Functional Analysis of Vaccinia Virus B5R Protein: Role of the Cytoplasmic Tail

AbstractVaccinia extracellular enveloped virus (EEV) is important for cell-to-cell and long-range virus spread bothin vitroandin vivo. Six genes have been identified that encode protein constituents of the EEV outer membrane, and some of these proteins are critical for EEV formation. The B5R gene encodes an EEV-specific type I membrane protein, and deletion of this gene markedly decreases EEV formation and results in a small plaque phenotype. Data suggest that the transmembrane domain, cytoplasmic tail, or both contain the EEV localization signals that are required for targeting of the B5R protein to EEV and for EEV formation. Here, we report the construction of mutant vaccinia viruses in which the wild-type B5R gene was replaced with a mutated one that encodes a protein with the putative cytoplasmic tail deleted. The mutated protein showed normal intracellular distribution and was properly incorporated into EEV. Vaccinia viruses expressing the B5R protein lacking the cytoplasmic tail formed plaques that were similar in type and size to those formed by wild-type viruses and produced equivalent amounts of infectious EEV. These results indicate that the B5R cytoplasmic tail is not necessary for EEV formation and points to the transmembrane domain as the major determinant for targeting the B5R protein to the outer membrane of EEV and for supporting EEV formation

Carbon storage in cacao (Theobroma cacao) plantations in Armero-Guayabal (Tolima, Colombia)

P?ginas 6-10El cambio clim?tico sigue siendo la principal amenaza de la humanidad hoy en d?a. Esta problem?tica se ha incrementado debido a las acciones humanas, como el uso de combustibles f?siles, la deforestaci?n y la degradaci?n. La comunidad mundial organizada ha establecido esquemas para mitigar este problema ambiental, por ejemplo el mecanismo de desarrollo limpio. Los sistemas agroforestales con cacao son considerados como mitigadores del cambio clim?tico por capturar carbono en biomasa, necromasa y suelos. Se estim? el almacenamiento y la fijaci?n de carbono en biomasa arriba del suelo y necromasa de cacaotales de 18 y 35 a?os de edad en el Centro Universitario Regional del Norte, en Armero-Guayabal (Tolima, Colombia) CURDN. Los cacaotales estudiados almacenaron 28.8 y 33.6 t C ha-1 en biomasa arriba del suelo a los 18 y 35 a?os, respectivamente, que arrojaron una tasa de fijaci?n promedio de 1.1 t C ha-1 a?o-1 . El carbono almacenado en necromasa ascendi? a 4.4 t ha-1 , con diferencias leves entre las edades de las plantaciones. Los sistemas agroforestales con cacao en Armero-Guayabal (Tolima, Colombia) tienen potencial para mitigar el cambio clim?tico al capturar carbono en biomasa y necromasa.ABSTRACT. Climate change holds as the current main threat of the humankind. This problem has being increasing by human actions such as the use of fossil fuels, deforestation and degradation. The organized world community has established schemes to mitigate this environmental problem, such as the Clean Development Mechanism. Agroforestry systems with cacao are considered as mitigating activities of climate change due to their capture of carbon in biomass and necromass. The carbon storage and fixation in aboveground biomass and necromass in cacao plantations of 18 and 35 years in the Centro Universitario Regional del Norte (CURDN), in ArmeroGuayabal (Tolima, Colombia) were estimated. The studied cacao plantations stored 28.8 and 33.6 t C ha-1 in aboveground biomass with an age of 18 and 35 years respectively, showing an average fixation rate of 1.1 t C ha-1 year-1 . The stored carbon in necromass was 4.4 t ha-1 , with slight differences between the ages of plantations. Agroforestry systems with cacao in Armero-Guayabal, Tolima, Colombia have the potential to mitigate climate change due its capture of atmospheric carbon in aboveground biomass and necromass

Concepciones y pr?cticas de los docentes de la instituci?n educativa La Leona del municipio de Cajamarca en relaci?n con el modelo escuela nueva

246 P?ginasRecurso Electr?nicoEste trabajo tuvo como objetivo principal Identificar y analizar las concepciones y las pr?cticas con las que se est? implementando los elementos del Modelo Escuela Nueva en la Instituci?n Educativa La Leona, del Municipio de Cajamarca - Tolima. Para lograr este prop?sito se procedi? a hacer una revisi?n te?rica de la Educaci?n Rural, la cual ten?a poca proyecci?n a futuro y debido a esto se crearon los modelos flexibles para innovar los desarrollos del curr?culo con intencionalidad did?ctica y articulaci?n de recursos pedag?gicos que a trav?s de la formaci?n de docentes y el compromiso comunitario, fortalecer?an el ingreso y retenci?n de la poblaci?n estudiantil en el sistema escolar y en las zonas rurales. Entre estos modelos flexibles se encuentra el Modelo Pedag?gico Escuela Nueva, el cual surgi? como un movimiento de reacci?n del modelo tradicional para rescatar al estudiante en su rol de conductor activo de sus propios aprendizajes, para ofrecer la primaria completa a favor del mejoramiento cualitativo de la formaci?n humana que se brinda a los ni?os y las ni?as en las zonas rurales. Observando los cambios tan positivos que trajo este modelo para las escuelas rurales, se decidi? abordar este tema, para mirar en la instituci?n de la vereda la Leona del municipio de Cajamarca, c?mo se implementaba el Modelo Escuela Nueva. La investigaci?n se realiza empleando en su metodolog?a un estudio de caso para aclarar la coherencia que tienen estos docentes con el manejo del Modelo Pedag?gico en cuanto a las concepciones de ense?anza y sus pr?cticas pedag?gicas. Para poder configurar las concepciones y las pr?cticas que poseen los docentes de la Instituci?n Educativa la Leona en relaci?n al Modelo Escuela Nueva, se dise?aron unos instrumentos de recolecci?n como encuestas, entrevistas, observaci?n de clases y revisi?n de documentos para identificar la manera c?mo estaban implementando el modelo. Para proceder al an?lisis se tuvieron en cuenta los cuatro componentes: el Curricular, el Comunitario, el Administrativo y el de Capacitaci?n y Seguimiento, obteniendo informaci?n de coherencia tanto en las concepciones como en las pr?cticas sobre todo en el Componente Curricular, el cual es el que est? m?s cercano y el que m?s manejan los docentes.ABSTRACT. This paper had as main objective to identify and analyze the conceptions and practices with which they are being implemented the elements of the Model New School in the Educational Institution La Leona of the township of Cajamarca - Tolima. To achieve this purpose, proceeded to make a theoretical review of the Rural Education, which had little projection to future and because it created the flexible models for to innovate developments curriculum with didactic intent and articulation of pedagogical resources through teacher training and community engagement, strengthen the recruitment and retention of the student population in the school system and in rural areas. These Flexible Models is the Pedagogical Model New School, which emerged as a reaction movement of the traditional model to rescue the student in the role of active conductor of their own learning, to offer complete primary for the qualitative improvement of human training to children is provided in rural areas. And watching all the positive changes that brought this model for rural schools, it was decided to address this issue, to look at the institution of the village in the municipality of Cajamarca Leona, how the New School Model was implemented. The research was conducted using the methodology in a case study to clarify the consistency with these teachers with managing the teaching model in terms of conceptions of teaching and their teaching. To configure the concepts and practices that have teachers of School Leone in relation to the New School Model, a collection tools such as surveys, interviews, classroom observation and document review were designed to identify the way they were implemented the model. To proceed with analysis took into account the four components: Curricular, Community, Administrative and Training and Monitoring, obtaining information consistency both conceptions and practices primarily in the Curricular Component, which is the one is closest and most teachers handle.INTRODUCCI?N 15 1. PLANTEAMIENTO DEL PROBLEMA 16 1.1 DESCRIPCI?N DEL PROBLEMA 18 1.2. PREGUNTAS DE INVESTIGACI?N 19 1.2.1 Pregunta General 19 1.2.2 Preguntas Espec?ficas 20 1.3 OBJETIVOS 20 1.3.1 Objetivo General 20 1.3.2 Objetivos Espec?ficos 20 1.4. JUSTIFICACI?N 21 2. ANTECEDENTES 23 3. MARCO TE?RICO 32 3.1 LA ESCUELA RURAL 32 3.1.1. La Escuela Rural en Colombia 33 3.2. MODELOS FLEXIBLES 35 3.2.1. La Escuela Nueva 36 3.2.1.1. La Escuela Nueva en Colombia 43 3.2.1.2. La Escuela Nueva en el Departamento del Tolima 48 3.3 LAS CONCEPCIONES 56 3.4 LAS PR?CTICAS 59 4. METODOLOG?A 62 4.1 ESTRATEGIAS METODOL?GICAS 63 4.1.1 M?todo 63 4.1.2 Poblaci?n y Muestra 64 4.1.3 T?cnicas e Instrumentos 64 4.1.3.1 Encuestas 64 4.1.3.2 Entrevistas 64 4.1.3.3 Observaci?n Participante 64 4.1.3.4 An?lisis Documental 65 4.1.4 Fases de la Investigaci?n 65 4.1.4.1 Dise?o del cuestionario 65 4.1.4.2 Aplicaci?n del cuestionario 65 4.1.4.3 Construcci?n de los instrumentos 65 4.1.4.4 Realizaci?n de Observaci?n de Clases 65 4.1.4.5 Realizaci?n de la Revisi?n de documentos 66 4.1.5 An?lisis y discusi?n de resultados 66 5. CONCEPCI?N DE ESCUELA NUEVA 67 5.1 CONCEPCIONES DEL MODELO ESCUELA NUEVA EN LA INSTITUCI?N EDUCATIVA LA LEONA 67 6. COMPONENTE CURRICULAR DEL MODELO ESCUELA NUEVA 70 6.1 LA ENSE?ANZA ACTIVA 71 6.2 LAS GU?AS DE APRENDIZAJE DE ESCUELA NUEVA 71 6.2.1 La Adaptaci?n de las Gu?as 73 6.3 EL CONTROL DE PROGRESO 73 6.4 LOS RINCONES DE TRABAJO O CRA (CENTRO DE RECURSOS DE APRENDIZAJE) 73 6.5 LA BIBLIOTECA DE AULA 74 6.6 EL GOBIERNO ESTUDIANTIL 75 6.6.1 Instrumentos que maneja el estudiante en el Gobierno Estudiantil 76 6.6.1.1 El Libro de Confidencias 76 6.6.1.2 El Autocontrol de Asistencia 76 6.6.1.3 El Buz?n de Sugerencias 76 6.6.1.4 El Libro de Participaci?n 76 6.6.1.5 El Buz?n de Compromisos 77 6.6.1.6 Las Actividades de Conjunto 77 6.7 LA PROMOCI?N FLEXIBLE 77 6.7.1 La Evaluaci?n y la Promoci?n 79 6.8 TRABAJO COLABORATIVO 81 6.9 EL DOCENTE COMO ORIENTADOR 82 26.10 HERRAMIENTAS DEL MODELO ESCUELA NUEVA 82 6.10.1 La Mesa de Arena 82 6.10.2 El Botiqu?n Escolar 83 6.10.3 La Caja de Herramientas 83 6.10.4 El Horario 83 6.10.5 Las Carteleras 83 6.11 CONCEPCIONES Y PR?CTICAS DEL COMPONENTE CURRICULAR DEL MODELO ESCUELA NUEVA EN LA INSTITUCI?N EDUCATIVA LA LEONA 83 7. COMPONENTE COMUNITARIO DEL MODELO ESCUELA NUEVA 101 7.1 ESCUELA Y COMUNIDAD 102 7.2 INSTRUMENTOS QUE PERMITEN CONOCER A LA COMUNIDAD 103 7.2.1 La Ficha Familiar 103 7.2.2 La Monograf?a 103 7.2.3 El Calendario Agr?cola 103 7.2.4 El Croquis 104 7.3 CONCEPCIONES Y PR?CTICAS DEL COMPONENTE COMUNITARIO DEL MODELO ESCUELA NUEVA EN LA INSTITUCI?N EDUCATIVA LA LEONA 104 8. COMPONENTE DE CAPACITACI?N Y SEGUIMIENTO DEL MODELO ESCUELA NUEVA 109 8.1 CONCEPCIONES Y PR?CTICAS DEL COMPONENTE CAPACITACI?N Y SEGUIMIENTO DEL MODELO ESCUELA NUEVA EN LA INSTITUCI?N EDUCATIVA LA LEONA 110 9. COMPONENTE ADMINISTRATIVO DEL MODELO ESCUELA NUEVA 114 9.1 CONCEPCIONES Y PR?CTICAS DEL COMPONENTE ADMINISTRATIVO DEL MODELO ESCUELA NUEVA EN LA INSTITUCI?N EDUCATIVA LA LEONA 115 10. CONCEPCIONES 117 10.1 DECLARAN LA CONCEPCI?N PARCIALMENTE (DCP) 117 10.2 NO HAY CONCEPCI?N (NC) 118 10.3 CUADRO DE LAS CONCEPCIONES 118 11. CONCEPCIONES Y PR?CTICAS 119 11.1 COHERENCIAS 119 11.1.1 Hay concepci?n ? Hay pr?ctica (CP) 119 11.1.2 Hay concepci?n - Realizan parcialmente de la pr?ctica (C-RPP) 120 11.1.3 No hay concepci?n - No realizan la pr?ctica (NC-NP) 120 11.2 INCOHERENCIAS 120 11.2.1 No hay concepci?n - Realizan la pr?ctica (NC-RP) 120 11.3 CUADRO DE LAS CONCEPCIONES Y PR?CTICAS 121 12. PR?CTICAS 123 12.1 NO HAY PR?CTICA (NP) 123 12.2 COHERENCIAS 123 12.2.1 Declaran la pr?ctica y la realizaci?n de la pr?ctica (DP-RP) 123 12.2.2 Declaran la pr?ctica - Realizan parcialmente la pr?ctica (DP-RPP) 125 12.2.3 Declaran parcialmente la pr?ctica - Realizan la pr?ctica (DPP-RP) 128 12.2.4 No declaran la pr?ctica - No realizan la pr?ctica (NDP-NRP) 128 12.3 INCOHERENCIAS 128 12.3.1 No declaran la pr?ctica - Realizan la pr?ctica (NDP-RP) 128 12.3.2 No declaran la pr?ctica - Realizan parcialmente la pr?ctica (NDP-RPP) 129 12.4 CUADRO DE LAS PR?CTICAS 129 13. CONCLUSIONES 131 RECOMENDACIONES 133 REFERENCIAS BIBLIOGR?FICAS 13

Second record of Pseudimares aphrodite H. Asp?ck et U. Asp?ck, 2009 (Neuroptera, Myrmeleontidae)

Some adults of Pseudimares aphrodite H. Asp?ck et U. Asp?ck, 2009 were observed and photographed while attracted by light in Southern Morocco, in August 2009 and 2011. Only the typus of this species, a male, was known previously from South Morocco too. Moreover the genus Pseudimares Kimmins, 1933 is perhaps the most enigmatic taxon among Neuroptera Myrmeleontidae. Its second species Pseudimares iris Kimmins, 1933 from Southern Iran is known also only in the type series, a male and a female. What little information we know about Pseudimares is reporte

Mejora de la productividad del almac?n en una empresa comercializadora mediante la implementaci?n de la gesti?n de inventarios

El presente estudio tiene como objetivo principal determinar la influencia de la Gesti?n de Inventarios en la mejora de la productividad del almac?n de la empresa comercializadora WANCORE S.A. y objetivos espec?ficos; establecer la contribuci?n de la rotaci?n de inventarios y la valorizaci?n de los inventarios en la entrega de pedidos sin errores. As? mismo, el ?ltimo objetivo espec?fico buscar determinar la influencia de la exactitud de inventarios sobre el cumplimiento a tiempo de los despachos. La investigaci?n es de tipo aplicada correlacional, con un dise?o cuasi-experimental. La aplicaci?n de las herramientas de la Gesti?n de Inventarios logr? solucionar el inconveniente de la baja productividad; porque la empresa empez? a reportar altos ?ndices de devoluci?n de pedidos, p?rdidas de mercader?a, despachos atendidos fuera de tiempo, errores en la preparaci?n de pedidos, entre otros motivos. Por ello, con la intervenci?n de la gesti?n de inventarios, la productividad del almac?n logr? mejorar; ya que se obtuvo un incremento del 20%. Finalmente, la conclusi?n principal es la determinaci?n de la contribuci?n total del sistema en la mejora de la productividad

Can consumers learn to ask three questions to improve shared decision making? A feasibility study of the ASK (AskShareKnow) Patient–Clinician Communication Model® intervention in a primary health-care setting

Funded by Informed Medical Decisions Foundation. Grant Number: #0175-1 National Health and Medical Research Council Public Health Training Fellowship. Grant Number: 568962Peer reviewedPublisher PD

Does low-dose aspirin initiated before 11 weeks' gestation reduce the rate of preeclampsia?

OBJECTIVE: DATA: Pre-conception or early administration of low-dose aspirin might improve endometrial growth, placental vascularization and organogenesis. Most studies have evaluated the potential benefit of pre-conception or early administration of low-dose aspirin in women with a history of recurrent pregnancy loss, women who have undergone in vitro fertilization or women with thrombophilia or antiphospholipid syndrome. These women are at an increased risk of placenta-associated complications of pregnancy, including preeclampsia, preterm delivery and fetal growth restriction. STUDY: We performed a systematic review and meta-analysis to evaluate the effect of low-dose aspirin initiated at <11 weeks' gestation on the risk of preeclampsia, gestational hypertension, or any hypertensive disorder of pregnancy. Secondary outcomes included preterm delivery at <37 weeks' gestation and fetal growth restriction. STUDY APPRAISAL AND SYNTHESIS METHODS: We searched in MEDLINE via PubMed, EMBASE, Cochrane Central Register of Controlled Trials (CENTRAL), ClinicalTrials.Gov and the World Health Organization International Clinical Trials Registry Platform (WHO-ICTRP) from 1985 to November 2018. Entry criteria were randomized controlled trials evaluating the effect of aspirin administered at 85% of the study population. Relative risks (RR) with 95% confidence intervals (CI) were calculated for each study and pooled for global analysis as the effect measure. We assessed statistical heterogeneity in each meta-analysis using the Chi2 statistics, I2 and Tau2. Heterogeneity was considered substantial if an I2 was greater than 50% and either the Tau2 was greater than zero, or there was a low P-value (<0.10) in the Chi2 test for heterogeneity. Random-effects meta-analysis, weighted by the size of the studies, was performed to produce an overall summary on aspirin effect for each outcome. Sensitivity analysis by sequential omission of each individual study and by fixed-effects model was performed. Publication bias was not assessed due to the small number of included studies. Statistical analysis was performed using Stata release 14.0 (StataCorp, College Station, TX). RESULTS: The entry criteria were fulfilled by eight randomized controlled trials on a combined total of 1,426 participants. Low-dose aspirin initiated at <11 weeks' gestation was associated with a non-significant reduction in the risk of preeclampsia (RR 0.52; 95% CI: 0.23-1.17, P=0.115), gestational hypertension (RR 0.49; 95% CI: 0.20-1.21; P=0.121) and any hypertensive disorder of pregnancy (RR 0.59; 95% CI 0.33-1.04, P=0.067). Early low-dose aspirin reduced the risk of preterm delivery (RR 0.52; 95% CI: 0.27-0.97, p=0.040) but had no impact on the risk of fetal growth restriction (RR 1.10; 95% CI 0.58-2.07, P=0.775). Except for preterm delivery and any hypertensive disorder of pregnancy, sensitivity analysis demonstrated similar observations; therefore confirming the robustness of the analysis. CONCLUSION: The administration of low-dose aspirin at <11 weeks' gestation in high risk women does not decrease the risk of preeclampsia, gestational hypertension, any hypertensive disorder of pregnancy and fetal growth restriction. However, it might reduce the risk of preterm delivery. Larger randomized controlled trials will be required to substantiate the findings.pre-print408 K

Doctorados virtuales centroamericanos: educomunicación

Una amplia oferta de doctorados de calidad estimula una mayor producción de investigaciones y de nuevos conocimientos que aportan al desarrollo de la ciencia. En Centroamérica los programas de doctorados son reducidos a pesar de un aumento de la oferta de maestrías en las últimas décadas (más de 2000). Del total de postgra-dos, un 2% corresponde a doctorados y de estos, los programas virtuales apenas alcanzan un 2%. Los organismos responsables de la acreditación de la calidad de postgrados regionales no cuentan con modelos de evaluación específicos para la modalidad virtual. En este contexto, se realizó este estudio identifica los factores que garantizan la calidad de doctorados virtuales en los contextos centroamericanos y determina las áreas de formación de tutores en esta modalidad. Se aplicó una metodología cualitativa, método fenomenológico, con la técnica de entrevista enfocada. La muestra intencional se conformó con 40 docentes de postgrados virtuales de los países centroamericanos, alcanzando con esta el nivel de saturación de la información. Como conclusiones, se confirma que la calidad de un doctorado requiere asegurar factores que garantizan el desarrollo de competencias investigativas sólidas y la generación de conocimientos científicos originales, que contribuyan al avance de la ciencia, así como una adecuada comunicación entre tutores y estudiantes, que ofrece una formación educomunicativaA wide offer of quality doctorate degrees stimulates a greater production of research and new knowledge that contribute to the development of science. Virtual education can contribute to expanding this offer. However, in Central America, doc-toral degrees are limited, despite an increase in the offer of master’s degree programs in recent decades (more than 2000). Of the total of postgraduate degrees, 2% correspond to doctorate degrees programs and out of this amount, virtual programs barely reach a 2%. The bodies responsible for accrediting the quality of regional postgraduate courses do not have specific evaluation models for the virtual modality. In this context, this study was carried out to identify factors that guarantee the quality of virtual doctorate degrees in Central American contexts and determine areas of training for tutors in this modality of higher education. With a qualitative methodology, applying the phenom-enological method and the focused interview technique, an intentional non-probabil-istic sample was established with 40 virtual postgraduate teachers from the six Central American countries, reaching the level of information saturation. As a conclusion, it is confirmed that the quality of a doctorate degree requires ensuring factors that guar-antee the development of solid research skills and the generation of original scientific knowledge that could contribute to the advancement of science, among these, an ade-quate communication between tutors and students and an educommunication training.Ciencias de la ComunicaciónEducació

Application of a new protocol for providing obstetric care in an outpatient service during the COVID-19 pandemic in a public hospital in Madrid, Spain.

Objective: To evaluate the clinical implementation of a preventive COVID-19 protocol regarding re-organization of appointments and documented infections among health workers in an obstetric outpatient service. Methods: Descriptive analysis of the antenatal care at our obstetric outpatient service and infection rates among health care providers from March 19th to May 22nd, 2020. Appointments were divided into telephone calls or face-to-face examinations. A pre-consultation triage was implemented to identify suspected SARS-CoV2 infected women to reschedule them 14 days later or, if the consultation was non-delayable, to use complete Personal Protective Equipment (PPE). Firstly, the number of face-to-face appointments, telephone appointments, and COVID-19 diagnoses in pregnant women were analyzed. Secondly, the number of obstetricians and nurses diagnosed with SARS-CoV2 infection and their serologic status during universal screening in May 2020 were recorded. Results: One thousand eight hundred forty-two obstetric appointments were scheduled during this period, including 432 (23.5%) telephone appointments (96.53% according to clinical protocol, 1.62% symptomatic patients advised to stay at home, and 1.85% COVID-19 confirmed cases), and 1,410 (76.5%) face-to-face appointments (9.7% did not attend due to fear of getting the infection, 3.1% were lost-to-follow-up, 0.5% were rescheduled due to COVID-19 symptoms and 86.7% who did attend). Of the 1,223 women attending their hospital appointment, 3.6% screened positive at the triage (72.7% rescheduled and 27.3% seen with PPE). 43 rRT-PCR-SARS-CoV2 tests were performed, and two tested positive. No COVID-19 symptoms were reported among health workers at the outpatient obstetric service, and only one nurse presented immunoglobulin (Ig)G anti-SARS-CoV2. Conclusion: A prompt implementation of a preventive protocol in a hospital obstetric outpatient service, including triage, hygienic and preventive measurements, and rescheduling pregnancy appointments, reduces the percentage of health workers affected by SARS-CoV2.post-print369 K

Relationship Between Quorum Sensing and Secretion Systems

Quorum sensing (QS) is a communication mechanism between bacteria that allows specific processes to be controlled, such as biofilm formation, virulence factor expression, production of secondary metabolites and stress adaptation mechanisms such as bacterial competition systems including secretion systems (SS). These SS have an important role in bacterial communication. SS are ubiquitous; they are present in both Gram-negative and Gram-positive bacteria and in Mycobacterium sp. To date, 8 types of SS have been described (T1SS, T2SS, T3SS, T4SS, T5SS, T6SS, T7SS, and T9SS). They have global functions such as the transport of proteases, lipases, adhesins, heme-binding proteins, and amidases, and specific functions such as the synthesis of proteins in host cells, adaptation to the environment, the secretion of effectors to establish an infectious niche, transfer, absorption and release of DNA, translocation of effector proteins or DNA and autotransporter secretion. All of these functions can contribute to virulence and pathogenesis. In this review, we describe the known types of SS and discuss the ones that have been shown to be regulated by QS. Due to the large amount of information about this topic in some pathogens, we focus mainly on Pseudomonas aeruginosa and Vibrio spp