Thiazotropsin aggregation and its relationship to molecular recognition in the DNA minor groove.

Aggregated states have been alluded to for many DNA minor groove binders but details of the molecule-on-molecule relationship have either been under-reported or ignored. Here we report our findings from ITC and NMR measurements carried out with AIK-18/51, a compound representative of the thiazotropsin class of DNA minor groove binders. The free aqueous form of AIK-18/51 is compared with that found in its complex with cognate DNA duplex d(CGACTAGTCG)2. Molecular self-association of AIK-18/51 is consistent with anti-parallel, face-to-face dimer formation, the building block on which the molecule aggregates. This underlying structure is closely allied to the form found in the ligand's DNA complex. NMR chemical shift and diffusion measurements yield a self-association constant Kass=(61±19)×10(3)M(-1) for AIK-18/51 that fits with a stepwise self-assembly model and is consistent with ITC data. The deconstructed energetics of this assembly process are reported with respect to a design strategy for ligand/DNA recognition.

Lithium aspirinate hemihydrate.

The title compound {systematic name: catena-poly[lithium(I)-mu3-acetylsalicylato-hemi-mu2-aqua]}, {[Li(C9H7O4)] x 0.5 H2O}n, is the hemihydrate of the lithium salt of aspirin. The carboxylate groups and water molecules bridge between Li atoms to form a one-dimensional coordination chain composed of two distinct ring types. The water O atom lies on a twofold axis. Hydrogen bonding between water donors and carbonyl acceptors further links the coordination chains to form a sheet structure.

SCISTER act: delivering training in information skills for social-care professionals.

PURPOSE: To develop and evaluate a programme of information skills training for social-care practitioners and health-care librarians. SETTING: Two one-day training courses run separately for 13 social-care practitioners and 10 health-care librarians in the Trent geographic region within Northern England. METHODOLOGY: Qualitative and quantitative feedback collected through questionnaires supplemented by participant observation. RESULTS: While generally feedback was favourable, the courses were overly ambitious. More training sessions of shorter duration would offer participants opportunities to practise and use the skills they have acquired. Social-care practitioners responded more positively to skills associated with appraising qualitative research than with randomised controlled trials. Librarians appreciated the opportunity to learn about unfamiliar social-care resources. Both practitioners and health-care librarians reported that they acquired skills to support evidence-based social care as a result of the training intervention. DISCUSSION/CONCLUSION: Involvement of a multi-disciplinary team and support from a social-care information provider maximized the impact of this experimental training intervention.