A novel molybdenum oxide-Starbon catalyst for wastewater remediation

The exploration of novel media for environmental remediation, in particular wastewater treatment, is a global imperative. Herein, the in situ green synthesis, characterisation and application of a novel Starbon™ composite comprising molybdenum oxide nanoparticles are reported. Starbons™ are carbonaceous mesoporous materials derived from starch with applications ranging from chromatography to gas capture. The molybdenum (Mo) loading, evidenced by inductively coupled plasma-mass spectrometry (ICP-MS), was 179.337 mg g-1, and the molybdenum oxide nanoparticles were observed via transmission electron microscopy (TEM) and energy-dispersive X-ray spectroscopy (EDX). The Mo-containing composite was an efficient catalyst for the reduction of 4-nitrophenol (4-NP) to 4-aminophenol (4-AP) in the presence of sodium borohydride, NaBH4 (k = 11.2 × 10-2 min-1). The Mo-composite showed superior 2,2-diphenyl-1-picrylhydrazyl (DPPH) radical quenching activity with a low inhibitory concentration [IC50 = 1.006 mg ml-1] and ferric reducing power compared with other green synthesised composites and nanoparticles. The novel Mo-containing Starbon™ composite has real time applications in water treatment such as in catalysis, adsorption and filtration

Associations between students\u27 perceptions of teacher-student relationship quality, academic achievement, and classroom behavior: Are they moderated by ethnicity, gender, or socio economic status?

The primary purpose of this study was to explore the correlations between students\u27 perceptions of their relationships with teachers, students\u27 academic achievement and students\u27 classroom behavior. A secondary purpose of the study was to investigate if students\u27 ethnicity, gender and socio-economic status moderate the relationship. A survey was used to assess sixth grade students\u27 perceptions of relationships with their teachers when they were in fifth grade. Significant associations were found between student perceptions of positive relationships and high English Language arts achievement for African for African American, Hispanic, male and low socio economic status (SES) students. Significant associations were also found between higher CST scores in Math For African American, female and low SES students. Finally, negative teacher-student relationships were found to he associated with a higher probability of students receiving referrals for Hispanic, male and Low SES students. The results of this study suggest that positive student teacher relationships are associated with and may contribute to positive academic and behavioral outcomes for vulnerable students

Associations between students\u27 perceptions of teacher-student relationship quality, academic achievement, and classroom behavior: Are they moderated by ethnicity, gender, or socio economic status?

The primary purpose of this study was to explore the correlations between students\u27 perceptions of their relationships with teachers, students\u27 academic achievement and students\u27 classroom behavior. A secondary purpose of the study was to investigate if students\u27 ethnicity, gender and socio-economic status moderate the relationship. A survey was used to assess sixth grade students\u27 perceptions of relationships with their teachers when they were in fifth grade. Significant associations were found between student perceptions of positive relationships and high English Language arts achievement for African for African American, Hispanic, male and low socio economic status (SES) students. Significant associations were also found between higher CST scores in Math For African American, female and low SES students. Finally, negative teacher-student relationships were found to he associated with a higher probability of students receiving referrals for Hispanic, male and Low SES students. The results of this study suggest that positive student teacher relationships are associated with and may contribute to positive academic and behavioral outcomes for vulnerable students

Ionic liquid microemulsions and their technological applications

662-684Ionic liquids are receiving much attention as environmentally benign media for reactions, separations, and multidisciplinary chemistry, due to their unique physicochemical properties which include non-volatility, high stability, high ionic conductivity, wide electrochemical window and easy recyclability. We summarize herein microemulsion formulations and applications where ionic liquids are used as oil substitutes, water substitutes, co-surfactants (additives) and surfactants

Associations between teacher-student relationship quality and academic achievement by ethnicity, gender, and socioeconomic status

The purpose of this study was to determine whether students’ perceptions of their relationships with teachers and academic achievement are associated, and explore whether ethnicity, gender or socio-economic status moderate those associations. Specifically, sixth graders’ perceptions of relationships with their 5th grade teachers were found to correlate with standardized achievement test scores. Furthermore, among African American, Hispanic, male and low socio-economic status (SES) student subgroups, significant associations were found between relationship quality and English Language Arts achievement. Among African American, female and low SES student subgroups, significant associations were found between relationship quality and mathematics achievement. The results of this study suggest that positive teacher-student relationships are associated with and may contribute to positive academic outcomes for vulnerable students

Associations between teacher-student relationship quality and academic achievement by ethnicity, gender, and socioeconomic status

The purpose of this study was to determine whether students’ perceptions of their relationships with teachers and academic achievement are associated, and explore whether ethnicity, gender or socio-economic status moderate those associations. Specifically, sixth graders’ perceptions of relationships with their 5th grade teachers were found to correlate with standardized achievement test scores. Furthermore, among African American, Hispanic, male and low socio-economic status (SES) student subgroups, significant associations were found between relationship quality and English Language Arts achievement. Among African American, female and low SES student subgroups, significant associations were found between relationship quality and mathematics achievement. The results of this study suggest that positive teacher-student relationships are associated with and may contribute to positive academic outcomes for vulnerable students