20 research outputs found

    Role of Biotransformation Studies in Minimizing Metabolism-Related Liabilities in Drug Discovery

    Get PDF
    Metabolism-related liabilities continue to be a major cause of attrition for drug candidates in clinical development. Such problems may arise from the bioactivation of the parent compound to a reactive metabolite capable of modifying biological materials covalently or engaging in redox-cycling reactions leading to the formation of other toxicants. Alternatively, they may result from the formation of a major metabolite with systemic exposure and adverse pharmacological activity. To avert such problems, biotransformation studies are becoming increasingly important in guiding the refinement of a lead series during drug discovery and in characterizing lead candidates prior to clinical evaluation. This article provides an overview of the methods that are used to uncover metabolism-related liabilities in a pre-clinical setting and offers suggestions for reducing such liabilities via the modification of structural features that are used commonly in drug-like molecules

    Heterometallic Mn<sup>III</sup><sub>4</sub>Ln<sub>2</sub> (Ln = Dy, Gd, Tb) Cross-Shaped Clusters and Their Homometallic Mn<sup>III</sup><sub>4</sub>Mn<sup>II</sup><sub>2</sub> Analogues

    No full text
    The employment of di-2-pyridyl ketone, (py)<sub>2</sub>CO, in heterometallic Mn/4f and homometallic Mn cluster chemistry has yielded six Mn<sup>III</sup><sub>4</sub>Ln<sub>2</sub> and two Mn<sup>III</sup><sub>4</sub>Mn<sup>II</sup><sub>2</sub> structurally related clusters, namely, [Mn<sub>4</sub>Ln<sub>2</sub>O<sub>2</sub>{(py)<sub>2</sub>CO<sub>2</sub>}<sub>4</sub>(NO<sub>3</sub>)<sub>2</sub>­(RCO<sub>2</sub>)<sub>2</sub>(H<sub>2</sub>O)<sub>6</sub>]­(NO<sub>3</sub>)<sub>2</sub> (Ln = Gd, <b>1</b>, <b>5</b>; Dy, <b>2</b>; Tb, <b>3</b>; R = Et, <b>1</b>–<b>3</b>; Me, <b>5</b>), [Mn<sub>4</sub>Dy<sub>2</sub>O<sub>2</sub>{(py)<sub>2</sub>CO<sub>2</sub>}<sub>4</sub>(NO<sub>3</sub>)<sub>4</sub>­(EtCO<sub>2</sub>)<sub>2</sub>(H<sub>2</sub>O)<sub>3</sub>(MeOH)]·0.7MeOH·0.8H<sub>2</sub>O (<b>4</b>·0.7MeOH·0.8H<sub>2</sub>O), [Mn<sub>4</sub>Gd<sub>2</sub>O<sub>2</sub>{(py)<sub>2</sub>CO<sub>2</sub>}<sub>4</sub>(NO<sub>3</sub>)<sub>4</sub>­(C<sub>6</sub>H<sub>4</sub>ClCO<sub>2</sub>)<sub>2</sub>(MeOH)<sub>2</sub>(py)<sub>2</sub>]·2MeOH (<b>6</b>·2MeOH), [Mn<sub>6</sub>O<sub>2</sub>{(py)<sub>2</sub>CO<sub>2</sub>}<sub>4</sub>­(py)<sub>4</sub>(H<sub>2</sub>O)<sub>4</sub>]­(ClO<sub>4</sub>)<sub>4</sub>·4H<sub>2</sub>O (<b>7</b>·4H<sub>2</sub>O), and [Mn<sub>6</sub>O<sub>2</sub>{(py)<sub>2</sub>CO<sub>2</sub>}<sub>4</sub>­(NO<sub>3</sub>)<sub>4</sub>(py)<sub>4</sub>] (<b>8</b>), where (py)<sub>2</sub>CO<sub>2</sub><sup>2–</sup> is the dianion of the <i>gem</i>-diol derivative of (py)<sub>2</sub>CO. The compounds possess a new type of cross-shaped structural core, which in the case of <b>1</b>–<b>6</b> is essentially planar, whereas in <b>7</b> and <b>8</b> it deviates from planarity. Clusters <b>1</b>–<b>6</b> are rare examples of Mn/4f species bearing (py)<sub>2</sub>CO or its derivatives, despite the fact that this ligand has been well-studied and proven a rich source of more than 200 metal compounds so far. Variable-temperature, solid-state direct-current and alternating-current magnetization studies were performed on complexes <b>1</b>–<b>5</b>, <b>7</b>, and <b>8</b> revealing that the dominant exchange interactions between the metal ions are antiferromagnetic and indicating ground-state spin values of <i>S</i> = 5 (for <b>1</b>), 6 (for <b>5</b>), and 2 (for <b>7</b> and <b>8</b>)

    Nature of learning environment in concurrent enrollment mathematics classrooms: a cluster analysis

    No full text
    Concurrent enrollment programs, which allow college credit-bearing classes to be offered in the high school taught by qualified high-school teachers, are a potential solution to the student debt issues impacting the United States and other countries. However, the learning environments of these rapidly-growing programs have never been studied. Because concurrent enrollment classes are taught in high schools with college-level rigour, they present a learning environment that is distinct from both high-school and college classrooms. This study had two broad goals of (1) determining if the What Is Happening In this Class? (WIHIC) questionnaire is a valid and reliable instrument for the concurrent enrollment environment and, if so, (2) investigating the learning environments of 68 concurrent enrollment teachers’ classrooms using the WIHIC. The WIHIC was found to be valid and reliable, and cluster analysis of the concurrent enrollment classes revealed three distinct types of learning environments which we labeled ‘most conducive’ for learning, ‘conducive’ and ‘least conducive’. A follow-up discriminant function analysis revealed that the WIHIC scales of teacher support, involvement and student cohesion were most influential in determining cluster membership
    corecore