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This paper describes how force‐guided robot can be implemented in the automated assembly of mobile phone. A case study was carried out to investigate the assembly operations and strategies involved. Force‐guided robot was developed and implemented in the real environment. Proportional‐based external force control with hybrid framework was developed and implemented to perform the compliant motion. In order to perform assembly operations, three basic force‐guided robotic skills are identified. These are stopping, alignment and sliding skills, where the motions are guided by the force feedback. The force‐guided robotic skills are combined and reprogrammed with fine motion planning to perform notch‐locked assembly. The system is optimized for high assembly speed while considering the constraints and limitations involved.

Researchers in the past have used Fourier transformation method to determine the in‐plane displacement components from moiré fringes generated by a pair of overlapping circular gratings. In this approach it is necessary to assume that the transmittance is sinusoidal. The purpose of this paper is to propose a graphical method for determining the 2D displacement components from the moiré patterns more easily instead of the complex Fourier transformation method.

The moiré patterns were spatially transformed from Cartesian‐to‐polar coordinate system. The morphological grayscale dilation operation was used to eliminate the residual gratings in the transformed pattern while preserving the moiré fringes. The center line of the moiré fringe was fitted with a sine curve and the in‐plane displacement values were determined directly from the peak‐to‐valley height and the position of the peak in the fitted curve.

Experimental results showed that the proposed moiré pattern analysis method is able to give in‐plane displacement accuracies of 0.002 mm in the x‐direction and 0.01 in the y‐direction without the need for complex computation.

Resolution of the proposed method is limited only by the resolution of the imaging system.

The proposed graphical method for determining 2D displacement components from the moiré patterns can be applied to low‐frequency circular gratings whose transmittance is not sinusoidal.

The graphical analysis method is novel and allows the displacements components to be determined more easily.

This paper describes the development of a force‐guided robot that uses the information of contact force to overcome component misalignment in the automated assembly of a mobile phone. Several possibilities of misalignment in the assembly of the back chassis and front housing of the mobile phone are studied. An assembly approach using force‐guided motion is implemented to perform the assembly task. The assembly operation was carried out in the presence of translational and rotational misalignment of the mating components. Experimental results show that the proposed assembly approach successfully performs the assembly task.

According to Yubin et al. (2023), films serve as a medium for conveying visual representations of various elements such as landscapes, buildings, landmarks and monuments, which provide a contextual backdrop for the narrative. According to Vila et al. (2021), the number of global tourists visiting film locations exceeds 80 million. In addition, according to Yubin et al. (2023), the promotion of tourism is facilitated through the utilisation of films, which serve to create novel representations, counteract negative perceptions and enhance the portrayal of underdeveloped destinations. A significant number of individuals engage in the practise of visiting movie sets with the intention of re-experiencing the emotional impact of the film. The devaluation of film marketing has been observed. This method represents a highly indirect approach to enticing tourists. This chapter examines the comprehension of travellers' motivations and the perception of film-exposed locations in Bollywood films (Salnick, 2023). Film tourism provides a tailored and personalised experience for individuals. The difficulty in measuring this concept arises from factors such as the emotional responsiveness, personality traits, background and interpretive abilities of the viewers in relation to media images. According to Castro et al. (2023), the inclusion of a destination on a screen can serve as a means to enhance the diversity of a site's tourist offerings or mitigate the effects of seasonality by providing opportunities for experiential activities, showcasing notable landmarks or serving as a filming location. Film destinations have the potential to gain popularity and benefit from advertising and the perception of spectators.

In our societal context, the neoliberal competitive and knowledge-oriented culture still exerts a stranglehold on teachers' sense of professional autonomy giving rise to a deficit image of them as ‘excessively entitled’. The purpose of this chapter is to eschew this deficit view of teachers by bringing their agentive side to the fore. First, it explores the concept of ‘excessive teacher entitlement’ in terms of the prevalent characteristics of the culture of teaching in schools and the nature of authority wielded by teachers in this culture and its negative consequence on student learning using an excerpt from an English as Second Language (ESL) classroom in India where this study is set. This episode helps expose the teacher's unawareness of the gaps between their intention and action, a hallmark of excessive entitlement. Second, it juxtaposes an alternative image of ‘teacher as researcher’ to foreground teachers' ‘transformative activist stance’ which revolves around their ideological becoming in agentively striving to realise their ‘best-loved self’. Framed within Vygotskian Cultural-Historical Activity Theory, the principle of ‘double stimulation’ provides a powerful analytical lens to unpack the complex discursive dynamics of their practice nested within historically developing contradictions. These contradictions work tacitly to drive a wedge between teachers' intentions and action making them feel excessively entitled to passively acquiesce with the existing order of things. This study provides some signposts for teacher education about creating an environment where teachers can reclaim their transformative agency freeing themselves from the ‘excessive entitlement’ that binds their practice to the status quo and diminishes their relationships with students.

This chapter investigates the experiences of doctoral students and supervisors in the doctoral process, focusing on the potential impact of imbalances in the distribution of power. In this respect, there are troublesome manifestations of excessive faculty entitlement that appear to be a source of inequality and injustice. These phenomena call into question the crucial relationship of support expected of doctoral students, as thesis supervisors have a fundamental role to play in guiding them towards the doctorate and ensuring their successful entry into the research community. Looking at the issue from the angle of the theory of social fields, I examine instances of dysfunction in supervisory experiences. Such problematic practices tend to conform to the relationships and traditions that sustain and (re)produce the practices of the academy, constraining the establishment of what Bakhtin describes as a dialogical relationship, between doctoral students and supervisors. I examine this problem from my own experience, both as a doctoral student and as a supervisor. I approach the question by combining self-study and narrative inquiry to make use of the data from my experience to analyse the issues raised during the supervision of doctoral programmes. I connect accounts drawn from literature, real-life testimonies and a corpus of discussions and notes to explore the manifestations of excessive faculty entitlement in the form of asymmetries and difficulties that can negatively impact the quality of supervision.

“Excessive teacher/faculty entitlement” is a nascent idea in teacher education. Ratnam chanced upon this notion of “excessive teacher entitlement” while trying to understand and find a language to characterize the perplexing paradox of teacher intransigence in the face of the adaptability required of them to address the intensifying issues of equity and diversity in this global multicultural world. The concept of the “best loved self” brought in by Craig as a perfect complement to “excessive teacher/faculty entitlement” helped them present the two in a yin-yang relationship. The authors in the five chapters of this section use the language of excessive entitlement to conceptualise and uncover the sources of oppression experienced by them in the situated dynamics of their institutional milieu. Their narratives tell how the naming of the phenomenon provoked them to become conscious of the presence of excessive entitlement in themselves and others accompanied by a liberating push towards realising their best loved self.

Our investigation of the emerging issue of teacher entitlement is viewed from the perspective of researchers trying to make sense of the concept with the intention of exploring its links to inclusive educational practice, teacher education and research. This chapter is therefore mainly conceptual, focusing on the limits and possibilities offered by the extension of the concept of entitlement, first relating to students, now extended to the teaching profession. The concept of entitlement is gaining currency principally in the Anglo-Saxon literature but should also be reconsidered in relation to contextual influences. In the educational field, debates denote several ‘displacements of concepts’, as shown in the extensive reviews and analyses of the concept of entitlement attitudes we undertake in this work. We first discuss developments and interpretations of the concept of entitlement specific to different disciplines in the literature. Then we undertake a contextual reframing based on a redefinition of the concept drawing on input from empirical research data, which emphasizes the challenges encountered when dealing with the phenomena of social cohesion, ethics and cultural diversity in education. The findings highlight the potential benefits of integrating the concept of teacher entitlement into valid strategies for implementing an inclusive and ethical educational process.

This chapter investigates the phenomenon of teachers' “entitled attitude” that manifested itself as resistance to change in the midst of a curricular reform in the Indian school context. For teachers long socialized into a teacher-centered culture, the change expected was nothing less than a paradigm shift in the Kuhnian sense. However, conclusions drawn from studies involving cursory surveys and teacher observation pinned the problem to teachers' “entitled attitude,” an unwillingness to exert themselves beyond the minimum level required by school policies. This view reflects a lack of acknowledgement of teachers as persons with values and the capacity to think and feel as potential agents of community practices such as schooling. My study investigates the wider sociocultural historical and political basis of teachers' putative “entitled attitude” informed by Lev Vygotsky's dialectical approach. It accesses the interrelated history of a teacher at a number of levels using the teacher's life history to create the narrative. This “genetic” analysis helps illuminate what the curricular change means to teachers inside out. The findings are used to unravel the nature of support that would help teachers realize their agency and sway them from using entitlement as a compensatory mechanism to deflect change.

Education tends to colonize. Established authorities (teachers, curricula, and examinations) instruct newcomers, extending conditional membership. This presents a dilemma for teachers seeking to instill in their students habits of critical, creative, and lateral thinking. In Australia as elsewhere, blueprint educational documents embody lofty aspirational statements of inclusion and investment in people and their potential. Yoked to this is a regime routinely imposing high-stakes basic-skills testing on school students, with increasingly constrictive ways of doing, while privileging competition over collaboration. This chapter explores more informal, organic learning. This self-study narrative inquiry explores my career in terms of a struggle to be my most evolved, enlightened self, as opposed to a small-minded, small-hearted mini-me. To balance this, I examine responsible autonomy (including my own), rather than freedom. This chapter also explores investment in humans, with the reasonable expectation of a return on that investment. It draws and reflects upon events in or impacting my hometown, Sydney, Australia, focusing largely on WorldPride, the Women's World Cup, and a referendum on an Indigenous voice to parliament, all of which took place as I compiled this chapter. Accordingly, the narrative focuses primarily on sexuality, gender, and race. I explore the capacity of my surroundings to teach me and my capacity to learn from my surroundings. The findings and discussion comprise diary-type entries of significant events and their implications for (my) excessive entitlement. The final section of this chapter reviews what and how I have learned.