The following form must be signed by the author, or an authorized representative of the authors, of a work to be published by Springer Publishers under the auspices of the International Federation for Information Processing (IFIP). The form must be submitted to the editor of the publication that will contain the work, along with the camera-ready copy for the publication.

This form is to be used to transfer the copyright for a publication of the International Federation for Information Processing (IFIP), or the copyright for a separately-authored component of an IFIP publication, to IFIP. This form applies to IFIP publications not published by the IFIP publisher

The following form must be signed by the author, or an authorized representative of the authors, of a work to be published by Springer Publishers under the auspices of the International Federation for Information Processing (IFIP). The form must be submitted to the editor of the publication that will contain the work, along with the camera-ready copy for the publication.

This article is the fourth in a series of six emanating from the UK JISC-funded RoMEO Project (Rights Metadata for Open archiving). It describes an analysis of 80 scholarly journal publishers’ copyright agreements with a particular view to their effect on author self-archiving. 90% of agreements

Abstract. Tutorial dialogue has been the subject of increasing attention in recent years, and it has become evident that empirical studies of humanhuman tutorial dialogue can contribute important insights to the design of computational models of dialogue. Students with particular characteristics may have specific dialogue profiles, and knowledge of such profiles could inform the design of tutorial dialogue systems whose strategies leverage the characteristics of the target population and address the communicative needs of those students. This paper reports on a study that was conducted to investigate the influence of learner characteristics (performance levels, selfefficacy, and gender) on the structure of task-oriented tutorial dialogue. A tutorial dialogue corpus was gathered from interactions transpiring in the course of problem-solving in a learning environment for introductory computer science. Analyses of the annotated dialogues suggest that the dialogue structure of (1) low-performing students differs significantly from that of high-performing students, (2) students with low self-efficacy differs significantly from that of students with high self-efficacy, and (3) males differs significantly from that of females. 1.

RadioGraphics is a peer-reviewed journal published under the supervision of the Board of Directors of the Radiological Society of North America, Inc., which governs the nature of all materials selected for publication including advertisments. No responsibility is accepted by the Board or the Edi tor for the opinions expressed by contributors. RadioGraphics reserves the right (a) to require the revision of a manuscript as a condition of its acceptance for pub lication and (b) to introduce any changes in a manuscript that may be nec es sary to make contributions conform to its editorial standards. RadioGraphics will consider for publication materials pre pared according to the following instructions. (These instructions are in accord with the Uniform Requirements for Manuscripts Submitted to Biomedical Journals [N Engl J Med 1997; 336:309–315].) All manuscripts are subject to peer review, and recommendations of the reviewers are considered in the decision for acceptance. Solicited manuscripts, that is, those based on education exhibits from the RSNA an nual assembly that were selected by RadioGraphics subspecialty panels, are reviewed at submission. Unsolicited manuscripts based on exhibits that were not selected will not be considered. All other unsolicited manuscripts are previewed by editorial board members and, if judged to merit review, are sent to two reviewers. New manuscripts for print only should be submitted online at www.rsna.org/RGXPress Inquiries about manuscript status and preparation, as well as letters to the editor, can be directed to rg@rsna.org

Uploaded to this server in accordance with publishers copyright transfer agreement.

We investigate whether firms learn to manage interfirm alliances as experience accumulates. We use contract-specific experience measures in a data set of over 2000 joint ventures and licensing agreements, and value creation measures derived from the abnormal stock returns surrounding alliance

The following document is subject to copyright agreements. The attached copy is provided for your personal use on the understanding that you will not distribute it and that you will not include it in other published documents.

The following document is subject to copyright agreements. The attached copy is provided for your personal use on the understanding that you will not distribute it and that you will not include it in other published documents.