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This essay interrogates the seeming diversity paradox of multicultural teacher education and its connection to the White world of education. Applying a critical race methodology and concepts from critical whiteness studies and the Black radical tradition, the authors draw from their combined lived experiences as teacher educators at institutions located across the U.S. as an important source of critical knowledge about the White world of education to highlight specific, representative moments of practices typical in many U.S. teacher preparation programs. The authors' purpose is to critically examine these moments of teacher preparation practices as one way to better understand and push toward ameliorating the mechanisms and modus operandi of Whiteness in teacher preparation and expose how equity-oriented aims are daily sabotaged; it is not to blame individuals or programs or to promote White defensiveness or guilt. For multicultural teacher education to realize its equity-oriented goals, the realities of active complicity in protecting the Whiteness embedded within teacher preparation must be exposed and challenged. The persistent Whiteness in education is not accidentally or coincidentally [re]created behind the backs of individuals and programs--as if it were a kind of "who done it" mystery, despite historical collective cries of [White] innocence.

In this conceptual essay, the author draws on the concept of bad faith to explore its connections to Niceness and role in sustaining the historical failures of U.S. teacher education to prepare future teachers to effectively teach learners from diverse backgrounds through culturally responsive pedagogy. Bad faith is a useful, albeit underutilized, concept in considering and challenging the patterned historical inequities maintained by Niceness in teacher preparation programs. Applying a critical race theory (CRT) methodology and analysis, the author presents and interrogates three representative exemplars of a logic of racism operationalized through bad faith, then insulated by Niceness in U.S. teacher education. These exemplars serve as conceptual case studies that are constituted as composite scenarios of patterned enactments of bad faith authorized by Niceness within U.S. teacher education; these cases demonstrate how [and why] the bad faith–Niceness interplay informs the work and [good] intentions of stakeholders most often in ways that further, rather than challenge, historical failures of U.S. teacher education for culturally responsive pedagogy. [ABSTRACT FROM AUTHOR]

The spotlight has certainly fallen on everyone involved in child protection recently. Lord Laming's report on the inquiry into events surrounding the death of Victoria Climbie commented on the number [...]

Highlights recommendations from the Centers for Disease Control and Prevention, for prophylaxis after exposure to human immunodeficiency virus (HIV). Benefits of early prophylaxis for persons exposed to HIV; Types of drugs recommended for use; Hospital personnel at a greater risk of exposure to HIV; Types of bodily fluids that carry a higher risk of transmitting HIV. INSET: Patient information..

Presents information on several simulation and gaming associations in the United States. Submission of papers for the Association for Business Simulation and Experiential Learning (ABSEL) Maui 1998 conference; International Simulation and Gaming Association (ISAGA) `Past ISAGA Conferences'; Meetings and conferences of the Japanese Association of Simulation and Gaming (JASAG).

Provides information on the 1998 JASAG Prize which was awarded annually to the individual or group who has made significant contributions in the field of simulation and gaming. Recipient of the awards; Highlights of the symposium titled `Promotion of Games as a Method in Education, Research, and Interchange.'