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This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience and a wider horizon. If teachers' 'pedagogical imperative' is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, 'The need for authority is...constant...[I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.' In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils' experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be 'an aid to freedom' and not freedom's enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice. Eds: This paper forms part of a Special Issue titled 'Beyond Virtue and Vice: Education for a Darker Age', in which the editors invited authors to engage in exercises of 'transvaluation'. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses. [ABSTRACT FROM AUTHOR]

PLOS Medicine editors and guest editors announce a call for papers for submissions for a special issue on diabetes prevention. [ABSTRACT FROM AUTHOR]

The article provides information on "The Curriculum Journal" and its services. It cites that the journal's existence promotes and explores all aspects of curricular development and inquiry. The editors of the journal has invited contributions on all aspects in education from all over the world. Moreover, it provides an address for literary work submissions.

The papers collected here are based on those presented at a colloquium entitled interac- tion in Complementary School Contexts: Developing Identities of Choice at the Sociolinguistics Symposium 15 in Newcastle, April 2004. The colloquium was convened by the editors of this volume and Arvind Bhatt. The genesis for bringing together papers on complementary schools, a much under-researched area, was a project sponsored by the ESRC on Complementari1j Schools and their Commuiiities in Leicester (Bhatt et al., 2004; Martinet al., 2004a, b). [ABSTRACT FROM AUTHOR]

The article presents information and suggestion for authors on the blind review system adopted by the journal in the selection of papers published in it. The author, being the editor, dwells on the issue, whether a review editorial team can really remain in oblivion about the identity of authors. A double blind method is reportedly used by the journal, where both the author and the reviewer remain unknown to each other. Double blind method, the author finds, is the most common review method used by counseling journals and this being an education counseling journal, has adopted the same method. She adds several suggestions for authors sending in their papers, that include not mentioning their institutional affiliation and citing their previous publications.

An editorial is presented on role of editor in the periodical. It explores the forum on discussion of the widest range of educational issues. It reports on founding editorship of research in online journal which allowed publication of education papers with immediate links to supporting data, and video clips. It examines the approach of decision making for the investment of time and energy.

The article presents the insights of Peter Preece on being the new Editor of "Research Papers in Education." He aims to continue publishing papers reporting original research, or summaries of research, on matters related either to policy or practice in education, or to both. He hopes to continue publishing occasional special issues devoted to particular themes. He also announces the retirement of Jack Wrigley from the Editorial Board and the appointment of Debra Myhill as the new Deputy Editor.

The article offers information on the publication of this special double issue, which focuses on issues relating to the diversity and commonality in higher education. This issue was produced in response to a call for papers prepared by the editor and the executive editors. The refereeing of the papers submitted, which was completely anonymous, was done by the editor and the executive editors. The papers considered were those that engage with and explores values and suggest new forms of syntheses.

The article presents information that manuscripts for publication and Letters to the Editor should be submitted to the Editor either directly or to one of the Associate Editors. Submission of a manuscript is a representation that the paper has been neither published nor submitted for publication elsewhere and that, if the work is officially sponsored, it has been released for open publication. The manuscript should be accompanied by a Copyright Transfer Agreement from the authors (or their employers--whoever holds the copyright) transferring the copyright to Operations Research Society of America (ORSA). The form for this agreement is printed in the journal "Transportation Science," and is also available from the Editor and the Business Manager. This written transfer of copyright, which previously was assumed to be implicit in the act of submitting a manuscript, is now necessary under Copyright Law in order for ORSA to continue disseminating research results as widely as possible. Copies of a manuscript will not be returned to an author unless he makes a specific request, or unless reviewers have provided annotations that will be of use to him.