title: A natural behavior planner for multi-personal human-robot interaction within the simulated environment

authors: Chen, Yue

abstract: In recent years, diffusion models have made remarkable success in generating realistic human motions. However, existing robot pose-learning approaches are largely focused on single-task and one-to-one scenarios, failing to account for multi-person social interactions. This limitation leads to rigid, context-insensitive behaviors that are ill-suited for real-world service scenarios. Consequently, current systems often produce robotic behaviors incapable of the fluidity and responsiveness expected in human-centered environments, a shortcoming underscored by affordance theory in robotics. To address this issue, we propose RoboActor, an innovative human-robot interaction behavior planner that draws inspiration from theatrical acting to orchestrate both deliberate and automatic actions. Our framework leverages large language models (LLMs) to disentangle primary command-driven tasks from secondary, context-induced subtasks. By this means, RoboActor generates lifelike and socially appropriate behaviors in multi-person settings, significantly enhancing the naturalness, engagement, and realism of service robots in everyday social applications.

text: A natural behavior planner for multi-personal human-robot interaction within the simulated environment In recent years, diffusion models have made remarkable success in generating realistic human motions. However, existing robot pose-learning approaches are largely focused on single-task and one-to-one scenarios, failing to account for multi-person social interactions. This limitation leads to rigid, context-insensitive behaviors that are ill-suited for real-world service scenarios. Consequently, current systems often produce robotic behaviors incapable of the fluidity and responsiveness expected in human-centered environments, a shortcoming underscored by affordance theory in robotics. To address this issue, we propose RoboActor, an innovative human-robot interaction behavior planner that draws inspiration from theatrical acting to orchestrate both deliberate and automatic actions. Our framework leverages large language models (LLMs) to disentangle primary command-driven tasks from secondary, context-induced subtasks. By this means, RoboActor generates lifelike and socially appropriate behaviors in multi-person settings, significantly enhancing the naturalness, engagement, and realism of service robots in everyday social applications.

year: 2026-03

title: Eco-centric success: Stakeholder approaches to sustainable performance via green improvisation behavior and environmental orientation in the hotel industry

authors: Murtaza, Syed Hussain

subjects: environmental performance

abstract: This study delves into the relationship between green improvisational behavior (GIB), environmental orientation (EO), a green creative climate (GCC), and how they influence the environmental (EP) and social performance (SP) in the hotel industry. Through the perspective of stakeholder theory, the study examines how these factors work together to cultivate an atmosphere. The data was carefully collected through surveys at Pearl Continental Hotels & Resorts branches, a known chain of luxury hotels in Pakistan. Using Structural Equation Modeling for analysis, the study reveals insights for the hospitality industry in promoting a culture that encourages innovative and sustainable practices through environmentally friendly actions. By understanding what drives the development of an environment, hotels can create an organizational culture that supports eco-friendly initiatives. Additionally, this research contributes to existing knowledge by investigating the role of focus in effectively implementing and utilizing practices that promote a green creative climate for improved environmental and social performance within the hotel industry. The results provide implications for practices within hotels and offer theoretical perspectives on the factors driving sustainability efforts in this sector.

text: Eco-centric success: Stakeholder approaches to sustainable performance via green improvisation behavior and environmental orientation in the hotel industry This study delves into the relationship between green improvisational behavior (GIB), environmental orientation (EO), a green creative climate (GCC), and how they influence the environmental (EP) and social performance (SP) in the hotel industry. Through the perspective of stakeholder theory, the study examines how these factors work together to cultivate an atmosphere. The data was carefully collected through surveys at Pearl Continental Hotels & Resorts branches, a known chain of luxury hotels in Pakistan. Using Structural Equation Modeling for analysis, the study reveals insights for the hospitality industry in promoting a culture that encourages innovative and sustainable practices through environmentally friendly actions. By understanding what drives the development of an environment, hotels can create an organizational culture that supports eco-friendly initiatives. Additionally, this research contributes to existing knowledge by investigating the role of focus in effectively implementing and utilizing practices that promote a green creative climate for improved environmental and social performance within the hotel industry. The results provide implications for practices within hotels and offer theoretical perspectives on the factors driving sustainability efforts in this sector.

year: 2024

title: Māori transitions into tertiary education

authors: Amundsen, Diana Leigh

subjects: Maori

abstract: This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

text: Māori transitions into tertiary education This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

year: 2019