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22 Negot. J. 1 (2006)

handle is hein.journals/nejo22 and id is 1 raw text is: Editor's Note Negotiation Journal Happy New Year. You will find changes on the cover (new colors) as well as inside this first 2006 issue of the Negotiation journal. Inside, we are introducing a new section and reviving others. The innovation, the Research Digest, will appear near the front of each issue, right after the editor's introduction. In it you will find distillations of recent negotiation- related research we have compiled from other disciplinary and professional journals. We plan to highlight work that extends or challenges an existing theory and that offers new insight for effective practice. Many of the pieces that we will distill explicitly focus on negotiation, but we will also venture into other fields - ethics, communication, and management, for example, - when they offer potential lessons for negotiation teaching, practice, and theory. We hope you will alert us to forthcoming work you think suitable for inclusion in the Research Digest. When you find it, please send it to us at njournal@law.harvard.edu. This issue also includes an extensive book review entitled Recon- structing Camp David, a masterly essay spanning eight volumes by David Matz. Over the years, we have published many book reviews, but not always on a regular basis. Given that the stream of new and stimulating books continues to run full, we are committed to making reviews a more prominent feature of the Journal. We are pleased that Bob Bordone of the Harvard Law School has generously agreed to serve as our new associate editor for book reviews and essays. We are delighted, as well, that Melissa Manwaring, director of curricu- lum development at the Program on Negotiation, has kindly assented to oversee our articles on teaching. The Journal has frequently published notes and articles on the challenges and rewards of teaching negotiation. Going forward, we hope to devote attention to teaching in every issue. It is only fitting that Melissa's own contribution to this issue, The Cognitive Demands of a Negotiation Curriculum: What Does It Mean to 'Get' Getting to YES? signals that renewed commitment. (Her article was accepted for publica- tion, incidentally, months before she took on her new editorial duties.) This issue of the Negotiation Journal also witnesses the return of our columns - in this case also, the topic is teaching - with Daniel Shapiro writing on how students can be taught to use emotions effectively as nego- tiators. I encourage readers to contact us if they have ideas - drawn from research, from teaching, from practice, from living - for these shorter and less formal essays. Negotiation Journal January 2006 1

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