[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.]

[0:00] Yep. Good afternoon, everybody. Welcome to our UTS today, a minor committee and a board of trustees to buy me Thursday, September 25th. It's 502 here in Blamingo, the UTS conference room. Thank you, everybody.
[0:21] We're coming in or you're on virtual for that we're going to go ahead and call the
[0:30] leader to order at 5.03 pm and have a ready to do a road call for the EAC.
[0:41] All right thank you Melvin can everyone hear me yes okay all right road call let's
[0:49] Let's start with St. Louis N.S. Blue Mountain Ed Community.
[0:54] Right here.
[0:56] President, okay.
[0:57] Animate gym.
[0:58] No, this is on chapter.
[0:59] Here.
[1:00] All right.
[1:01] Empty Animate.
[1:02] And Gene Harvey Knight.
[1:04] Anate, chapter.
[1:12] Ellen, Red Mesa.
[1:13] Here.
[1:16] Melvin, Capitan, Jr.
[1:17] Anate.
[1:18] Here.
[1:19] All right.
[1:20] And myself, Runaan, President.
[1:22] We have forum. You may have the forum, Robin.
[1:28] Thank you. Marlowe, you have the floor.
[1:32] All right. Let's take a role of the UNTF Board of Trustees. I'm Marlowe folks, Chair and State Treasurer.
[1:43] Let's see, Sam.
[1:44] Yeah, and Christians and Director of Vision of Finance and the board member.
[1:49] Evan Curtis, Governor's Office of Planning and Budget.
[1:53] That's great.
[1:53] We are all here.
[1:55] Thank you.
[1:55] Going on to number two, recognition of a guest and staff, who start with you, Edna.
[2:05] I'm H.M.
[2:06] H.M.
[2:06] H.M.
[2:06] H.M.
[2:06] H.M.
[2:20] H.M.
[2:21] State Finance, Marlowe, Sport Chair,
[2:25] Evan Curtis, Governor's Office of Planning and Budget.
[2:28] Marry Berkman, UNTF.
[2:30] Tony Deish, Administrator for State Utan,
[2:33] that will trust him.
[2:35] Stanley, Ms. Lewandra, do you need me?
[2:40] Do you want me to fill this?
[2:41] Do you have an oboe, Trustee Stein?
[2:44] Robert Steele, if you have the Attorney General's Office,
[2:46] I'm counsel to the UNTF.
[2:48] Can they head short to Utah State University?
[2:53] Collin Warner with Utah State University.
[2:56] We're now to Joe, raise me Mr. Chakka.
[2:59] I'm OK.
[3:01] Because I'm probably not over-realization, though.
[3:11] Man, I'm going.
[3:13] Hey, thank you.
[3:15] Moving on.
[3:16] What about online?
[3:17] What's that?
[3:18] Online.
[3:18] Oh.
[3:19] Virgil.
[3:20] Oh, Alta, your
[3:28] mic is not on.
[3:32] Oh, it's saying Alta, I think,
[3:34] from the announcement chapter was done.
[3:37] As you see, isn't it?
[3:48] This is a red-ed from T-cell's post-tractor area.
[3:53] Welcome.
[3:54] I'm Alta here.
[3:56] Thank you, Melon.
[3:57] Thank you.
[3:59] Review the proof of limits of May 6, 2025.
[4:03] What did the day advise the community meeting just in the hands of the people?
[4:08] Any emotion and a second on the floor to this?
[4:13] Here's a random answer for a number of six to maybe more.
[4:18] Any second?
[4:20] Well second and we need to meet more because an often because I can't remember what was on the minutes.
[4:29] Any time that I've read you.
[4:31] That's correct.
[4:32] Who said in that corner?
[4:36] All the favor of the motion?
[4:40] I, N.M. H.M. and Favour.
[4:44] I, Cipanali, Red Mesa, Chapter in Favour.
[4:52] This is the red, burning in Favour.
[4:58] In Favour, Stem in Favour.
[5:04] Chapter K and Favour.
[5:05] All the foes have stained, monkey carries.
[5:10] All of you are more okay.
[5:12] So we have the board meeting minutes
[5:15] from May 6, 2025.
[5:16] Any questions or comments on the minutes?
[5:21] Hearing none, I will entertain a motion.
[5:22] I will move to approve the minutes.
[5:24] It was the basic meeting.
[5:26] Thank you, Evan.
[5:26] Do I have a second?
[5:27] I'll second.
[5:28] Thank you, Van.
[5:29] Any question on motion?
[5:31] Hearing none.
[5:31] All in favor say aye.
[5:33] Aye.
[5:34] Any opposed?
[5:35] That motion passed unanimously.
[5:37] Thank you.
[5:39] Thank you.
[5:39] No much.
[5:42] Thank you.
[5:43] New business.
[5:44] Number one.
[5:45] Number one.
[5:46] Young man program.
[5:47] And we should have used you blending babies.
[5:50] You have before.
[5:51] All right.
[6:10] I just wanted to give you just a real quick update of some of the things that are happening
[6:15] on our campuses throughout price. We're moving into a quite a few more CTE
[6:20] programming with the Aviation Program, Aviation Mechanics. And such Moab is
[6:27] really growing. We finally got approval to build housing in Moab. So we'll have
[6:32] some off-campus student housing there, which will really grow that community.
[6:36] Blending, we're, I think, with a lot of the changes in ethnicity and trade on some of
[6:40] these programs. We're facing some significant cuts. We're scrambling a bit to keep
[6:45] people employed and keep those services for our students as much as possible.
[6:51] And we're super excited.
[6:52] Just put it all on your calendars right now.
[6:54] The Monument Valley Open House, well, ribbon cutting for the new building in Monument
[6:58] Valley is scheduled for the first week of April, right now, but you know how construction
[7:02] is sometimes.
[7:03] It may be a moving target.
[7:05] But that is, if anybody's gone down and looked at German past, we've had a few questions asking
[7:11] if it was a car wash.
[7:12] We just pointed a lot of people out of the car wash, but there is a full nursing and a full
[7:19] welding lab in that building and we're really excited to offer that service to service.
[7:23] Are those combined programs?
[7:25] I hope not.
[7:26] No.
[7:29] The million dollar man types of services.
[7:34] So it's just great that those students are not going to have to drive up to planning any longer
[7:37] for those labs, they'll be able to complete those degrees fully in Monument Valley, which
[7:43] is really exciting.
[7:45] So for the past year, we've been calling and I have been working and building out a program.
[7:53] We saw a need in the community with some of the students and some of the community members
[7:58] of what can we do to remove some of the barriers and help some of the students achieve success
[8:05] And whether that's their schooling, whether that's just life, how can we be a part of the
[8:11] solution in this area?
[8:13] And so we begin building this out.
[8:15] So if you see your packets, you see the very first time I came and talked to Tony and
[8:22] Mari and Norton.
[8:23] We came and visited a little bit about it and then we changed a few things.
[8:26] You can kind of see the progression of the program and also the name.
[8:31] I sent the proposal to Carlotta Lacey and she named it.
[8:34] So Tony told me I had to learn how to pronounce it, but I know my limits, and we'll just give
[8:39] Carla that the credit that she came up with it, and I think it's a great name.
[8:47] So this is Colin Mortar.
[8:48] He's our program coordinator for a CT program here in Blanding, and I'm going to give the
[8:53] floor to him to kind of go a little bit deeper into the program, and some of the outcomes
[8:57] we hope to achieve with it.
[8:59] So, this is not the first time I've presented in front of you all, and if you recall I worked
[9:08] for fields for quite a number of years, and field's program is still going strong, but I
[9:15] do now have a new half I worked for a university full-time and we're still cheering the field's
[9:22] program on.
[9:23] So, this program is actually a program years of the making.
[9:32] So, in my past role, this is a program that we felt like would fill a need.
[9:42] Originally, this was affectionately named the Navajo lost boys.
[9:47] And that term came to me from Delia Herman Daniels, with his concern of individuals
[9:57] who mailed Navajo students who maybe finished high school, maybe don't finish high school,
[10:04] and then they don't come back out to get some type of training and education and work placement
[10:11] and tell about the age of 25.
[10:13] So there's this 18 to 25 demographic
[10:17] that we're really trying to target with this program.
[10:20] So this program empowering the next generation
[10:24] of Navajo leaders is the title.
[10:27] This is a semester program taught here at the university
[10:32] and hopefully in some of the satellite locations
[10:34] once we get this up and running.
[10:37] The students will come and stay in our dorms, they'll take us handful of credits to learn
[10:44] to navigate mostly online credits, online schools, how to go through admissions, how to
[10:51] be a college student.
[10:52] So it's introducing them to those steps.
[10:56] Along with that, there is a high level of hands-on mentorship with these individuals.
[11:05] We need that to help navigate these students, and to help make them feel comfortable in this new education learning environment.
[11:15] And so part of this program is a high level of mentorship.
[11:19] Along with, we are trying to get with our community partners, so that they will have a job while they're in this program, with a job mentor as well.
[11:31] Along with all of this, we're doing weekly workshops, and this is kind of the magic.
[11:38] This is the secret sauce of the program.
[11:41] These workshops are fluid.
[11:44] Whatever the students need, whatever we want to kind of steer them to.
[11:48] Right now, we are looking at doing some entrepreneurship and business type courses with these students
[11:56] for a number of these weeks.
[11:59] As we guide them through this semester, the ending goal is a capstone project with a presentation that each student will come aboard and describe what their next stage of life is.
[12:15] What career, what type of schooling, and with the mentors, and the guidance through these programs, and the workshops, the weekly workshops,
[12:26] We can have a high percentage of students go through this program and be successful and put them back on that right track.
[12:36] And so the why is there, there is a need and we know there is a need and we feel like this could hit the lead.
[12:45] the who is that 18 to 25, but he can even be older, group of individuals who need help
[12:57] getting their life back on track. That's the who and the why we want this program.
[13:04] Now, where we are in the program, we have a lot of tracks laid, but there's a lot of
[13:10] community development that needs to take place and so that's the funds we're
[13:15] asking for today as to help with the community development portion of this
[13:21] program. We believe future funds we could get from the agencies, the
[13:29] Navajo agencies, workforce services. This program means all their criteria that
[13:35] they will help sponsor this so students in the future can enroll into this
[13:40] program and get paid, and they will sponsor that student through this program.
[13:45] But as of right now, we need to build a staff to go out and to finish developing this program.
[13:52] And that's what we're asking for today.
[13:55] We have other funds that have been earmarked, and Bayley can talk to about some other funds
[14:03] that we have earmarked towards this.
[14:04] One of the things I like about this program is it's complete student led.
[14:08] then it's based on the individual.
[14:11] So we bring them in, we're starting with some.
[14:13] It's okay.
[14:14] We'll begin with some of these,
[14:16] just fundamental courses of getting into class,
[14:18] learning some of these things.
[14:20] But then it really is completely determined.
[14:23] It's what they're interested in.
[14:24] Do you want a welding degree?
[14:26] Are you looking at becoming a teacher, social work?
[14:28] Do you want to be a pilot?
[14:29] Do you want to own your own business?
[14:31] And so we've brought in, there's a new entity
[14:34] through the CERDA program.
[14:35] The Southeastern Regional Development Agency,
[14:37] so many applicants called SEAN, the South Eastern Entrepreneurial Network, and so they come
[14:44] in and said, whatever you need, we will come down, we will run workshops for a lot of
[14:48] programming to really build out that entrepreneurship portion for us in this program, which I'm
[14:54] excited about because I think it can really bleed out into the communities as well, because
[14:57] there's so many people who have kind of that...
[15:00] Side business, but might not be, you know, ready to either take that next step, and so we can help them with some of those things. But again, it's just student-led. I wrote a proposal to Wells Fargo. It's for the Monument Valley campus, and it's called the business launch pad. And they funded that. And that will act for one year, which is, that's, it's great, but it's as far as one year. But they have agreed to fund a bunch of entrepreneurship courses as well.
[15:30] well, and things happening in money and valley.
[15:31] So we're merging that, that amount, that part of money with,
[15:36] which is, again, it's kind of more just on the entrepreneurial side,
[15:40] but how we can take that and leverage it with some other funding
[15:43] to really keep this program.
[15:44] Well, number one, get it up and going,
[15:46] and be able to show some statistics and success stories,
[15:49] and then go after more of that,
[15:52] and yeah, and how we marry those programs.
[15:54] And then we have some soft commitments that I think people are just
[15:57] waiting to see how serious everybody is about this program
[16:00] before they commit as well.
[16:01] So I'm really proud of the work and excited.
[16:05] I feel like we've, I think because we're passionate
[16:09] about this, we see the need but we also see the possibilities
[16:12] that it's, anyway, it's pretty exciting to see
[16:17] for the area and I think this could really move the needle
[16:20] on everything from mental health issues
[16:24] to student success, to workforce development.
[16:27] So it checks a lot of boxes and that's always a good thing
[16:31] in our smaller area.
[16:34] So,
[16:36] to get the course to committee, yeah, very, very good.
[16:41] Chair, thank you for your presentation.
[16:45] And I'm always looking out for projects and programs
[16:49] that could be implemented to enhance students
[16:54] for either a college track or some sort of a skill set.
[16:59] I do have some questions.
[17:02] And notice that your target age is 15 to 25.
[17:08] And yeah, everything brought out from there.
[17:11] So my question is, how is this different
[17:13] than a college orientation class?
[17:17] And if a student goes through this program,
[17:20] program. I'll put it together. If they earn college credit, and then we'll be part of
[17:28] your CTE program. So, I know, well, this take a semester away from the student if they
[17:36] were to start college because I know that you only get what, eight semesters or whatever
[17:41] under financial aid. So, would this take away one of those semesters so that it lessens
[17:47] that takes away from that aid that they could be funded
[17:50] or is this a totally separate program?
[17:54] So a few great questions, thank you.
[17:57] Yes, the Duke of college credit for the six credits
[17:59] that they're enrolled.
[18:01] And those are preparatory courses to help them navigate.
[18:05] And again, the purpose of the program
[18:07] is to make them successful in the program.
[18:13] If you go to DNA, which I've done some work
[18:17] with today's college. I've done some work with Utah Navajo, or Navajo Technical College.
[18:26] And we're trying to make that first year achievable.
[18:34] You know, we're sitting about 40% of students drop out in the first year.
[18:42] And so we're hoping that this helps bridge that.
[18:45] So the level of mentorships, or mentors in this program, is going to be a key factor to helping them navigate through there.
[18:54] Now when you talk to Utah, or you talk to Navajo Workforce Services.
[19:00] So they just expanded, of course you probably all know.
[19:03] They used to be a two-year program that they paid for.
[19:07] Now they're new bachelor's degrees, right?
[19:10] So they do offer that.
[19:12] And so, we do feel like they will still continue to pay.
[19:17] These students, if they want to go and get their bachelor's degree,
[19:22] I'm confident they'll pay, I can double check.
[19:26] We've asked that question before.
[19:29] They are up to a bachelor's degree.
[19:32] So, they'll pay for up to a bachelor's degree.
[19:37] Right now, that just changed this last year.
[19:39] It used to be two years, and now it's more.
[19:42] And so if they go out to a trade certificate,
[19:45] then they'll continue to pay for those funds.
[19:48] And so if it's a CTE program,
[19:50] the student wishes to go through,
[19:52] we will help guide them through that CTE.
[19:54] They want to become a welder or anything like that.
[19:56] We can help guide them through there.
[19:58] Or if they don't want to be like go through skills,
[20:01] and they want a bachelor's degree in business
[20:03] or marketing or whatever,
[20:05] we'll help guide it through that way too.
[20:06] So, like Bailey said, it's really student life.
[20:13] Tommy and Dorothy, is this the newer definition
[20:21] of what was set up in the endowment
[20:24] that each and all would trust from participating in it?
[20:28] With this program can it be defined
[20:31] and be something that endowment can be used for?
[20:36] for a program like this so that we're not redundant. They pay from the same cost to a similar program.
[20:45] Well, my concern is that if these students will really get somewhere with this program,
[20:54] because in Navajo Nation's College, it's only these five times for students to get their
[21:01] and then they only get another five by semesters to get the scholarship.
[21:08] So if these students that participate in this program, and they can get in their money through that coordination,
[21:15] and by the time they really get their scholarship, they have a school or something.
[21:19] They won't have any money at all and I won't go.
[21:23] So this is really critical for those students who do their life.
[21:30] I'd like to make one more comment here.
[21:35] You know, I worked with students for the last five years, Navajo students for the last
[21:38] five years, you know, down in your backyard.
[21:43] And the ones who are successful, who are going to be successful anyway, you can just kind
[21:48] of tell.
[21:50] They're just going to go through college and they're just going to be successful.
[21:53] My question to my last job and the question I have here at USU is what about the other students?
[22:01] What about them?
[22:02] What are we doing for them?
[22:04] This is the program I think hits that.
[22:08] You know, we talk about, you know, like four years, you know, a four-year degree.
[22:14] Yeah, I hope they can get four years.
[22:17] But statistically, these particular demographic may not make it through their first year.
[22:22] And so if they had funds, they need more support to make it through the first year, and that's what this program does.
[22:33] And so if we can get them that support, helping through the first year, that first semester, so critical, helping through that teach them the skills of how to be a student, that's critical.
[22:46] then they'll be successful and if they run out of funds of the fourth year, we'll come
[22:51] back and try to find something else, but we want to help them get the tools that teach
[22:58] them the tools that first semester and that first year.
[23:01] Could some of this concept be integrated in your regular college orientation class that
[23:07] they probably can take anyway?
[23:09] I wish it could, but this level of hands-on with the student is expensive because there's
[23:18] a lot of hands that have to come in to walk those students through, and so I wish we
[23:24] could do it for all students, but it's heavy-handed, and so we're going to focus on this demographic
[23:34] and really help them out, but you're exactly right.
[23:36] I really wish we could, but I don't think the funding is going to be there.
[23:40] I think you're on the right track here because the way we've been handing out scholarship
[23:46] for these years, 50% drop off at the first semester, then we wonder, then they don't come
[23:54] back to tell another year or two, and they don't want to go through the 40 to call it, they
[23:58] want to go to a trade school, be a truck driver, be a welder, do something, you know?
[24:03] So, I think this will benefit some of these kids that really don't really leave home or leave the
[24:12] rest a lot. Staying isolated in one place, I see a lot of families like that.
[24:18] So, this isolated in one place you don't want to go to big town like Salt Lake Denver or anything,
[24:24] you know, be like this to stay out on the house, you know. So, the way I look at it, you know,
[24:29] I think we can give this the chance for these kids out here because I said you know half of the 50% of them only last
[24:41] a semester and they come home
[24:44] they want to come home with that yeah
[24:47] you know you're on the right point sorry yes
[24:51] That's more, here it says student stipend and you propose $30,000.
[24:58] Is this true for $15,000 student?
[25:02] So the stipend, so that's for a pro, it's not given that one stipend to that one student.
[25:09] It's for all the students who are in there.
[25:11] And it's to go towards jobs, like we want to help them find a job.
[25:16] And if a company can afford to pay a student, then we're hoping we can have some other
[25:22] funds to give that job or that company to pay for that student.
[25:26] So that's what that is.
[25:27] That'd be great, though.
[25:31] I just want to make sure that we're not, I mean, I believe everything you're saying.
[25:38] And that we're not redundantly putting my name for it.
[25:43] There's programs existing, Navajo Nation workforce has skills
[25:49] or learning program for six months.
[25:54] And they do pay the people.
[25:56] I think you have to be 16 to 20, something years old.
[26:01] So there's already a program on the Navajo Nation
[26:04] that does that already under workforce, and I think they give them six months, it's about, like, I can't remember if they're two hundred, two thousand hours, and they actually pay them to learn the skill and be mentored, but say they want to be a leverage, so they're assigned with the welder and they go through, and they learn who mentorship, to learn that skill set.
[26:31] So, have you looked into, since it looks like maybe some Native American students could benefit from this?
[26:39] So, how would we work?
[26:41] How could you integrate some of existing programs?
[26:46] Well, you know what?
[26:48] That's a great comment.
[26:50] And going back to the purpose of the ask today,
[26:54] like that's a lot of groundwork, a lot of labor,
[26:57] work that we need to get some, so today we're asking for some seed money to chase those
[27:03] types of things down. And so, for community, you know, and additional community sponsors
[27:14] for this program, like, that's what we're trying to, that's what we're trying to do.
[27:32] And then I have a question I understand, you know, what your goal is, and it does, you know,
[27:40] what are Navajo students, you know, Navajo may need, but the only thing is I was a little
[27:46] thinking about the geographic focus monument valley and monosimma and you said there is
[27:53] that USU building being built in the monument valley there.
[27:57] And only those people that lived there will benefit from that.
[28:01] But what about the people that are coming in from monosimma?
[28:05] How are he going to help them with the travel, the time that they have to travel from there to there?
[28:11] And then students, I'm sure there's a building here that could assist students here that are living in Monison, I mean, and blinding.
[28:20] But what about the students that are traveling from, we don't have housing out there.
[28:25] It's just a building and thinking about the cost of, you know, gas and where would they stay?
[28:32] How are you looking at these students that are coming from?
[28:36] In case now homeown is interested and monosimmon freak is interested, then how are you going
[28:43] to accommodate those travels with those kids and how are you going to put them into the
[28:47] program so that it is something that is successful than having them drop out because of the
[28:54] travel or they don't have a place to go for the night or anything like that and what about
[29:07] So the pilot, when this program is going to be students will stay in the dorms here.
[29:16] And that's where we'll start, we'll start the pilot here on the landing campus.
[29:22] And so our hope is to have like a Monday through Thursday, most of our students now anyway they
[29:30] to go home on the weekend, to be Friday, then they come back Sunday night.
[29:34] You know, that would be the same hope that we have for these students
[29:37] so they get to go home on the weekends and we won't have them on the weekend.
[29:41] And so, that would be the pilot.
[29:45] How it looks in the future and how we're going to use the, like, the monument valley campus.
[29:51] That's yet to be seen, but I totally understand your concern.
[29:58] We're not quite there yet.
[30:00] But we do have buses and we do have that sort of thing that we can do. And just so you know, we are looking at just along the Utah Navajo Strip for this program. That's where we're going to be recruiting into those chapters around the Utah Navajo Strip. So that's where we are. But yes, it is a concern. And for the pilot, we're going to
[30:29] We're going to house him here.
[30:32] Thank you.
[30:33] Marlowe, you had the floor.
[30:36] So question on the Student Development Framework.
[30:40] Yeah.
[30:41] Can you talk a little bit about that?
[30:43] And is there, I guess, the collection
[30:48] of data of students is there?
[30:52] How do you, I guess,
[30:57] implement that Student Development
[30:58] Framework?
[30:59] Well, as far as the statistics goes, it'll be watching and trying to make sure that they've
[31:04] finished and that they have that next step that they're reenrolled into something else
[31:07] around the path to that.
[31:09] So those should be easier to track of that.
[31:12] We're looking at starting with smaller cohorts between 10 and 15 students to begin with so that
[31:16] we really can, you know, iron out any issues with the program and there's more, have that
[31:20] more hands on.
[31:21] And then do you want to talk more about kind of the...
[31:24] So, like long term, like that's really the data point that we want to, we want to capture.
[31:30] So, this is going to be a long term, like watch, right?
[31:37] But, you know, data collection, every semester as they continue through, of course we want
[31:44] computers in the program.
[31:47] We are hoping that 100% completers might be in the semester, that is our hope.
[31:53] And so like you understand, if we're like five to ten students, the first semester, we're hoping to have five to ten students complete the program and not talk about in the middle of the program.
[32:04] So that, you know, that would be our next one. And then moving into the next semester, you know, that's, again, that's another shoulder turn.
[32:14] But this is the hope when the plan is to track this for multiple years and track the students and see when they go.
[32:25] So that's our real home.
[32:27] I guess one of the issues that just by wife and I have come across as parents is the collection of sensitive data related to kids, right?
[32:40] And well, things like, you know, asking questions around the home and, you know, relationships
[32:54] with parents and things that can be sensitive.
[32:58] And so, I guess that's part of the question that I'm trying to understand is how in depth
[33:03] are you getting with these kids?
[33:06] So that's a huge piece of this as well as we've reached out to SJC PACs so we have most
[33:13] more acronyms, so we have the San Juan County, what's SJC PACs?
[33:19] Prevention, action, collaboration, it's a coalition that's a whole county, has different,
[33:25] it's an interagency meeting where people come together and share resources and help them find it.
[33:31] Yeah, so we one big portion of this and when we talked about those kind of weekly
[33:36] We kind of twit around with two to one one or two
[33:41] kind of
[33:42] We call them field trips, but not really field trips, but when we really bring people in so we do have
[33:48] Yeah, workshops where we have mental health counselors on campus that will be bringing in
[33:52] And then also using these outside resources to come and talk about that prevention side
[33:58] And so, that's kind of the goal is that we're trying to pull in as many entities so that we can do this.
[34:04] If the work's already being done, let's just get everybody and put a nice red bow on the top of it.
[34:09] But that's kind of where, because mental health is a huge component to this.
[34:15] And so, and it's why it works nicely underneath the umbrella of the USU because that's already built in.
[34:21] So already be a student because so I mean they'll be taking credits so they're
[34:26] students so they can access all the quality programs.
[34:29] That's all.
[34:34] Not a...
[34:36] It's just he wants to sing.
[34:41] Yeah, no, it's an animal.
[34:44] Hold on, hold on, hold on.
[34:45] The plan that you...
[34:47] Hold on.
[34:48] Hold on, hold on.
[34:49] How much?
[34:49] What is the house money and what period of time?
[34:53] So 45,000 for the rest of the developmental money.
[34:58] And we are hoping, we first started this, we were hoping to launch the program in the spring.
[35:07] I don't know if we're going to get there, but I'm actually going to say right now we're not going to get there.
[35:12] It's going to be launched in the fall.
[35:14] It's going to be a two semester offer in two semesters, fall in the spring, not a summer.
[35:22] and so it'll be next fall or 2026.
[35:27] And so the seed money really is to start hiring staff
[35:32] to chase down all the other elements of this
[35:36] because it is a communal type of program
[35:39] we need the community.
[35:41] And so that's the seed money.
[35:44] Like I'll say, the long-term money we're looking at
[35:48] the Utah or the Navajo workforce services to pay per student as we move forward and so it
[35:57] means the criteria for them we just have to once it's up on our list from USU we submit
[36:04] that paperwork to their office and then it's one of their we become one of their providers
[36:09] And so that's how that works.
[36:13] You know, the plan, you know, it's good.
[36:18] It sounds good.
[36:20] You know, I've been around for a while.
[36:25] I remember going back to the 70s.
[36:30] The state of Utah had a senior program.
[36:33] It was a little different from what they used to call it,
[36:35] AFEC unit.
[36:37] This is where the head of the household demand
[36:40] And let's unfold it and have them scale their training.
[36:46] This was where the program was, you know, the big and 10th.
[36:50] So in the 70s, they had a, they had them, they started training.
[36:57] They had a contract with it.
[36:58] You wouldn't be seebred, you know, about, they started learning
[37:03] how to, you know, build homes.
[37:07] And also alcohol culture.
[37:08] We used to have a hate on the salons to give them some work experiments.
[37:15] And most of these young men, you know, they were due a father, they were kids.
[37:23] And also what they did was also give them some work experiments and also they were taught about credits.
[37:34] And most of them didn't have a beat.
[37:37] But through that program, they were able to get the evidence for the family.
[37:43] And that worked until the legal department, that the DNA for the novelization came
[37:50] and they changed everything.
[37:55] So it was a good program.
[37:57] And then later, the novelization implemented it was always there.
[38:03] But they implemented a program called General Assistant.
[38:08] And this was geared toward young people who are in training
[38:12] or going to college to help them out financially
[38:17] with that GA grant.
[38:21] And it worked for a lot.
[38:24] But the grant or the money that was there, it was two of them.
[38:29] So pretty soon, the young man, they started saying,
[38:32] and it's a gathering, you know, G.A. gathering check.
[38:37] So it only worked for a while, and then later on,
[38:44] the state of Utah, in the late 80s, very 90s,
[38:48] they have a program called, what they still do,
[38:52] it's all self-sufficiency.
[38:54] It works, certainly.
[38:58] Here, I hope something will ever come over.
[39:03] And the other thing that I have in mind is, yeah, we need help, we need help, especially
[39:11] out on the reds.
[39:14] I used to work with Navajo Nation Court, and the federal, the feds from out of Salt Lake
[39:22] area, they had a program, how we introduced the program, you probably heard of that, and once
[39:31] We meet at the courthouse, a lot of these people were young and we were trying to fit them back into the community.
[39:48] But that was hard, most of them couldn't do it, but I don't know who would have done it, as far as we saw it.
[39:56] And if we had something like this in place, I think I would have been a good resource for
[40:02] you know, help them change their mind, maybe pay for what you do, a new path, so that's
[40:16] all I have.
[40:18] Thank you Stanley.
[40:26] We
[40:31] have social emotional courses that we are going to have them take, it's one of the
[40:44] require the courses that they're going to take.
[40:49] I was watching an individual speaker, those are the podcasts
[40:56] that they are talking about.
[40:57] So the most successful people are not
[41:02] smart people intellectually, but they are the emotional
[41:07] intelligence.
[41:08] They have a high level of emotional intelligence.
[41:10] And so, you know, we're trying to do, so this is the course that we offer, and so it's
[41:18] going to be one of the courses that they'll take.
[41:20] Yeah, one of the concerns I have with social-emotional learning is that that has been used as a tool to
[41:29] guide critical race theory check, right, and some of these ideological agendas, right?
[41:37] So, I assume you're aware of that, we're aware, it's course curriculum for you, for USU,
[41:47] you know?
[41:51] The idea behind this, once we give this up and going, we are wanting to have
[42:01] conversations with all the instructors who are going to be this, because some of these courses
[42:05] are going to be regular U.S.U. courses. And so it could be, you know, an individual from
[42:11] low-end broadcasting down on the credit courses. Not the workshops, the workshops are done
[42:18] here on campus, but the credit courses when they walk out, they'll have some credit. And
[42:24] so, but we do want to let them know that these students, this is the program they're in, and
[42:30] And so I'm just going to make them aware of that program.
[42:33] But whether or not I can go in and change the curriculum,
[42:38] I'm going to be able to.
[42:40] But it is part of that.
[42:42] Well, I'm happy to email you that.
[42:43] I mean, it's all public.
[42:44] And a lot of them, it's more like a soft skills realistically.
[42:47] It's learning how to, you know, become, how to study, how to, you know,
[42:51] just a lot of it is like a soft skills.
[42:53] It is, and then we'll hand the mental health portion over to the other agencies.
[42:57] So, there is a little bit of delineation in that local which also helps keep it, you know,
[43:09] cultural in our demographic.
[43:11] So, yeah.
[43:12] One last question, Rebecca.
[43:14] I have a motion.
[43:22] This proposal can be successful, but I'm just thinking about the 15 to 18 19 year olds.
[43:34] They do fall under Salon School District curriculum, but how is that aligned?
[43:39] Because we just can't take kids away from the high school.
[43:45] So my motion is to refer this further study of the effectiveness, how it's going to
[43:57] be assessed, and how we're going to assess students or success or not.
[44:07] I'd like to refer to both these education programs to take a look at it.
[44:13] And she works with these particular ages of students and in the kind of college orientation, college prep classes.
[44:22] And see how it aligns with her education program that she does.
[44:28] I'd like to propose that.
[44:29] and then once she has her findings, anything peaceful,
[44:34] any questions and concerns,
[44:36] and put it back on there, Jennifer.
[44:39] So we'll defer it.
[44:41] Well, it's all good.
[44:43] Yes.
[44:44] I just wanted to answer that.
[44:45] So in the proposal, it says that it,
[44:48] we started at 15 because long-term goal
[44:51] is to eventually have programming in the high schools
[44:53] that will kind of be a feeder into our program.
[44:56] But at the beginning for what we're doing now,
[44:58] on these first two years.
[45:00] It is college age only. So they will be, we won't be pulling from the high school. That is just, we put those ages in because long-term we want to start some basic programming in those high schools just to let them know our programs out there and start kind of bringing them in. But no, they'll have to be college age 18 to live in the dorms and all of that. So I just wanted to clarify that.
[45:23] I think the motion is to defer this for more research and more info to be presented in the end.
[45:34] I have a vote to ask for an education program.
[45:39] Second?
[45:42] The motion is second on the floor.
[45:46] I look different.
[46:20] I don't know, yes, I voted for a wonderful concert by the way I look there presentation, thank you for taking the time to present it for the rest there.
[46:31] In
[46:40] favor?
[46:41] In
[46:44] chapter 10 of favor.
[46:45] All opposed.
[46:49] I'll abstain.
[46:51] I'll take care of you to have more of the furnace to the next room, or have more
[46:57] research and information shared with the ENTF and the EAC.
[47:07] Thank you, guys.
[47:08] Thank you very much.
[47:09] I did want to put one other plug as well on the blinding campus.
[47:13] We are now working toward an electrical lab.
[47:15] So we can build better electrical ones.
[47:18] A apprenticeship program.
[47:19] So that's going to be good.
[47:21] Oh, it's an area.
[47:25] Lord, model, model.
[47:28] I climbed at number two.
[47:31] Number two?
[47:33] Okay.
[47:34] I'm glad we're still at number one.
[47:37] All right.
[47:39] Number two, and it's three small houses.
[47:41] is a birth lengthening clock for
[47:45] Chapter Project 134,847 dollars and 90 cents. Tony, I went to meeting this morning,
[47:54] virtual meeting with the Navajo Rebot Rebound Innovation Fund. They went ahead and
[48:00] meant to our request. So all these numbers have been mashed up Tony for their
[48:06] information.
[48:08] Okay.
[48:09] So you have the floor.
[48:10] All right.
[48:11] Thank you.
[48:12] Anna Chapters proposing to use their chapter projects funding to build houses for 3 men
[48:22] basically.
[48:24] There are small houses.
[48:26] There was 134,000 total that was approved by the interreports this morning, like Melvin said.
[48:34] and then there's the request today is $434,000.
[48:38] There's a breakout in the middle of page 29 on the left hand side under section 5,
[48:46] DE and F. The breakdown would be Gerald Burst would be getting $79,000, $521.
[48:58] and Jerry Lansing is 79,000 also and Herbert C. Puy would be 110,653. The difference is because the size of the house,
[49:10] the first two are 18 by 28 feet houses, one bedroom, one bath. The second house is 24 by 36, two bedroom, one bath.
[49:23] And these amounts that are listed here, it would be basically half of that, that would
[49:32] be awarded from Trust Fund, and in our effort to make up that hotel there.
[49:40] On the page 30, you'll see the chapter resolution with the signature page on page 31.
[49:48] page 32 shows the scope of work in the mental section under D, where there's this four
[49:55] plan that that's where it shows the the the sizes is I stand corrected it's 18 by 32
[50:05] 575 square feet on those first two houses and then the third house is at 24 by 36 which
[50:13] should be 864 square feet and they are proposing to use a building contractor and that's
[50:23] what the next page shows is the sign-in sheet for the contractors. Page 34 shows the
[50:31] and a chapter is a bit tabolition sheet that shows you know how they rank that and who
[50:40] which company bit it on the project, edgy Aussie construction and also slowman construction
[50:48] those are two that bit on that there were some others but they didn't they were disqualified
[50:52] because they didn't have current licenses and that kind of stuff.
[50:58] Page 35 shows Eddie Aziz's quotation for the project, and page 36 shows also again,
[51:14] yet Eddie Aziz's quotation on the scheduled values, and each scheduled value section number
[51:22] one exhibition would be worth $8,747. So when they get that completed then they would
[51:28] be able to get paid out that $88,700. And the same thing for the foundation number
[51:34] two in non-downalign. For total of $79,000 for this first client. And then the second one
[51:45] is basically the same $79,000 also, and that's what a second client, the page 38 shows the
[51:52] third client, two-bit room, a little bit higher, $110,000.
[51:58] And the rest of them shows the license information, excuse me, the liability insurance also on page
[52:08] which is 40, the Navajo Nation's business regulatory
[52:13] priority rating, they're a priority one rating,
[52:16] which means that their company is 100% owned
[52:22] by a Navajo, and also lives,
[52:24] the company is located on the rivers,
[52:27] so that's priority one.
[52:31] Okay, 42 shows the second contract,
[52:34] and their quotation that continues on to page 43 and page 43 at the bottom is where some
[52:49] of that breakdown is for their quotation. Their quotation was a lot higher, 510,000 as opposed
[52:59] to the 269 at the US was proposing page 45 shows the home site least for a
[53:10] Gerber and and then the same thing for and then the Survey Platte page 47 and
[53:21] then the archaeological clearance and archaeological approval by the tribe or
[53:27] the pages following.
[53:31] And then the cultural resources compliance form is shown on page 52.
[53:40] That's the tribe's approval of the art clerk. And then the biological clearance is shown on page 53.
[53:50] And that's the threatening and major species. Those are the two main clearances that the
[53:56] the tribe requires off of the environmental clearances,
[53:59] the biological clearance and the archaeological clearance
[54:02] on home site leases.
[54:06] And then the page 54 shows that Jerry lands in
[54:11] and they're the same documents,
[54:13] and then Chester Cloud would be the third client.
[54:20] So that's what the proposal is at this point.
[54:22] We've reviewed it and basically everything's there.
[54:26] and they followed their own purchasing policy with the Navajo tribe and which is very
[54:37] similar to what the State of Utah's policy is. So we look where do you recommend approval on this?
[55:15] No, I have a quick question, so for this underneath business, the NFC three small houses are we
[55:22] approving that toll amount 134, 847, in 90 cents, or is all of the broken down 39,000,
[55:35] 760 and another 39,000 and another 455,000, those total to that 134.
[55:41] Am I reading that right on the agenda?
[55:44] Because I'm reading the cover sheet for the housing project proposal.
[55:52] I'm just seeing the total, but
[55:56] 487.
[56:03] We're approving the 134,847 light cents.
[56:09] So all the three houses adds up to the total amount where we're requesting $134,847.90.
[56:16] Yes.
[56:17] Right.
[56:18] Okay.
[56:19] I just wanted to clarify.
[56:54] A question?
[56:55] Yes.
[56:57] And your NRF meeting was the other 1304,14790.
[57:04] Yes.
[57:06] So the 19 that we requested through NRF had been approved.
[57:15] Well, it seems all the documentation is here from what we found out.
[57:21] Now it's time to stand in hands for approval, stand in motion, are you motioning?
[57:34] Oh, the thing, we're going to vote here on the floor.
[57:39] Second by Rebecca.
[57:43] So we're going to motion on the floor and second.
[57:46] All in favor?
[57:47] Now I'm going to start the letter here in voting in favor.
[57:52] Annette Chin, that's a sign in favor.
[57:54] I'm going to start the letter here.
[58:02] In favor, Stanley?
[58:05] Now we're going to have to take it in favor.
[58:07] I'll propose that the stain, promotion, and calories.
[58:12] All other tomorrow.
[58:13] May it be delivered?
[58:14] No, I have a question.
[58:15] Something Alice Chetler projects.
[58:19] I would make a motion that we approved, the ANF chapter projects, and that motion was
[58:23] ordered.
[58:24] Do I have a second?
[58:26] Any question on the motion?
[58:27] During them, all of the favors say aye.
[58:30] Aye.
[58:31] Any opposed?
[58:32] No motion, passed.
[58:33] Any opposed?
[58:34] Thank you.
[58:36] Project number three.
[58:37] Right?
[58:38] Thank you, everybody.
[58:39] We're going to have to add a chapter, serving these three men.
[58:43] Moving on to number three, Michigan Water or Melvin and
[58:48] Geneva Red Horse requesting $60,400.
[58:54] All you want to tell you?
[58:57] We'll pick 72.
[58:59] This is a smaller house for Melvin and Janelia.
[59:04] The Melley actually.
[59:07] The amount that it shows on page 72 in the middle.
[59:12] And the inner effem out that was already proved back in 2021, but there was a problem with the home site lease.
[59:20] And so Rosie there, Rosie then they worked on all the things that needed to happen with Mel and Melvin really worked on his home site lease and getting all the documents getting signatures, all that kind of stuff.
[59:35] And got that all in place.
[59:37] is completed now everything's okay so that's why we reintroduced it. So the inner parts already
[59:42] approved and what's is being requested is 60,400 and page 73 shows the scope of work and they're
[59:53] requesting a 24 by 40 new house. That's what the chapter approved and the
[1:00:00] Requesting that the UNTF work crews would build this house, and we did verify that the homesite
[1:00:09] lease and all the survey and the studies and the clearances were all obtained.
[1:00:18] In page 74 shows the chapter resolution, and they did actually specify an amount in the
[1:00:25] The title section, which has approved a request now for trust fund, the Natviser Committee
[1:00:31] read that and Board of Trustees to assist Melvin Redhorsh to nearly be nullies with a 24 by 40 house.
[1:00:39] And 115, that's per square foot.
[1:00:43] Is 110,460,400 would be more would be needed from the UNGF for labor funds.
[1:00:53] Then the signature page on page 75, the next page, page 76 shows the home site lease with
[1:01:01] the signatures on page 77 and the survey, land survey, this is a little bit different
[1:01:09] shape but usually it's a square shape that's about 208 feet by 208 feet, one acre.
[1:01:18] This one's a little bit different because they have a different houses right next door and so they kind of have to squeeze that in sideways.
[1:01:28] There is an octagon house that's on the site there.
[1:01:36] And then on page 79 shows the archaeological study that was done in the signature page
[1:01:43] on page 80 with the location on page 81.
[1:01:48] And then the Navajo Nation's approvals called the Cultural Resources Complaints 1, and
[1:01:56] with the signature page down at the bottom in the bioclinic signature also on page 83.
[1:02:07] And we know they don't include the floor plan for the trust plan because we work with the
[1:02:15] family on the floor plan.
[1:02:16] What we mainly have the chat that proves is the outside dimensions.
[1:02:20] In this case, they prove 24 by 40 and when we start working with the family, they'll kind
[1:02:26] of choose the configuration of what the inside of their house will be.
[1:02:30] But the limitation will be the outside dimension.
[1:02:33] So that's the request.
[1:02:38] Any questions?
[1:02:41] Committee, not any of motion and second on this project.
[1:02:44] Excuse me.
[1:02:47] Excuse me.
[1:02:48] I'll give you some.
[1:03:01] This is a red envelope.
[1:03:03] I'm going to go ahead and motion so that I know the number three.
[1:03:07] Next you can order.
[1:03:08] How's the 1,400?
[1:03:15] The motion is second on the floor.
[1:03:17] I'm going to introduce the name of all those favourites.
[1:03:21] How many favourites has been?
[1:03:24] A favourites has been.
[1:03:36] Where did the voting have been?
[1:03:37] No,
[1:03:41] it's up to 10 in favour.
[1:03:43] All of those have been abstained.
[1:03:46] Motion carries.
[1:03:47] All right, Lord Murrow.
[1:03:49] Thank you. Let me question on the next water project.
[1:03:54] Enter to the motion.
[1:03:55] I'll make the motion approve the 60,000 400 for the next water project.
[1:04:02] I will second the motion, I have a motion, a second, and a question from the motion.
[1:04:08] All in favor say aye.
[1:04:10] Aye.
[1:04:11] Any opposed?
[1:04:13] All right.
[1:04:13] That motion passed unanimously.
[1:04:16] Melvin, should we do the Navajo Mountain altogether and for?
[1:04:21] Perfect.
[1:04:27] I noticed that on the home sideways, there is a hook on that's on there can be clarified.
[1:04:37] I thought it said that you can't have an existing structure on the side of this or is
[1:04:42] this?
[1:04:43] Yeah.
[1:04:44] It's not to go in there.
[1:04:45] That's what they're living in for now and when it's built, they're going to move that
[1:04:50] over and leave it empty.
[1:04:51] Okay.
[1:05:00] They're going to make it traditional after they move out, traditional.
[1:05:06] Hold on.
[1:05:11] Okay,
[1:05:14] move it on. Then now I'm going to do four, five, six, and seven,
[1:05:19] together for your information.
[1:05:23] Check the product for like that. It's old,
[1:05:26] Dolly and matching, we couldn't use EMTF of course at 32,500 matching, it was approved
[1:05:33] but in our inter-app also the security gate to protect the water ship was matched up and
[1:05:41] then new company, a company or machine for a tech or office with approved by inter-app matching.
[1:05:49] So those three were matched up with approved today.
[1:05:56] I have asked John, sorry, John Nakay to present this and then he's also going to request
[1:06:05] that out there to provide supplement information to.
[1:06:09] So,
[1:06:18] for a perfect number of four items, this is for a complete house, 20 foot by 20 foot.
[1:06:32] The request for UNTF is 32,500.
[1:06:52] So, the sign chapter resolution we have on age 87, and our scope of work is on 85.
[1:07:02] On
[1:07:10] 89 is the actual 4.5, what is proposed?
[1:07:17] We see a small penny goal.
[1:07:22] On site, this is on page 90.
[1:07:27] Our survey plaque is on 93.
[1:07:33] That's called Documentation is on 93.
[1:07:40] And our site map is on 95.
[1:07:43] Culture Resource Document is on the face.
[1:07:47] It's on 97.
[1:07:55] The biological is on 98.
[1:07:59] and our land development department document is on 99.
[1:08:07] Alta, do you have any other information on this to the project?
[1:08:15] Um, Micah?
[1:08:17] Yes.
[1:08:18] Micah, do you want to join me?
[1:08:20] Um, well, as far as I have here is that, um,
[1:08:26] She is a narrator of a single home and I just kind of averaged 65,000 all together
[1:08:42] and matching source from two organizations which is UNTF and NRF and she's been coming
[1:08:55] and to submit the paperwork.
[1:08:58] And it's just that I just had those two funding sources,
[1:09:06] but as far as the homesite lease,
[1:09:09] that's no one that was taking care of a UNTF
[1:09:14] about a year ago to make it complete.
[1:09:20] And no
[1:09:26] homesite lease,
[1:09:27] there's, she has a house or a house
[1:09:34] on there, but it's kind of old. It's having like VP Ruth and the house was built way back
[1:09:44] probably in the 50s or 60s which belonged to her mom and she had wanted to repair that one but
[1:09:55] I was telling her that it's probably better just to get like a new home for her and
[1:10:04] I don't know if I have a C1 in here, but this is what I have, unless anybody has questions.
[1:10:13] Thank you.
[1:10:14] That explains everything.
[1:10:16] Moving on, security gate to protect the watershed.
[1:10:19] You're going to talk about the supplemental.
[1:10:26] Okay.
[1:10:26] Do you want me to go ahead and cover it up?
[1:10:30] Yes, I want to go.
[1:10:31] Okay.
[1:10:32] So, on the security gate, what happens is that,
[1:10:39] But when I first did the resolution, the ClubC members indicated that there need to be
[1:10:48] three gates.
[1:10:50] I've given them the name, which is gate number one, gate number two, and gate number
[1:10:55] three.
[1:10:56] Now, the gate number one and two are located just on the south side of the chapter within
[1:11:02] the Utah, the state of Utah.
[1:11:07] And the first gate is completed and number one gate is completed and we have put locks
[1:11:14] on there and also the fever springs that the number three gate is also completed and
[1:11:24] there's nothing more to do on that one but probably just put a padlock on it and then the
[1:11:30] And the one that we need, that we need an additional money, which was not included in the scope of work, is the number two gate, which will be located at the base of the amount and before these start climbing up towards the mountain.
[1:11:50] For some reason, I have left it out the scope of work so until after the NRF and ETA trust
[1:12:00] on had approved the first resolution that I had submitted and I come to realize that
[1:12:06] number two gave was left out, you know, like the supplies and the welder that's supposed
[1:12:13] So I'm going to do the work and then also the material listing.
[1:12:22] So one and a breather.
[1:12:25] So we're just waiting on the supplies once the proposal for this big project number
[1:12:34] two is approved.
[1:12:35] And we're going to go ahead and address it.
[1:12:41] That's about it.
[1:12:42] So we're just asking, oh, it's asking like 4850,000,
[1:12:50] okay, not 50,000, 4850, I'm sorry, 0.50 and split that
[1:12:57] to have a match fund between the NRF and the UNTF.
[1:13:04] And there is a, and then resolution that was attached to that
[1:13:32] So this summer we really had a stressful time between trying to work on the
[1:13:41] the second thing, the second thing had overfilled and then the senior center, they began having
[1:13:51] problems with the backup.
[1:13:55] So we kind of just started asking the UTI level health system, UNTF, DRF, and I believe
[1:14:05] I think the Utah Medical Health System took care of the first bill and was still yet to
[1:14:12] have this grease track to be cleaned out.
[1:14:15] And what my understanding is that the grease track got some damage to it, so we might need
[1:14:23] a new paint for that, and then the location of the, the leach bill is just right at the
[1:14:33] they're building just not too far probably like 20 feet away and we just need additional
[1:14:42] funds so that we can get the risk trap taken care of and so that the clients can go back
[1:14:53] and be served because during that time when there was a...
[1:15:00] There was the awful smell and we just thought that it wasn't appropriate and we just thought that it wasn't good for the people to be going to a senior student turf while smelling all the smell and so we were just asking for additional funds and that's why I come up with the resolution to amend the money that I was
[1:15:31] First asking for was I believe it was 1800 and then just add another couple thousand on
[1:15:39] pump of that to make it yeah I just make it 2,000 I think it was it was it it was 1800
[1:15:50] I think it's the first time when I asked for that one okay thank you we have learned
[1:15:57] our agenda. One thousand. That's what we'll be looking at. Moving on to number seven,
[1:16:03] a new copy of machine for chapter office Tony. Thank you for joining us, Mr. Arby.
[1:16:14] Go ahead
[1:16:14] and let it out.
[1:16:17] Okay. Now, when I copy our machine, I believe the talking machine that we had
[1:16:24] was given to the chapter. I don't know exactly whether the machine was bought by the UTF office or it may have come from the non-monition, the chapter funds.
[1:16:39] And we were always working fine about a couple of years ago.
[1:16:46] And then after, I guess, we made it work more.
[1:16:54] So in that breaking down, and when you just turn off the,
[1:16:58] I mean, you turn it off and on, but it just won't,
[1:17:02] you know, it just won't work, even just pushing the buttons.
[1:17:07] And we were using that for, to make companies, you know,
[1:17:13] to make like packets and right now we only have like a printer and it's not doing enough work for us.
[1:17:24] Let's say for chapter meetings, you know, we have to make about 25 copies and those copies would sometimes be like three to four pages.
[1:17:38] And, you know, we just need a better company machine so that we can do more much better
[1:17:46] than, you know, being frustrated.
[1:17:49] So, and that zero machine is mainly for the administration.
[1:17:55] Thank you.
[1:17:56] So, DAC committee, any motion and second on these requests,
[1:18:04] might be the 30, 2,000, 500 and I told you that that's already
[1:18:10] to begin to protect or shape over $2,425 and 25 cents,
[1:18:18] senior citizens, set to take cleaning and repair $4,000,
[1:18:22] You come to your machine for Chapter Office $5,625.
[1:18:30] I mean, I need Harvey to make the most of you to prove.
[1:18:35] I'll second you.
[1:18:37] The motion is second and the floor is over in favor.
[1:18:41] This is a right-of voting in favor.
[1:18:45] Do you need to get in on the floor?
[1:18:49] In favor, stand in there.
[1:18:50] I
[1:18:55] am the highway and I sat there in the knocked over the
[1:19:07] hill to 10 in favor of the post.
[1:19:12] It's thing.
[1:19:14] It's thing.
[1:19:15] All your marbles.
[1:19:16] All right, we have four marbles.
[1:19:18] More like this before you said.
[1:19:20] Just wanted to point out on the CalPU machine that we, in our policy, we only fund 75% of the
[1:19:27] So we're only funding that $5,000, not the full $7,500.
[1:19:34] So the chapter would have to come up with $1,800 of their own money, so just be aware of that.
[1:19:40] Thank you.
[1:19:41] All right.
[1:19:42] So there are four.
[1:19:43] No, no, no.
[1:19:44] And the products.
[1:19:45] The consideration.
[1:19:47] The question is.
[1:19:49] Is there any other way in your motion?
[1:19:51] I would give the room to have a home mountain project as I explained
[1:19:58] Any question on the motion here and now all in favor say aye aye
[1:20:04] Any opposed
[1:20:21] for the numbers.
[1:20:25] Tony, for number eight, that's a design built Utah project in this year.
[1:20:36] They have already, if you look on page 122,
[1:20:48] so on page 126 is their actual construction schedule.
[1:20:52] So the first week of September is when those students move from Salt Lake Down to Love.
[1:21:01] Their actual site preparation took place on September 3rd.
[1:21:05] So this particular project is already in motion.
[1:21:10] They completed their foundation and concrete slab core last Friday.
[1:21:17] And this week they take a week off.
[1:21:20] And then starting the following week is when they will start their framing process.
[1:21:28] So we have been doing site visits and we came with the students and the instructors throughout
[1:21:36] the bill.
[1:21:37] We've had Rose company us down there, Carolyn from the O'Jeele chapter has also a company
[1:21:43] us last Friday, I was really surprised, really showed up and walked around through the project
[1:21:50] itself. So, there has been some discrepancies as far as paperwork needed for this particular
[1:21:59] project. A lot of it was name changing. So, discussing discussion with the client,
[1:22:08] and I had the opportunity to speak with our one-on-one
[1:22:11] to make sure that those correct names were matching
[1:22:14] as far as our necessary documents,
[1:22:17] which was the home type base,
[1:22:19] per CIV, and all of the continued documents.
[1:22:22] So in the process of making sure
[1:22:24] that those things were corrected and resummated back to us,
[1:22:28] we also reached out to a data chapter
[1:22:32] to do the exact same thing,
[1:22:34] make sure all those names are matching and important.
[1:22:35] so that process is in the works. This is a tiny home, it's about 750 square feet.
[1:22:45] Again,
[1:22:46] this is a split between the NREP and Trust Fund, as far as the funding request goes.
[1:22:52] So Trust Fund is $27,200.
[1:22:58] This project will be completed in December.
[1:23:05] It is a single bedroom
[1:23:08] which is kind of split between two, so it's a big rectangle. The mother and
[1:23:16] daughter will be in a big bedroom, but they have like a pool.
[1:23:26] It's not really a
[1:23:28] wall, but it's going to be set up to where it's acting like a dresser between
[1:23:35] the two sections, so this
[1:23:44] is one of those projects that again is being constructed by these architect
[1:23:49] students.
[1:23:58] See that we're mentioning the NRF that has been approved as it's been approved
[1:24:03] Okay, we'll have the data analysis and that can have been approved for 27,200 dollars though any emotion and the second out of the board.
[1:24:14] I'm
[1:24:20] making motion.
[1:24:23] And I'm making motion.
[1:24:25] I'll second it.
[1:24:27] Stanley, second it.
[1:24:30] All in favor.
[1:24:32] Gave it.
[1:24:35] freekeeping and Fruit
[1:24:46] Would you
[1:24:52] like to
[1:25:00] be a part of COVID-19?
[1:25:22] name, she's changing it back to her maiden name. So that's what the paperwork changes. So there's not a problem in approving this with the issues. So she's already contacted
[1:25:35] Land Department, her CIB has already been corrected. She is going to be studying that to us Monday. And as soon as she gets
[1:25:43] the documents from the Land Department, we will be receiving that copy also. So design build also made corrections on their documents.
[1:25:52] back to us and old Jato chapter is when we do the exact same thing so all the names that
[1:26:00] need to match up will be matched up. So do we need to approve the subject to the paper
[1:26:09] no everything's everything's okay now if you look at page 123 under on the chapter resolution
[1:26:18] You'll see her in the title section, you'll see her name there, Christine Clyde, and I wrote in the Aussie, you know, I know I can hear you guys, and I think if you want to know this, I'm not making noise.
[1:26:42] Somebody is, it looks like you have fun with the speaker or something.
[1:26:48] Okay.
[1:26:48] Anyway, so some of these documents had Christine Klyon there, some of them had Christine
[1:26:55] Yazy on there.
[1:26:57] But her official documents were home site lease, art clearance, bio clearance were all under
[1:27:03] Yazy and she was okay with Yazy.
[1:27:05] So we had that we're going to have the chapter to redo this chapter resolution to where it says yawzy about her
[1:27:12] And then we did change all the other documents to say yawzy in this document including the University of Utah's
[1:27:21] Document was changed to the name yawzy
[1:27:25] So basically everything's okay
[1:27:30] And so the chapter
[1:27:33] Resolution even even if it didn't come through and it's just
[1:27:37] I said, Christine, apply, would it be okay?
[1:27:42] Yeah, and we kind of refer to, I refer to as Christine Clay-Alziso.
[1:27:48] Okay.
[1:27:50] All right.
[1:27:51] Thank you.
[1:27:51] All right.
[1:27:52] Any other questions on that?
[1:27:54] I don't have any other questions.
[1:27:56] I think I'm actually going to provide number eight on the agenda, or at least 7,000 and
[1:28:03] another.
[1:28:04] Second.
[1:28:05] Any question on the motion?
[1:28:07] Hearing none.
[1:28:08] All in favor say aye.
[1:28:09] Aye.
[1:28:10] Any opposed?
[1:28:12] Aye.
[1:28:12] Motion passed unanimously.
[1:28:14] I believe we are now going to take a break for.
[1:28:19] Two minutes.
[1:28:21] Two minutes.
[1:28:22] Two minutes.
[1:28:22] Two minutes.
[1:28:24] Two minutes.