master's candidate at the University of Adelaide, which was built on unceded Ghana country. I'm also president of the Disability Illness and Divergence Association, or DIDA, which is a student union affiliated club and advocacy group that we founded mid last year, mid 2021. To give you a visual description of myself as well, I'm a pretty average height white woman with shorter length, light brown hair, I'm wearing a long-sleeved black t-shirt and you can't see, but I'm also sitting in my wheelchair. I'm really glad to be here today and sort of give you a bit of a snapshot peek into the student perspective of disability advocacy and higher education. What I'm going to talk you through today is a case study from the work DIDA does by looking at our work providing feedback to the University of Adelaide student retention and success plan and importantly to give you an idea of the process from students identifying issues to student organizing to student feedback to staff, building connections and trust with staff and following up to ensure that the issues have been addressed and basically through all of that how students feel throughout that process. I'll then touch on some further issues that we still need to investigate. So first note, I understand that Student Voice Australia and everyone involved in symposia like today are very keen on student partnership but I think it's important to remember that an institution's professed commitment to student partnership or individual staff champions or even entire departments full of champions for student partnership does not necessarily mean that that trickles down or up or sideways through the institution as a whole. For many students the experience of giving feedback remains a really negative one and I want to stress from the outset that this is regardless of the good intentions of staff receiving that feedback. Hearing students feedback that names a problem is merely the first step towards taking action on that problem. When hearing about a problem is offered as a solution, hearing becomes another kind of dissolution and I think it's important we remember that what you critique you can still enact. So here's our story. It was 2021 and a group of us at Adelaide were realizing that we informally had a kind of a network of disabled students and between us we were passing on tips and tricks, advice and warnings about how to survive within our institution. A common experience quickly emerged. We had all at one point or other had to drop our course workload to zero. We had to drop out, we had to withdraw and we had to defer. Basically we had to put things on hold and that was for a range of reasons from explicitly disability related to chronic illness, mental health, neurodivergence, the financial burden of being ill, family stress and sometimes it was due to hostile and ableist interactions with staff and students in classes. For those of us who hadn't dropped out, many had failed or had a negotiated non graded pass. Many of us had retaken courses some several times increasing their hex depth and it was basically a feature of the disabled student experience that we realized was uniting us. As we found a data we turned to the strategic plans at our university to see where disability fit into the policies and as I read the student retention and success plan I found reference to a report that it was based on which analyzed student withdrawal survey data. This report was entitled exploring student sense of belonging and was published internally in 2016. I'll refer to that as the sense of belonging report. Students were invited to provide feedback on withdrawal surveys when they reduced their workload to zero. Those responses indicated in the report that students were impacted by a number of internal and external factors that contributed to how strongly they felt a part of an academic community. Things like their interactions with staff and other students really stood out and the report identified three vulnerable student groups international students mature age students and part-time students. The report made recommendations based on its conclusions that I believe are sound. Quote being able to connect with people who are facing similar challenges academically and personally was often highlighted as vital to belonging. Unquote students need a strong support network for confidence and security. The report called for physical spaces on campus to facilitate this as well as events and workshops targeted to soothe that belonging that it's clear so many of us feel. So who is missing here? From data collection through to analysis through to conclusions not once was disability mentioned in this report and not once was disability accounted for as an equity group nor were LGBT students culturally linguistically diverse domestic students and First Nations students. This is a shocking oversight I think especially something written as late as 2016. For context 22% of South Australians have a disability and or chronic illness. The University of Adelaide reports 10.6% of the student population identified themselves as disabled at the point of enrollment in 2019 and this is above the national average for undergraduates of 7.7% in 2019. This is inevitably going to be an undercount as well. I could give a whole other presentation just on the barriers to disclosure. So what does the report say about illness and health reasons for withdrawal? Collection of the data in the surveys did not appropriately treat illness and disability as a standalone issue. In the reports findings, illnesses grouped together under the heading external slash personal issues, e.g. health and wellbeing, family, paid work. How can we even begin to analyze the impact of illness on student retention when it's mixed up in these other reasons? The explicit grouping of illness as an external slash personal issue locates the problem with the body and health of the student rather than with a disability or illness which has not been adequately supported by the institution. For example, I believe it's not the student's fault if they have to drop out because the University could not provide an accessible internship placement required for completion of their degree even if eventually the reason that they report on a survey is that they couldn't finish the course because they're chronically ill. There's clearly a failure in the withdrawal survey questions to be clear and the burden should not be placed on individual students to add that information in an additional comments box at the end of a survey if they're lucky to have one provided. This is clearly an issue of equity and access to education. We cannot leave the burden of addressing illness and disability issues up to the individual. That's where discrimination flourishes when we treat illness through an individualized model. This can be viewed also through the lens of a medical model or a deficit model where impairment is located in the individual is a personal problem. Abelism is reproduced when it goes unseen and unheard so we must start seeing it, hearing it and analyzing it. So how could this oversight happen? I think it's really clear to me that no one involved in the commissioning of this report or in its writing has a disability. Often at data we're told that progress is a slow beast that institutions move slowly but what if the students are sitting patiently waiting for that slow positive change but in the rooms where decisions happen the topic hasn't even come up. If we're invisible and we don't make it into the data we might as well not exist. There's so much irony in a report that describes how students quote expressed a desire to be recognized and valued by teaching staff unquote and where students were quote feeling isolated excluded and ignored unquote in a report that forgot us entirely. This report names diversity as something students expressed a desire for and diversity and inclusion are increasingly something which policy and strategic plans are very conscious of and verbal about. Many universities are proud to declare that they value diversity and disability awareness is increasingly considered a necessary skill for global citizens. However you can preserve a view of an institution by not including the views of those who would challenge that view. In other words the more you exclude the more you can appear inclusive. Every recommendation and most observations from the sensible report could be usefully applied to disabled students and benefit them immensely. A significant one which data continues to advocate for and work in partnership with staff on is the desperate need for access rooms on campus. A physical representation of the university's commitment to those students who need a private space to attend to their needs when in crisis or a flare up. The report calls for physical spaces targeted to vulnerable groups but without seeing us without seeing a need for these conclusions and recommendations to be applied to us the function of strategic and policy related documents must be questioned. What use are they if not for those who need them most? What use are they if not acted upon? This report and the student retention and success plan that it feeds into can exist and can sit on a shelf and not once be applied to an equity group which I'll remind you is one in ten students who desperately need improved support. And you might ask so what this is just one strategic plan of many but data has identified similar gaps in the alignment of other plans and we've done our best to bring that to the attention of their relevant steering committees. We are students doing volunteer policy work to bring our institution into alignment with its own professed values and we set up to do so with the student retention and success plan. So I reached out to staff who worked in student engagement. We were received positively and met with a team lead and had a really good discussion about the reason students drop out and the reason students might not complete the withdrawal surveys or might not even disclose they have a disability if they even know that they have one. The issue is and it's a common issue for us is that we hardly ever come up against outright negative hostility. Much more common is a positive reception, a commitment to improvement and then sometimes a lot of nothing and in many ways this benevolence this benign allyship is much more frustrating to deal with than outright hostility. It's harder to name, it's harder to spot and it's harder to even recognize in the moment when it's happening to you. A yes can in practice function as I know. A yes can mean I sympathize but that's just how things are. A yes from one staff member does not necessarily mean many staff within an organization are communicating that yes between each other or even talking at all. I can argue our case over and over and over again. Sorry. Having made our concerns clear we were invited to give feedback as a part of a group consultation of five students on the new start student retention and success plan 2022 to 2024. I want to note that what I don't know what previous consultation there was before this point this is just when Dider entered the process. We were excited this was one of the first consultations that Dider has since made a regular feature of our club work. However we received a copy of the draft plan 24 hours before the consultation meeting and we had off hands full with other meetings and consultation on another project. So we speed read through the draft in those hours before the consultation. When we attended there was one hour scheduled and we had a lot to say so we didn't get very far and the chair of the meeting had to kind of rush us along. We requested the opportunity to provide more extensive written feedback once we had a closer look at the plan and that's an accessibility issue for myself and for our Dider vice president. We needed time to read when we weren't in chronic pain and perhaps to use text to speech software. We're encouraged to do so as quickly as possible in two days but preferably less to meet an internal deadline for the draft and that wasn't enough time. This process was not accessible. We should not be made to feel like a nuisance for wanting to give the feedback that we were invited to give. If universities want feedback from students to be of sufficient quality they must provide enough time and they must consider things like alternative ways to provide feedback rather than simply speaking up in a single hour long team's meeting only a couple of hours after first laying eyes on the document. I want to turn to that other issue in the improvement of strategic plans and policies such as this one which results from hurried consultation of insufficient quality and quantity and that issue is that in working on a policy we can feel as though we have achieved something simply in our satisfaction with naming the problem. I'm wary of this as Sarah Ahmed warns in her 2021 monograph complaint a report can be quote a means by which the university is able to not deal with a situation by appearing to have dealt with it. I quote policies are something for institutions to be proud of but a policy can create the illusion of doing something without doing anything. It remains that students with disabilities will drop out because they are not appropriately or adequately supported by the institution and because of their marginalized lives within and outside of the institution. This is a fact and will remain so when policies just sit on shovels. So on some of the ways that feedback is collected Diada has been working in our own events to develop a method of engagement that suits the needs of our community. We focused on in particular building trust and raising political consciousness. Our goal is to validate each other by sharing our experiences and to recognize and highlight that our struggles are not our fault but in fact common and often cause trisystemic pressures and intersecting oppressions. There is some institutional literacy being built here when we do this. When our members know they're not alone when they know we'll stand by them when they feel safe they tell us what they've been through freely and without us re-traumatizing them. We've done this by producing our own surveys which we send to members as well as being involved in small consultation groups. We also use social events as a platform to flag our willingness to listen. We host events designed to produce content. For example, we held the first of our hopefully annual grievance festivals, a free space to vent design using the sociology method of co-performative witnessing. Students listen and I'll listen too. We also host protest audits to collect feedback on a specific topic of building design and accessibility. This puts an audit checklist into the hands of users with lived experience and it's an interactive and experiential event. It's important to us that we serve as intermediaries between staff seeking the input of students with lived experience and the disabled student community. Not as a barrier but so that we can negotiate the accommodations that a small consultation group needs so that we can have those sometimes tense sometimes awkward discussions first. We bear the brunt. Sometimes having one of us present from the data committee can encourage students to speak up who otherwise might not. Sometimes they want their story anonymized and reported by us so that they don't have to suffer the burdens of disclosure and complaint. For example, sometimes staff might send us a flyer appealing for student feedback on something and will suggest corrections to the flyer to make it accessible to students with screen readers or to include the option of Zoom interviews instead of in person for those of us who are immunocompromised in this ongoing pandemic. Then we'll distribute the flyer to our membership as well and hopefully we might have a bit more reach and value add than staff would alone. So small adjustments like that that we make in collaboration with staff go a long way to improving the student feedback process. But we have to be trusted to speak for our community and we can't rely on individual student written individualized feedback because safety in numbers is a real thing for us. In the end in terms of our interactions with student engagement staff in this case students with disabilities are now named as stakeholders in the current student retention and success plan which was approved by the academic board in November 2021. So this was a success but as I hope I've outlined the experience was not smooth sailing and there's a lot more work to do. Again this doesn't have to be a result of explicit hostility to be an issue and we need to name the problems and take action. If someone in the room with a sense of belonging or was commissioned had thought of disability we wouldn't have to do any of the work I've described at all. I hate to think how much was spent on the commission of the report and goodness knows we're data were not paid to correct these errors. We felt compelled to do so only because our work towards positive improvement of our institution depends upon our survival within it to do that work. We must retain students we must see them and hear them in the data and we have to actually be there to be heard. So there are still issues to be explored in terms of the current plan in particular how students are surveilled for performance and well-being in the process and the process of intervention when that is flagged which currently can be incredibly re-traumatising and uncomfortable. Another point which I always want to emphasise is that every time a disabled student drops out and doesn't go through with the forms the stress and strains of confirming retroactive withdrawal or fail sorts off their record and confirming remission of fees for their hex every time a student doesn't go through with that process the university profits. The administrative burden on students to go through with those processes is already difficult and disabled students are much less likely to be able to withstand that strain. These are students in physical psychological medical crisis. I'll say it again when disabled students drop out the university profits we must find ways to reduce that burden to support students through this process in a respectful dignified way that has their consent at all stages. Retention goes beyond the moment of withdrawal. So to return to policy and strategic planning in conclusion true empowered student partnership can address issues early it can avoid wasting time and resources it can avoid not just the neglect of disabled students but the harm that we continue to suffer. Feedback and complaints processes are often distressing and re-traumatising for students and we at data are lucky that we have such a strong peer community to help us cope and I want to end by providing you with some recommended reading on the topic of ableism in higher education and I want to note that the Jay Dormage book is open access so it's free as a PDF and it's free on affordable and Ahmed's lecture from her monograph complaint for the Wheeler Centre on YouTube is a central viewing for anyone interested in promoting diversity and inclusion at our institutions and she speaks there on how those who advocate for change are treated. I think it's an important reminder of the time and the energy cost to advocacy so that's where I'll end and I can put these chats in the further reading in the chat. Thank you so much Shona it was a very enlightening presentation and disability awareness and support surrounding it. We can take some questions for Shona. Please feel free to unmute yourself, raise your hand or pop your questions in the chat and Shona is also putting the links for the references for anyone. Forgive me for spamming you. So we have a question for Shona. Adriana thanks you for the presentation and she asks can you share a bit more around about the experience of running those alternative student feedback options? Yeah so I guess our process is sort of to talk to staff first to see what they want from us and then usually that does require a little bit of education to it so talking about what disability is and isn't what it might be what different needs might be for these students so we try to make it as universally designed as possible from the beginning. Then if we go to our membership and we seek their feedback we hear what they need so that might be you know the staff need to book a certain room they need to make it hybrid they need to be aware that some people are going to go quiet and to just not draw attention to that and that some people are going to need more time after the fact to provide written feedback all these things so a lot of it is us checking in with our membership making sure they feel safe beforehand and then the other alternative feedback options like our events we do the classic butcher's paper out lots of sticky notes and we keep conversation rolling and a lot of that is actually I'll be writing things down if a student is telling me their story so that they don't have to split their attention split their energy and in that way with their supported to document feedback that they otherwise wouldn't have the energy to do it all so that's sort of underrated effort to writing down something that was really upsetting I think it's easier sometimes to tell someone and then I can write that down so that's sort of example I hope that answered your question


This is me working on a new prototype. This is a quad rotary encoder to Stem-a-qt converter. It's got an AT-tiny 817 that's reading all the encoder pins and the switch pins and there's even under lit neopixels and For most rotary encoders you actually can't see the LED I mean you can see it kind of behind my finger, but there do exist rotary encoders that have a Translucent body and although these don't have a switch They do shine the LED light through so you can get a really cool effect. So if you have a translucent knob so I'll have the Underlit reverse about neopixels even though you know for the most part you can't see them when you're using these low-cost Rotary encoders, but I think with the translucent ones. It's a very cool look So all over I squared C and this demo is running on my Arduino compatible over here Soon in the Adafruit shop Really? What's this? This is me making a little demo for our new ANO encoder to stem a can Stem-aqt converter. It's got an AT-tiny 816 Which is doing the conversion from this rotary encoder and switches to I squared C So it's a really easy you can see this little LED letting me know when activity has occurred and I have it hooked up with a RP 20 Qt-pie or I scored C to the seven segment display and then you know as I turn the knob It's counting the pulses. So it's doing a good job catching all those pulses And then if I press the select up left right and down button and also displays that so Really nice example of some plug-and-play Stuff that used to be really really hard to do but with stem-aqt and seesaw and Qt-pie It's as easy as pie Coming soon to the Adafruit shop. I really did it. What is this? This is an advanced Gravis joystick that I just took apart I'm making a little board that will let you use PC joysticks with any microcontroller It does the analog digital conversion the button reading and these joysticks are all PC joysticks And they use a D15 for it and I wanted to figure out like so, you know, I never actually had a PC joysticks This is my first time kind of messing with one and I just plugged it in and it like wasn't working at first And so I took it apart so I wanted to like trace everything out and then I realized so on the side these switches actually select mechanically which button connects to which pin on the DE 15 and I had them all centered because I thought like oh you want center It actually that means that none of them were actually selected to working another neat thing is So now they're all connected directly and they've got there's three buttons connected to two outputs Another interesting thing is the potentiometers on this joystick. You'll see as I twist the plot scope back and forth They're not connected as a divider because on the PC side There's no analog digital conversion like they didn't have ABC. That was very expensive So what you do is actually you feed this variable resistance into an oscillator like a 555 or something similar And then measure the pulse width so on the other side I need to add and you can see over here Matching 10k resistors that form the divider that then go into this ABC because nowadays ABCs are a lot cheaper This is a Gravis advanced joystick this was a state-of-the-art and PC joystick. It's got that joystick to Potentiometers it's got a button up here two buttons up down here Not that the the PC joystick spec actually only allows for two buttons So there's like three but you can remap now and the remapping is actually done over here using these Well, they look like potentiometers, but they're actually mechanical switches that lift and disconnect the contacts of the different buttons So you just learned about and then over here. We've got the X and Y and the different buttons output and this is going into a Qt pie board Through a stomach qt design that I've just wrapped up It's got an 80 tiny 816 that does all the analog digital conversion I feel like quickly remember the math for how to calculate the variable resistor when you have a fixed lower resistor in the District divider all is working well though, and we'll be in the Adafruit shop soon This is me making a tester for this new seesaw board. This is a gamepad It's gonna make it really easy for people to add little game controllers to their projects It's got an analog thumbstick X Y and then four nice squishy buttons to press and then select and start So you can do for emulators, but anything that just needs a little game interface and you just plug it over stomach qt I use a Metro M zero to program it and then use you PDI which is how you program the 80 tiny series Press this down Press the button it connects It programs the chip Sometimes after reset it Okay, and then it says I have to press the buttons So then I press each button and then it's past test So we're gonna get this into the Adafruit shop soon. It's gonna be so cool and cute All right, and then we have some designs here. So is this this is a small usb hub We uh, we had come across we wanted to embed a usb hub into some things We had like two things we wanted to connect to with one usb cable Um, you can buy hubs, but sometimes you want to like put it inside of an enclosure So this is just but I don't know how to my thing. This is like a hub breakout Basically, so it's got usb usb c and then it's got uh, you know, also maybe you want to sometimes not have the database connected um, and it's got uh four ports output and then the usb host is duplicates are just like Hub breakout. I don't know it's gonna become cool. And then this is a ideal diode chip I found it in my pile and I was like, oh my god. I forgot to design a board for it So I got samples like a two three years ago And then um, this is somebody asked.  What if you mix the two and I was like, oh, yeah I was gonna do that. It was like they go minding me. This was uh, so I put it tooted at us And uh, somebody boosted the two someone boosted the two and we were like, oh, like that's a good toot. That's been boosted Goot, um, you know, what's interesting What's interesting is the way social media works for us is like, yeah, there's like crummy people out there that insult each other and duck on each other Um, however, you could just ask for hard work and probably make it. Yeah, it's like a magic lamp Yeah, they just asked it like 24 hours later. I was like, hey, here's like, that's a good idea So imagine if all of that negativity instead of it, you know, people being crummy to each other Was turned into requests for a better world together. Anyhow, um, so we're working on the circuit pirate Last week or so is like, I think we're gonna call it the circuit pirate It's the next version of what the bus pirate is. We wanted to kind of keep the the theme Maybe but then we're like, you know what we could actually go a different way So I think we might one of the names we might it might be bit Raider because this still works Then we're like, you know, it's kind of cool Protocol droids. So we're playing around with the name protocol droid instead because it speaks all different protocols And then we can have this cool little droid And it would be called protocol droid In the chat, I'll post up some of the other names That we were thinking of just because these are always fun. So you can see our process There was Let's go back here I think which way what's your favorite one? The top one this one. No, no, no this one. Yeah, the one above it Keep going. This one. Yeah, the one on the right So some of the other names this is pirate themed our matey bandwidth buccaneer bit raider busbanger bite brigade bite buccaneer digital decan freebooter hardware hawk logic looter signal Uh c-dog. Oh, it was good. So that's why it's single c-dog kind of makes it so like so ridiculous Yeah voltage biking and protocol droid, which is, you know, not pirate themed at all But we're like, you know what just the way the letters fit together and everything. It's kind of neat So we're going to make sure we'll check with our lawyer folk because um, there's been things referred to as protocol droids But it's kind of a generic term. I can call anything a protocol droid. Um, so that's what we might do Anyways, that's a preview of what this next bus pirate like thing might be called a stop secret


Hi everybody it's Sam here, thank you for watching today. So I've got a really fun Easter favour kind of packaging idea. I'm actually going to be using these for an Easter egg hunt so rather than hiding Easter eggs I'm going to be hiding carrots. I do like to make carrots at Easter time. This is the third or the fourth carrot packaging idea that I have so if you click up here you will see the Easter playlist and they'll be in there but the style of these are actually just little pouches and I've made these pouches in different sizes across the years as well so I will put these in a separate pouch playlist and you'll find that up here. So I've done some lovely blue ones for my best friend's baby shower a few years ago. I've made a smaller size which was just as a nice little gift box idea and then by making them thinner and taller you can create this kind of carrot effect. On the top there you'll see there's a cute little rabbit clip here which my friend Tati sent me and I thought that went really well. Unfortunately I don't know where these are from but you know any kind of little bunny clips that you might have would work really well. Though I've currently got five I'm going to make the sixth one with you now and show you what's inside. So a couple of weeks ago I purchased the chicks the little sheep and the rabbits or bunnies and these are from Aldi. Very inexpensive lovely chocolate and I wanted these for my Easter kind of gifts so each of the carrots will hold six of these bunnies and I have another little of the clips there. So these are really easy to make you need very little tools. You want to cut yourself two pieces of four by eight cardstock so you can get two of these for a sheet of a letter size or a four and then what I've done is I've ran some red tape down the right hand side and then if you turn it over just along the bottom here okay. This tape here is the well it's half it's half an inch or six mil okay. The thicker the tape you use here the less space you're going to have inside so if you've got the very thin red line of tape like the three mil then that would be good as well. You just want to run a strip like I said down the right hand side and then along the bottom just make sure that's all secure and then before I take the tape off I like to just add a curve to the cardstock it's going to help you pop this into its shape like so and then you want to remove the sticky tape from both parts so along here and also in here and then I've got the sticky on the left hand side here I'm going to roll it over so it's on the top here and then you're just going to lay this one down over the top so just line it up I'm starting with the bottom there and then just working my way along and you don't want to try not to squash this you need to keep it in a tube shape because you're going to be sticking each end in a different orientation. So once that's stuck down you'll see I've got my tube which is why it's good to add that curve and I'm just going to go in there and make sure it's stuck down. Now the end of the sticky tape which is in here squeeze it so you have your join on the side so you see now just squeezing that it reminds me of the clippo ice lolly or ice pops the bottom there it's just the same as those probably the same width actually as well okay so you'll have that and you'll see now already you're starting to get that shape so we've gone we flattened it along this side but then we're going to flatten it this way at this end so you see so you've got it facing you know it's kind of flat and facing you this time you want the point facing you at this end I'm going to just squeeze that and I'm going to squeeze down about an inch and a half okay and then you'll see you'll be able to pop it open so I'm going to pop my treats inside okay and then and then lay it down with the folded side underneath and just fold over about half an inch and just burnish and then fold over another half an inch and that's what I can do with these sweets inside okay you might only be able to fold it once you might want to make yours taller you can do that and then using my hole punch I'm going to punch a hole in each of these sides here so it's just your standard hole punch size and you don't need to really measure it eyeballing it will be enough but you'll see now I've got my holes there I then got this ribbon I purchased this a long time ago it was just hanging on my door with my other colors I believe I got it from the range when I purchased a lot of their rolls of ribbon they had maybe two years ago it's like a pound for 12 meters I purchased loads of it it was in one of my older what did I get videos and I'm just feeding that through now before I tie it off I want to finish my kind of little grass hair here so this piece is roughly two and three quarters by two and a half will be fine you see I started cutting along now I do have the vegetable scissors which will well they're meant for cutting and making your vegetables look nice but I've used them in many tutorials to make my faux grass but I wanted them very thin for this and the thinner you go they actually start to curl on their own as well whereas the vegetable scissors it's quite thick so you can see here I'm just cutting sometimes I cut them right off I just want very thin little strips there I'm just going to remove that end bit but can you see it's already started to naturally kind of curl it just looks I think quite authentic now you could ink this up if you want to but I'm just going to keep it like so and then I'm just going to fold it over itself twice so I'm going to kind of fold it like so and then fold it over again but like folding a letter when you pop a letter in an envelope and you'll see now my width of that is about about seven eighths of an inch and then I'm just going to grab a little glue pop a little glue inside there seal that up and then I'm going to pop some more glue on the outside and then you're going to just pop it behind the ribbon there and then you can pull the ribbon torqued and it will cover the bottom of the grass that keeps everything really nice and neat and then whilst that's kind of drying I just pull all of the grass apart you can really manipulate this and pop it into shape and you'll see there you get a really cool carrot top I think it looks great I like that a lot so now I'm just going to do my bow in this and now all that's left to do is add my little bunny just to the side there and you have what I think to be the cutest Easter hunt gift or prize or treat I think they look lovely they're also great for table favours you could have these you know everybody's place at the table but also they look really nice in the baskets that I make so last year I and the year before I've made carrots in baskets and again you'll see all those in the playlist but for anybody that's new if you change the colour of the bow I'm actually filling this with lovely treats and some gifts for my nephew and I'm going to have his name on a gift tag but you could if you imagine here you could pop all your carrots inside this basket and have them popping out the side so I'll link this basket as well if you've missed like I said or if you're a new subscriber it's really fun to do very easy and just makes really nice personalized Easter gifts so I hope you've enjoyed another Easter tutorial from me today all the playlists everything would have been shared along I'll also pop those carrot inspired treats it's coming up now and if you haven't subscribed and you've liked today's tutorial please hit the subscribe button and hit the notification bell and then you'll be notified every time I upload a new video thanks for watching I'll be back very soon bye