Student Tribunal .
ontinued from page 1
vith faculty representatives from the
hree campuses as well, Varner said.
Members of the Tribunal have not
ndicated whether they will present
he statement to the Regents at their
vlarch meeting.
VARNER PROMISED to call the
.tatement to the Board's attention.
Concerning the Tribunal's criticism
hat the Regents are perpetuating an
Mnployer-employe relationship with
tudents. Varner commented that he
ever assumed such a relationship
:xisted.
The Tribunal statement reads:
"Be it resolved that the Student
Tribunal as a result of the hearings on
February sixteenth and seventeenth
register the following concerns.
The disciplinary problems which
are being confronted with at this time
are a result of the ambigious channels
of communication available to
students. The frustration caused by
this situation has resulted in a
student-administrative confrontation.
The students are not the employes
of the Board of Regents. The past
actions of the Board of Regents have
implied that this relationship exists.
This relationship between the Board of
Regents and the students must be
redefined.
In the process of learning, students
are taught to question in order to
understand. It is our opinion, that the
Regents failure to respond to some of
these questions has caused a disruptive
environment in the University
community.
The students respect the authority
of the Regents to make policy
decisions, but feel they also have an
obligation to meet the needs of the
academic community.
One of these needs is to have an
effective channel of communication
between those who make policies and
those affected by those policies.
The Student Tribunal concludes
that it is essential that some procedure
be set up to eliminate this deficiency,
in order for the University to carry on
its normal operation."
Michael G. Canar
Emily E. Cameron
Kerry Winterer
Kenneth Bruns
GrcgStejskal
Jon A. Hanson
Howard L. Wiegers
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It all began in the first grade.
But don't blame your first-grade teacher. It wasn't
her fault. It was the system she had to teach.
The old "run, Spot, run" method.
You had to read it out loud. Word by word. And
that's the-way it was until you became a second
grader. Where your teacher asked you to read silently.
But you couldn't do it.
You probably stopped reading out loud. But you
still said every word to yourseif.
If you're an average reader, you're probably
reading that way now.
Which means you read only as fast as you talk.
About 250 to 300 words a minute.
And that's not fast enough any more.
Not when the average student has approximately
8 hours of required reading for every day of classes.
And since the amount of time in a day isn't about
to increase, your reading speed will have to.
In order to handle it all.
The Evelyn Wood Reading Dynamics course can
help.
With training, you'll be able to see groups of
words. To read between 1,000 and 3,000 words per
minute. Depending on how difficult the material is.
At any rate, we guarantee to at least triple your
reading speed, or we'll refund your entire tuition.
(98.4 of everyone who takes the course accom
plishes this.)
So don't waste time thinking about whom to
blame. Come take a free introductory speed reading
lesson. We'll increase your reading speed on the spot.
It takes about an hour to find out how you can reduce
your study time by 50 or more.
And it ought to be worth an hour of your time.
To save thousands.
Evelyn Wood
Reading Dynamics
Some of our best friends were slow readers.
FREE INTRODUCTORY SPEED READING LESSON
LOCATION: 1601 "P" Street
DAYS: MONDAY THRU FRIDAY
TIMES: 1:00 P.M.-10:00 P.M.
(Sat. 9:00 A.M.-Noon)
CALL FOR INFORMATION
Phone: 435-2168
Note: Evelyn Wood Reading Dynamics is now taught on an INDIVIDUALIZED BASIS. You can receive individualized
instruction in rapid reading, comprehension, retention and study skills in your own study material. Instruction hours are tailored
to your own schedule and convenience.
PAGE 8
THE DAILY NEBRASKAN
WEDNESDAY, FEBRUARY 24, 1971