Aqua­[2-(5-ethyl-2-pyridyl-κN)-4-iso­propyl-4-methyl-5-oxo-4,5-dihydroxy­imidazol-1-ido-κN 1](5-methyl-1H-pyrazole-3-carboxyl­ato-κ2 N 2,O)copper(II) 1.33-hydrate

In the title complex, [Cu(C5H5N2O2)(C14H18N3O)(H2O)]·1.33H2O, the CuII ion is coordinated in a slightly distorted square-pyramidal environment. The basal plane is formed by two N atoms from a 2-(5-ethyl-2-pyridyl-κN)-4-isopropyl-4-methyl-5-oxo-4,5-dihydroxy­imidazol-1-ide ligand and by one O atom and one N atom from a 5-methyl-1H-pyrazole-3-carboxyl­ate ligand. The apical position is occupied by a water mol­ecule. In the crystal structure, O—H⋯O, O—H⋯N and N—H⋯O hydrogen bonds lead to a three-dimensional supra­molecular network

Aquabis­(6-bromo­picolinato-κ2 N,O)copper(II)

In the title compound, [Cu(C6H3BrNO2)2(H2O)], the Cu atom adopts a distorted trigonal-bipyramidal coordination arising from two N,O-bidentate ligands and a water mol­ecule, with one N atom in an axial site and the other in an equatorial site. The dihedral angle between the pyridine ring planes is 67.6 (2)°. In the crystal, O—H⋯O hydrogen bonds result in chains propagating in [100]

3-Chloro-6-(3,5-dimethyl-1H-pyrazol-1-yl)picolinic acid–triphenyl­phosphine oxide (1/1)

In the title 1:1 adduct, C11H10ClN3O2·C18H15OP, the dihedral angle between the pyridine and pyrazole rings is 10.3 (2)°. The two components of the adduct are linked by an O—H⋯O hydrogen bond

Bis[μ-2-(2,4-difluoro­phen­yl)-1,3-bis­(1,2,4-triazol-1-yl)propan-2-olato-κ4 N 2,O:O,N 2′]bis­[(acetato-κ2 O,O′)nickel(II)] methanol hemisolvate

In the title complex, [Ni2(C13H11F2N6O)2(C2H3O2)2]·0.5CH3OH, there are two half-molecules in the asymmetric unit. The two centrosymmetrically related NiII atoms, each attached to an acetate ligand, are linked by two fluconazole ligands. Each NiII atom is six-coordinated in a distorted octa­hedral geometry by two N atoms of the triazole groups and two bridging O atoms from two different fluconazole ligands and two O atoms from a chelating acetate ligand. In the crystal structure, the half-occupied methanol solvent mol­ecule is linked to a triazole group via an O—H⋯N hydrogen bond

catena-Poly[[[diaqua­sodium]-di-μ-aqua] 2-(2-pyrid­yl)quinoline-4-carboxyl­ate]

In the title compound, [Na(H2O)4](C15H9N2O2), the Na+ ion is coordinated by six water mol­ecules in an octa­hedral geometry. The NaO6 octa­hedra are connected by sharing edges, forming a cationic chain along the b-axis direction. O—H⋯O and O—H⋯N hydrogen bonds link the chains and the 2-(2-pyrid­yl)quinoline-4-carboxyl­ate anions into a two-dimensional network parallel to (100)

Diaqua­bis(1H-1,2,4-triazole-3-carboxyl­ato)cadmium(II)

In the title complex, [Cd(C3H2N3O2)2(H2O)2], the CdII atom is coordinated by two N and two O atoms from two deprotonated 1H-1,2,4-triazole-3-carboxylic acid ligands (TRIA) and two water mol­ecules. The Cd atom is located on an inversion centre. In the crystal structure, mol­ecules are linked together via O—H⋯O and N—H⋯O hydrogen bonds, forming a three-dimensional network

Bis[μ-2-(2,4-difluoro­phen­yl)-1,3-bis­(1H-1,2,4-triazol-1-yl)propan-2-olato]dicopper(II) bis­(perchlorate)

The title complex, [Cu2(C13H11F2N6O)2](ClO4)2, which was hydro­thermally synthesized, contains a binuclear copper cluster (2 symmetry) with a Cu2O2 rhombus [Cu—O = 1.927 (2) Å] formed by donation of two O atoms from two chelate rings. The tridentate function of each ligand is completed by two N atoms coordinated to the two CuII atoms [Cu—N = 1.933 (2) Å]. The separation distance of two CuII atoms in a cluster is 2.988 (1) Å. The dihedral angle between the six-membered chelate rings is 2.13 (9)°. The perchlorate counter-anion is disordered over two sites in a 0.58 (10):0.42 (10) ratio

Physics perspectives of heavy-ion collisions at very high energy

Heavy-ion collisions at very high colliding energies are expected to produce a quark-gluon plasma (QGP) at the highest temperature obtainable in a laboratory setting. Experimental studies of these reactions can provide an unprecedented range of information on properties of the QGP at high temperatures. We report theoretical investigations of the physics perspectives of heavy-ion collisions at a future high-energy collider. These include initial parton production, collective expansion of the dense medium, jet quenching, heavy-quark transport, dissociation and regeneration of quarkonia, photon and dilepton production. We illustrate the potential of future experimental studies of the initial particle production and formation of QGP at the highest temperature to provide constraints on properties of strongly interaction matter.Comment: 35 pages in Latex, 29 figure

Relationships between athletic ability and academic performance in primary school students: A 3-year follow-up study

BackgroundThe aim of this study was to examine whether academic performance is associated with students' athletic ability in primary school.MethodsA 3-year follow-up study was conducted among 1,136 Chinese students. Sit-up and jump rope testers were used to measure 1-min sit-ups and 1-min jump ropes, respectively. Meanwhile, the Pittsburgh Sleep Quality Scale and the Beck Depression Inventory were used to estimate sleep quality and depression levels. The end-of-semester examinations were used to evaluate students' academic performance during the follow-up period.ResultsAfter adjusting for confounders, the mean change in Chinese language performance for participants stratified by 1-min sit-ups at baseline was 0.35 (95% CI: −0.37 to 0.76) for level 1 (slowest), 0.52 (95% CI: −0.54 to 1.08) for level 2, and 1.72 (95% CI: 1.14 to 2.30) for level 3 (fastest) (P for trend = 0.003); the mean change in math scores was 0.28 (95% CI: −0.50 to 0.95) for level 1 (slowest), 0.95 (95% CI: 0.38 to 1.52) for level 2, and 1.41 (95% CI: 0.82 to 1.99) for level 3 (fastest) (P for trend = 0.048). The mean change in foreign language scores was −0.45 (95% CI: −0.99 to −0.93) for level 1 (slowest), −0.14 (95% CI: −0.44 to 0.41) for level 2, and 0.69 (95% CI: 0.25 to 1.13) for level 3 (fastest) (P for trend = 0.004). The mean change in Chinese language performance for participants stratified by 1-min jump ropes at the baseline was 0.30 (95% CI: −0.16 to 0.76) for level 1 (slowest), 1.09 (95% CI: 0.42 to 1.76) for level 2, and 1.74 (95% CI: 1.14 to 2.35) for level 3 (fastest) (P for trend = 0.001). The mean change in math scores was 0.41 (95% CI: −0.11 to 0.92) for level 1 (slowest), 1.44 (95% CI: 0.69 to 2.19) for level 2, and 1.43 (95% CI: 0.76 to 2.10) for level 3 (fastest) (P for trend = 0.019). The mean change in foreign language performance was −0.71 (95% CI: −1.08 to −0.33) for level 1 (slowest), 0.95 (95% CI: −0.40 to 1.50) for level 2, and 0.91 (95% CI: 0.41 to 1.41) for level 3 (fastest) (P for trend < 0.001).ConclusionThis study suggests that participation in jump rope and sit-up exercises may positively affect students' academic performance