Intersectionality is a term coined by Kimberle Crenshaw in 1989. A scholar of law, critical race theory, and Black feminist thought, Crenshaw used intersectionality to explain the experiences of Black women who - because of the intersections of race, gender, and class - are exposed to exponential forms of marginalization and oppression. Intersectionality & Higher Education documents and expands upon Crenshaw's ideas within the context of U.S. higher education. The text includes theoretical and conceptual chapters on intersectionality; empirical research using intersectionality frameworks; and chapters focusing on intersectional practices. The volume may prove beneficial for graduate programs in ethnic studies, higher education, sociology, student affairs, and women and gender studies alike.

When developing new food products, it is important to understand the major mechanisms of food macromolecule interactions. The first edition of this book provided a useful scientific and theoretical base describing the reasons for polymer action. The second edition updates the substantial progress that has occurred during the last ten years in many aspects of understanding, measuring, and utilizing functional macromolecules. The shift to analyzing mixtures rather than single polymers is assessed and the relevant interactions that are known to take place between the large molecules are examined. A new chapter on high pressure processing is included to show the importance of new methodology to texturize proteins. The book is an essential reference for food scientists who need to understand the fundamental principles that underlie functional behavior of interacting food macromolecules.

Student Involvement and Academic Outcomes links student involvement to tangible academic outcomes (i.e., GPAs, retention rates, graduation rates). This is particularly important for diverse student populations (e.g., underrepresented minority, first-generation college, and low-income students) who now make up a significant portion (and will soon become the majority) of U.S. college students. The text is a valuable tool for higher education administrators, faculty, staff, graduate students, parents, students, and scholars alike. In addition, the volume is ideal for master's and doctoral programs in higher education and student affairs-related fields and for courses that examine issues/experiences associated with diverse U.S. college students, student affairs intervention strategies, racial and ethnic diversity in higher education, and critical/contemporary issues in higher education.

Part 3 of the Handbook of Experimental Pharmacology (Concepts in Biochem ical Pharmacology) applies the principles enunciated in Parts 1 and 2 to clinical pharmacology and toxicology. The major objective is to elucidate the many factors that determine the relationships between pharmacokinetic aspects of the disposition and metabolism of drugs and their therapeutic or toxic actions in man. Because of the more restricted information obtainable in human studies, this volume reflects the editors' bias that an understanding of pharmacokinetics is fundamental for assessing pharmacologic or toxicologic effects of drugs in humans. The first chapter is a unique primer on when to apply and how to use pharmaco kinetic tools in human pharmacology. The second chapter explains the general assumptions underlying pharmacokinetic approaches both in simple terms for the novice and in mathematical form for the more sophisticated reader. Several chapters on determinants of drug concentration and activity discuss drug absorption, drug latentiation, drugs acting through metabolites, entero hepatic drug circulation, influence of route of drug administration on response, genetic variations in drug disposition and response, age differences in absorption, distribution and excretion of drugs, and pathologic and physiologic factors affecting absorption, distribution and excretion of drugs and drug response. The focus of these chapters is data obtained in human, rather than animal, studies. Most of the chapters contain new material never summarized previously."

The history of medicine is dotted with the episodic appearance of new discoveries, scientific breakthroughs, and the development of new schools of medicine, and each has contributed to the evolution of the art and science of the practice of medicine. The founding of osteopathic medicine by Andrew Taylor Still was one such event. The development of the craniosacral concept by William G.Suther land was another. Both of these giants of osteopathic medicine en countered the reluctance of their colleagues to accept his contribu tion. Both were able to overcome this reluctance and saw the acceptance of his contribution because of the fundamental anatom ical and physiological truth supporting the concept, and the prag matic fact that their therapeutic applications were successful. Both men attracted to them individuals desirous of learning a new diag nostic and therapeutic procedure. It is fortunate that these individu als have continued to promulgate the contribution to osteopathic medicine of their mentors.