Background:The current standard for obtaining accurate sentinel lymph node (SLN) mapping is intraparenchymal lymphophilic dye/radiocolloid injection close to the breast tumor. We hypothesized that common lymphatic trunks drain both a large volume of breast parenchyma and skin and that intradermal or intraparenchymal routes flow to the same axillary node.Methods: 99m Tc-labeled filtered sulfur colloid was injected intradermally directly over the breast tumor in 119 patients. Blue dye was injected intraparenchymally in the same quadrant as the primary tumor (concordant quadrant) in 66 and in a discordant quadrant in 53 patients. During axillary exploration, both blue and gamma-emitting (hot) nodes were found. End points were SLNs that were hot and blue, either the same node or different nodes.Results: In 62 (93.9%) of 66 of concordant quadrant and in 49 (92.5%) of 53 of discordant quadrant patients, the same SLN was both hot and blue (P ϭ .99; Fisher's exact test). In eight cases in which two distinct nodes were blue and not hot and hot but not blue, the lymph nodes were very close to each other.Conclusions: The dermal and parenchymal lymphatics of the breast seemed to drain to the same axillary lymph nodes. Lymph from the entire breast seemed to drain through a small number of lymphatic trunks to one or two lymph nodes.

Tke autkors decpibe the ppocess by which one university considered the development ofa multicultural student union and the~eseaych ppoject that was undeytahn to gain infomationfiom all campus constituencies concerning the inteyest in such a union and the perception of its finction. This a~ticle~eports on the student Yesponses gatheyed in telephone intemiews.The pyocedure and Yesults will provide guidelines for othey institutions when considering the development of multicultural student unions. k recent years, several colleges and universities, including The University of Michigan, Columbia University, and the University of Massachusetts, have made front-page headlines due to racial violence (Jones, Terrell, & Duggar, 1991). On some campuses, racial tension has been exacerbated by the creation of White student organizations developed in reaction to ca~s for diversity (Wilson, 1990a). h a recent survey of college presidents by the American Council on Education (ACE), 68% of the respondents said that racial tensions were a major problem on their campuses (Wilson, 1990b). ti most campuses, the student union is viewed as a social gatherkg place for all students; however, the lack of social interaction among racial and ethnic student groups is perceived as a contributing factor to incidents of campus racism (Chavez& Carlson, 1986). It has been commody accepted that minority stidents are less fikely to interact with students of other races, but a recent study indicated that White students tad to selfsegregate more than Blacks, Asian Americans, or Chicanos (Hurtado, my, & Trevtio, 1994). At some co~eges and universities, a multicultural student union provides an incentive for cdtural exchange and a gathering place for students of all races and cultures (Williams, Terrel, & Haynes, 1988). Given that 55% of the presidents surveyed have said that inadequate campus facilities for student gatherings are a major problem on campus (Wilson, 1990b), it seems potentially beneficial for institutions to somehow provide space that wi~encourage interaction among stidents of different racial groups. The development of a multicultural student union, therefore, could be a valuable tool for decreasing racial tension on many campuses.With these thoughts in mind, and armed with a recommendation from the 1988 Minority Services Review Commission to establish such a center, the University of Massachusetts at Amherst (UMass) began serious consideration of the creation of a multictitural student center. Such centers cannot be developed without a great deal of campus planning and input from all constituencies, so in 1989 the Mtiticultural Stident Union Project was established by the Vice Chancellor of Student Affairs to investigate the feasibility of establishing such a union. me of the first acts of the Multititural Student Union Committee was to design a research project to "assess the needs and interests of the campus community" (Carew & Hofiday 1991, p. ii). Whfle the committee collected data from au constituencies, the primary purpose of th...

The authors describe the process by which one university considered the development of a multicultural student union and the research project that was undertaken to gain information from all campus constituencies concerning the interest in such a union and the perception of its function. This article reports on the student responses gathered in telephone interviews. The procedure and results will provide guidelines for other institutions when considering the development of multicultural student unions.