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Alcohol-associated liver disease (ALD) is a global health issue and leads to progressive liver injury, comorbidities, and increased mortality. Human-relevant preclinical models of ALD are urgently needed. Here, we leverage a triculture human Liver-Chip with biomimetic hepatic sinusoids and bile canaliculi to model ALD employing human-relevant blood alcohol concentrations (BACs) and multimodal profiling of clinically relevant endpoints. Our Liver-Chip recapitulates established ALD markers in response to 48 h of exposure to ethanol, including lipid accumulation and oxidative stress, in a concentration-dependent manner and supports the study of secondary insults, such as high blood endotoxin levels. We show that remodeling of the bile canalicular network can provide an in vitro quantitative readout of alcoholic liver toxicity. In summary, we report the development of a human ALD Liver-Chip as a powerful platform for modeling alcohol-induced liver injury with the potential for direct translation to clinical research and evaluation of patient-specific responses.

With growing demand for marketing graduates with quantitative strengths, many universities are developing degree programs and courses that focus on analytical skills. Unfortunately, marketing students are often regarded as having inferior quantitative skills. Thus, marketing departments face the challenge of motivating students to enroll in analytical courses. Course titles are likely to play a role in influencing student perceptions of courses. Our results suggest that the title has significant impact on student interest in analytical marketing courses, and that student perceived value of the course to employers mediates this relationship.

An innovative segmentation, targeting, and positioning (STP) activity is described and evaluated using two learning outcomes: student perception of learning and actual student learning. The results indicate that the activity is effective in generating classroom engagement in a principles of marketing course with a diverse student population. Further, an empirical study shows favorable outcomes for both measures of learning, which validates the effectiveness of the activity as an educational tool. Interestingly, students' perceived and actual learning show no correlation, and thus we advocate for the need to evaluate learning through both direct (i.e., actual) and indirect (i.e., perceived) assessments.

This study investigated the impact of mathematics curriculum (standards based vs. traditional) on the performance of sixth and seventh grade students with disabilities on multiple-choice and open-ended assessments aligned to one state's number and operations and algebra standards. It also sought to understand factors affecting student performance on assessments: ability status (students with and without disabilities), curriculum (standards based vs. traditional), and assessment type (multiple choice vs. open ended). In all, 146 sixth grade students and 149 seventh grade students participated in the study. A linear mixed model for each grade revealed students with disabilities did not perform better in either curriculum. Furthermore, curriculum type was not a significant factor affecting student performance; however, ability status, time, and assessment type were. The implications of these results are discussed. (Contains 4 tables and 2 figures.)

Little is known about how best to teach mathematics to students with learning disabilities. This study explored the performance and self-reported calculator use of 13 sixth-grade and 15 seventh-grade students with learning disabilities educated in either standards-based or traditional mathematics curricula on multiple-choice and open-ended assessments. Across both groups of students: (a) curriculum did not impact the number of problems students answered correctly, (b) students answered more problems correctly on the multiple-choice than on the open-ended assessments, (c) students self-reported low percentages of calculator use, and (d) curriculum did not impact students' self-reported calculator use. Overall, the results suggest that students with learning disabilities are not advantaged or disadvantaged by receiving either a traditional or a standards-based mathematics curriculum. (Contains 2 figures, 4 tables and 2 notes.)