We examined the effects of temperature and inoculum on the agreement of macro-and microdilution broth Drugs. SCH 39304 (Schering-Plough Research Corp., Bloomfield, N.J.), fluconazole (Pfizer Research, Groton, Conn.), amphotericin B (E. R. Squibb & Sons, Princeton, N.J.), and ketoconazole (Janssen Pharmaceutical, Inc., Piscataway, N.J.) were used to prepare 1-mg/ml stock solutions in 2% dimethyl sulfoxide (Sigma Chemical Co., St. Louis, Mo.) for the triazoles and 10% dimethyl sulfoxide for the other drugs. Stock solutions of flucytosine (Hoffmann-La Roche Inc., Nutley, N.J.) were prepared at a concentration of 10 mg/ml in 10% dimethyl sulfoxide. All drugs were stored at -700C.Media and buffers. Unbuffered synthetic amino acid media for fungi (SAAMF) were prepared as previously described (2, 6), except that solutions of amino acids (Irvine Scientific Sales Co., Inc., Santa Ana, Calif.) were used instead of powdered amino acids and cystine was replaced with equimolar amounts of cysteine (7). Yeast nitrogen broth (Difco), RPMI 1640 (Sigma), and high-resolution broth (kindly supplied by Peter Troke, Pfizer Inc., Sandwich, England) were prepared as specified by the manufacturers, sterilized by filtration, and stored at 4°C. On the day of use, morpholinepropanesulfonic acid (MOPS) buffer (Sigma) was added to each medium to a final concentration of 0. 165 M, the pH was adjusted to 7.0 with 10 M sodium hydroxide or 6 M hydrochloric acid, and the medium was resterilized by filtration.Susceptibility testing. Macrodilution broth assays were performed as previously described (8,9). Briefly, twofold dilutions of the antifungal agents were prepared by standard methods (10) in media to 10 times the final concentrations, as listed below. Yeast inocula were prepared by suspending 1542

No abstract

In today's diverse classrooms, teachers need and students deserve educational tools that serve a wide range of learners. Fortunately, making instructional materials more accommodating does not have to mean sacrificing the needs of one group of students for those of another. Many features that are good for diverse learners are good for all learners. Text characteristics that have been shown to enhance learning are proposed to improve the audience appropriateness, text organization, and use of organizational aids in instructional materials. Reform of the design, selection, and use of materials will require a concerted effort by publishers, policymakers, and practitioners.

For textbooks and other instructional materials to enhance learning by all students, adoption policies must promote thoughtful consideration of the learning characteristics of students with disabilities and other diverse learners. To determine opportunities to foster such consideration during the review and selection of materials, we studied previous research on instructional materials and diverse learners, and, through document reviews and fieldwork, we directly investigated state and local adoption processes across the nation. From our reviews and fieldwork we developed guidelines for improving practice, including an organizational model based on best practices and an action plan to aid policymakers and practitioners.