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The scope of this article is twofold: to revisit the foundational importance of Business Spanish to the United States and to track its early formalization in American secondary and higher education. It will focus on the years surrounding American Independence in 1776, followed by the key role played by the American Association of Teachers of Spanish (AATS) and Hispania from 1917 through the mid-1940s. Each period represents a historical starting point for Business Spanish. The focus on these separate but closely related starting points, the second issuing from the first, distinguishes this article from previous research through its emphasis on the initial groundwork laid. The historical record shows that the foundational importance of Spanish for commerce and trade contributed to the ongoing importance of the study of Spanish itself in the United States. These two starting points also contained within them the dialectic between the practical and the cultural reasons for studying Spanish, and the aspirational balance that might be achieved between competing rationales. Quotations of the protagonists themselves will anchor a palimpsest methodology that allows the rhetoric of earlier times to speak for itself and reverberate into the discourse of contemporary curriculum development.

The rational design of dengue virus (DENV) vaccines requires a detailed understanding of the molecular basis for antibody-mediated immunity. The durably protective antibody response to DENV after primary infection is serotype specific. However, there is an incomplete understanding of the antigenic determinants for DENV type-specific (TS) antibodies, especially for DENV serotype 3, which has only one well-studied, strongly neutralizing human monoclonal antibody (mAb). Here, we investigated the human B cell response in children after natural DENV infection in the endemic area of Nicaragua and isolated 15 DENV3 TS mAbs recognizing the envelope (E) glycoprotein. Functional epitope mapping of these mAbs and small animal prophylaxis studies revealed a complex landscape with protective epitopes clustering in at least 6-7 antigenic sites. Potently neutralizing TS mAbs recognized sites principally in E glycoprotein domains I and II, and patterns suggest frequent recognition of quaternary structures on the surface of viral particles.

The University of North Carolina at Charlotte has long offered undergraduate and graduate programs in Spanish[left right arrow]English Translating and Translation Studies (TTS). The curriculum is based on a systematic articulation of history, theory, and method for all course work in different translation modes and content domains, and on continuously relating this foundational knowledge to praxis and vice versa. History, theory, method, and praxis are intertwined with the learner outcome goals of developing research skills, resources, and technology-based tools upon which to continue building in order to become effective translators for the long term. The program and curriculum provide an adaptable model for meeting this objective.

The 4‐carboxylates of 1,2,3‐triazine 1‐oxides undergo [3+2] cycloaddition with in situ generated benzynes and naphthyne and also with cyclooctyne that, following extrusion of dinitrogen, form isoxazole‐3‐propenoate derivatives in high yields and diastereocontrol. This practical method occurs at room temperature and provides a wide range of isoxazole‐based heterocycles with diverse functionality. 1,2‐Naphthyne, an unsymmetrical alkyne, forms only one regioisomeric product, exemplifying inherent regioselectivity. Although high, stereoselectivity is not 100 % in most cases, indicating that the loss of dinitrogen is stepwise. Derivative reactions of benzisoxazoles suggest their versatility. [ABSTRACT FROM AUTHOR]

The to-be-expected and lingering dialectics of the current curricular landscape confirm that the steady growth in Spanish for the Professions and Specific Purposes (SPSP), supported by a growing number of colleagues in US higher and secondary education has also been characterized by a stubborn resistance on the part of others, as SPSP moves in from Toury's marginalized, hovering-in-the-periphery status to that of mainstream norm (Doyle 2017: 98). The exceptionalism claimed by the traditional literature- and culture-based curriculum, by virtue of having occupied first the mainstream center stage of foreign language and Spanish language university curricula, has been challenged by the ongoing loss of language enrollments and programs and by emerging new curricular possibilities of SPSP, which has been working steadily to develop its own "prominent cohesive space" as a curricular norm (Doyle 2017: 98). SPSP curriculum development activism serves as a safeguard and a counter to stagnation, which threatens our shared interest in the continuous and optimal renewal of the relevance and centrality of the study of Spanish in US higher education, at both the undergraduate and the graduate level.

In terms of foundational considerations, SPSP-CDA should be clearly defined, even if provisionally, and the need for it, justified. Building on Doyle's original coinage of the term (2017), SPSP-CDA is an ongoing process-and-results oriented curriculum and leadership development activism in humanities-based Spanish language and cultural pedagogy on behalf of the legitimate and evolving needs of society and of the real-world professional, employment, career, and other specific needs of the learner (see Bok and Gilley on the needs of society). It responds to the continuously evolving needs of those who make the investment to learn Spanish in order to be able to use it effectively on the job, in the work they do, and in their professions and careers, or for other specific purposes (consider, for example, Nuessel's educational materials in Spanish for restaurant owners and managers, for office and factory workers, or for pharmacists and pharmacist assistants, and Zeller and Velázquez-Castillo's "Spanish for Animal Health and Care"). It is characterized by a constructivist methodology and contextual pedagogy and andragogy, which issue from and reinforce learner motivation (Doyle 2018). As implied by the word activism, needs-based SPSP-CDA requires attentive, responsive, and vigorous engagement with the curricular goal, and its attendant educational policy implications, of developing, maintaining, and improving courses and programs in Spanish for the Professions and Specific Purposes. CDA is essential for responsiveness to the legitimate needs of society and the learner via LPSP. Since "[a] most compelling curricular narrative is one that evolves with the times and remains needs-based," SPSP-CDA functions to continually rebalance the curricular portfolio in order "to ensure its relevance and therefore its centrality" (Doyle 2017: 99). It exemplifies Nuessel's exhortation that "[a] curriculum should be dynamic and not static" (2018: 513).

This study examines the correlates of First Nations contact with the criminal justice system. Key risk factors include membership of the stolen generation, psychological distress, and having used illicit drugs and alcohol over the preceding 12 months. The latter increases the marginal risk of arrest by 14 percentage points. The strongest protective factors are completing school, having an income in the top four deciles, having a permanent home, being aged 51 or over and living in a remote area. Completing school is the strongest protective factor, reducing the risk of arrest by eight percentage points. Further research using a longitudinal dataset specifically designed to identify causal effects is required. [ABSTRACT FROM AUTHOR]

New South Wales has the largest population of incarcerated people in Australia, with increasing levels of community supervision. Corrective Services NSW offers eligible people the EQUIPS suite of offender treatment programs, which follow the Risk-Need-Responsivity model of offender rehabilitation. Referrals to the programs are also targeted to meet the specific reoffending needs of individuals, including EQUIPS Foundation, Aggression, Addiction and Domestic Abuse. This study examined the profile of people targeted for treatment in NSW by examining demographic, sentencing and criminogenic characteristics within a cohort of 18,963 individuals allocated to attend EQUIPS programs in custody and in the community between 2015 and 2018. Most individuals allocated to EQUIPS programs (80%) had a history of criminal justice system involvement, were male, with low education and most often from major cities or inner regional areas. Around a third were Aboriginal and/or Torres Strait Islander. Less than half of those referred to EQUIPS participated in at least one treatment session and only one quarter completed the course of treatment. Recommendations for improved program delivery include: 1) more timely risk assessment and allocation to programs during individual's sentences; and 2) enhancing equitable allocation between custodial and community settings based on individual risk and the types of programs available. [ABSTRACT FROM AUTHOR]

Business Spanish typically teaches the vocabulary, content, and context of the functional areas of business, and how to conduct business in a cultural setting. But it should do more than just that. Leadership with integrity should be primed and personalized as a signature and integrative core value that frameworks any ensuing learning of the business Spanish content per se. In terms of core didactic thematics and methodology, what is the greater-good point of LPSP-Business Language Studies if it does not prepare learners to help make the world a better place in which to live and work? The article provides an adaptable example of the leadership-with-integrity methodology in a business Spanish course; it presents some preliminary findings based on a final exam prompt regarding leadership with integrity; and it proposes beginning- and end-of-course surveys for data to be mined in follow-up research. The article is intended as a contribution to the methodology of infusing the teaching of leadership with integrity in business language courses as well as throughout LPSP, and to helping to further establish the related scholarly baseline literature.

Building on its substantial and sustained evolution over the past thirty-plus years, Spanish for the Professions and Specific Purposes (SPSP) should flourish in the future as a paradigmatic curricular mainstay. A characteristic of its steadily emerging theory-based maturity within the Language for the Professions and Specific Purposes (LPSP) curricular ecosystem will be the increased thickness and granularity of SPSP in continual response to evolving learner needs. Development of SPSP as an adaptable signature feature of future Spanish curricula represents a fundamental, renewable long-term investment in the relevance, and therefore the centrality, of the study of Spanish. It is a commitment to curriculum development activism.