Antibiotic activity of isoxazolylnaphthoquinone imines on mice infected with Staphylococcus aureus

I. ALBESA, P. BOGDANOV, A. ERASO, N.R. SPERANDEO AND M.M. DE BERTORELLO. 1995. The antibiotic activity of new synthetic isoxazolylnaphthoquinone imines was studied. Pseudomonas aeruginosa ATCC 27853 and Escherichia coli ATCC 25922 were resistant to the four compounds studied (MIC > 128 µg ml⁻¹), but Staphylococcus aureus ATCC 25923, ATCC 29213 and 30 clinical isolates of Staph. aureus were inhibited by 2-hydroxy- N -(3,4-dimethyl-5-isoxazolyl)-1,4-naphthoquinone-4-imine (I). This compound diminished bloodstream infection of mice injected i.m. with Staph. aureus; septicaemia decayed significantly when I was applied at the beginning of the infection while when I was given 3 d after bacterial challenge, a significant protection was afforded. Bactericidal activity in serum increased during the 5 h after I was administered i.p.
The acetyl derivative of I had a high MIC but when inoculated orally in mice decreased the Staph. aureus counts in circulation. This protection occurred only when the schedule of administration started close to the bacterial challenge. Antibiotic activity in vivo may be associated with in vitro effects.     

Reinforcement and learning

Evidence has been accumulating to support the process of reinforcement as a potential mechanism in speciation. In many species, mate choice decisions are influenced by cultural factors, including learned mating preferences (sexual imprinting) or learned mate attraction signals (e.g., bird song). It has been postulated that learning can have a strong impact on the likelihood of speciation and perhaps on the process of reinforcement, but no models have explicitly considered learning in a reinforcement context. We review the evidence that suggests that learning may be involved in speciation and reinforcement, and present a model of reinforcement via learned preferences. We show that not only can reinforcement occur when preferences are learned by imprinting, but that such preferences can maintain species differences easily in comparison with both autosomal and sex-linked genetically inherited preferences. We highlight the need for more explicit study of the connection between the behavioral process of learning and the evolutionary process of reinforcement in natural systems.