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S. commissioner of education Sidney Marland proclaimed the show "among the supreme revelations of my 30 years in education," to recently, when John Wright of the University of Kansas's Center for Research on the Influences of Television on Children recommended it as "part of a balanced breakfast," experts have pronounced the show "quality children's programming," a completely different breed from Mighty Morphing Power Rangers or Animaniacs. Through its role as teacher of young children, and because of its much vaunted racial and ethnic sensitivity, it often serves as the national symbol of compassion, as in the recent memorable performance of Bert and Ernie, directed by Representative Nita Lowey, at a congressional hearing over funding for the Corporation for Public Broadcasting. So it comes as some surprise when you actually sit down to watch this marvel. Don't expect a show that, like a good book, inspires children's developing emotional or moral life, that engages their imaginations, that piques their curiosity about the world or enriches their experience of language. Sesame Street is an educational revelation, all rightthe kind we've experienced so often recently in depressing reports about the declining verbal abilities of American students. If "television eats books," as novelist Larry Woiwode once wrote, Sesame Street is the Cookie Monster. Sesame Street began with the loftiest of intentions. In 1967, Joan Ganz Cooney, a television producer hired by the Carnegie Corporation, developed an idea for a show "to promote the intellectual and cultural growth of preschoolers, particularly disadvantaged preschoolers. " Educational television was nothing new, but it was known for its drabness; with immobile cameras frozen in front of droning professorial types, it seemed an anachronismthe medium's "old maid," one wit called it. Cooney had the revolutionary idea of teaching through the jazzy techniques of commercial television: quick cuts, animation, humor.

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When appropriate, the applicant may be asked to meet with the Associate Dean for Student Affairs in person to answer questions. Right to Change and/or Terminate Policy: Reasonable efforts will be made to keep applicants informed of any changes in the policy. However, the SIU SOM reserves the right, in its sole discretion, to amend, replace, and/or terminate this policy at any time. The mission of Southern Illinois University School of Medicine is to assist the people of central and southern Illinois in meeting their present and future health needs through education, service and research. These Guidelines represent the schools blueprint of educational concepts which are to provide guidance in curriculum development. There shall be a competency based curriculum which shall prevail throughout the medical school. Medical school should model the behavior expected of the trained physician. The student should be encouraged to take responsibility for their continuing educational development. Students should be exposed to a variety of clinical settings throughout their entire undergraduate education and should be expected to show progressive development of skills and professional behaviors. Students will be assigned to a variety of clinical preceptors throughout their undergraduate career. In these settings they will develop their clinical skills, their socialization into the profession, their appreciation of the roles of a diversity of health care professionals, their understanding of the economics of health care delivery, and the nature of the physician patient relationship.

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The Chair of the SPC must respond, in writing, to the request for review within 10 working days of receipt of the request for review. The decision of the Chair of the SPC will be submitted as the final evaluation. All students shall be entitled to ask for review of a Unit grade and receive a timely response. All Unit faculty members shall be required to substantially comply with the following guidelines. When the final Unit grade is assigned, students will receive e mail notification that the evaluation has been officially recorded and is available for student review; this notification will include a reminder of the Grade Review Process. If a student believes there has been an error in the grading process, or believes the final unit evaluation does not accurately reflect the performance, the student may speak informally with the faculty to find a resolution. However, the student is not required to pursue an informal review, but instead my request a formal review. To begin the formal review process, a student must provide the Unit Coordinator with a written document that outlines the basis for the request. Unless there are unusual or compelling circumstances, the written request, along with any supporting documentation, must be filed by the student within 10 working days of the official recording of the final grade. The Unit Directorss will consider the request for review, will consult with appropriate faculty members and/or the Director of Doctoring, and will issue a written decision to the student on the request. The Unit Directorss must respond to the request for review within 10 working days of receipt of the formal request for review.

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