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En los últimos años ha surgido un creciente interés en relación con la identidad de género y la orientación sexual de las personas con trastorno del espectro del autismo (TEA). La presente revisión sistemática analiza un total de 18 estudios, publicados a partir de 2016, con la finalidad de obtener evidencias acerca de la identidad y disforia de género, y la orientación sexual en la población con TEA. Los resultados indicaron que existe una mayor prevalencia de identidad de género no conforme y de disforia de género en la población con TEA. Se encontró una mayor prevalencia de orientación no heterosexual en las personas con TEA en comparación con la población sin TEA. Estos resultados se encuentran preferentemente en las mujeres con TEA. No obstante, es necesario disponer de más y mejores evidencias sobre esta temática, especialmente en mujeres, y en las etapas de la niñez y la adolescencia, con el fin de implementar apoyos y recursos adecuados para dar respuesta a las necesidades de estas personas.

El aprendizaje cooperativo es una metodología docente con gran aceptación actualmente. Esta revisión sistemática tiene como principal objetivo aportar datos sobre la evidencia científica publicada relativa a cómo el aprendizaje cooperativo facilita la inclusión de estudiantes que presentan necesidades educativas. Se plantea una búsqueda sistemática siguiendo el método PRISMA. Se exponen el volumen y tipo de publicaciones, las áreas temáticas de estudio, la metodología y el tipo de muestra utilizada. Se concluye que ante la escasez de publicaciones que abordan la inclusión de estudiantes con necesidades educativas y que incluyan en las muestras a estos colectivos, es necesario desarrollar líneas de investigación que demuestren que esta metodología favorece la inclusión en atención a la diversidad en el aula, como evidencia de aplicación y no solo como premisa de partida teórica.

El modelo educativo basado en la inclusión refleja las necesidades sociales y se basa en la educación de calidad para todos los alumnos y la atención de sus necesidades particulares. Los docentes juegan un papel crucial en el desarrollo de metodologías inclusivas y su actitud va a determinar en gran medida el éxito de dichas metodologías y del propio modelo inclusivo. Con el objetivo de conocer las actitudes hacia la inclusión educativa de alumnado con discapacidad en maestros de educación física de primaria y secundaria, se examinan datos provenientes de 72 docentes de esta área (60% hombres y 40% mujeres), que ejercen tanto en centros escolares públicos como privados en varias comunidades autónomas del estado español. Se ha utilizado un cuestionario para profesores de actitudes hacia los alumnos con necesidades educativas especiales derivadas de discapacidad. Los resultados muestran que los profesores presentan actitudes moderadamente positivas hacia la inclusión de alumnos con discapacidad. Se concluye la necesidad de optimizar la formación en materia de inclusión y la realización de programas de prácticas que incluyan contacto con el alumnado con discapacidad. Abstract. The educational model based on inclusion reflects social needs and is based on quality education for all students and attention to their particular needs. Teachers play a crucial role in the development of inclusive methodologies and their attitude largely determines the success of these methodologies and the inclusive model itself. In order to assess physical education teachers’ attitudes toward educational inclusion of students with disabilities in primary and secondary education, data from 72 teachers in this area (60% men and 40% women), who work both in public and private schools in several autonomous communities of Spain, are examined. A questionnaire on teachers’ attitudes towards students with special educational needs derived from disability was used. The results show that teachers have moderately positive attitudes towards the inclusion of students with disabilities. The need to optimize training in inclusion and the realization of practical programs that include contact with students with disabilities is concluded.

Dyslexia is a Learning Disorder with a great impact in every area of the official curriculum, especially those involving the development of communicative competences. This situation is particularly acute in relation to the first foreign language area: English. This language is increasingly widespread in our classrooms as a result of the establishment of bilingual schools. Despite the general methodological adaptation applied within the subject of English as a foreign language, when there are students with special educational needs in the classroom no specific adaptations are usually carried out. Furthermore, the existing guidelines and protocols provided by educational inspectors are rarely, if ever, applied. The intention of the current research is to compile the range of methodological measures established by educational inspectors, as well as other professionals, with the aim of providing the best education to students with special educational needs in an inclusive way. For the purposes of this research, we analysed three case-studies involving three different students with learning disabilities. We conducted interviews not only with parents, but also with other students and teachers, in order to better understand what are the perceptions about the topic and the effectiveness of the learning adaptations applied. We recommend the adoption of some of the measures proposed by the interviewed professionals. Among these, using special lettering or breaking down the texts to be read into smaller sentences are proving ones of the most effective.

La Discapacidad Intelectual impacta en todos los contextos implicados en la vida de las personas que la presentan y, muy especialmente, en el contexto familiar. Las necesidades que perciben las familias en relación con la discapacidad tienen que ser debidamente atendidas en pro de la consecución de una adecuada calidad de vida. A continuación, se presenta una revisión teórica de los principales trabajos en la última década, centrados en conocer las necesidades percibidas en el contexto familiar de personas con discapacidad intelectual. En primer lugar, se ha realizado una estimación del volumen y tipo de publicaciones en el área temática de estudio; a continuación, se ha tratado de determinar y agrupar los estudios en función del tipo de metodología utilizada; y finalmente se han identificado y catalogado los estudios encontrados en función de las áreas temáticas. Se han encontrado 27 artículos referentes a la temática, todos ellos empíricos, analizando las necesidades de las familias. Se aprecia el interés por este tema en los últimos años, destacando la necesidad de instrumentos para evaluar las necesidades percibidas por las familias, así como la necesidad de apoyo continuo y de información por parte de los profesionales expresada por los familiares de personas con discapacidad., Intellectual Disability impacts all the contexts involved in the lives of the people who present it and, especially, in the family context. The needs that families perceive concerning disability must be duly addressed to achieve an adequate quality of life. The following is a theoretical review of the main works in the last decade, focused on knowing the perceived needs in the family context of people with intellectual disabilities. First, an estimation of the volume and type of publications has been made in the subject area of study; next, we have tried to determine and group the studies according to the type of methodology used; and finally the studies found have been identified and cataloged according to the thematic areas. 27 articles have been found referring to the subject, all of them empirical analyzing the needs of families. Interest in this topic is appreciated in recent years, highlighting the need for instruments to assess the needs perceived by families as well as the need for continuous support and information from professionals expressed by family members of people with disabilities.

La educación inclusiva, especialmente en el caso de alumnos con discapacidad, está mediada por las actitudes de los docentes hacia este colectivo y hacia la propia inclusión. Partiendo de ello, el objetivo del presente estudio es analizar las actitudes docentes (acorde al género, edad y la experiencia) para conseguir una mejor comprensión de las necesidades actuales del sistema educativo. De este modo se analizan los datos sobre actitudes de una muestra de 281 docentes que desarrollan su función en las diferentes etapas educativas (preescolar, primaria y educación secundaria), tanto en colegios públicos como privados, a lo largo de todo el territorio español. Se ha utilizado el cuestionario validado para profesores de actitudes hacia los alumnos con necesidades educativas especiales derivadas de discapacidad en su versión adaptada, formado por 22 ítems que abordan: Responsabilidad, Rendimiento, Formación y recursos, Clima del aula y Desarrollo Social. En definitiva, los resultados arrojan actitudes moderadamente positivas hacia la inclusión. En general, los hombres presentan rangos promedios superiores a los de las mujeres, los docentes menores de 41 años puntúan más en la dimensión desarrollo social y clima del aula y tienen una mejor actitud los docentes que no presentan experiencia con estudiantes con discapacidad.

While the negative impacts of Adverse Childhood Experiences (ACEs) on mental health have already been established in previous research, the pathways through which these events affect psychological well-being are still unclear. This cross-sectional study analyzed the relationship between ACEs and psychological distress. It also examined the role of coping strategies, emotion regulation, and adult attachment in this association.The sample consisted of 207 women receiving psychotherapeutic support from Public Mental Health Services in Spain. Just under half (46.4%) being treated by clinical psychology services and just over half (53.1%) were also being treated by psychiatry services. Descriptive and association analysis were performed on the variables involved.48.3% of participants reported four or more ACEs and the correlation with symptom severity was significant. Regression equations showed that four variables explained 56.2% of the variance: Fear of Rejection and Abandonment, Lack of Control, Rejection and Cognitive Restructuring.ACEs are directly associated with the severity of psychological distress. The data suggest that appropriate, sensitive exploration of these experiences can be therapeutic. The relationships between type of adversity, attachment relationships, emotion regulation, and coping strategies reveal indirect pathways through which ACEs affect women's mental health.

Although disasters threaten all people who experience them, they do not affect all members of society in the same way. Its effects are not solely restricted to the economic sphere, they also affect the physical and mental health of those who suffer from them, having a particular impact on women and limiting their life chances. The aim of this study was to examine the impact the 2010 Haiti earthquake had on the seropositivity of female survivors. Method: Using data from the Demographic and Health Survey, this study examines the impact of the 2010 Haiti earthquake on gender relations associated with the probability of being HIV positive through the differences-in-differences strategy. Results: A differential of four percentage points is observed in the probability of HIV seropositivity between men and women, favoring men. Additionally, it is observed that the probability of seropositivity intensifies when the cohabitation household is headed by a woman. Conclusion: Disasters are not indifferent to the gender of the people affected. In the second decade of the 21st century, the conclusions obtained show, once again, the need for incorporating the gender perspective into the management of natural hazards in the field of health. This is the case of the differential exposure to HIV after the earthquake in Haiti.

The objective of this study is to provide a review of the scientific literature with the aim of offering a definition of the construct of inclusive education and its positioning and intervention framework in the event of bullying. For this, a systematic bibliographic review is approached through the SciELO, ERIC, Dialnet, TESEO, DOAJ, Jurn, Refseek, REDIB, EBSCO, Scopus and La Referencia databases, identifying a total of 73 articles. The results reveal the relationship between the formative aspects of the educational community in the field of inclusive education with intervention processes and ethical-political positions. These, when executed consistently and under a predefined and collegiate scheme, serve to favor inclusion and prevent peer violence. El objetivo del presente estudio es aportar una revisión de la literatura científica con el objetivo de ofrecer una definición del constructo de educación inclusiva y su posicionamiento y marco de intervención frente a casos de bullying. Para ello, se presenta una revisión sistemática de las bases de datos SciELO, ERIC, Dialnet, TESEO, DOAJ, Jurn, Refseek, REDIB, EBSCO, Scopus y La Referencia, que arrojó un total de 73 artículos. Los resultados revelan la relación entre los aspectos formativos de la comunidad educativa en materia de educación inclusiva con los procesos de intervención y los posicionamientos ético-políticos. Estos, cuando se ejecutan de forma coherente y bajo un esquema predefinido y colegiado, sirven como medio para favorecer la inclusión y prevenir la violencia entre pares.

The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work–family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group.

pUO-STmRV1 is an IncC plasmid discovered in the Spanish clone of the emergent monophasic variant of Salmonella enterica serovar Typhimurium, which has probably contributed to its epidemiological success. The sequence of the entire plasmid determined herein revealed a largely degenerated backbone with accessory DNA incorporated at four different locations. The acquired DNA constitutes more than two-thirds of the pUO-STmRV1 genome and originates from plasmids of different incompatibility groups, including IncF (such as R100 and pSLT, the virulence plasmid specific of S. Typhimurium), IncN and IncI, from the integrative element GIsul2, or from yet unknown sources. In addition to pSLT virulence genes, the plasmid carries genes conferring resistance to widely-used antibiotics and heavy metals, together with a wealth of genetic elements involved in DNA mobility. The latter comprise class 1 integrons, transposons, pseudo-transposons, and insertion sequences, strikingly with 14 copies of IS26, which could have played a crucial role in the assembly of the complex plasmid. Typing of pUO-STmRV1 revealed backbone features characteristically associated with type 1 and type 2 IncC plasmids and could therefore be regarded as a hybrid plasmid. However, a rooted phylogenetic tree based on core genes indicates that it rather belongs to an ancient lineage which diverged at an early stage from the branch leading to most extant IncC plasmids detected so far. pUO-STmRV1 may have evolved at a time when uncontrolled use of antibiotics and biocides favored the accumulation of multiple resistance genes within an IncC backbone. The resulting plasmid thus allowed the Spanish clone to withstand a wide variety of adverse conditions, while simultaneously promoting its own propagation through vertical transmission., This work was supported by the “Fondo de Investigación Sanitaria, Instituto de Salud Carlos III, Ministerio de Economía y Competitividad”, Spain, cofunded by European Regional Development Fund of the European Union: a way to making Europe, project FIS PI17/00474. XV and PG were recipients of grants of the Program “Severo Ochoa” (ref. BP17-008 and BP08-031, respectively) for support of Research and Teaching in the Principality of Asturias (Spain). V.G. acknowledges the “Consellería de Cultura, Educación e Ordenación Universitaria, Xunta de Galicia” for her post-doctoral grant (Grant number ED481B-2018/018).

Este estudio analiza las diferencias de genero en inteligencias multiples segun las percibe el informante (alumnado, profesorado y familias), con el fin de comprobar si empleando este tipo de medidas estan patentes ciertos estereotipos de genero. Se analiza ademas la relacion entre estas inteligencias evaluadas por diferentes informantes y una medida general de capacidad intelectual. Participaron 102 estudiantes de tercero (n = 52) y sexto (n = 50) de Educacion Primaria, de los cuales 60 (58.8%) eran hombres y 42 (41.2%) mujeres. Se emplearon tres versiones de un cuestionario basado en la teoria de las inteligencias multiples de Gardner (alumnado, profesorado y familias) y la prueba factor g de Catell. Los resultados indicaron la existencia de diferencias entre hombres y mujeres en la percepcion de las inteligencias multiples, asi como correlaciones significativas entre estas y la capacidad intelectual general, principalmente cuando el informante era el profesorado. Se discuten las implicaciones practicas de estos resultados.

El contexto y el perfil docente han sido elementos clave en el desarrollo de la teoría de Inteligencias múltiples y, sin embargo, desde la formulación de la teoría recibieron menor importancia en las formaciones docentes que los aspectos conceptuales y sus aplicaciones, por ello este trabajo tuvo como objetivo destacar la importancia de estos elementos que deben ser incluidos en las formaciones. Para lograr tal objetivo se revisaron las principales fuentes documentales de la teoría escritas por Howard Gardner y otros autores claves en la aplicación de la teoría, esta revisión tuvo como resultado la argumentación y reflexión sobre la necesidad de un cambio de contexto escolar, con una visión pluralista y centrada en el alumno y sobre la descripción del perfil del docente necesario para desarrollar la teoría con éxito en el aula, en base a unos requisitos, tales como el conocimiento profundo de la teoría, trabajo en equipo, conocimiento profundo de los estudiantes, manejo de nuevas tecnologías o reflexión crítica, entre otros. Se concluyó el trabajo, haciendo una síntesis de los conceptos abordados y destacando la importancia de estos para poder desarrollar con eficacia las aplicaciones de la teoría de las inteligencias múltiples y la necesidad de que estos aspectos sean incluidos en las formaciones que se realizan en organizaciones escolares que quieran desarrollar la citada teoría.

Plasmids implicated in the mobilisation of β-lactamase genes in extended-spectrum β-lactamase (ESBL)- and AmpC-producing Salmonella enterica isolates recovered from three Spanish hospitals were characterised. The temporal stability of these plasmids and of the resistance phenotype without antimicrobial pressure was also assessed in the laboratory setting. The resistance determinants and their genetic environments were characterised by PCR sequencing, and their genomic location was analysed by S1 nuclease pulsed-field gel electrophoresis (PFGE) and I-CeuI PFGE, followed by Southern blot hybridisation. The 11 S. enterica studied strains carried blaCTX-M-9 (serovar Virchow, 2 isolates), blaCTX-M-10 (Virchow, 2), blaCTX-M-14 (Enteritidis, 1), blaCTX-M-15 (Gnesta and S. enterica group C, 2), blaSHV-2 (Livingstone, 1), blaSHV-12 (Enteritidis, 1) and blaCMY-2 (Bredeney, 2). The ISEcp1-blaCTX-M-14-IS903 and ISEcp1-blaCTX-M-15-orf477 genetic structures were detected. IncI1 and IncA/C plasmids carried blaCTX-M-14, blaCTX-M-15, blaSHV-2, blaSHV-12 and blaCMY-2 genes. blaCTX-M-9 included in an In60 complex integron and blaCTX-M-10 linked to a phage-related element were found in non-typeable plasmids. Conjugation and temporal stability experiments were performed in vitro through daily passages (100 days) in the absence of antimicrobial pressure. In the stability experiments, 5 of the 11 tested isolates lost the ESBL or AmpC plasmidic genes and this was associated with concomitant loss of the whole or partial plasmid. In conclusion, successful plasmids belonging to different Inc groups mobilise ESBL- and AmpC-encoding genes in S. enterica. Loss of ESBL/AmpC genes in the absence of antimicrobial pressure might explain the low prevalence of these β-lactamases among Salmonella isolates.

pUO-SeVR1 is a resistance derivative of pSEV, the virulence plasmid specific of Salmonella enterica serovar Enteritidis. It was first detected in a Spanish isolate involved in gastroenteritis, but closely related plasmids are widespread in highly invasive isolates originating from Africa. According to its nucleotide sequence, pUO-SeVR1 consists of 110,982 bp with a GC content of 53.2%. It confers resistance to multiple antimicrobial agents and contains a wealth of mobile genetic elements, including 14 copies of IS26 which have played a major role in the evolution of the plasmid. An intact copy of IS4321 and remnants of many other transposable elements (Tn2, Tn21, Tn1721 and Tn5393) are also detected. Most of the pSEV sequence is conserved in pUO-SeVR1 but small deletions, major inversions and the insertion of two foreign regions (of 38.7 and 13.6 kb, where the resistance genes are clustered), have occurred. Plasmids of the IncL/M, IncN and IncQ groups could have contributed to the assembly of the resistance regions.

Salmonella enterica serovar 4,[5],12:i:- is a monophasic variant of S. Typhimurium incapable of expressing the second-phase flagellar antigen (fljAB operon), and it is recognized to be one of the most prevalent serovars causing human infections. A clonal lineage characterized by phage type DT193, PulseNet PFGE profile STYMXB.0131 and multidrug resistance to ampicillin, streptomycin, sulphonamides and tetracycline (R-type ASSuT) is commonly circulating in Europe. In this study we determined the deletions affecting the fljAB operon and the resistance region responsible for the R-type ASSuT. in a strain of Salmonella enterica serovar 4,5,12:i:- DT193/STYMXB.0131, through an approach based on PCRs and Southern blot hybridization of genomic DNA. Using a set of nine specific PCRs, the prevalence of the resistance region was assessed in a collection of 144 S. enterica serovar 4,[5],12:i:-/ASSuT/STYMXB.0131 strains isolated from Germany, Switzerland and Italy. A 28 kb-region is embedded between the loci STM2759 and iroB, replacing the DNA located in between, including the fljAB operon. It encompasses the genes blaTEM-1, strA-strB, sul2 and tet(B) responsible for the R-type ASSuT together with genes involved in plasmid replication and orfs of unknown function characteristically located on IncH1 plasmids. Its location and internal structure is fairly conserved in S. enterica serovar 4,[5],12:i:-/ASSuT/STYMXB.0131 strains regardless of the isolation source or country. Hence, in the S. enterica serovar 4,[5],12:i:-/ASSuT/STYMXB.0131 clonal lineage widespread in Germany, Switzerland and Italy, a resistance region derived from IncH1 plasmids has replaced the chromosomal region encoding the second flagellar phase and is an example of the stabilization of new plasmid-derived genetic material due to integration into the bacterial chromosome.

The authors of the review have been supported by projects (FIS PI00–1084, PI02–0172, PI05–2489 and PI08–0656) from the Fondo de Investigacion Sanitaria of the Spanish Ministry of Science and Innovation, and by the Med-Vet-Net Network of Excellence (WP 21) of the European Union. I. Rodriguez was the recipient of a grant from the Fundacion para el Fomento en Asturias de la Investigacion Cientifica Aplicada y la Tecnologia (FICYT-BP04–086) at the Laboratory of Microbiology of the University of Oviedo. Currently she is working at the Federal Institute for Risk Assessment (BfR, Berlin) with a postdoctoral grant ‘Beca para Ampliacion de Estudios en el Extranjero en Ciencias de la Naturaleza’ from the ‘Fundacion Ramon Areces’. P.Garcia and I.Montero are the recipients of predoctoral grants from the ‘Fundacion para el Fomento en Asturias de la Investigacion Cientifica Aplicada y la Tecnologia’ (FICYT-BP08– 031 and FICYT BP09–069, respectively). J.Beutlich was granted to stay for a 6 weeks period at the University of Oviedo by the ‘Short Term Mission’ programme of the Med-Vet-Net Project.

Objectives To broaden knowledge of the molecular bases and genetics of multidrug resistance in clinical isolates of Salmonella enterica serotype 4,5,12:i:- belonging to the Spanish clone. Methods The relatedness of the isolates was determined by phage typing and XbaI-PFGE. Resistance genes, integrons and transposable elements were identified by PCR amplification and sequencing. Plasmids were characterized by alkaline lysis, S1-PFGE, conjugation, replicon typing and Southern blot hybridization. Results The isolates were closely related and resistant to five to seven antimicrobials (ampicillin, chloramphenicol, gentamicin, streptomycin/spectinomycin, sulphonamides, trimethoprim and tetracycline, arranged in different combinations). Most of the responsible genes were provided by a conventional class 1 integron with the dfrA12-orfF-aadA2 variable region, an atypical class 1 integron containing sul3 next to the estX-psp-aadA2-cmlA1-aadA1 variable region and a truncated Tn1721 transposon carrying tet(A). A defective Tn21 with the mer operon and ISVsa3 associated with sul2 were also detected. All resistance genes and mobile genetic elements were located on large, non-conjugative and highly variable plasmids carrying one (A/C) or two (A/C and N) replicons, as well as virulence genes of pSLT. Conclusions IncA/C plasmids are responsible for multidrug resistance in an increasing number of relevant human and animal bacterial pathogens, and hence are regarded as an important threat to public health. Those found in the Spanish clone of Salmonella 4,5,12:i:- constitute a relevant example of short-term evolution, and could have been involved in the successful adaptation of this pathogen.

Five variants of a resistant derivative of pSLT (termed pUO-StVR2) were detected in clinical isolates of Salmonella enterica serovar Typhimurium recovered in Spain. The structure of these variants revealed the involvement of IS1, IS26 and Tn21-like transposition, as well as homologous recombination in the generation of deletions, inversions and insertions which, depending on the variant, affected an orf of unknown function, genes encoding a possible iron acquisition system, and/or resistance properties. These variants, which appeared at a relatively low frequency, can be used as a model to understand the co-selection mechanisms that are helping to maintain multidrug resistance in bacterial pathogens, despite the structural instability of the responsible DNA.

Drug-resistant derivatives of serovar-specific virulence plasmids, such as pSLT, in clinically-relevant Salmonella enterica serovar Typhimurium strains, represent a threat for human health. We have analysed 14 S. Typhimurium isolates recovered in Italy and the United Kingdom from swine and from cases of human infection for the presence of virulence-resistance (VR) plasmids. They were negative for the multidrug resistance (MDR) region of the Salmonella genomic island 1 (SGI1), but expressed resistance to ampicillin, chloramphenicol, streptomycin/spectinomycin, sulfamethoxazole, and tetracyclines. The isolates were characterised by XbaI pulsed-field gel electrophoresis, multilocus sequence typing, and detection of resistance and virulence determinants (PCR/sequencing). Identification of VR plasmids was accomplished by PCR detection of bla genes (encoding ampicillin resistance), class 1 integrons and the pSLT virulence gene spvC. Plasmid analyses were performed by alkaline lysis, S1-nuclease digestion, replicon typing, conjugation, restriction analyses, and Southern blot/hybridization. Two blaOXA-1 positive isolates contained pSLT-derived plasmids related to pUO-StVR2. In nine isolates, eight from swine and one from a patient, MDR-conferring-IncFII-VR plasmids were detected. They contained the blaTEM-1 gene as well as a nonconventional class 1 integron with dfrA12-aadA2 gene cassettes in its variable region, and a sul3 gene in the 3' conserved segment. Restriction analysis suggested a novel pSLT variant. The results obtained underline the role of swine as a potential reservoir for the blaTEM-1-IncFII-plasmids. The occurrence and spread of virulence- and MDR-conferring plasmids should be considered as a potential public health problem.