[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:04] So, just a couple of things. I was keeping things. I don't think this is the major problem. But basically, we're going to go through the first tab. We're going to talk with our president and vice president of candidates. So this will be more of a Q&A session. And then we're going to take the quick break. And then we're going to come back with our two treasure candidates. And they're going to have to be that.
[0:29] So, the other thing I would ask you is that you are trying to talk about five to much.
[0:36] You want to, you know, to five at the beginning, five at the end.
[0:40] You don't want to talk about between memory and so, right?
[0:42] You know, if we want our candidates to have a much time's possible answer questions.
[0:47] And so, with that, I'm going to turn it over to our residential and date,
[0:53] person to be up for this open statement.
[0:58] All right, we need to make sure it's open.
[1:03] Well, it was a part of the day that I would like to be
[1:06] your next student body president.
[1:08] I'm a junior student in your national fairs.
[1:10] This is the fall of my first year.
[1:11] I've been a deeply involved national year,
[1:14] reflect residential scholars, social science scholars,
[1:17] and the president's ambassadors were very, very young kids.
[1:20] Through all of this involved, it's a kind of a lot.
[1:22] But more than anything, I've learned how much I love
[1:24] to see understeer.
[1:26] A day before Columbia was there, again, the middle of nowhere, not in a single version.
[1:32] But it didn't take long to realize that I wasn't a straight run on this huge canvas.
[1:36] We had the incredible opportunity as students to attend the University for community as a foundation of everything that happens.
[1:43] We've the incredible opportunity, the school to be on.
[1:47] That's a very close to the community as well as to be a student.
[1:49] Whether there's a 2,000, 700, that each writer, or current in his definition of staff,
[1:55] a board of directors should look as adults for students.
[1:58] Because at the end of this year, you're going to have to talk about making a difference.
[2:01] We may have it.
[2:02] Now, alongside the five of our leaders in the matter,
[2:05] we're student body class professor, and here at Hawaii,
[2:08] we're student body writer.
[2:09] I'm ready to build on the legacy of an exploratory sacred.
[2:12] We're going to study life.
[2:14] I'm going to study voice, and I'm starting to have every student as the opportunity
[2:18] to find a place and leave the market on the university where we have a lot.
[2:22] The university has given me everything.
[2:24] Last month, friends, incredible opportunities, and more than anything else,
[2:28] a home that I would return to to the rest of my life.
[2:32] But now, it's not just very easy to get back.
[2:35] And with a little help from all of you, we're going to make the university even better.
[2:39] And maybe you're interested in the students who came before us,
[2:42] proud of the rest of the university inside of us.
[2:45] Thank you.
[2:49] So we're going to go into questions for student body president, so the first question is
[2:55] what page of projects where initiative legal office undertake to improve campus life and student experience?
[3:02] So the big question.
[3:04] We're going to get things done.
[3:05] Our administration will go and decide a real tangible performance of the students' lives easier,
[3:10] safer, and more and more.
[3:12] for pushing for four million solutions.
[3:14] Like reducing back to the top,
[3:15] technical costs grow in a situation where resources
[3:18] and steering animals are also sharing all the ingredients.
[3:21] I'll take you to a priority with a plan to expand
[3:24] through and confidential messaging testing
[3:26] and solve a fundamental access to shelter for basic health supplies
[3:28] and navigate for better management protections or outcomes.
[3:32] Can this life in tradition will be strengthened during issues
[3:35] like a spirit traditions task force,
[3:37] a pile of advanced competition and more like my programming.
[3:40] As you may see, we won't be able to do it.
[3:42] We're working for our students and easier access to multi-esting kits
[3:45] and holding all kinds of housing accountable through an exchange program.
[3:49] This is just a platform, it's a claim.
[3:52] We're not here in the name of SAMHSA's quo.
[3:54] We're here to set up an access to the lasting success.
[3:58] All right, thank you.
[3:59] Our second question is how will your administration work to increase student participation
[4:04] and student government association?
[4:06] that. Thank you for the question. Let me begin by right now as an artist who's trying to
[4:11] come and start a community. This is your best association to reflect that. If we want
[4:16] more students to engage, we need to need to know what they are. Not sure what you're going to
[4:20] get on this. I mean, to make sure that every student feels not just invited in the table,
[4:25] but in power to seek and see their ideas to turn the action. We will build the
[4:29] administration as a true reflection of our hands. I can be seeing that student concerns
[4:33] I'm creating clear pathways for a moment.
[4:37] That's starting to restructure the executive branch,
[4:39] to bring them all our special unit,
[4:41] making it easier for students to engage at any level.
[4:44] We'll stand on the issues like the executive base Institute,
[4:47] to ensure that we do our fashion,
[4:49] looking for your first hoppers many,
[4:51] or students need to be wanting to make a bigger impact.
[4:53] There's a place for you to ask you to.
[4:55] Floors and thrives in this students set up,
[4:58] and we're going to make sure that I was student,
[5:00] but as they have that opportunity,
[5:01] and give them a place to buy this generously.
[5:05] All right, thank you.
[5:07] Our third question is, how will you incorporate feedback
[5:09] and input from the student body
[5:11] into your operation of the executive branch?
[5:15] There you can question it.
[5:16] It's likely to use the abusive starts of the same.
[5:19] With that set of administration,
[5:21] we'll wait for students to kind of us.
[5:23] We provide them and see if we have an insurance
[5:25] and they enjoy their voice to shape every decision we made.
[5:28] That's what real work is essentially looks like.
[5:30] when we see us right out, whether that can strengthen your relationships with student agencies,
[5:35] working closely with your childhood childhood leaders, engaging with graduate students,
[5:40] or turning point together, it's the better on which they have student priorities.
[5:44] The goal is just to hear feedback.
[5:45] It's to turn that feedback into action.
[5:48] So, if you've got a question that we've got this connected from the people's search,
[5:51] and under our administration at one game,
[5:53] I have a question that doesn't see you, because there's a certain search,
[5:55] fly to another here at the game.
[5:57] And that's exactly what we're looking at.
[6:00] Thank you, and our fourth question, how will your administration encourage
[6:04] collaboration and effective governance from affiliated projects, agencies and
[6:08] girls?
[6:10] Thank you for the question.
[6:11] The most important thing we can do is to do it.
[6:13] It's to make sure our voice is clear away.
[6:16] Students deserve to be hearing.
[6:18] I'm not just our campus, but at every level where it's citizens
[6:20] about education are getting made.
[6:23] The realities of the community, where you're in hospital,
[6:27] So this is SGA's already a leader, and I'm assuming government is across the state,
[6:31] we're across the country, but we're going to take it in for today.
[6:35] That starts from ensuring that every day it's in Europe, and if you're looking at the
[6:38] project in the SGA, it operates to be part of the United Front.
[6:41] We're implementing the departmental side of the executive branch, ensuring that every
[6:44] into two has clear oversight under our executive cabinet.
[6:48] So we are just working inside this, we're moving forward together.
[6:51] We are already working in the legislative branch, and the Congress of the United
[6:54] students to structure the system in a way that Apple has our voice beyond this campus.
[6:59] This is David, an interesting title of the organization.
[7:01] It's got making sure that when we see people listening, I mean, building an exchange
[7:05] that is relentless and advocating for students and possibly more in structure the way
[7:10] and ensure that I work in the next Missouri.
[7:12] We are going to wait for a seat of the table.
[7:15] We're going to make sure that the decisions are being made, a higher education.
[7:19] Florida's students are delivering and leading conversation.
[7:24] All ready, thank you. Our benefit question is, how many of you have been working with your vice president?
[7:30] I'm sure there's strategic oversight over your cabinet.
[7:34] Thank you.
[7:35] No, we're in the student body constitution.
[7:37] Sashings are all seen as a status.
[7:40] But the three of us are in the institutes right now on the stage.
[7:43] That's all I'm hearing about.
[7:45] I don't know if it's the picture. Not the big one.
[7:49] This is just a damn institution.
[7:51] It's the down on the air center of white administration.
[7:53] On the distinction matter, should she get over the sense of starts with that mindset?
[7:57] This is a team effort.
[7:59] It's all that I have in work and law step to ensure that our county operates effectively.
[8:03] That every secretary has to clear direction and that no major institution is made by considering the full scope of student interests.
[8:10] With American, leading financial oversight will make sure that she is not only efficient, but also accountable.
[8:16] Our first example, we together, listen to one another and make sure everyone is in our administration, occasionally.
[8:25] Thank you so much.
[8:26] And our sixth question is, as a step by the President, you are present in the interest of all students, given the current climate,
[8:33] whether you're a commitment to students that have to see who work and started about the potential work back, but protections for marginalized communities.
[8:42] We will not allow protections for marginalized communities to be strict aware of how to find it.
[8:48] We've already seen what happens when we got pushed back.
[8:51] Across the country, and right here is one of them.
[8:53] We've watched state and federal leaders attempt to dismantle the documents.
[8:58] Such a discussion on the rights of the people.
[9:00] He found student organization that served marginalized communities.
[9:03] He served with the very protections that make campuses inclusive and safe.
[9:08] We saw looking at tax and student organizations at West Pline, but we're all back at
[9:12] that diversity initiative and Florida's higher education system and the
[9:15] times where we're able to raise alternative youth loss protection to a student life.
[9:19] This is not just an abstract policy debate, this is real and it impacts students right here
[9:24] if they're going to stay.
[9:26] We probably have to turn DE out, we're going to have a look, but let's talk about the
[9:30] this DM, diversity, equity, and inclusion, is not adding
[9:36] logical gender. It's about sharing that every student, regardless of
[9:40] background, has the opportunity to succeed. Includes veterans, transitioning
[9:45] into higher education, women breaking in and they have
[9:48] vomiting fields, and first of all, students are navigating calls for
[9:51] first time using D.E.I.s and and so implies hardworking, call
[9:56] and individuals are unqualified,
[9:58] so they would be best at their background,
[10:00] which could be furniture.
[10:02] What are said, thrives in talent, dedication, and ambition,
[10:06] not privilege, the time success.
[10:09] And as shown, opportunities are acceptable
[10:10] of all students, shredding our university.
[10:13] Not what you can say.
[10:15] Some of my colleagues, D.I. programs, as an adult,
[10:17] believe this is personal.
[10:18] Both of my parents, first-generation colleges,
[10:21] while they didn't have to be realized
[10:22] initiatives programs are just like them,
[10:24] have been high-changing. The barriers that they've experienced are
[10:27] medicine, the opportunities these programs provide,
[10:30] the mission, community, and resources.
[10:34] They're going to be used there now.
[10:35] Today, I've seen firsthand, I've been in programs that care
[10:38] takes students and support they need to interact.
[10:41] Now, it's been hard to say to us, we're students and leaders
[10:44] who will let them, allows them to do an efficient amount of attention.
[10:48] My mom who overcame those challenges on her own,
[10:50] has dedicated her career to making sure
[10:52] teachers students, so I have to, as the admin or the advancement of the digital determination
[10:58] coordinator for our school district shows that we get to prepare under our business students
[11:03] for college, giving them guidance and support that can make all the dentists. Because of her work,
[11:10] how does students benefit from the system opportunities that education provides? And that's exactly
[11:14] what's to say when these programs come in their exam. Not just all of the future of students who
[11:21] my parents and all of you in this room deserve the chance to see you.
[11:27] Here at Florida State and you're not the business of the students with a bank, we are
[11:31] the business of providing an environment where all students have the opportunity to engage
[11:34] in a machine of freedom and the bank that makes the universe great.
[11:38] If I think the idea is not that important, that is not enough.
[11:41] In fact, it's awesome.
[11:43] I mean, space for different communities to shine.
[11:46] We are fostering a kind of diverse perspective and discussions
[11:49] in the base that offer an ancient body,
[11:52] our education about challenging ideas, learning from one another,
[11:55] and I started in the students,
[11:57] or the parents can do a work with a deep understanding
[11:59] of different people and different writers.
[12:02] There's something worth to finish.
[12:04] And just yesterday, we saw the list of talking.
[12:08] Government is accepted, so now it's exactly 225 for me to work.
[12:11] Staff students don't call forward to the Department of Government officials.
[12:14] And she's listed in the A&S scrap programs, staff, and courses within 14 members of the
[12:20] other guides in eliminating unnecessary spending.
[12:23] But if you could, this is a local manager to further RITI efforts in higher education.
[12:28] The staff and student voices, and to serve funding for programs that protect marginalized
[12:32] students.
[12:34] This is not a larger student.
[12:35] This is about control.
[12:37] But in the middle of the day, we are not just watching.
[12:40] we are born in us, we are ready, and we will find.
[12:45] Our student body health institution today is the first year
[12:47] where our strength comes from, and that is not just the statement
[12:50] that's a reality I understand.
[12:53] I've had a very little burden from so many different communities.
[12:56] We do organizations for agencies that advocate for students every day.
[13:00] These communities may have to assume running is just for them.
[13:04] I said it earlier, I'll say it again, and I can get home,
[13:07] and we will protect that home.
[13:09] I will use every tool available.
[13:11] All right, so let's look at the Board of Trustees,
[13:13] our leadership on the Board of Trustees Association,
[13:16] and the full strength of the student body
[13:17] to push that into the types.
[13:20] And we want to follow,
[13:22] or factor, or prepare the work of community organizations
[13:25] to assure that when decisions are being made,
[13:29] as the students are not just in the brain,
[13:32] we are beginning that conversation.
[13:34] Let me say that we are not dying.
[13:38] that is mighty to have a student, but for a seniorist.
[13:44] All right. Well, with that, we are going to turn over just some questions, and I did
[13:49] from Hullo. So, our first question, I'm going to call the big given the fact that
[13:58] the race that you're participating in in the study testing, how do you plan to address student
[14:04] and to listen to students.
[14:07] Yeah.
[14:07] I think this is the first, I don't know how this can of it.
[14:09] And at least the last one of years,
[14:11] our share, and it's not that good.
[14:13] I have a unique opportunity
[14:14] and our responsibility to work with my institution.
[14:17] As I said throughout the course of this today,
[14:20] I will always begin my first institution
[14:21] with a listening and a sharing of the students
[14:25] I heard before I ask you to listen.
[14:27] The student body view is being taken into consideration.
[14:31] The selection isn't just about ink,
[14:33] It's about future of where to stay, just because I don't know how opposed doesn't mean it's
[14:37] less important, you're a vote, because you're a voice, and I always make sure that
[14:41] every student feels invested in the direction of how the university is heading.
[14:45] The word has to change, that is whether it's fighting for student affordability,
[14:50] can't be saving, or expanding opportunities, the fact that we want.
[14:54] I encourage, I urge student to take part in this process, but we can help them, and make sure
[14:58] We will always turn.
[15:01] All right. Thank you. I'm good at asking another question. I submitted it by public. The question is, how do you plan to make your votes on the board of trustees? Will you based on her opinion? Will it be an early basis if you've been put or will it be a mixture?
[15:21] It would be a mixture of my job, it's a mixture that I'm there, I can't understand
[15:26] the mixture.
[15:28] And I'm not going to be able to go out again, whole, every single one of the shithrakes
[15:31] are going to be more interesting since I've ever seen it, but first and foremost, when I did
[15:37] not a room making those decisions, I would be thinking about what is best for these students,
[15:42] and then you share that throughout the course by day and not a big sign that's in the
[15:45] It's already, and one other question from the two more questions from the public, and then we'll move on to our student body and vice president to candidate.
[15:57] So some students believe that SGA has become a requirement.
[16:02] More focused on internal policies and resume padding than in groupage student life.
[16:07] What would you do to change that perception?
[16:10] Can you answer what would you want?
[16:11] This past administration has done a miswork for the student body.
[16:16] For the start, I have opportunity to work with student body personnel there.
[16:20] I'm reshaped in the body blessing and the blessings of Jarm Canvas.
[16:24] We are consistent with improving and engaging students with student life.
[16:28] And I think the best thing that we can do to increase the knowledge.
[16:31] The students have the question is, do I need to just continue to get that more?
[16:34] The essential media, the pressure pieces, and the user is better at my view.
[16:38] We're just getting that list out of that, because we are getting your work, and we're making a great impact on this issue by the end.
[16:45] All right, and then the final question I'll ask for a percentage of candidate, I was submitted from the public.
[16:51] Now, this is a question we've got a few different times.
[16:54] Are you involved in any secret organizations all around Canis?
[16:59] Yes,
[17:05] I am.
[17:05] for a state's medicine as a leading institution of higher education.
[17:10] Through my blog, I've done a lot of opportunity to connect with the learners with student leaders
[17:14] across campus, and I'm going to keep understanding that I've received these in childhood
[17:17] states in my university. I can now be proud to be a part of this organization, that we're
[17:23] aware of as integrity, service, and the development of leaders working in minutes and making
[17:28] a lasting impact. I want to be clear, but we'll always maintain an honesty with the student
[17:33] And I will let it lie to you.
[17:36] I also want to be clear if this organization has nothing
[17:38] to do with the word F10.
[17:40] I would have bought less stress classes, that's really good.
[17:43] Trust in the foundation of the fact that they are shown.
[17:46] And I take that to pause the latest years.
[17:49] If anyone has any questions about this,
[17:50] or wants to discuss this further,
[17:52] I don't want to happen to be certain.
[17:54] My commitment is, and I always believe,
[17:57] to the students in the University of Washington.
[18:01] All right, thank you so much.
[18:03] We're going to move on to our student body first president candidate, Natalia, so our first question is,
[18:11] in the event that the student body president can no longer serve, you're asked to assume the role,
[18:16] what would be your first primary piece on taking on this?
[18:20] Of course, thank you so much for that question. First off, let's hope that none of this.
[18:24] But in the event that it does slide committed to starting a student body for a major
[18:29] own way for a regardless of the title.
[18:31] That's what it has got in my time, I have to assume and include a change
[18:34] from our decision.
[18:36] One of my top priorities would be to start the student transition with the executive branch,
[18:41] while we didn't do the process of selecting the new president.
[18:44] Carson and I have worked closely together in sure our initiatives are student-centered,
[18:49] so I would continue to exactly getting our share vision without disruption.
[18:52] And currently, my focus on generating stability with SGA agency, bureau's and institutes.
[18:58] These organizations are vital to the student experience, and I would make sure that the
[19:03] international students support and resources they need.
[19:06] I would also ensure that the executive branch decided effectively to advise and delegate
[19:11] responsibilities, allow our structure to remain self-sufficient in student life while we
[19:15] transition leadership.
[19:16] As certainly, our department has the seamless transition to key stakeholders, such as the Board of Trustees, the Board of Governors and Board of Civilization.
[19:25] These relationships are essential in advocating for students at every level.
[19:29] And I'm going to share that and see what's for me as strong and influential.
[19:33] At the end of the day, there's a possibility that students are present as an advocate for all students.
[19:38] And that's something I'm fully prepared to do and keep their role.
[19:40] By continuing in the initiatives we set in motion and staying true to our mission, I'm going to
[19:46] show you how to signifying the needs of heart of everything that we do.
[19:50] Thank you.
[19:51] Thank you very much.
[19:52] Our second question is, how would people elaborate with the Director's Bay to see Bureau
[19:56] stability and projects to create a more efficient and effective executive branch?
[20:01] Thank you so much, Jack Bussham.
[20:03] So as far as I mentioned, our goal is to increase efficiency and clarity with a view factor
[20:07] infrastructure to ensure that agencies, bureaus, and affiliated projects about clear understanding
[20:12] of who to turn to forguides. Well, well organized and communicated and exactly arranged
[20:17] is essential, but in power to see the leaders in maximizing impact. One of the ways it will
[20:22] strengthen the collaboration is by continuing the President's Council for agencies and showing
[20:27] that directors about dedicated spaces, about their challenges, share ideas, and a lot of their efforts.
[20:33] Additionally, you will keep the awesome governmental workers involved in these meetings to ensure
[20:37] Our best student leaders are informed about policy developments at the campus, global and
[20:42] state levels, fostering greater advocacy and collaboration.
[20:46] Given the current challenges facing higher education, clear and consistent communication
[20:50] will be the key to ensuring that agencies, bureaus, and related products can navigate
[20:55] changes.
[20:57] Outer case student needs and continue their mission during the work of effectively.
[21:01] Our registration is committed to building an infected branch that is not only efficient, but
[21:06] truly supports and and powers ever seen in later an organization on campus.
[21:12] Thank you so much.
[21:13] Question three.
[21:14] How would you ensure that cabinet carrying out the mandate as said by your wish wish?
[21:20] Thank you so much for that question.
[21:22] So, in sharing about a cabinet that eventually carries out the mandate started to clear
[21:26] a chain of command.
[21:27] By the way, on person, here, a couple will have a sense of experience serving on the executive branch.
[21:32] We will make this process more efficient and reduce unnecessary debt acts.
[21:37] This structure and share that responsibility are clearly defined
[21:39] when that communication flows seamlessly between leadership and climate numbers.
[21:44] However, I would want to emphasize that here are not just one of the big three.
[21:48] The president, the president, the president, and the treacher.
[21:51] Collaboration among us is essential to ensure transparency and alignment
[21:55] in implementing policy and conditions.
[21:58] To maintain our humility and uphold our commitment into students,
[22:02] We will have a compliance officer who will share that all kind of members are saying choose to be a
[22:06] administration's goals, regardless of someone's level and involvement in this year.
[22:11] We must remain educated to our core mission, starting the student body.
[22:15] Accountability is the two issue. Not only should we hold each other accountable within
[22:20] the cabinet, we should also look at our students to what is accountable.
[22:23] There is no matter, and by fostering an environment where feedback is encouraged,
[22:27] We can ensure that our initiative relates to the focus and driven by the needs of our
[22:32] peers.
[22:34] Thank you so much.
[22:35] Question four.
[22:36] How can you ensure that student grievances are recorded and received an adequate response
[22:41] as a bold policy and in transparent decision-making.
[22:44] Thank you for that question.
[22:46] In sharing my student grievances are heard, recorded, and addressed, is the top priority
[22:50] of our administration.
[22:52] Students should be confident that their concerns need to make people action, both in policy
[22:57] in exchange for decision making.
[22:59] One key initiative will be working with a compliance officer to once again
[23:04] and start out we are holding our rich accountable for their actions.
[23:08] Additionally, it's not enough to be for concerns that come to us.
[23:12] We will take a project with us by actively seeking our initiatives that affects students.
[23:16] Whether your town walls, listening sessions, or events outreach,
[23:20] we want to meet students of right-air app and ensure that everyone's in shape
[23:23] our administration's policies.
[23:25] Additionally, we might realize that the current feedback option on the S.J. website is difficult to find,
[23:31] which does not remind the change guarantee and accessibility of that person,
[23:34] care of that for myself, targeted as you. We will work to make this future more visible and user-friendly,
[23:40] ensuring that students have an easy and tracked way to share their concerns.
[23:44] Additionally, we want to encourage students to visit the S.J. S.S.S.S.
[23:48] as they slowly call it on the third board of the student union.
[23:52] There's always someone there really to help you and answer your questions and you've got
[23:55] something to turn to to get the answer by me. Thank you.
[24:00] Thank you. Question five. Are there any major projects forward towards you like the
[24:05] student body by the president's office undertake to try the long term impact on the student body
[24:10] body or an office and after you leave? Thank you so much for that question. What are the
[24:15] most significant reports that are in ARTAP and I place influence the restructuring of the executive
[24:20] to eliminate the concept of offices.
[24:23] Our administration operates under the belief that we are one team
[24:26] with one vision serving one student body.
[24:29] This structural change will ensure that
[24:31] as she functions as a human by body.
[24:33] And we're looking for efficiency and impact,
[24:35] not just for our turn, but for years to come.
[24:37] The downward structure and a long-term initiative,
[24:40] we are committed to development
[24:41] and the multi-year strategic plan for SGA.
[24:44] One of that, anyways, and examples,
[24:47] the strategic plan about the use.
[24:48] Right now, each administration operates on a yearly basis, meaning that long-term goals cannot
[24:53] to be lost in hands vision. By creating a strategic plan that provides the best-of-use
[24:58] program vision, which is established clear priorities and guidance principles that will remain
[25:02] in place beyond individual administration. By implementing these reforms, our goal is to
[25:08] focus on stronger, more cohesive, and future-focused SGA.
[25:11] Let that doesn't assert students during our administration, but creates less impact and progress
[25:16] for years to come.
[25:19] Thank you so much and our sixth question is, how do you plan on supporting
[25:23] your agency and your directors and they're romantic with us throughout your time?
[25:28] Thank you so much for that question. So supporting our agency and your directors and their programming
[25:32] is the top priority of mine that I plan to bring advice, your needs of programming, and advising and
[25:37] agency to ensure that they have guidance and resources they need to succeed. How do we work closely
[25:43] student leaders in these roles currently, I understand more than anyone, the challenge
[25:47] database, and will be proactive in providing support, vegetation, and vaccine. One major
[25:53] initiative I want to bring back is all agency publication, which will discontinue to
[25:57] 2021. This resource will compile a central automation for agencies, various, and RSOs,
[26:03] English, social, room-looking contracts, chemist, traffic procedures, facilities, information,
[26:08] and other key programming resources. By having a centralized audience, student leaders can
[26:13] in our game, with that planning,
[26:15] one efficiently and a wood and that's a very set box.
[26:18] But I'll give you an experience, institutional knowledge,
[26:20] and shame on the resources.
[26:21] I believe it is to empower and encourage and see
[26:23] and hear a director's.
[26:25] Not just that that is accessible, but it's
[26:27] to create meaningful and impactful programming
[26:29] that he has to succeed in experience.
[26:34] Oh, right.
[26:36] So we're going to move over to student questions,
[26:41] so questions submitted by the public.
[26:43] And so, our first question is kind of a tumor, so there's some students who are asking
[26:51] in particular about whether or not you're in administration with the outsourcing of
[26:56] the football figures to take a master. And in addition to that, whether you're in administration
[27:02] for it at all support or seek to reduce the number of seats in the Senate from 80 seats to 20 seats.
[27:11] Thank you for that question.
[27:13] Well, to begin with both those issues, each of them to take their own stakeholders.
[27:19] Of course, a student is an operating priority in the webinar.
[27:21] We have a keyboard, but it is also working on outside administration,
[27:25] to discuss the contents and the pros of moving both audits to the master.
[27:31] This sort of involved singing with an audience was sort of like the budgetary perspective,
[27:37] along the scene, ensuring that students still have to take responsibility to take it.
[27:41] Obviously, it's an issue that the most popular game tends to be a little more difficult to
[27:45] resume getting to work, and it is on a random based applications that some might have.
[27:49] But we're talking to administration and have those conversations, see what I've done this
[27:53] in person and I in our personal work together to make that decision and work with a administration
[27:58] and see if this environment or not of that benefits to us. In regards to the second question
[28:04] about reducing the set of seats, that is definitely a conversation to have with current
[28:09] leadership and also bringing in the leadership group these years. They understand more than anyone
[28:15] for themselves. How important is to have 80 versus 20 setters in a campus? At the end of the day,
[28:23] these setters work tirelessly. Every month they be made to have a kick with students,
[28:27] then it's sure up the list version that they pass is representative of the colleges and any issues
[28:32] and communities that they have out during their time at that time.
[28:37] So we'll be all ready.
[28:39] So another question that we have from the public.
[28:45] So this is a question I'm also asked a question.
[28:48] How do you plan to invest in the concerns, listen to the students,
[28:52] given that this election is not successful?
[28:56] Probably many, many so much that question.
[28:58] very similar to what Carlson said, despite his election being of contestant, life limit
[29:04] has been always spoken to the student body. I never thought of a man sitting up here
[29:09] as a student. First I mentioned student, frankly, it's not that anything. But giving it real
[29:14] you guys, my type or business of being on the stage, and most probably starting today, this
[29:20] deserves the student body and take back to the community, so I have given me everything.
[29:27] I
[29:28] and have you need to do sit down, talk about why you're here and what issues you're
[29:32] passionate about this in New York campus. Outside of that, any legislation I've
[29:37] passed, any of you have been trying to issue you with an SGN,
[29:40] but we've been trying to share it in community that effectively suits you to the body.
[29:43] But with this feedback group updates on the website, through Instagram posts on
[29:47] Canadian Media, communicating with the student body is key to sharing that both
[29:52] do and are going to need each other accountable for the action that we do through on campus.
[29:57] Alright, thank you so much.
[30:00] We had a question of the public, in particular, this first was asking, how our campaign's funded, in particular, how was your campaign funded, you know, what sort of donations do you receive?
[30:12] Do you receive donations from outside entities? And how would they be able to bear up on that?
[30:19] Of course, in order to bear up on this, it is directly through the election office, supervisor questions.
[30:24] weeks of that financial report detailing every step that we have here in the campaign.
[30:30] One of us being a poster that you see students carrying around on that of this anything
[30:36] that we said anybody on is depicted in talking with that as an citizenship or rights or elections.
[30:43] That is a very simple way to see where every single contribution came from.
[30:48] So definitely to the victory or to personize campaign, everything was so funded.
[30:53] I did pay for our business.
[30:56] So I'm happy to say success to you.
[30:58] What that was like.
[31:00] And as well as over a shutter,
[31:02] we're going to have you to transfer it back.
[31:05] All right.
[31:05] And our final question that we're going to ask
[31:07] from the public before we move on to a quick break
[31:10] of our trainer and trainer in this.
[31:14] So do you have any sense of experience
[31:16] in the HLSQ?
[31:19] This student was wondering how
[31:21] would be able to provide the cure, people have returned in these access to all the different
[31:26] identity-based links.
[31:28] But of course, thank you so much for that question.
[31:31] It tells you that this is based on that means the world to me.
[31:33] This is based on currently, and it has given me so much in terms of who I am as a person
[31:39] as a leader and as a student.
[31:43] Taking this role on though, I understand that there is no reason for me to show any bias or
[31:51] year that I have them.
[31:53] The experience I have at the agency who has provided me a sense of knowing that I never
[31:58] know everything.
[31:59] It is my responsibility to ask anybody that's present, to talk to the leadership in
[32:03] the spaces of even where there's successes, but what your desires are, and what issue you
[32:08] want to advocate for here on this campus.
[32:10] That is something I'm committed to, and it is something agency that's something to do
[32:13] effectively.
[32:14] The skills I've learned as agency director and virtual principal to the goal of that
[32:18] That's something that I can't admit to you that I will transfer to every single easy girl and institute that I work with.
[32:27] All ready? Thank you so much. We're going to stay in the program for approximately five minutes break.
[32:32] And then you're going to move over to be further candidates. Thank you, guys.
[32:37] Do we get the opportunity to have a great year ever?
[32:40] I don't know if I can find it, yes, I can.
[32:44] I'm closing that.
[32:45] I'm closing that.
[32:49] All right.
[32:52] What was the second university?
[32:53] It was never meant to be ordinary.
[32:55] We were not well, we'd say,
[32:57] five Asian as other flagship universities.
[33:00] When you're going to have five of our admission,
[33:02] and three of the excellence thing I did, that's a guarantee.
[33:05] I just use history of my existence.
[33:07] I've seen this in a long-ladest shape in our future.
[33:11] We are not just another institution.
[33:15] We are from a state.
[33:17] And what is our illness?
[33:18] It's the first thing to balance,
[33:20] Foundation of all the service,
[33:21] the vast amount of hours in scientists
[33:22] and the creation of leaders
[33:24] will be the place training to take them on a work.
[33:27] As he provides to his students,
[33:29] they'll also have a sign by as we step up.
[33:31] We go away for sharing with great,
[33:33] with exactly what the question is about.
[33:36] This is our moment.
[33:37] We can share it for the state and can use this rise.
[33:38] So we build a student experience where I am a student five in their place, where opportunities
[33:43] accessible, research and their honor, and where our voices aren't possible to implement.
[33:48] The target, Eric and I, we're ready to take on the challenge for what we can do to live.
[33:53] Your vote is your voice and the future is your university.
[33:56] And I ask the media to use it.
[33:57] Vote for student government.
[33:58] Vote for our team.
[34:00] Vote for tired.
[34:01] To make them to be stronger.
[34:03] And most of them all vote for Eric or wife for student financial training.
[34:06] because when you talk about attacking senior resources,
[34:10] making education more important,
[34:12] and ensuring that every dollar in Michigan benefits
[34:14] since she is the one that made that hard.
[34:18] I just want to note that I love your thesis,
[34:19] I don't think you're being just an official.
[34:21] Let's continue that.
[34:23] Let's make history.
[34:24] Let's make for the city.
[34:26] Thank you very much.
[34:26] I'll see you on the next day.
[34:28] And as always.
[34:28] Come on, let's
[34:33] go.
[34:37] All right.
[34:38] Thank you.
[34:39] So we're going to just say,
[34:39] So we're going to make it work five and then embrace, so we're going to return here at
[34:42] part of the 7, 20, 2.
[34:45] All right.
[34:46] So we're going to each candidate is going to receive the same questions that they're going to
[34:53] receive.
[34:53] The same as our president and vice presidential candidates and our received six questions from all of
[34:58] this.
[34:59] Then we're going to turn in over to questions from the public, and now we're going to
[35:04] that's the same question as the term.
[35:07] All right, so question one, what initiatives do you plan to fund through your role as manager
[35:14] of executive projects?
[35:16] So starting with Eric Beck and then Christopher.
[35:24] Sorry for making a call to you.
[35:27] One of the key responsibilities of the student body structure is to manage the executive
[35:32] project fund, which is a file designated specifically to help the executive branch
[35:37] to fill any initiatives that they have found.
[35:39] However, this position is more than just allocating money.
[35:43] It's about strategic and deep funding initiatives that enhance student money.
[35:47] Through much experience on fund boards and events,
[35:50] I have a work to ensure that every single dollar benefits students
[35:53] and I will continue to do that by focusing on initiatives that provide our
[35:57] accreditation, intentionality, and education.
[36:00] This means continuing major events like Hold and Me, which is starting next week, and
[36:05] at the university. Well, also creating and supporting a spirit integration source to strike
[36:11] in campus traditions and boosts subtle spirit. It means prioritizing students 18 by funding
[36:17] multi-testing kids in our dorms, emerging children here in SC sources, and expanding Norcan
[36:22] and not testing trips to protect our community. And improving campus resources by expanding the
[36:29] care library, increasing the coverage, and installing more kinds of sensations in high traffic
[36:35] All of my definitions, plus there's a person in a Taliban, the Saudi, or about serving
[36:40] in the students, my experiences in French leadership, including Saudi treasurer, have taught
[36:46] me how to make students work for them, and as a student body treasurer, I hope it's
[36:51] a new to the best in the future of this student body.
[37:02] Yes, so the question was, what initiatives do you plan to fund for your role as manager of
[37:07] an executive project?
[37:10] And thank you very much for the question.
[37:12] As pleasure, I just thank you for the existing
[37:14] of the shift offered students at Ford State University.
[37:17] My number one bullish treasure is to limit that amount of additional funding that SGAB needs.
[37:22] Currently, students that have 400 dollars a year to SGA,
[37:26] 1600 by the time they graduate, that is that is a strand out of money that's 14 and a half million dollars SGAB gives.
[37:34] If SGAB cannot, but, while they're an issue, we're going to have billion dollars.
[37:37] They need that server and I don't think they'll die out.
[37:43] All right.
[37:44] Question two.
[37:45] How will the unit work with the student senate to ensure that the program, that the
[37:50] programming, allocations committee, and the resource for travel allocations committee,
[37:55] fulfill the means of the students, and we're going to start with Christopher, and then we're going to have a fair.
[38:01] Thank you very much for that question.
[38:02] I think it's pretty long.
[38:03] I'm the outside of Canada.
[38:05] I've been dedicated.
[38:06] I have one facility before.
[38:08] I'm not going to think of a local party in campus.
[38:10] I have very little standards for STEM government, other than some models, things like
[38:13] Hall Council last year.
[38:15] I think that makes me think that most all-faking it for the softest.
[38:18] Too often, we have people that are essentially political big lids running the base
[38:24] of the labor executive.
[38:26] Part of the number six of me has essentially the last year and have been working the
[38:29] worst position on working at 70 treasury, trying to work in the system of fixing years.
[38:35] But what has that done?
[38:36] More and more cost when we have to pay every year.
[38:38] and students not feeling super satisfied if they're going to look at how many people are here.
[38:43] We have about most 40 to 50 students and maybe 10 to 20 in the lecture.
[38:47] We're going to have over 6,000 people, but this is actually my week,
[38:50] and we're going to have less than 1% in the show of the debate, but we need to go with the debate occurring.
[38:55] So, I do this a time for our mass change.
[38:57] We need to stop with the same establishing candidates that are essentially appointed,
[39:01] especially in this lecture where we have two candidates that were appointed,
[39:04] because they need a face of competition.
[39:07] And to do that, you need an outside,
[39:08] not an establishment candidate.
[39:15] So the result is a key for that question.
[39:17] For those of you that don't know,
[39:19] top and top are key five and more
[39:20] that are dedicated to supporting the initiatives
[39:23] of student government.
[39:24] Top is all about programming,
[39:25] and our top is all about traveling.
[39:28] My approach is to ensure that these fund boards
[39:30] effectively serve students,
[39:31] this focus on collaboration,
[39:33] clear communication, and a random student needs.
[39:36] To start, I want to see a regular communication with the PAP in our structures, providing the resources, guidance, and support they need to leave effectively.
[39:46] I will also advocate for traits here in guidance, and we'll start with my 1-5-slender talk about it.
[39:53] I will also advocate for traits here in consistent reporting, so students can clearly see how bugs are allocated.
[39:59] My experience is one of up here today.
[40:01] As a correct W treasure, I'm already working with these student government officials to stream on the funny processes, making it easier and more efficient for our zones to access these sources.
[40:12] The correct system is introducing, but we are implementing changes to simplified this process and ensure organizations receiving funding and finally an efficient manner.
[40:23] Finally, I will actively attend Saturday News to support the final board and the decisions
[40:28] fostering unity among financial leaders in STI.
[40:32] By working together, we're going to be student-centered.
[40:34] We can enjoy those vital resources to our use and the most impactful and extremely driven
[40:39] back.
[40:39] Thank you all.
[40:44] Thank you so much.
[40:46] So, we're going to go to question three, we're going to start with Erica and then go to
[40:51] Christopher.
[40:51] When evaluating funding requests from recognized student organizations, RSOs, what financial priorities
[40:59] will guide your citizens?
[41:03] Thank you for that question.
[41:04] When evaluating your personal RSOs, my decision will be guided by three peer key priorities,
[41:10] equity, impact, and financial responsibility.
[41:13] Every RSO contributes to the vibancy of our kids, and my goal is to ensure that they have the
[41:23] process effectively. Actually, we'll get the core advantage. I want to learn at every organization,
[41:29] regardless of their size or history, causing people opportunity to receive funding. My experience
[41:35] on the 2024 are so budget committee, bringing forth the importance of distributing funds fairly,
[41:40] making sure both new and established organizations can host events, grow their membership,
[41:45] and fulfill their mission. In fact, is another critical factor. I will prioritize initiatives
[41:51] that create meaningful experiences and engage the broad age
[41:54] of students while serving on the streaming ceremony.
[41:57] I think it's a direct role in allocating funds to projects
[42:00] that benefit in the entire Singapore.
[42:02] From the underserved programming to central resources,
[42:04] such as free transfer products at the union,
[42:07] paying more students to see for us.
[42:09] I will bring that same mindset to our simplifying,
[42:12] ensuring that the NFC is far invested in events
[42:14] and initiatives that all serve community and engagement.
[42:17] Financial responsibility is just as important.
[42:20] As a member of the 2020-2024 budget commission, and what event 2020-2024 to 2020-25,
[42:26] which is the debate, I would like to ensure that funds are allocated, officially existing
[42:30] growth.
[42:31] Keeping long-term financial health in mind.
[42:34] I would continue this commitment that has structure, ensuring that our new funding decisions
[42:38] can maximize impact, while maintaining the financial integrity of SJ budget.
[42:43] Most importantly, I am the RISO's to feel supported through all of the process, whether
[42:48] enhancing questions, providing guidance, or healthy organization, plan for the law of terms
[42:53] and success.
[42:54] I don't mean that to ensure that this student group feels heard, that we can set up to
[42:58] succeed.
[43:04] So the question wasn't one of that, even if I think we're best to provide student organizations,
[43:09] are those of what financial priorities will guide your decisions?
[43:14] Thank you very much for the question before I answer.
[43:17] And in the least, obviously, we're free.
[43:19] These are student funded products.
[43:20] I pay $400 a year last year since it came under by a type of graduate group.
[43:25] I pay a small percentage.
[43:27] I think that's crazy with the sling.
[43:28] But I just want to make it where we sit and find it back.
[43:31] I don't have to.
[43:32] But for the question.
[43:34] I think for my role on financial integrity, because it's a shared experience.
[43:38] This is a shared experience.
[43:38] This is the easiest way to pay the last year in our prison of dollar.
[43:41] I don't want to make it open.
[43:42] I don't pay another cent of period.
[43:44] We do pay a lot of money already.
[43:45] And you have to see that.
[43:46] Okay.
[43:46] We can ask that.
[43:47] We'll take a half million dollars for the children.
[43:49] We have a standing issue, you know, not a recognition.
[43:52] I think our standing issue, because what we can do, we consider charges to not be about it.
[43:59] All right.
[44:00] Thank you.
[44:01] So the question for, then we'll start with President Bernie to go to America, would it be,
[44:06] how would you ensure transparency when the allocation of money within the executive branch?
[44:13] First of all, I'd like to talk about transparency with this lecture that I'm going to talk to.
[44:20] That's different.
[44:21] you can't see up here. This is decided by spending 0.
[44:26] I'm not just in a single setting.
[44:28] I'm making electrical systems.
[44:30] It's a 7-1 of PN tomorrow.
[44:32] I'll let some next 8-8 be able to the course
[44:34] can't make money to work in multi,
[44:36] but we'll know what they're.
[44:38] But call on extra cash payers
[44:39] seeing within the department.
[44:40] So sharing that every $4 is a common point.
[44:44] Currently, if you look at the SGA budget,
[44:46] you can easily find a budget for SGA,
[44:48] things to be as old.
[44:49] but you can only find out, but that's not the whole question.
[44:52] There are three big components to the bunch.
[44:54] You have an SGA, and you have to concentrate on it.
[44:55] You have to be able to call it a call.
[44:57] The crisis status has been out a million.
[44:59] Then all of a sudden it happened.
[45:00] That's the only thing that goes to the minimum order to announce the case. You can find the first two
[45:03] quite recently, but the minimum order to turn the alarm clock, if I had not been able to locate it, and the only
[45:08] out of the people is to be contacted in the minimum record of the Arizona State Department attorney.
[45:12] That's his decision. I should not have to talk further to find out where my land is going. I spend a lot of money.
[45:19] They go to the State Department. Every Sunday here does. Every single year, you will set 16, there are a lot of acting
[45:24] That is the only way that we may know where you're releasing a plan, or you may be a senator.
[45:29] I don't understand that.
[45:31] If I present the Vice President of the Canada's book, the left now,
[45:35] I've said that in one of the decisions, but they're for example,
[45:38] they go in the care for a single long time.
[45:41] So they don't have to hold high positions.
[45:43] They've done it.
[45:43] And these are still issues of resistance.
[45:46] As well, if I'm going to go through the personal detail,
[45:50] I'm a fire commissioner.
[45:52] I'm going to look at fire department.
[45:52] If I didn't make it easily accessible to know where I'm going to make all those mistakes,
[45:58] I might not be able to face the face, but it's not called me in a choice here.
[46:01] Because it's a crime to not make it easily accessible without the public.
[46:06] Where what do you think is that?
[46:07] You can't do so far or far away from this thing to over-divisional.
[46:11] President, I'm going to have to make a couple things that will easily accessible to the
[46:14] Arrested.
[46:15] Which is not an earlier one.
[46:21] Thank you for that question.
[46:24] Transparency and the Alignation of Money within that I've said,
[46:26] the grant starts with peer communication, accountability, and accessibility.
[46:31] As someone who asserts on every financial order, I have first hand experience ensuring that
[46:35] student dollars for allocated responsibility, responsibly, and purpose. One of the ways I
[46:41] will ensure transparency is by making funding decisions easily accessible and on exchangeable.
[46:46] As she credits is a perfect, but we are working to make it better. This might mean by continuously
[46:52] publish it for your breakdowns of different researchers. We currently do have the meanings for our
[46:57] chat and exactly meanings, published, but it is important to keep all of those projects, showing
[47:03] what initiatives on executives, relations doing, but also a one-set again and a new new work.
[47:09] Project is such a sure and keeping our zones, agencies and affiliates in form of health decisions
[47:13] are being made, is key. During the time on the weather commission, I worked to provide detailed
[47:18] application for funding allocations and I would continue this approach that's
[47:23] treasure but in learning regular financial supports and updates on major
[47:27] study initiatives. By getting these deliberations I was able to target
[47:30] theatre spaces that need to talk their funding being hot. We need to understand
[47:35] that in SGI we can't always need the means of every single organization
[47:39] but we can work and try our hardest to make sure that they can do
[47:43] what is feasible and find new ways to plan them. Additionally I'm not going to be
[47:48] working with members of us getting to be aware of this funny word process, and improve
[47:52] how it is being distributed. This is going to be finding the application process, making
[47:57] funny-for-pust more transparent, and ensuring that all organizations have the full access. As
[48:03] part of the executive branch, I will ensure that these changes are one of our goals of this
[48:07] school responsibility and student representation. My experiences have shown me the importance
[48:12] of this school responsibility and student representation. By prioritizing workshops and
[48:18] All of us tell our souls and student leaders
[48:20] to not meet financial procedures for confidence,
[48:23] I would be there as a supporting resource.
[48:25] In Shared to Transparency,
[48:27] we need the Shared to Student Trust.
[48:29] Students with Artsfield, confident in how their honey is being damaged,
[48:32] and I would continue advocating for funding system
[48:34] that is bare, equitable, and responsive to student needs.
[48:38] I have someone that has served as the body chair
[48:40] for the 59th Union Board, as well as that each member
[48:43] in this executive branch.
[48:44] I have so much experience, and I do know exactly
[48:47] what needs to be done, to help me this year, the faster that SASHIA can be. Thank you.
[49:00] And so we're going to move down to the question five. How do you intend to support the projects
[49:07] of affiliates, agencies, and bureaus, if financial resources are limited, and I'm going to start
[49:13] a fair benefit that we've asked for. Thank you for that question. Well, out of the money,
[49:18] it isn't possible to need out of your organization's system, but my focus will be on maximum.
[49:23] advising the impacts of available resources, while helping affiliates, agencies, years, and
[49:29] institutes by additional funding opportunities.
[49:32] For those who already give double the budget for our service, secure an additional funding,
[49:37] and I intend to bring that same product to approach to support agencies, affiliates, years,
[49:41] and institutions.
[49:43] One way I would be doing this is providing financial guidance to organizations to help
[49:48] navigate funding options beyond the set budgets.
[49:50] Throughout my time in S.J.
[49:51] I had a seeing how funding structures can be done by us.
[49:54] And I wanted to ensure that every agency in Europe understands the whole range of
[49:58] funding costs with available, whether it's alternative funding sources,
[50:02] sponsorship, or exploration.
[50:04] I don't work to ensure that no group feels like they are committing a financial death.
[50:08] Additionally, direct outreach and communication will be a top priority.
[50:12] With our current Vice-President candidate serving as a director,
[50:15] We've already helped a strong understanding and connection with an agency leadership, by
[50:20] sending this to creating a treasure's console, which will have representatives of
[50:25] every single escape budget and attitude.
[50:27] We will keep these leaders informed on funding strategies, upcoming opportunities, and the
[50:32] best financial practices.
[50:34] To make friends interested across the forms of full, I will also be working with the press
[50:38] Secretary and communications team to synthesize pilot information and to present easy
[50:43] to read graphics and letters,
[50:45] to also the funny process that's confusing.
[50:48] In organization, we might as well
[50:49] resources they have after disposal.
[50:52] By breaking down funny options in a way
[50:54] that is simple and actionable,
[50:56] I don't want to show that all of these
[50:58] have the knowledge they need to secure funny in the faculty.
[51:02] My goal of treasure is about ensuring
[51:04] every organization feels supported and empowered.
[51:07] Even in times of financial constraints,
[51:09] I don't be there to answer questions, provide guidance,
[51:12] and advocate for federal structures that work for everyone.
[51:23] So the question was, how do you intend to support
[51:28] the projects of the late seasons even burrows
[51:30] if financial resources are limited?
[51:34] Well, my answer is quite short.
[51:36] It's, if you don't have additional funding,
[51:38] you have to do more with less.
[51:41] I don't want to try to worry about the explanation
[51:43] as students do not pay another daughter
[51:45] and visas in the government, it is through wishing this R-A-N-Pernaya
[51:48] expensive because all 30,000 dollars a year to 10,000 for saving the capital
[51:52] living expenses.
[51:53] I don't want to make 31 hours, but I don't want to be a treasure if I'm left.
[51:57] So that's my big number one house.
[52:00] Okay, so I have a big question.
[52:03] So you said you wanted to build funding for R-A-N-Pernaya,
[52:05] so how do you plan to do that about cutting an additional money
[52:09] for some of our house?
[52:10] We are going to build funding.
[52:11] That's not a...
[52:12] Okay, do you play any of the show?
[52:18] I'm going to the discreörer to back.
[52:20] I'm sorry.
[52:21] Thank you.
[52:23] We'll move next.
[52:26] All right.
[52:27] I'm sorry.
[52:28] I'm sorry.
[52:29] I'm sorry.
[52:32] I'm sorry.
[52:33] I'm sorry.
[52:35] So question six.
[52:36] We'll start with Christopher and go back to America.
[52:39] How will Europe all of this communicate with the public and on campus organizations to ensure that the budget process is clear, accessible, and accountable?
[52:48] I like some of you.
[52:50] Sometimes it wasn't a hurtful birthday.
[52:51] We kind of saw a different direction.
[52:52] We have two parts.
[52:54] First, having the budget will be done online when the process is finished.
[52:57] We'll allow for this.
[52:59] Currently, we do not know exactly when he said the less you've got to understand government,
[53:03] all available, or have connections to the government, operating each.
[53:06] Not most students are never being taught to actually go to a finger like since they haven't
[53:10] never taught to sing a finger.
[53:12] So let's just already publicly be able to less than while having to go through 200 pages, students
[53:16] are not going to be able to be able to be better students that will be able to be able to get some
[53:19] of these that's going to be a accountable to the action that course they are university.
[53:24] Now, for the process of 30 million different paths we can take, one of the path I will be
[53:29] going to be as fair for learners is having office hours and having dedicated offices.
[53:32] I am actually a fan of dedicated offices.
[53:35] I don't know if that's a shape, that's not like that.
[53:37] It's that he wishes to do a wave of votes.
[53:39] But I believe you have been getting the heart to continue to focus on issues.
[53:43] I don't know if we'll be talking about this, but we're trying to focus on the financial
[53:46] project.
[53:47] You look up in the broad.
[53:48] You might stress it to be the assistant in the front end.
[53:51] That's my response.
[53:52] May I go over to you?
[53:56] Thank you.
[53:56] Thank you for that question.
[53:57] Thank you for that question.
[53:58] Thank you for that process, fear.
[53:59] Accessible.
[53:59] And easy to understand is a top priority.
[54:02] Well, the budget is published online and broken down.
[54:05] She also did the financial information
[54:07] until it's confined to the third floor of the event,
[54:09] but that is not very true for them.
[54:12] My office wants more funding information
[54:13] which is every corner of campus.
[54:16] So students and organizations know exactly how to access
[54:19] and utilize their resources.
[54:21] By creating educational methods,
[54:23] such as a domestic walk-down,
[54:24] where students and organizations
[54:25] can give real-time answers to their funding questions
[54:28] and casual approach will set in.
[54:30] Or where they can share their convenience and feedback
[54:32] on the current options of student government.
[54:34] These opportunities will help to give us the kind of budget and kind of work processes,
[54:39] making it clear how organizations can apply for funds, and will allow the office of
[54:43] the Treasury to geographically hear from investment stakeholders. Additionally, I plan to focus
[54:49] on an intentional outreach using social media to break down key financial updates and make
[54:54] myself available for one-on-one conversations. I will ensure that no student feels left out from
[54:59] process. At the core of my approach is the belief that transparency builds trust by the independent
[55:05] budget decisions more visible and ensuring every student has access to information they need.
[55:11] We create a system that is not only accountable, but choosing versus everyone. If you ever come
[55:15] up to the third floor of the union, there's a chance that you see me and the first do the body
[55:19] treasure's office. And there is very confidence that either a lot of the time if I'm elected.
[55:25] I want everybody to know that the fourth floor, the third floor of the Union, specifically
[55:30] to ask J.C.S. is open to everybody, my fourth person and the tallest floor will always
[55:36] be unlocked and always be open for questions, for guidance, and for today's communication.
[55:42] Thank you.
[55:44] All right.
[55:45] Thank you.
[55:45] And we're going to go to our final question, from our office, before we're turning over
[55:49] to cover the questions.
[55:51] We're going to start with Eric again and move back to Christopher.
[55:53] How will you all of this communicate with the public and on-campus organizations to ensure that the budget process is clear and accessible?
[56:02] Any kind of work.
[56:05] Thank you for that question.
[56:07] Thank you for that question.
[56:07] Thank you for that question.
[56:07] Thank you for that question.
[56:08] Thank you for that question.
[56:08] Thank you to the graduate of the process.
[56:08] as well as ACWD standard is a top priority.
[56:11] Well, the budget process online, and one of the budget
[56:16] published online and broken down,
[56:19] two office and financial information
[56:20] deals simple into the third floor of the union.
[56:22] But that is not very good to say.
[56:24] My office will ensure that funding information reaches
[56:26] every corner of campus to students and organizations
[56:29] know exactly how to access and utilize their resources.
[56:32] By creating educational funds, such as SD coffee hours,
[56:35] for students to give real-time answers to their fighting questions getting casual and
[56:39] virtual setting, or a great, in-share, their real-time opinions and feedback on the current
[56:44] national and student representative. These opportunities will help teachers to fight a budget,
[56:49] making it clear or organizations can apply to funds and will allow the office of the
[56:53] treasury to directly hear from the best stakeholders. Additionally, I've left focus on
[56:58] intentional outreach using social media to break down the fear of these and financial initiatives,
[57:03] Additionally, making myself available for one-on-one conversations.
[57:07] I will ensure that no student fills that doubt with the process.
[57:10] At the Department of British is the belief that transparency builds trust.
[57:13] By making a decision more visible and ensuring every student has access to information
[57:18] they need, we can create a system that is not only accountable, but truly works for everyone.
[57:23] The entire budget for the student union is around $11 million, and, further by past year,
[57:29] To be clear, Union Board budget is much smaller. Union Board only has a budget of $10,000, and that is not even sadly designated from the Union.
[57:38] The way that the $14.6 million dollar allocation works is about $1 million that, as you said, does good calls.
[57:45] And then the rest of the map is divided above student government organizations.
[57:48] That, for the budget committee board, this will provide a sub-student body treasure and
[57:53] elective from the executive branch, which I have been and person has been in the past.
[57:58] Two representatives from the Union Board, and PANC, the Finance Chair, or the budget
[58:03] chair depending on what the process is, as well as student senators.
[58:07] These decisions are not just being made by administrators, one-two individuals, or just being
[58:13] board. These are being made by a group of diverse students in your student government that are
[58:18] educated and have the necessary background thing to allocate these funds, which is the things
[58:23] that are background that I have. Thank you.
[58:27] And to repeat the question, how will your office
[58:30] communicate with the public and on campus organizations to ensure that the project budget process is
[58:35] clear, accessible, and accountable? Well, especially for our faculty to keep the budget
[58:41] of mine, more accessible is a great way, but to make a process of
[58:44] building, especially in our zone, as I am highly, I believe there is a
[58:47] really big deal. This is the courage that's been sitting on past
[58:50] measure to require that one member of the law of our zone is required to
[58:54] intend a budget process being done by office because many of these
[59:01] artisels, the operational aimers, they don't pursue budget costs. I'm also
[59:05] getting lots of resources on other status process, they're not going to be able
[59:08] to apply to funding, apply for any of the money that she wants.
[59:12] I've been a part of the EMRS and so I go to the process
[59:16] and look into the information and so I have the help
[59:18] when we have to do.
[59:19] They don't know what the budget process is.
[59:21] They're getting like I said, there's some of them
[59:22] on page of the third page of the level of email.
[59:25] So let's do our activities to get and understand
[59:27] and really come up to some hours and hours
[59:30] and hours and hours to get our process.
[59:31] You don't understand them.
[59:32] So I believe that visual providers and organizations
[59:34] think it goes like 30 minute refrigeration screen.
[59:37] So we can tell, hey, this is a problem.
[59:38] process to tell you if it gives my information.
[59:40] I'll help you along the process immediately and that's what I'll be sure to
[59:43] correct.
[59:45] All right.
[59:46] So we've gone through our six questions.
[59:48] And we're now going to do this.
[59:49] This is the questions that didn't come from public.
[59:51] And so this first question will start the first one and then move back to
[59:54] Erica.
[59:55] And so our first question.
[59:56] The public is that students pay an S.B.
[1:00:01] How would you recommend utilizing these funds to the best sir and advocate for the student body?
[1:00:07] Well, I have about what I've said, I'm going to have about what you may need to accept.
[1:00:11] But I will need just to be part of the same, as you're in an outstanding work, and it's already already.
[1:00:17] I do believe there's one change I would make, and we have to re-uncake funds, which will be the last part of the reason I'm planning to actually aid.
[1:00:23] And that's why I believe this is a point of four to five degree.
[1:00:26] I believe we should expect with clinical services to the college panel.
[1:00:29] However, I'm not going to be a part of the part in plus the second.
[1:00:37] For us, subless codes, and they're trying to pull the blood into them.
[1:00:40] How do you pay back to this?
[1:00:41] I'm going to do this back to you if you go for me.
[1:00:44] That's the second one.
[1:00:46] For, it's has been controlled so you're going to go for a long time.
[1:00:50] They cut left closed recently.
[1:00:52] And now they're also going to increase money for the codes.
[1:00:54] They make it make sense.
[1:00:55] If you support left closed, for example, to stay in university.
[1:00:58] Why is your relationship coming? If you don't support it, didn't you not put it in your
[1:01:03] platform? Do you support it? Don't call it in a Christmas.
[1:01:10] So students pay MSB's intuition? How would you recommend utilizing these funds to best serve
[1:01:16] an advocate of student body?
[1:01:18] Thank you. I think with the huge amount of money that students do pay in an MSB's, it isn't
[1:01:24] or it's how you're focusing on growing an initiative that directly or five benefits to students.
[1:01:29] This can be focusing on the best that great spaces for students who are comfortable in spaces where they need help that they can be themselves.
[1:01:38] We can also do this by funny initiatives that focus on skin and fun students 18.
[1:01:42] I don't know if you talked about in the past, there are a lot of things on how to see campus,
[1:01:46] that really harm the best things for students.
[1:01:49] The moment in the dorms, the only HIV positive retesting.
[1:01:53] I think if we increase initiatives that focus on providing resources to students is the most valuable thing that we can do with our money.
[1:02:02] At the end of the day, we are going to be paying that $1600. There is nothing that we can do to get out of it.
[1:02:08] But through that money that we are giving, we are allowing our benefits to support over 40,000 different students.
[1:02:14] I know that I'm willing to pay that $1600 from throughout four years of my time here on
[1:02:20] the field, and it means that I can make a positive contribution to $40,000 of their students.
[1:02:26] There you go.
[1:02:29] All right.
[1:02:29] We're going to ask our next question for the public.
[1:02:33] So, has SGA administrations have faced other some points related to spending?
[1:02:39] What specific steps will you take to ensure transparency,
[1:02:43] to the government, to ensure that such things do not occur again.
[1:02:49] Thank you for that question.
[1:02:51] I think one of the main things about ethics is
[1:02:53] trusting that people who are in office.
[1:02:56] I know through my time working with person in Taliya
[1:02:59] and the other people in the current executive branch
[1:03:01] that they have so much trust, love and respect for the states
[1:03:06] and I have so much trust in them.
[1:03:08] I know that all three of us together
[1:03:10] want to do nothing but the best to the student body.
[1:03:13] We were not imagined having unethical actions and doing things that just prevented ourselves.
[1:03:20] We have only spent these past three years working to improve our efficacy community.
[1:03:26] And there's nothing that I know I would do, nor that they would do to harm it.
[1:03:30] By really just trusting in our leaders, trusting in the people that you're voting in.
[1:03:36] We all are here today.
[1:03:37] We are asking for your vote because we believe that we truly can make a difference.
[1:03:41] And we believe that we know what we are doing this right.
[1:03:45] I can, at the end of the day, all you can do is trust me and my word.
[1:03:49] I can't show you how at the core I am through this debate.
[1:03:52] But you can look at my options in the past.
[1:03:55] You can look at the options of the leaders deciding
[1:03:57] and seeing the tangible things that we have done.
[1:03:59] And see the changes that we have made to our advocacy panelists.
[1:04:03] But also the changes that we want to make.
[1:04:05] Thank you.
[1:04:07] And to repeat the question for the customer, past SGA administrations, that base ethics
[1:04:12] contains believe it's spending. What's the specific steps we take to ensure transparency
[1:04:16] and suit government and to ensure that's fixed in our area?
[1:04:21] Well, I think the process here is, and we need to be able to communicate, and that's the biggest
[1:04:26] tool for communication. We have to be able to show what we did every step of the process,
[1:04:30] make sure to keep a detailed law and make sure that I've no single dollar at this point. If you
[1:04:34] 10.0 is the most dissonance.
[1:04:36] I'm certainly going to have, cause issue with the paperwork and the paper, which is how
[1:04:41] we get a part of me.
[1:04:43] Then that's going to go question to rise.
[1:04:44] The questions people have to go to the service.
[1:04:47] The standard of most important part about doing the paperwork.
[1:04:49] And you can make sure that everything makes sense.
[1:04:50] It's not even the time you manage.
[1:04:52] Which award is on my phone?
[1:04:53] It has not buttoned throughout the time, of course.
[1:04:55] They will throw in the glasses.
[1:04:57] Actually, they will try to work more and if it's due.
[1:05:00] And you're not interested that they're by outstanding.
[1:05:02] And you have a small time.
[1:05:05] All right, thank you.
[1:05:07] I'm going to ask another question from the public.
[1:05:11] So this is going to first go to Christopher and it's an argument.
[1:05:14] So it doesn't get criticism has been directed at the quote,
[1:05:17] disproportionate funding and quote given to certain student organizations and clubs
[1:05:22] due to political and personal figures.
[1:05:26] How would you address this perception?
[1:05:28] What steps will we take to ensure a very transparent budget allocation?
[1:05:32] Well, this is actually part of the first part of this, how I wouldn't know. I'm running this
[1:05:36] in an independent. So I already have political magazines, political parties, or how you
[1:05:40] follow political code. And it's today, can't be strategy, what the next is coming term. So
[1:05:45] I don't know. I'm all listed about it, a lot of less political waxes, I don't know if I have
[1:05:50] to deal with it. So that was going to be a lot of potential on how to find this all created.
[1:05:54] And then secondly, we have to do it. You have to have more than just one part of it. I don't
[1:05:59] the same. There's going to be a long additional personal part of the entity, but we're going to
[1:06:02] have to actually have the second part of the second part of the second part of that floor.
[1:06:06] Four or seven million people are having the fault of the six questions. So, what are the
[1:06:10] out what it is to the issue? And how that part of the part of the process is not just having
[1:06:13] an order part of the next one later, but you're having five parts of the fault of the fault of the
[1:06:17] half of the entire purpose. And then to the immediate question, significant criticism has been directed
[1:06:23] at the quote, just a portion of funding, I quote, given to certain student organizations and clubs
[1:06:28] to political and personal differences.
[1:06:31] How will you address this perception
[1:06:32] once suddenly saved from your parents
[1:06:34] and our budget about issues?
[1:06:36] Thank you for that question.
[1:06:38] First and foremost,
[1:06:39] about how every single budget decision
[1:06:41] is made through multiple sets of eyes.
[1:06:44] Currently in the office of the treasury,
[1:06:46] we have a surprise of a split house.
[1:06:48] We have two others that represent the formal political party
[1:06:52] as well as forward.
[1:06:53] This is something that I really admire
[1:06:54] from the cracks in a body treasure,
[1:06:56] adult pain, it's something that I want to realize in my office. Student government is a bipartisan
[1:07:01] case, but there are no party allegiances once we get into office. When we are in office, it is
[1:07:08] our duty to represent a very single student. And that means putting my political party ties aside
[1:07:14] and figuring out what is going to help at a very single student here at SSU. Their husband concerns
[1:07:21] in the past about the way that we were set and how to be lining, I said that we all don't have
[1:07:26] in their bias, especially when it comes to funding. But by being able to recognize that,
[1:07:31] and acknowledge, yes, I do have these bias, and yes, these people on funding works around me,
[1:07:36] do have bias, but I've been trust that they are in the positions that they are in,
[1:07:40] and I am the position that I am in, because I know I can review my bias. And I can trust other people around me,
[1:07:47] call me out if they feel like I'm not the one on that bias, but also I have the ability to
[1:07:53] call them out. But I'm happy that's the year of communication and that collaboration with
[1:07:58] student centers and other members of student government. We can ensure that we are feeling
[1:08:02] here communicable but also transparent. There will be no concerns about well how I have ties to this
[1:08:09] organization or another person has ties to a different one. We will all be able to work together
[1:08:14] to reunite our bias and to each other accountable to make sure that funding citizens are easy,
[1:08:20] equitable, and clear them. All right, thank you. So now we are going to move to those
[1:08:28] extremists and even if you would like to have a close statement, I'll start with a pair of them.
[1:08:33] Thank you all for your time and I appreciate you to share my vision with each side.
[1:08:37] First and foremost, I would like to address the things of me and when I was trying to record
[1:08:41] that was you. Yes, I did not want to say I did have some things on time. I told me not that we are
[1:08:48] all students here. I would not be the person I am up here in front of each day if I did make the
[1:08:53] states normal I need to speak here at college being the student being the leader is making the
[1:08:59] states but also learning to unknown. Whenever I was planning my position I had and that was a
[1:09:05] or asking me that question, asking why I had happened.
[1:09:09] And I had to own up to it as I was in front of you all today.
[1:09:12] But there is one thing that that was taken as taught me
[1:09:15] is taught me how to lean on other people.
[1:09:18] During that time, I was going through so many things by myself.
[1:09:21] And I didn't feel like I could rely on others.
[1:09:24] After that was it, I realized that I have so many people
[1:09:27] around me that are supporting me and want me to thrive.
[1:09:31] Carson and Natalia, Delaney and really the rest of the people here,
[1:09:34] have put so much faith in me, but also have taught me that many things is okay and that I can
[1:09:40] lead out others for support. These past three years, I don't have to dedicate myself to certain
[1:09:45] students in getting the experience necessary to be an MC of running treasure. From my role is definitely
[1:09:51] treasure where I work side by side of the current executive administration to ensure transparency
[1:09:56] and a successful financial management. To my time as much as I share for you anymore, I have been
[1:10:01] preparing for this moment. As a large student body transfer, I would recommend it to
[1:10:06] sustainable spending, transparency, and student set of decision-making. I would
[1:10:11] work that every community provides on a budget that was for all of us. Together, we
[1:10:17] can build a financial secure future that would strap the strength and fear of
[1:10:22] Thank you for your trust, your support, and time and goals.
[1:11:02] one in Vice President of the 40th President,
[1:11:03] being the only out of lecture.
[1:11:05] Especially in the silence, we don't have lectures.
[1:11:08] And at least I don't think they're professional.
[1:11:10] People are not happy with sitting on them.
[1:11:12] People are upset.
[1:11:13] People do not interact with sitting on them,
[1:11:14] because they just don't care about them.
[1:11:16] Look at the moment on June,
[1:11:17] there's around 40 students here,
[1:11:19] they get 10 to 20 online.
[1:11:21] We need to get people to interact with sitting on them.
[1:11:23] And how do you say you want to face this?
[1:11:25] Sorry, it's a people in the room.
[1:11:29] How did that be?
[1:11:29] Try to just take it on the next floor.
[1:11:30] had the next happy treasure being lucky the next treasure with is not a great
[1:11:34] rest of your success. We need to get a start and we need to get a start is that
[1:11:39] by using the same people you just already have but bringing new food where you
[1:11:42] do let it be more electing someone with great responsibility.
[1:11:46] Thank you very much.
[1:11:49] Okay, there's one of the, the reason why I name on the ballot
[1:11:52] is because we have 90 minutes on the spot of our ballots.
[1:11:56] These are better, some hair will just sit in power, this is the sitting, sit inside the hole.
[1:12:01] That's the first, though, I endorse it, though, I don't have a single amendment.
[1:12:05] If I do not need to sit in somebody's bedroom, but every single amendment fails, I have one,
[1:12:10] and I would be very, very happy and excited for that app.
[1:12:15] All right, thank you so much.
[1:12:17] Just closing announcements, just for everybody to know.
[1:12:20] Up here we have a view of our program, which you can view of your sample ballot.
[1:12:23] It's also the same code that they're which you can vote.
[1:12:27] If you go to the SG888 for the SG888 page,
[1:12:32] this QR code is also available on there.
[1:12:34] We have an infographic which explains the contents
[1:12:37] of the direct constitutional amendment.
[1:12:39] This goes pointed out.
[1:12:41] And there's also a QR code that the SG888 page,
[1:12:47] which will take you to the full text of the constitutional amendment
[1:12:49] if you're interested in that.
[1:12:50] Once again, a full-samble valid in voting,
[1:12:53] especially if you're a book right here,
[1:12:55] thank you all so much for taking the time to perhaps tonight,
[1:12:58] and we'll give it a thought that would be very close to you tonight.