-loaded meander line patch for K-PCS Operation, and a comer-truncated square-ring microstrip patch antenna with four-slits for GPS ooeration. Pmposed Antenna Design The geometry and design parameter of the proposed antenna for compact GPSIK-PCS operation i s presented in Figure I. The proposed antenna has the common ground plane, but i s fed by separate feeding pon. The antenns for GPS-hand i s realized by using a corner-truncated square-ring microstrip patch with four slits. The outer side length and inner ride length are40mm(L,)and IZmm(&) ~ ~ p % t i d printed on a rubrtrale o f thickness 1. 6mm(h) and y, relative peminiviry (e, :4. 4). The middle ofthe substrate is removed for inner rectangular d i t area ( b x b ) of patch. Feed position for right-hand circularly polarized (RHCP) wave operation is placed along x-axis. and the distance of the probe feed away fram the patch center i s denoted as 6 . 6 m m ( / ) . The four-rlitr at the comers are of equal length I3. 5mm(S)and width Imm(w). Fig 2(a) shows simulated reNm loss of the proposed anlenna for GPS receiving antenna with various d i t lengths(S). It i s noted that the reSonant frequency rapidly lowered with increasingdesign parameter(S). In f h i ~ way, the excited surface current paths are lengthened in the propo~ed designs, and the operating frequency is greatly lowered. 0-7803-8302-8/04/$20. 00 IEEE 3529 02004 Also, the shorted meander line patch antenna with low-profile cylindrical monopole top is loaded at the center of square ring patch for K-PCS operation. For brbadband characteristic, cylindrical monopole has a large diameter of 6. 2mm(d,) and l e n ~ h 10. 7mm(h2). The eander line patch has a ride lengh Z l m m ( p ) and is connected to the common ground by two same shorting posh, which have a diameter of 2. 2mm(d2). By varying ofthe shorting ports diameter(d2), good impedance matching can easily be obtained. Figure 2(b) shows simulated retum loss for the p r a p ~ ~ e d K-PCS antenna with various slit lengthr(m,) of meander line patch. Meander line patch size can be reduced by increasing inserted slit length. Becaus e of the antenna for K-PCS operation interfere the axial mtio of GPS receiving antenna, the miniatufimion of GPS antenna is limited. According to the experiment, the patch size of GPS antenna for circular polarized operation must he over about twice the size of KPCS antenna with meander line suunurc. In the proposed designs, the bandwidth of3-dB axial mtio is about 13 MHz, which is much larger than that required for GPS operation at 1575 MHz. The measured axial ratio ofthe antenna for GPS operation i s presented in Figure 3. Figure 4 shows measured re† 101 of proposed antenna. The impedance bandwidths (. lOdB retum larr) are about lZOMH~(1744MHr-1864MH~)far K-PCS band and 60MHr (IS46MHr-1606MHz) for GPS-band. The isolation between the two feeding pons of the PCS and GPS elemenls is less than -17dB. Measured radiation panems of the proposed antenna at l8OOMHz and ISROMHz are presented in Figure 5 and 6, respectively. The K-PCS antenna radiation panem at IROOMHz shows a monopole radiation panem, 10 this fype of antenna is suitable for applications on a vehicular communication system. For the GPS anfenna at ISROMHz, good broadside band radiation panem is obtained. Far K-PCS operation the measured pea* antenna gains is about 2. 4dBi and t h c gain variations are within O. JdBi, for GPS operation the measured peak antenna gains is about 7. dBi and the vanations of gain does not exist. Conclusion Proposed antenna has a integrated slmcturc of microitrip patch antenna with two feeds for dual-band oprmtion(GPSiK-PCS). A low-profile cylindrical monopole with a shorted meander line patch i s loaded for K-PCS operation, which rhowr a linearly polarized monopole patkm with broadband characterirlic. Th e radiating clement for GPS operation is a novel square-ring microstip path with truncated comers with four slits, which provide circularly polarized braadrids radiation panemr. size reduction of proposed antenna is achieved by using slits. Meander line patch and square ring patch with four . lib of proposed antenna are about 70% and SO% of referenced antenna sire. As the proposed antenna has a compact size for dual band operation, it will be suitable for practical vehicular mobile communication antenna applications. R&E†Ce [I] R. Kronberger, H. Lindenmcier, L. Reiter, J. Hapf, † Multi hand planar Invencd-F C r a Antenna for Mobile Phone andGPS,†2714p-Z717p,AP confer. 1999 3530 [2] I. Y. Wu and K. L. Wong, â€Å"Two inlegraled stacked shorted patchantennas for DCSiGPS operations,† Micra wave Opt. Techno1 . Len. , Vol. 30. July, 2001. I31 S. Reed, L. Desclar, C. Terref, and S. Toutain, â€Å"Patch Antenna Size Reduction By Means Oflnductive Slots,† Micro wave Opt. Teehnol. Len. ,Vol29. Apri, 2001. 1 [41 J. Y. Wu and K. L. Wong, â€Å"Single-feed Square-ring Microstip Antenna wilh lruncated comers for Compact ~ircularpolarization Operation,† Electronics lea. , Vol. 34, May,1998. [ 5 ] W. S. Chen, C. K. Wu, and K. L. wong. I' Novel Compact Circularly polarized Square Microstrip Antennq† IEEE Trans. ,Antennas Propagat. , Vol. 49, March, 2001, L, = 40mm, L, = 12mm, S = 13. 5mm, t = 5. 74mm. IY = I n † f = 6. 6†³. p = Zlmnr, m, =ZOmm, ml =3. mm, d) = 6. 2mm, d* = 2. 2†³. d, =9. 3mm h, = 1. 6mm. h2 =10. 7mm Fib. 1. Geomelly and dimiiiimi ofthe pmpanrd a n t m i l for CPSIK-PCS operation. (a) The variation against parameter S (b) The variation againsl parmnster m, Fig. 2. Simulated return loss wilh v~riour ImgthsiS) nnd vsriour slit lengthsim,). slit 3531 I E 4 , d B ! -2 1. 560 1. 565 1. 570 1. 575 1. 580 .† -15 FrequanollGHz , I . 1. 5 2. 0 ~r4†³enwffi~ 2. 5 Fig. 3. The measured arid ratio. Fig 1 Measured r t b m loss of antenna. . (a) x-2 plane @) x-Y plane Fig 6. Measured radiation panem for GPS operation; f=1580MHz 3532

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