Treatment of antimicrobial azole compounds via photolysis, electrochemical and photoelectrochemical oxidation: Degradation kinetics and transformation products.

The degradation kinetics and transformation products of pharmaceutical azole drugs from Watch List 2020/1161 (fluconazole, FCZ; miconazole, MCZ; clotrimazole, CTZ; and sulfamethoxazole, SMX) are examined individually and as a mixture in Milli-Q water and simulated wastewater (SWW) upon treatment with three different advanced oxidation processes: (i) photolysis (UV), (ii) electrochemical (eAOP), and (iii) photoelectrochemical (eAOP/UV). For individual pollutant degradation, UV was found to be significantly more effective for SMX and CTZ compared to MCZ and FCZ. Whereas when treating the azole drugs mixture, eAOP/UV was determined to be the most effective treatment method. The degradation efficiency was higher in Milli-Q than in SWW because the treatment efficiency depended on the matrix compositions. The degradation products formed under different processes were identified, and the routes of transformation were proposed. The results of this study can assist in the selection of the most suitable treatment technology depending upon the pollutant or matrix.

Anodic oxidation of sulfamethoxazole paired to cathodic hydrogen peroxide production.

A double chamber electrochemical system is developed consisting of a boron-doped diamond (BDD) anode and a graphite cathode, which not only degrades sulfamethoxazole (SMX) but also simultaneously generates hydrogen peroxide (H2O2). The degradation of SMX is carried out by (in)direct oxidation at the BDD anode and H2O2 is produced by two electron oxygen (O2) reduction reaction (ORR) at the cathode. The effect of different parameters on the kinetics of both mechanisms was investigated. The performance of the system at the optimized conditions (pH 3, 0.05 M Na2SO4 as electrolyte, and 10 mA as applied current) showed that after 180 min of electrolysis, SMX was almost fully degraded (95% removal and ∼90% COD reduction) as well as about 535 µM H2O2 was accumulated. With the help of LC-MS, five intermediates formed during SMX electrolysis were properly identified and a degradation pathway was proposed. This study advocates methods for improving the effectiveness of energy use in advanced wastewater treatment.

Recent advances in carbonaceous catalyst design for the in situ production of H2O2 via two-electron oxygen reduction.

The electrochemical oxygen reduction reaction has received increasing attention as a relatively green, safe and sustainable method for in situ hydrogen peroxide (H2O2) production. Recently, significant achievements have been made to explore carbon-based (noble metal-free) low-cost and efficient electrocatalysts for H2O2 electroproduction, which could potentially replace the traditional anthraquinone process. However, to realize industrial-scale implementation, a highly active and selective catalytic material is needed. In this review paper, we first expound on the oxygen reduction reaction (ORR) mechanism, which is the origin of in situ H2O2 production. Then, the recent progress in the development of modified carbon-based catalysts is reviewed and classified, corresponding to their physical or chemical modulation. Furthermore, an overview is provided of the available examples from pilot/large-scale applications. Finally, an outlook on the current challenges and future research prospects to transfer the lab-developed catalysts into pilot or industrial-scale reactors is briefly discussed.

Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood.

Although research has examined the bivariate effects of teacher support, peer acceptance, and engagement, it remains unclear how these key classroom experiences evolve together, especially in late childhood. This study aims to provide a detailed picture of their transactional relations in late childhood. A sample of 586 children (M age = 9.26 years, 47.1% boys) was followed from fourth to sixth grade. Teacher support and engagement were student-reported and peer acceptance was peer-reported. Autoregressive cross-lagged models revealed unique longitudinal effects of both peer acceptance and teacher support on engagement, and of peer acceptance on teacher support. No reverse effects of engagement on peer acceptance or teacher support were found. The study underscores the importance of examining the relative contribution of several social actors in the classroom. Regarding interventions, improving both peer acceptance and teacher support can increase children's engagement, and augmenting peer acceptance can help to increase teacher support.

Teacher-student relationships and adolescent behavioral engagement and rule-breaking behavior: The moderating role of dopaminergic genes.

This study examined whether the dopamine transporter DAT1 and the dopamine receptor DRD4 genes moderate the effect of student-reported teacher-student relationship affiliation or dissatisfaction on parent-reported adolescent rule-breaking behavior and behavioral engagement. The sample included 1053 adolescents (51% boys, Mage=13.79) from grades 7 to 9. Regression analyses were conducted using Mplus while controlling for multiple testing and nested data. Adolescents who experienced stronger affiliation with their teachers were more engaged in school, whereas greater dissatisfaction predicted more rule-breaking behavior. In addition, a significant gene-environment interaction was found for both genes examined. The link between low teacher-student affiliation and low engagement was more pronounced for DAT1-10R homozygotes. The link between high teacher-student dissatisfaction and more rule-breaking was stronger for DRD4 non-long carriers. Implications for understanding the role of teacher-student relationships in adolescence and suggestions for future research are outlined.

Transactional Links Between Teacher-Student Relationships and Adolescent Rule-Breaking Behavior and Behavioral School Engagement: Moderating Role of a Dopaminergic Genetic Profile Score.

Throughout adolescence, there is an increase in rule-breaking behavior and a decrease in behavioral school engagement. The role of teacher-student relationship quality in the development of these adjustment problems remains understudied. This study examined how adolescent-reported teacher-student affiliation and dissatisfaction and parent-reported rule-breaking behavior and behavioral engagement impact one another throughout adolescence. In addition, we examined the moderating effect of genes by means of a Biologically Informed Multilocus genetic Profile Score (BIMPS), a composite score reflecting the cumulative effect of multiple dopaminergic genes, with a higher score indicating higher dopamine signaling in the adolescent brain. We used three-year longitudinal data from 1111 adolescents (51 % boys; M age = 13.79), and their parents. Cross-lagged analyses revealed a transactional process in which adolescents who display more rule-breaking behavior and less behavioral engagement experienced increased subsequent dissatisfaction with their teachers, which in turn further increased their adjustment problems. Also, adolescents with more adjustment problems experienced decreased subsequent affiliation with their teachers. The other way around, adolescents' behavioral engagement also benefitted from positive relationships with teachers. Multi-group analyses revealed genetic moderation for behavioral engagement, but not for rule-breaking. Specifically, adolescents who had a BIMPS score coding for moderate levels of dopamine signaling (instead of high or low signaling) were most affected in their behavioral engagement when they experienced dissatisfaction with their teachers. Our study findings may guide schools in implementing interventions to create a supportive class and school environment including positive, supportive teacher-student relationships and indicate that providing a such a supportive school environment is important for all adolescents.

Developmental trajectories of children's behavioral engagement in late elementary school: Both teachers and peers matter.

The present longitudinal study examined how relationships with teachers and peers jointly shape the development of children's behavioral engagement in late elementary school. A sample of 586 children (46% boys; Mage = 9.26 years at Wave 1) was followed throughout Grades 4, 5, and 6. A multidimensional approach was adopted, distinguishing support and conflict as teacher-child relationship dimensions, and acceptance and popularity as peer relationship dimensions. Additive, moderation, and mediation models were tested. Latent growth curve modeling showed evidence for an additive model in which high initial and increasing levels of teacher support, and high initial levels of peer acceptance, independently reduce the normative declines in children's behavioral engagement. This implies that targeting only 1 relationship in intervention cannot compensate for negative aspects of the other relationship. Teacher conflict only predicted initial levels of behavioral engagement, whereas peer popularity did not predict behavioral engagement (not even in a subsample of children with relatively high levels of relational or physical aggression). However, cross-lagged panel mediation analyses revealed that children who were perceived as more popular in Grade 5 were less engaged in school in Grade 6. Practical implications of these findings are discussed. (PsycINFO Database Record

Externalizing Problem Behavior in Adolescence: Dopaminergic Genes in Interaction with Peer Acceptance and Rejection.

Molecular gene-by-environment studies primarily have focuses on the parent-child relationship as an environmental factor, whereas studies including peer relationships as environmental factor are rare. However, the effects of the peer context may not be the same for all adolescents due to biological characteristics. This study examined whether the effects of peer rejection and acceptance on externalizing behavior depend upon adolescents' genotype for the dopamine transporter (DAT1) or receptor D4 (DRD4) gene. In a sample of 563 adolescents (52% girls; Mage = 13.81), saliva samples, within-classroom peer nominations, and multi-informant behavior ratings were collected. Peer rejection, but not acceptance, was associated with externalizing problems. One out of eight models tested for rule-breaking behavior showed genetic moderation. According to the Roisman criteria, there was evidence for the differential susceptibility hypothesis. DAT1 10R carriers showed more rule-breaking behavior according to parents when experiencing high peer rejection, but less rule-breaking behavior when experiencing low peer rejection. The long DRD4 variant was associated with less aggression, but no moderation effects were found. The results are discussed in light of the differential susceptibility hypothesis and the reward sensitivity mechanism.

Transactional links between teacher-child relationship quality and perceived versus sociometric popularity: a three-wave longitudinal study.

This study examined how peer relationships (i.e., sociometric and perceived popularity) and teacher-child relationships (i.e., support and conflict) impact one another throughout late childhood. The sample included 586 children (46% boys), followed annually from Grades 4 to 6 (M(age.wave1) = 9.26 years). Autoregressive cross-lagged modeling was applied. Results stress the importance of peer relationships in shaping teacher-child relationships and vice versa. Higher sociometric popularity predicted more teacher-child support, which in turn predicted higher sociometric popularity, beyond changes in children's prosocial behavior. Higher perceived popularity predicted more teacher-child conflict (driven by children's aggressive behavior), which, in turn and in itself, predicted higher perceived popularity. The influence of the "invisible hand" of both teachers and peers in classrooms has been made visible.