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A multitrip spatial-interaction pattern is defined in the paper as the system of movements where every movement is composed of a chain of trips linking different places in space. A spatial interaction model with the distance decay function based on a random variable distribution is derived to describe this pattern.

AbstractThree studies were conducted to investigate whether commitment expectations in romantic relationships can be described using a prototype interaction‐pattern model of interpersonal expectations. Participants included male and female students enrolled at a university in the United States. In Study 1, 204 participants listed interaction patterns they believed produce a sense of commitment in romantic relationships. Study 2 (N= 170) tested whether the patterns are organized around prototypes, such that some patterns are more likely to create a sense of commitment than others. In Study 3, 160 participants evaluated the effects of prototypical and nonprototypical pattern violations to verify the prototype structure further. The utility of the prototype interaction‐pattern model for analyzing commitment expectations was supported in all 3 studies.

AbstractThis study explores how dyadic power theory (DPT) can explain the demand/withdraw interaction pattern (in which one partner raises an issue and the other partner avoids discussion) in a wide range of relationship types (e.g. friends, romantic partners, family, work relationships). Two surveys were conducted (N = 155 and 91 of student and non‐student samples, respectively) where participants reported on either an unequal‐power or an equal‐power relationship in a scenario. The results were more complex than anticipated. DPT's predictions for both demand/withdraw (H1b) and relationship satisfaction (H2) were supported but found that a related pattern, criticize/defend (H1a; in which one partner critiques and the other partner defends themselves), was affected not only by the power dynamic (in the opposite direction that DPT would predict) but also by the type of relationship participants reported. In addition, equal‐power partners were more likely to use a positive interaction (RQ1) style than unequal‐power partners.

Drawing on the notion of generative mechanisms as constitutive rules, this paper advocates a shift away from the notion of routines as sources of ongoing change and towards a rule-based understanding of routines as institutional facts. While the recent practice turn to routines studies has highlighted sources of endogenous change, this paper adopts a Critical Realist stance to investigate exogenous forces that account for the emergence of a new routine. To this end, the paper endeavours to analyse the passing of new legislation in the criminal justice system of England and Wales. By examining what makes the rules of the game change between the Police and the Crown Prosecution Service, the paper explains an instance of institutionalisation in the making. Theoretical and practical implications are discussed. Our contribution stresses that constitutive rules play a pivotal role for recognising, identifying and labelling organisational routines, thus generating order, stability and patterning.

This research is attempts to find out the types of teacher and students talk and also the patterns of teaching-learning interaction. This research was qualitative case study conducted in English Language 1 class Economics Education Study Program of Teacher Training and Education Institute Persatuan Guru Republik Indonesia Bojonegoro, East java. The participants were an English teacher and thirty four students. Observations were conducted twice in November 2016. The data were analysed by using the combination of interaction analysis system adapted from (Flanders, 1970; Moskowitz, 1971; Brown, 1975; Al-Otaibi, 2004; and Erling et al., 2012). The findings show that the teacher produced almost all types of teacher talk. They also produced almost all types of student talk in learning process. The teaching-learning activities used produced the patterns of group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Consider the result of this study. It is important for the teacher to build interactive and communicative teaching-learning activities involving more interaction and participation among the students. It is also advisable for the teacher to consider the factors that might affect the teaching-learning interaction in the classroom.

We present a longitudinal data set of four scientific conferences during which we have collected face-to-face contacts along with extensive information about the participants (see https://doi.org/10.7802/2352 ). Interactions between participants were monitored using the SocioPatterns platform, which allows to detect and record face-to-face physical proximity events every 20 seconds in a well-defined social context. This data set contains the contact data, i.e. the interaction events that were collected during the four studies. Participants were not linked through the four studies.

We present a longitudinal data set of four scientific conferences during which we have collected face-to-face contacts along with extensive information about the
participants. Interactions between participants were monitored using the SocioPatterns platform, which allows to detect and record face-to-face physical proximity events every 20 seconds in a well-defined social context (see https://doi.org/10.7802/2351 ). This data set contains socio-demographic information about the participants, collected via a survey. Participants were not linked through the four studies.

Examining the experience of organizational practitioners, this book features contributions from professionals as they explore the perspective of complex responsive processes, and examine how this impacts their development. It serves as an insight for academics and business school students and practitioners