Anion directed template synthesis of Cu(II) complexes of a N,N,O donor mono-condensed Schiff base ligand: A molecular scaffold forming highly ordered H-bonded rectangular grids

Anion directed, template syntheses of two dinuclear copper(II) complexes of mono-condensed Schiff base ligand Hdipn (4-[(3-aminopentylimino)-methyl]-benzene-1,3-diol) involving 2,4- dihydroxybenzaldehyde and 1,3-diaminopentane were realized in the presence of bridging azide and acetate anions. Both complexes, [Cu-2(dipn)(2)(N-3)(2)] (1) and [Cu-2(dip(n))(2)(OAc)(2)] (2) have been characterized by X-ray crystallography. The two mononuclear units are joined together by basal-apical, double end-on azido bridges in complex 1 and by basal-apical, double mono-atomic acetate oxygen-bridges in 2. Both complexes form rectangular grid-like supramolecular structures via H-bonds connecting the azide or acetate anion and the p-hydroxy group of 2,4- dihydroxybenzaldehyde. Variable-temperature (300-2 K) magnetic susceptibility measurements reveal that complex 1 has antiferromagnetic coupling (J = -2.10 cm (1)) through the azide bridge while 2 has intra-dimer ferromagnetic coupling through the acetate bridge and inter-dimer antiferromagnetic coupling through H-bonds (J = 2.85 cm (1), J' = -1.08 cm (1)). (C) 2009 Elsevier B. V. All rights reserved.

In at the Deep End. Impressions of farming in a year gaining experience: 1952-3; 1978-85

The book describes a wide variety of students’ experiences in their practical year prior to entering University to study BSc Agriculture. Until comparatively recently it was the normal requirement for all such students, whether or not they already had home farming experience, to gain a full year’s experience of practical agriculture – and to write a report thereon. This record of 41 students’ reports of the pre-entry year begins with Paul’s own experience in the early 1950s before 41 reports from 30 or more years ago. The essays provide compelling and fascinating stories, well-articulated with clear acknowledgement for most part of the humanity and the warmth with which each student was treated by farmers and farm workers alike, despite the difference in both age and experience (considerable!). [This summary is an extract from the full overview which is archived here together with the book.]