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…
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…
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.
Considers the area of repatriation/reassignment of employees after international assignments and the effect that it may have on the successful internationalization of…
Considers the area of repatriation/reassignment of employees after international assignments and the effect that it may have on the successful internationalization of organizations. By specifically highlighting experiences in this area, suggests that organizations may need to develop their international human resources policies further if they are to maximize workforce investment in globalization. Draws on recent research conducted (via survey and interview) with over 40 companies, together with other relevant research and the personal and professional experiences of the writers. Specifically focuses on the main organizational issues raised and, in particular, effects of disregarding repatriation, effects on strategic and organizational development, lessons to be learned for globalization and the need for a fully integrated HR approach.
The labor regulatory framework in India provides a conducive environment for social dialogue and collective participation in the organizational decision-making process…
The labor regulatory framework in India provides a conducive environment for social dialogue and collective participation in the organizational decision-making process (Venkata Ratnam, 2009). Using data from a survey of workplace union representatives in the federal state of Maharashtra, India, this paper examines union experiences of social dialogue and collective participation in public services, private manufacturing, and private services sector. Findings indicate that collective worker participation and voice is at best modest in the public services but weak in the private manufacturing and private services. There is evidence of growing employer hostility to unions and employer refusal to engage in a meaningful social dialogue with unions. These findings are discussed within the political economy framework of employment relations in India examining the role of the state and judiciary in employment relations and, the links between political parties and trade unions in India.
Set in the Indian context, this chapter speaks of the wider concern expressed in teacher education more generally, that of increasing the efficacy of preservice teacher education for social justice. In India, equity in education has been a central concern within the striving for social justice since independence in 1947. Schools now include vast numbers of culturally diverse students, who were once excluded. However, notions of “standardization” and “homogenization” that tend to ignore their diverse voice, make transaction in the classroom an alienating experience for them. These normative ideas are challenged by emerging multicultural and critical perspectives in education which recognize linguistic and cognitive diversity and the need to create spaces for learners’ self-expression by nurturing their cultural identities in school. My chapter analyzes the effect of the collision of these two perspectives on an in-service ESL teacher and the culturally diverse learners she teaches. It then examines in what ways this pedagogy is promising for preservice teacher education that seeks to promote teaching for social justice.
The aim of this chapter is to argue that charisma is a collective representation, and that charismatic authority is a social status that derives more from the “recognition” of the followers than from the “magnetism” of the leaders. I contend further that a close reading of Max Weber shows that he, too, saw charisma in this light.
I develop my argument by a close reading of many of the most relevant texts on the subject. This includes not only the renowned texts on this subject by Max Weber, but also many books and articles that interpret or criticize Weber’s views.
I pay exceptionally close attention to key arguments and texts, several of which have been overlooked in the past.
Writers for whom charisma is personal magnetism tend to assume that charismatic rule is natural and that the full realization of democratic norms is unlikely. Authority, in this view, emanates from rulers unbound by popular constraint. I argue that, in fact, authority draws both its mandate and its energy from the public, and that rulers depend on the loyalty of their subjects, which is never assured. So charismatic claimants are dependent on popular choice, not vice versa.
I advocate a “culturalist” interpretation of Weber, which runs counter to the dominant “personalist” account. Conventional interpreters, under the sway of theology or mass psychology, misread Weber as a romantic, for whom charisma is primal and undemocratic rule is destiny. This essay offers a counter-reading.
This paper examines the employment relations (ERs) scenario in Indian organisations. The investigation is based on a questionnaire survey of 137 Indian firms in the manufacturing sector. The analysis of existing literature highlights the role of three key actors (management, unions, and the state) in the management of ERs in Indian organisations. It also shows the significant impact of the competitive pressures created by the liberalisation of the Indian economy in the changing nature of ERs in Indian firms. The study has key implications both for academicians and for practitioners.
Analyses the magnitude and complexity of the challenge of diversity in managing people in the Indian workplace. Considers the challenges for human resource management in…
Analyses the magnitude and complexity of the challenge of diversity in managing people in the Indian workplace. Considers the challenges for human resource management in the 1990s, and highlights the major issues and opportunities in coping with these challenges. Aims to provide direction for future empirical studies.
This chapter restates the purpose of the three-volume series and discusses themes that reoccur in chapters and sections of Part B, which first appeared in chapters and…
This chapter restates the purpose of the three-volume series and discusses themes that reoccur in chapters and sections of Part B, which first appeared in chapters and sections of Part A of the series. While Part A of the three-book set focused on pedagogies of teacher selection, reflection, narrative ways of knowing, identity, and mentoring and mediation, Part B of the three-volume series centers on pedagogies of preservice teacher leadership, diversity, parents and family, social justice, and technology. Ideas having to do with traveling stories, the theory-practice split, and the praxical nature of pedagogies are taken up. To conclude, the model for traveling pedagogies, which was first proposed in Part A of the series, once again appears, with a few sub-themes added from International Teacher Education (Part B), which support the already identified framework in International Teacher Education (Part A).