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If the custodian knows that a requested public record of the Department has been destroyed or lost mens health august 2012 discount 60caps pilex fast delivery, the custodian shall promptly: A prostate pain after ejactulation buy pilex with a mastercard. The applicant and the custodian each may contact the Public Access Ombudsman to prostate cancer hifu order 60 caps pilex with amex resolve prostate cancer 80 year old order genuine pilex online, under General Provisions Article, Title 4, Subtitle 1B, Annotated Code of Maryland, a dispute relating to requests for public records. The fee schedule for copying and certifying copies of public records of the Department is as follows: (1) Copies. If a person requests that a copy of a public record be certified as a true copy, an additional fee of $1 per page (or if appropriate, per item) shall be charged. Notwithstanding paragraph A of this regulation, if the fee for copies or certified copies of any public record of the Department is specifically set by a law other than the Act or this regulation, the custodian shall charge the prescribed fee. If the custodian cannot copy a public record within the Department, the custodian shall make arrangements for the prompt reproduction of the record at public or private facilities outside the Department. The custodian shall: (1) Collect from the applicant a fee to cover the actual cost of reproduction; or (2) Direct the applicant to pay the cost of reproduction directly to the facility making the copy. Before copying a public record of the Department, the custodian shall estimate the cost of reproduction and either: (1) Obtain the agreement of the applicant to pay the cost; or (2) Require prepayment of all or a portion of the cost. If the applicant requests that copies of a public record be mailed or delivered to the applicant or to a third party, the custodian may charge the applicant for the cost of postage or delivery. An applicant may inspect any public record of the Department that the applicant is entitled to inspect during the normal working hours of the Department. This chapter sets out procedures under which a person in interest may request the correction or amendment of public records of the Department of. A person in interest may request that the Department correct or amend any public record that: A. A person in interest shall make a request to correct or amend a public record in writing [on a form provided by the Department]. The request shall: (1) Identify the public record to be corrected or amended; (2) State the precise correction or amendment requested; (3) State the reason for the correction or amendment; and. A request to correct or amend a public record shall be addressed to the custodian of the record. The Department shall accept a request to correct or amend a public record when it is received if it reasonably complies with Regulations. Within 30 days after the Department receives a request for correction or amendment that reasonably complies with Regulations. Make the requested correction or amendment, and inform the requester in writing of the action; or B. Inform the requester in writing that the Department will not: (1) Make the requested correction or amendment, and the reason for the refusal; or (2) Act on the request because: (a) the requester is not a "person in interest"; (b) the requester is not authorized to inspect the record; or (c) Of any other reason authorized by law. If the Department refuses to make a requested correction or amendment, a person in interest may file with the Department a concise statement of the reasons for: A. If a person in interest files a statement of disagreement concerning a public record under Regulations. The review proceedings shall be conducted in accordance with State Government Article, Title 10, Subtitle 2, Annotated Code of Maryland, and the administrative hearing regulations of the Department. The Division of Parole and Probation may deny disclosure of a particular record if it was compiled for a law enforcement or prosecution purpose. However, disclosure may be prohibited by a federal statute, the Family Education Rights & Privacy Act of 1974, "the Buckley Amendment. However, disclosure may be prohibited by a federal statute, the Family Educational Rights and Privacy Act of 1974, "the Buckley Amendment," 20 U. It does not compel a custodian to take affirmative action to disclose information absent a request. The State Department of Assessments and Taxation is not required to give information in the form of a duplicate data processing tape but may give a printout instead. Thus, a mug shot must be disclosed unless the custodian determines disclosure would be contrary to the public interest. Disclosure of the claims, resulting in a potentially significant cost to the public, is clearly contrary to public interest.

The assembly of Ebola virus nucleocapsid requires virion-associated proteins 35 and 24 and posttranslational modification of nucleoprotein prostate cancer 911 commission report 60 caps pilex with amex. The matrix protein of Marburg virus is transported to mens health zma generic pilex 60 caps visa the plasma membrane along cellular membranes: exploiting the retrograde late endosomal pathway man health buy now tramadol purchase pilex cheap online. Marburg virus gene 4 encodes the virion membrane protein prostate 90cc buy generic pilex 60 caps on line, a type I transmembrane glycoprotein. The central structural feature of the membrane fusion protein subunit from the Ebola virus glycoprotein is a long triple-stranded coiled coil. Modulation of virion incorporation of ebolavirus glycoprotein: effects on attachment, cellular entry and neutralization. Spatial localization of the Ebola virus glycoprotein mucin-like domain determined by cryo-electron tomography. The virion glycoproteins of Ebola viruses are encoded in two reading frames and are expressed through transcriptional editing. An upstream open reading frame modulates Ebola virus polymerase translation and virus replication. The nucleotide sequence of the L gene of Marburg virus, a filovirus: homologies with paramyxoviruses and rhabdoviruses. After serial laboratory adaptation of filoviruses, rodents such as laboratory mice, guinea pigs (Cavia porcellus), and Syrian golden hamsters (Mesocricetus auratus) infected with adapted filoviruses can develop fatal infections. These bats were among hundreds that died of an unknown cause in 2002 in Cueva del Lloviu in Spain. Epidemiology of Filovirus Infections Filoviruses were discovered in 1967 in West Germany. Close to all of the 37 filovirus disease outbreaks occurred in Middle/Eastern Africa. Ebola virus disease and Marburg virus disease outbreaks are listed chronologically by virus (colored vertically on the left). International case exportations are pointed out by arrows; proven laboratory infections are highlighted in gray and italics. Total case numbers and total number of fatalities are itemized for each outbreak in the utmost right columns (updated from data sources 1 and 2). The lethality/case fatality rate (dots) for each outbreak is plotted in the middle column on a 0% to 100% scale along with 99% confidence intervals (gray horizontal bars). The average lethality of a particular virus or virus group is shown by vertical lines (99% confidence intervals are emphasized by dashed lines). The vertical line showing the average lethality of all Ebola virus disease outbreaks overlaps with the vertical line showing the average lethality of all filovirus disease outbreaks and the vertical line showing the average lethality of all disease outbreaks caused only by Ebola virus (red). Consequently, the case and fatality numbers are still subject to change and lethality should rather be regarded as a proportion of fatal cases than lethality until final numbers become available. Middle/equatorial African countries affected by Ebola virus disease and/or Marburg virus disease outbreaks are shown in light brown with outbreak locations marked as dots colored according to the etiological filovirus (updated from data sources 1 and 2). Almost all filovirus disease outbreaks began with a single introduction of a filovirus into an index case who subsequently transmitted the infection to other humans. Thus, initial human filovirus infections are extremely rare events and occurred probably less than 50 times since 1967. Serological Surveys Numerous serological surveys for antibodies against filoviral antigens have been performed in human and animal populations to further define the geographic spread of filoviruses and to better estimate risk of infection. In other surveys, the seroprevalence of antifilovirus antibodies is moderate among humans living in areas that never had filovirus disease outbreaks (eg, certain African countries, Belarus, Germany, Ukraine). First, all obtained results may be artifacts based on common nonfilovirus antibodies in human sera that are crossreactive with the used filoviral antigens, thereby leading to false-positive results. Second, filoviruses could subclinically infect humans or cause only mild disease, thereby leading to high seropositivity rates. Without convincing data for any of these possibilities, serosurvey data should not be ignored, but they should be used with caution for prediction of filovirus distribution or infection risk assessments.

In this chapter prostate cancer 2015 news buy pilex line, I discuss how emerging promising practices can be taught in social studies to prostate purpose order pilex with american express support each of these four essentials of personalized learning prostate cancer young man pilex 60 caps on line. In the discussion that follows prostatic urethra order pilex 60caps visa, it will be evident that they overlap to an extent; however, I discuss each in turn to highlight the key features of each. In order to do so, I begin with the understanding that the curriculum and instruction are organized along the principles of backwards design, also called Teaching for Understanding or Universal Design for Learning. Backwards design is compatible with personalization because it "provides the structure to support flexibility in teaching and assessing, to honor the integrity of content while respecting the individuality of learners" (McTighe & Brown, 2005, p. Moreover, the key features of universal or backwards design incorporate 274 Social Studies and Personalized Learning the same four key components of personalization outlined above: student choice, greater access to learning resources, greater student control over learning environment and strategies, and frequent feedback. In discussing emerging promising practices in relation to these four integral components of personalization, it must be noted that the social studies curriculum has ample opportunities for personalization, and teachers who embrace a project-based approach may already incorporate some of the elements of personalization. Student Choice Student choice is one of the central tenets of differentiation and personalized learning, and it is an important element of backwards design. First, students can have choice in terms of content, or what they should know and be able to do. Choice in content also speaks to the materials used by students to support their understanding. Second, choice can be reflected in processes or in the activities that help students make sense of what they are learning. Finally, choice can be exercised in terms of the products students produce, which serve as the evidence of learning (Jackson & Davis, 2000). Teachers who employ a backwards design approach typically allow students to choose topics, activities, and resources in social studies that enable them to draw on their family backgrounds, cultures, learning tendencies, and personal interests. There are many opportunities for student choice in the social studies curriculum because the content is so expansive. Teaching with broad themes and/or essential questions allows for personalization, but as mentioned above, it is important to remember that teachers do not entirely give up authority or guidance in the classroom (Deed et al. So, in terms of choice of topic or resources, personalization can be accomplished by teachers offering students a selection of subjects within or under a broader theme or topic in social studies. Students have three weeks to select a group of people in United States history that moved from one place to another, whether forced or voluntary. They are to research the reasons and/or conditions around their 275 Handbook on Personalized Learning moving and to prepare a series of products that scaffold, or lead to , a culminating activity that demonstrates their understanding of the reasons for moving, experiences, and how the move changed their lives and the communities they left and joined. Then, the teacher can guide them in developing individual goal statements that align with the district curricular goals. Each student is to choose one theme or episode which speaks to his or her interests or background. For example, one student could choose to study the forced relocation of the American Indian nations as a result of the Indian Removal Act of 1830. Another could choose to study the trans-Atlantic slave trade from the 16th to 19th centuries. Still another student might choose voluntary immigration of people, from southern and eastern Europe to the United States at the turn of the 20th century. For the purposes of showcasing emerging promising practices, I will focus on an episode of the voluntary movement of people: the Great Migration of African Americans in the early 20th century. The Great Migration of African Americans from the southern United States was, according to historian Nicholas Lemann (1991), "one of the largest and most rapid mass internal movements of people in history" (p. The rapid increase in migration north was in large part due to the damage done by the boll weevil, a beetle that feeds on cotton buds and flowers, which devastated the southern cotton crop in the early 20th century. As a result, a large part of the agricultural opportunities for African Americans disappeared. However, historians agree that a major pull factor encouraged migration: the prospect of job opportunities in northern industries, such as steel manufacturing. Teachers can use the familiar activity of creating an idea web to work with students in further narrowing a topic, which can help them develop goals, locate resources, identify activities, and determine products. This activity helps teachers guide students in identifying topics, themes, examples, individuals, as well as what might be of interest to students through multiple connections to their lives (Blythe, 1998). As one can see from an example of a concept web in Figure 1, our exemplary but fictional 10th-grade student, Arthur, came up with many varied topics to explore related to the Great Migration. He listed treatment, racial solidarity, outcomes, large urban cities (such as Chicago, New York, and Philadelphia), family structure, and gender roles.

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