Hydrogen-bonding patterns in 5-fluorocytosine–melamine co-crystal (4/1)
The asymmetric unit of the title compound comprises two independent 5-fluorocytosine molecules and one half-molecule of melamine. The 5-fluorocytosine molecules are linked through two different homosynthons; one is formed via a pair of N—H⋯O hydrogen bonds and the second via a pair of N—H⋯N hydrogen bonds. The 5-fluorocytosine and melamine molecules interact via N—H⋯O, N—H⋯N and N—H⋯O, N—H⋯N, C—H⋯F hydrogen bonds.
Cocrystals of 5-fluorocytosine. I. Coformers with fixed hydrogen-bonding sites.
The antifungal drug 5-fluorocytosine (4-amino-5-fluoro-1,2-dihydropyrimidin-2-one) was cocrystallized with five complementary compounds in order to better understand its drug-receptor interaction. The first two compounds, 2-aminopyrimidine (2-amino-1,3-diazine) and N-acetylcreatinine (N-acetyl-2-amino-1-methyl-5H-imidazol-4-one), exhibit donor-acceptor sites for R(2)(2)(8) heterodimer formation with 5-fluorocytosine. Such a heterodimer is observed in the cocrystal with 2-aminopyrimidine (I); in contrast, 5-fluorocytosine and N-acetylcreatinine [which forms homodimers in its crystal structure (II)] are connected only by a single hydrogen bond in (III). The other three compounds 6-aminouracil (6-amino-2,4-pyrimidinediol), 6-aminoisocytosine (2,6-diamino-3H-pyrimidin-4-one) and acyclovir [acycloguanosine or 2-amino-9-[(2-hydroxyethoxy)methyl]-1,9-dihydro-6H-purin-6-one] possess donor-donor-acceptor sites; therefore, they can interact with 5-fluorocytosine to form a heterodimer linked by three hydrogen bonds. In the cocrystals with 6-aminoisocytosine (Va)-(Vd), as well as in the cocrystal with the antiviral drug acyclovir (VII), the desired heterodimers are observed. However, they are not formed in the cocrystal with 6-aminouracil (IV), where the components are connected by two hydrogen bonds. In addition, a solvent-free structure of acyclovir (VI) was obtained. A comparison of the calculated energies released during dimer formation helped to rationalize the preference for hydrogen-bonding interactions in the various cocrystal structures.
Heritage Languages: In the 'Wild' and in the Classroom
Heritage speakers are people raised in a home where one language is spoken who subsequently switch to another dominant language. The version of the home language that they have not completely acquired – heritage language – has only recently been given the attention it deserves from linguists and language instructors. Despite the appearance of great variation among heritage speakers, they fall along a continuum based upon the speakers’ distance from the baseline language. Such a continuum-based model enables researchers and instructors to classify heritage speakers more accurately and readily. This article discusses the results of research on lower-proficiency speakers, identifying recurrent features of heritage languages in phonology, morphology, and syntax. Preliminary results indicate that different heritage languages share a number of structural similarities; this finding is important for the understanding of general processes involved in language acquisition. The article also presents implications of the main findings for language education and identifies areas needing further study.