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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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