Bis(acetato-κO)bis­[2-(pyridin-2-yl)ethanol-κ2 N,O]copper(II)

The title compound, [Cu(CH3COO)2(C7H9NO)2], is a monomeric complex with an octa­hedral geometry. The CuII atom is located on an inversion center and is coordinated by acetate and 2-(pyridin-2-yl)ethanol ligands. The acetate group is coordinated in a monodentate manner, while the 2-(pyridin-2-yl)ethanol is coordinated as a bidentate ligand involving the endocyclic N atom and the hy­droxy O atom of the ligand side chain. An intra­molecular hydrogen bond is observed between the hy­droxy O atom and the non-coordinated acetate O atom. No classical inter­molecular hydrogen-bond contacts were observed. However, the crystal packing is effected by C—H⋯O inter­actions, which link the mononuclear entities into layers parallel to the bc plane

Two Types of Pyridine Ligands in Mononuclear and Dinuclear Copper(II) Carboxylates

Copper(II) acetate [Cu(OOCCH3)2(L1)2] (L1 = 2,6-diaminopyridine) (1), [Cu(OOCCH3)2(L2)2] (L2 = 2-amino-6-methylpyridine) (2) and benzoate compounds [Cu2(OOCC6H5)4(L1)2]·2CH3CN (3), [Cu2(OOCC6H5)4(L1)2] (4), [Cu2(OOCC6H5)4(L2)2] (5), [Cu(OOCC6H5)2(L2)2] (6), were synthesized and characterized. X-ray structure analysis revealed monomeric structure in 1 and 6. In 1, cis arrangement of the ligands was found, and trans in 6, in an elongated octahedral CuO4N2 chromophore. The basal plane in 1 and 6 is formed by one co-ordinated oxygen atom from both carboxylates (Cu–O 1.9560(12)–2.007(3) Å) and pyridine nitrogen atom from two pyridine ligands (Cu–N 2.013(3)–2.282(14) Å), forming a CuO2N2 plane, while the second carboxylate oxygen atoms are more distant (Cu–O 2.488(3)–2.7648(16) Å). The dinuclear paddle- wheel central core was found in 5 (Cu–O 1.942(6)–1.992(6) Å), with pyridine nitrogen atoms in the axial positions (Cu–N 2.283(7), 2.284(7) Å). All compounds were characterized by magnetic measurements, electronic and vibrational spectroscopy and tested for fungal growth retardation activity

Two Types of Pyridine Ligands in Mononuclear and Dinuclear Copper(II) Carboxylates

Copper(II) acetate [Cu(OOCCH3)2(L1)2] (L1 = 2,6-diaminopyridine) (1), [Cu(OOCCH3)2(L2)2] (L2 = 2-amino-6-methylpyridine) (2) and benzoate compounds [Cu2(OOCC6H5)4(L1)2]·2CH3CN (3), [Cu2(OOCC6H5)4(L1)2] (4), [Cu2(OOCC6H5)4(L2)2] (5), [Cu(OOCC6H5)2(L2)2] (6), were synthesized and characterized. X-ray structure analysis revealed monomeric structure in 1 and 6. In 1, cis arrangement of the ligands was found, and trans in 6, in an elongated octahedral CuO4N2 chromophore. The basal plane in 1 and 6 is formed by one co-ordinated oxygen atom from both carboxylates (Cu–O 1.9560(12)–2.007(3) Å) and pyridine nitrogen atom from two pyridine ligands (Cu–N 2.013(3)–2.282(14) Å), forming a CuO2N2 plane, while the second carboxylate oxygen atoms are more distant (Cu–O 2.488(3)–2.7648(16) Å). The dinuclear paddle- wheel central core was found in 5 (Cu–O 1.942(6)–1.992(6) Å), with pyridine nitrogen atoms in the axial positions (Cu–N 2.283(7), 2.284(7) Å). All compounds were characterized by magnetic measurements, electronic and vibrational spectroscopy and tested for fungal growth retardation activity

Synthesis and Characterization of Fatty Acid Copper(II) Carboxylates with N,N-Diethylnicotinamide

A series of new fatty acid copper(II) carboxylates of the composition [(Cu2(O2CCnH2n+1)4(Et2nia)2)] (Et2nia = N,N-diethylnicotinamide; n = 6 to 11) were synthesized, characterized and tested for fungicidal activity. The compounds were synthesized and crystallized from aqueous solution only because their solubility in organic solvents is too high. Dimeric structure for ali compounds was proposed (μeff at room temperature = 1.43-1.48 BM; UV-Vis λmax at 350-400 nm; IR, Δν(COO-) = 185-199 cm-1). A binuclear paddlewheel cage structure was found for the compound [(Cu2(O2CC7H15)4(Et2nia)2)] by X-ray diffraction. Screening for fungicidal activity against the woodrotting fungi Trametes versicolor and Antrodia vaillantii shows that the compounds dissolved in DMSO stop mycelium growth completely at a concentration of 1.0 × 10-3 mol L-1. Some of them show strong activity also in more diluted Solutions; however, stronger retardation for Antrodia vaillantii was noticed for all substances

Fluconazole and its cocrystals with maleic and glutaric acids

n/

Fatty Acid Copper(II) Carboxylates with Nicotinamide - Characterization and Fungicidal Activity. Crystal Structures of Two Heptanoate Forms and Nonanoate

Several new compounds of the composition Cu2(OOCCnH2n+1)4 (nia)2 (nia = nicotinamide; n = 6 to 11) were synthesized, characterized and tested for fungicidal activity. Crystal structure determinations revealed dinuclear structures of the copper(II) acetate hydrate type for compounds [Cu2(OOCC6H13)4(nia)2]-A (1A), [Cu2(OOCC6H13)4(nia)2]-B (1B) and [Cu2(OOCC8H17)4(nia)2] (3). Other applied characterization methods indicate dimeric structures for ali synthesized compounds [μeff (298 K) = 1.43-1.50 BM; characteristic band in UV-Vis spectra in the region λ = 350-400 nm]. The same conclusion may also be deduced from the IR (Δ = νasym(COO-) - νsym(COO-) = 183-189 cm-1) and EPR spectra, though some differences were observed for heptanoate modification 1A, probably due to a different hydrogen bonding scheme. Screening for fungicidal activity against the wood-rotting fungus Trametes versicolor (L. ex Fr.) Pilat shows that the compounds dissolved in DMSO completely stop mycelium growth at a concentration of 1.0 × 10-3 mol L-1. Some of them (n = 8, 9, 10) show strong activity also in more diluted Solutions (1.0 × 10-4 mol L-1)

Fatty Acid Copper(II) Carboxylates with Nicotinamide - Characterization and Fungicidal Activity. Crystal Structures of Two Heptanoate Forms and Nonanoate

Several new compounds of the composition Cu2(OOCCnH2n+1)4 (nia)2 (nia = nicotinamide; n = 6 to 11) were synthesized, characterized and tested for fungicidal activity. Crystal structure determinations revealed dinuclear structures of the copper(II) acetate hydrate type for compounds [Cu2(OOCC6H13)4(nia)2]-A (1A), [Cu2(OOCC6H13)4(nia)2]-B (1B) and [Cu2(OOCC8H17)4(nia)2] (3). Other applied characterization methods indicate dimeric structures for ali synthesized compounds [μeff (298 K) = 1.43-1.50 BM; characteristic band in UV-Vis spectra in the region λ = 350-400 nm]. The same conclusion may also be deduced from the IR (Δ = νasym(COO-) - νsym(COO-) = 183-189 cm-1) and EPR spectra, though some differences were observed for heptanoate modification 1A, probably due to a different hydrogen bonding scheme. Screening for fungicidal activity against the wood-rotting fungus Trametes versicolor (L. ex Fr.) Pilat shows that the compounds dissolved in DMSO completely stop mycelium growth at a concentration of 1.0 × 10-3 mol L-1. Some of them (n = 8, 9, 10) show strong activity also in more diluted Solutions (1.0 × 10-4 mol L-1)

Predicting major bleeding in patients with noncardioembolic stroke on antiplatelets

Objective: To develop and externally validate a prediction model for major bleeding in patients with a TIA or ischemic stroke on antiplatelet agents. Methods: We combined individual patient data from 6 randomized clinical trials (CAPRIE, ESPS-2, MATCH, CHARISMA, ESPRIT, and PRoFESS) investigating antiplatelet therapy after TIA or ischemic stroke. Cox regression analyses stratified by trial were performed to study the association between predictors and major bleeding. A risk prediction model was derived and validated in the PERFORM trial. Performance was assessed with the c statistic and calibration plots. Results: Major bleeding occurred in 1,530 of the 43,112 patients during 94,833 person-years of follow-up. The observed 3-year risk of major bleeding was 4.6% (95% confidence interval [CI] 4.4%–4.9%). Predictors were male sex, smoking, type of antiplatelet agents (aspirin-clopidogrel), outcome on modified Rankin Scale ≥3, prior stroke, high blood pressure, lower body mass index, elderly, Asian ethnicity, and diabetes (S2TOP-BLEED). The S2TOP-BLEED score had a c statistic of 0.63 (95% CI 0.60–0.64) and showed good calibration in the development data. Major bleeding risk ranged from 2% in patients aged 45–54 years without additional risk factors to more than 10% in patients aged 75–84 years with multiple risk factors. In external validation, the model had a c statistic of 0.61 (95% CI 0.59–0.63) and slightly underestimated major bleeding risk. Conclusions: The S2TOP-BLEED score can be used to estimate 3-year major bleeding risk in patients with a TIA or ischemic stroke who use antiplatelet agents, based on readily available characteristics. The discriminatory performance may be improved by identifying stronger predictors of major bleeding

The genetic architecture of the human cerebral cortex

The cerebral cortex underlies our complex cognitive capabilities, yet little is known about the specific genetic loci that influence human cortical structure. To identify genetic variants that affect cortical structure, we conducted a genome-wide association meta-analysis of brain magnetic resonance imaging data from 51,665 individuals. We analyzed the surface area and average thickness of the whole cortex and 34 regions with known functional specializations. We identified 199 significant loci and found significant enrichment for loci influencing total surface area within regulatory elements that are active during prenatal cortical development, supporting the radial unit hypothesis. Loci that affect regional surface area cluster near genes in Wnt signaling pathways, which influence progenitor expansion and areal identity. Variation in cortical structure is genetically correlated with cognitive function, Parkinson's disease, insomnia, depression, neuroticism, and attention deficit hyperactivity disorder

Note taking skills of studenst with dyslexia

The foundation of learning is represented by pupil's activity, not only at home, but also during lessons. The Slovenian area is still heavily dominated by frontal methods of teaching, which can promote pupils' activity by means of making notes. The skill of making notes improves pupil's understanding because it affects attention and activation of cognitive processes and the notes created are helpful in recalling information. It is a complex skill that causes problems for many pupils, especially those with dyslexia. Pupils with dyslexia constitute one of the groups of pupils with deficits in certain areas of learning. They have problems with listening and writing, diverting attention between listening and writing as well as in the maintenance of attention, the transmission of information from long-term memory in the working memory and, consequently, connecting prior knowledge with new knowledge. The main objective of this research is to gain insight into the differences in making notes among pupils with dyslexia and those without it. Also, we wanted to explore why some teachers ask pupils to make notes and some do not. The study involved 53 pupils with dyslexia who are in program with special curriculum and additional professional assistance, and 53 pupils without dyslexia who attend third triad of regular primary school. The study included 58 primary school teachers of Science and/or Biology. Data relating to the pupils was obtained with five tests or activities, and data relating to teachers was obtained by using a questionnaire. A descriptive data analysis and a bivariate final statistical analysis were used as data processing methods. We found that pupils with dyslexia produce less quality notes as those without dyslexia. Pupils with dyslexia write less of significant and additional information, also they do not use methods that are helpful in making notes and subsequent learning. These are methods of using abbreviations and symbols, marking important and missing information, paraphrasing the content and grouping of information. The results of both groups of pupils were also statistically significantly different in remembering and recalling the audio information, as pupils with dyslexia achieved fewer points in a test. From the results, which relate to a group of primary school teachers of Biology and/or Science, it is clear that they frequently use frontal method of teaching, but most of them do not require making notes from pupils. The main reason, according to them, is the fact that pupils' notes are very deficient. On the other hand, teachers who ask pupils to make notes during their lessons, emphasize that the pupils are more mentally active and, consequently, they remember more. Based on these results, we have gained an insight into the current situation in relation to the making of notes by primary school pupils with dyslexia and without it, which is the first step of every quality assistance not only to pupils with dyslexia, but for all pupils