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Enhancing activity of antibiotics against Staphylococcus aureus with Shuang-Huang-Lian

Liu et al. | Sep 29, 2022

Enhancing activity of antibiotics against Staphylococcus aureus with Shuang-Huang-Lian

Staphylococcus aureus is a major pathogen in both hospitals and the community and can cause systemic infections such as pneumonia. Multi-drug resistant strains, such as Methicillin-resistant S. aureus (MRSA) are particularly worrisome. In order to reduce the development of bacterial resistance, we hypothesized that two selected traditional Chinese medicines, Shuang-Huang-Lian (SHL) and Lan-Qin, would be effective against S. aureus. The results showed that SHL had a synergistic effect with gentamicin as well as additive effects with penicillin and cefazolin against S. aureus compared with using antibiotics alone.

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Cocktail therapy to inhibit multispecies biofilm in cystic fibrosis patients

Bhat et al. | Sep 22, 2022

Cocktail therapy to inhibit multispecies biofilm in cystic fibrosis patients

Here, recognizing the important role of bacterial biofilms in many life-threatening chronic infections, the authors investigated the effectiveness of a combination treatment on biofilms composed of up to three different common species within the lungs of cystic fibrosis patients with computational analysis. They found that a triple cocktail therapy targeting three different signaling pathways has significant potential as both a treatment and prophylaxis.

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The influence of working memory on auditory category learning in the presence of visual stimuli

Vishag et al. | Sep 18, 2022

The influence of working memory on auditory category learning in the presence of visual stimuli

Here in an effort to better understand how our brains process and remember different categories of information, the authors assessed working memory capacity using an operation span task. They found that individuals with higher working memory capacity had higher overall higher task accuracy regardless of the type of category or the type of visual distractors they had to process. They suggest this may play a role in how some students may be less affected by distracting stimuli compared to others.

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