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Policy Library Disability Ageing and Carers
TAFE: Accessible for all
VCOSS is the peak body for social and community services in Victoria. VCOSS supports over 40 Victorian disability advocacy organisations to undertake collaborative systemic advocacy under the banner of the 'Empowered Lives' campaign. We welcome the opportunity to provide input to this inquiry.
Submission to the Victorian Parliament's Inquiry into access to TAFE for learners with disability.
Access to high-quality education can transform lives. But all too often education systems do not provide the opportunities and supports learners with disability need to thrive.
Our workplaces and education settings should be as diverse as the communities they represent, but this can only happen if the education systems that provide people with opportunities to dream big are inclusive, accessible, and are able to meet the needs of individual learners.
TAFE provides a strong focus on access and equity by providing a breadth of foundational courses and offering a range of support services, however, there is an opportunity to be more flexible, more person-centred and for supports to more comprehensively 'wrap around' people and address barriers to participation and attainment.
This submission draws on the insights and expertise of a representative sample of trainees, TAFE teachers, youth workers and other stakeholders involved in the Community Traineeship Pilot Program (CTPP), a traineeship model developed by VCOSS, funded by Jobs Victoria, and currently implemented in Melbourne's south-east and north. These lived experience perspectives, together with VCOSS's policy insights, highlight opportunities to make TAFE more accessible and inclusive for learners with disability. In doing so, this submission shines a light on aspects of the current system that present barriers to engagement and retention.
What we are talking about is transformational change. It will require a shift in attitudes, a lifting of aspiration, and a comprehensive response by government and across the education and training system (including, but not limited to education and training providers), and the wider community in order to boost opportunities for learners with disability.
The challenge should not be under-estimated. People with disabilities confront significant, entrenched barriers to access and inclusion. Initiatives to improve awareness and understanding of disability and, crucially, the rights of people with disability will be required, alongside significant investment that enables learners with disability the opportunity to dream big and follow the education and employment pathway they choose.
The Community Traineeship Pilot Program
The Community Traineeship Pilot Program (CTPP), managed by VCOSS and funded through Jobs Victoria, supports young people experiencing barriers to labour market participation to undertake a Certificate IV in Community Services alongside paid employment, while supporting community service organisations to host traineeships and meet their future workforce needs.[1]
This program is not designed specifically for learners with disability, however, as the program supports its fourth group of young people, anecdotal evidence suggests that a significant proportion of trainees who have engaged in this program have a disability or mental illness.
A key feature of the program is a comprehensive, learner-focused structure of support, designed to foster collaboration between a range of key stakeholders to ensure learners don't fall through the cracks. These key stakeholders include trainees, employers, Local Partner Organisations, youth workers, VET providers and teachers who all work together. The model also has a strong focus on peer support, which provides further scaffolding for the trainee. For example, trainees are brought together in classes run specifically for them. A dedicated youth worker attends class with them, providing 1:1 youth work support to individual trainees, whilst assisting the whole group to build connection and mutual support. This assists trainees to build their identity as part of a learning community.
"[The CTPP] does put me as a trainee at the centre. I think it's a combination between a person centred approach and collaboration as everyone is working towards a common goal… I think with regards to it being student led, we're often encouraged to give feedback to our youth workers and our TAFE teacher, to see what goals are needed, what we want to accomplish throughout the traineeship, what social gatherings we want to achieve" – Trainee One
The Community Traineeship Pilot Program achieved a retention rate of 80 per cent for the first group of participants, with more than 50 per cent gaining further employment with their employer upon completion of their traineeship. This compares very favourably to the national rate for non-trade traineeship retention, which is approximately 55 per cent.[2], The developmental evaluation of the CTPP has identified the flexible, high-support components of the model as a key success factor thus far.
The program highlights the immense value in making an upfront, proactive investment in support for learners who experience disadvantage – rather than waiting until there is a crisis – and sustaining that support for the duration of the course, flexing up and down depending on the individual needs of the learner.
The long-term costs of not providing this support are significant – not only impacting the performance of the vocational education and training system but contributing to growth in inequality (for example, trajectories into unskilled, low-paid, insecure work or even long-term unemployment for young people who may have disengaged from education and training without a qualification). [3] In other words, the cost of not providing this support is much too high for young people and society more broadly.
To inform this submission, VCOSS consulted with three trainees from the CTPP, two TAFE teachers and one youth worker. These participants spanned three participant groups of the CTPP.
VCOSS takes a broad approach to the term disability, which includes experiences of mental ill health, and does not limit this term to a medical model.
All three trainees interviewed for this submission identified with having a disability or illness. Two trainees gave consent for their names and quotes from their interviews to be used in this submission. We refer to the trainees as 'Trainee One' and 'Trainee Two' to ensure other program participants are deidentified and to provide continuity of each trainee's experience. One trainee did not provide consent for their name or quotes to be used. We do not differentiate between TAFE teachers.
VCOSS's aim is to amplify the voices of voices of the trainees in this submission to highlight their experiences and needs.
VCOSS also consulted with members, and disability advocacy organisations who are part of the 'Empowered Lives' network of Victorian disability advocacy organisations.[4]
Supporting access to TAFE
Advocate to state and national counterparts for a comprehensive review of the Disability Discrimination Act 1992 and Disability Standards for Education 2005, in consultation with people with disability, families, carers, advocates, human rights experts and lawyers to strengthen protections and supports for learners with disability
Provide new, targeted funding for secondary schools and Learn Locals to address identified gaps in transition support for students who are interested in pursuing a TAFE pathway.
Provide greater opportunities for students in secondary school to access meaningful workplace experiences, including when undertaking VCAL or VET in Schools.
Invest in additional pathway support to assist learners with disability transition from a Certificate I to a higher certificate or employment pathway
Capitalise on existing Learn Local education infrastructure to ensure TAFE is accessible in a greater geographical spread and in trusted environments
Increase funding for teaching hours to embed practical skill development including employment skills and complex skills (sometimes referred to as 'soft skills') into the training curriculum. This could also be supported by a youth or support worker in the classroom
Provide access to a youth or support worker in the classroom to support learners with disability to address and overcome complex barriers to engagement, challenges that may arise during their training, and to support communication with TAFE teachers and employers
Invest in resources to create supported peer connections and networks to boost engagement and retention and support learner wellbeing
Accessibility of TAFE
Invest in awareness campaigns across the TAFE community to boost understanding of disability and the rights of people with disability
Include comprehensive disability specific training in all teaching qualifications and provide additional resources for staff to undertake mandatory ongoing disability related professional development. Training design and delivery should be co-designed with people with disability
Create accessible feedback frameworks and processes to enable learners with disability to provide direct and continual feedback about their experiences and learning needs
Invest in technological infrastructure and resourcing to ensure online learning platforms are accessible, with enough human resource capacity to enable staff to troubleshoot issues promptly
In the absence of changes to the Disability Standards for Education 2005, consult with people with disability to create robust institutional policy frameworks that put the needs of learners at the centre
Ensure learners with disability are proactively informed about their rights at the time of enrolment, and about services and assistance available to support their learning needs
Provide learners with disability individual and tailored support and adjustments to boost engagement, retention and course completion
Ensure learners with disability are meaningfully consulted about what a learning adjustment looks like, and provide adequate resources to ensure adjustments are implemented and provided within a reasonable maximum timeframe.
Provide learners with disability access to pathways for support without needing a formal diagnosis or having to undertake extensive paperwork
Implement structures to facilitate better collaboration between learners with disability, teachers and disability supports to ensure learning plans and learning needs are communicated in a timely way
Boost retention by resourcing language, literacy and numeracy support that takes place in the classroom or is offered proactively
Create a compliance system that ensures quality but does not overburden training providers
Bridge the funding gap between the 'volume of learning' set by the Australian Qualifications Framework and the nominal hours the Victorian Government funds
Remove demand-driven funding and ensure training providers have sufficient resources to support learner retention
Provide TAFEs with additional resources to design and deliver training to smaller class sizes to ensure learners with disability get access to the in-class support they need
Streamline the compliance requirements and invest in infrastructure and resources to enable TAFE teachers to collaborate with employers to design context specific assessments for learners undertaking a traineeship, apprenticeship or student placement
Build the disability knowledge and confidence of employers through targeted training, support and resources
High expectations and aspirations
"I asked a trainee for their strengths, and they said, 'I don't know, I'm not good at anything'" – TAFE teacher
Students with disability are less likely to pursue studies at TAFE or university than their peers.[5] Discriminatory attitudes are a key factor. From a young age, many children with disabilities are exposed to a culture of low expectations, in the community and in education settings. This can impact the learner's confidence, engagement, attainment and aspiration.
Key issues include:
Current legislative frameworks that protect the rights of learners with disability are not well known or understood, are insufficiently robust and are not supported by training or expertise across the teaching workforce.[6]
As a consequence of low expectations, poor attitudes and assumptions, some students with disability have less agency and are presented with fewer options and choices.
These factors can heighten the risk of learners with disability disengaging from education (students with disability are less likely to complete Year 12 or equivalent compared with their non-disabled peers[7]) and have an adverse impact on post-school outcomes. Young people with disability who responded to Mission Australia's youth survey indicated they were less confident about their ability to achieve their post-school goals in comparison to young people without disability.[8]
Education settings need to embed a culture of high expectations and aspirations of learners with disability from early learning through to post-education and training. TAFE and training institutions have a role to play in ensuring the teaching workforce is adequately equipped with the knowledge and skills they need to better understand and support learners with disability. TAFEs also have a role to play in supporting employers to hold high expectations of learners who undertake workplace training as part of their studies. This in turn needs to be supported by stronger legislative frameworks and protections for learners with disability, underpinned by access to appropriate and resourced individualised supports including reasonable adjustments.
Provide new, targeted funding for secondary schools and Learn Locals to address identified gaps in transition support for students who are interested in pursing a TAFE pathway
Provider greater opportunities for students in secondary school to access meaningful workplace experiences, including when undertaking VCAL or VET in Schools
Access to TAFE begins well before a learner steps through the physical or virtual door of a TAFE or classroom. For many learners, senior secondary school is a key transition point into pursuing further education and training. For others, the transition is via their local Neighbourhood House or Learn Local Organisation.
VCOSS members and trainees shared diverse experiences about the transition to TAFE for learners with disability. The consensus is that more needs to be done to support learners at significant transition points.[9] Transition supports need to be more robust, flexible and adaptive to student's needs, and deeply embedded in mainstream as well as specialist education settings for school-aged students and need to be clearer and appropriately resourced for post-school learners.
Transition from senior secondary school
Students with disability in secondary school need access to early, individualised and tailored support to explore post-school pathways that align with their interests and abilities. This transition planning should ensure that students have access to the school-based pathway that meets their immediate needs and aligns with their post-school goals. For some students this will be VCE. For others, it will be VCAL, VET in Schools, School Based Apprenticeships and Traineeships (SBATs), or Structured Workplace Learning (SWL) opportunities.
Key transition issues for students with disability across mainstream and special education settings include:
Lack of support for learners to develop their interests and aspirations
Schools and teachers have insufficient knowledge, training and resources to support transition pathways
Insufficient engagement with families and carers. Families and carers are an important source of advice for learners and provide important opportunities to workplace experiences through social and family networks. There can be closer relationships between education providers and the families and carers of learners with disability. This should include support for families and carers to boost their aspirations and expectations of learners with disability[10]
There is insufficient knowledge and provision of reasonable adjustments in school, during workplace or training opportunities, and at TAFE
Students with disability need greater access to opportunities to engage in work experience and placements, including through VET in Schools to support successful transitions[11]
Employers, who provide work experience, placement, volunteer and paid work opportunities, may have limited understanding of disability and how to provide an accessible and inclusive environment. Employers need training and support to understand disability, reasonable adjustments and access to funding, and how to support the needs of individual students and workers.
Access to career activities and workplace experience can be vital to supporting students with disability pursuing post-school pathways and reasonable adjustments, and employer knowledge of individual learner's needs should be paramount. Evidence shows "the fewer career development activities young people participate in, the more likely they are to be uncertain about their careers, disengaged from education or training, and unemployed".[12] Access to these important opportunities may be harder for students with disability in rural and remote areas, who have an out-of-home care experience, whose first language is not English, or who may experience the compounding effects of racism.
TAFEs have a role to play in building strong networks and connections with schools to provide clear and accessible information to students with disability about career pathways, and to promote available wellbeing and disability specific supports. VCOSS has previously highlighted existing gaps in the Victorian Skills Gateway website that could assist with providing clearer information or pathways to prospective students.[13] Students with disability also need access to information and support via communication channels other than the internet including face to face or via phone.
Mainstream education settings
VCOSS members highlighted mainstream education settings generally perform poorly in supporting students with disability to engage in meaningful career activities and explore post-school options including TAFE. Key issues for secondary students with disability in mainstream settings include:
Lack of training, awareness and understanding of disability by career practitioners and teaching staff which can contribute to a culture of low expectations and lead to poorer post-school outcomes
Insufficient tailored and individualised support in navigating career pathways and opportunities, including access to meaningful workplace experiences or Structured Workplace Learning. This can lead to a mismatch in the student's interests and a placement, which can contribute to poor experiences and a placement failing
Unclear information about pathways particularly in relation to TAFE and the VET system, including for students undertaking VCAL and VET in Schools.
All students with a disability have a right to access and experience inclusive education in a mainstream school setting. There is still an identified need for more career practitioner positions within mainstream schools to ensure students with disability get the tailored and individualised support they need.
Special education settings
VCOSS members report special education settings generally perform well in providing students with disability highly tailored and individualised support post-school, and that access to TAFE to undertake a Certificate I can be well-supported.
Key issues for students with disability in special education settings include:
Knowledge of and confidence in employment and training pathways in mainstream settings among family and carers can be limited. It can be confronting and challenging for families, carers and students to consider options beyond supported settings, such as day services or supported employment. Families and carers need support to understand a range of mainstream pathways available to support their children's aspirations and choice.
There is mixed quality and outcomes for students undertaking a post-school Certificate I
Further pathways and transition supports from Certificate I are significantly underdeveloped and insufficiently resourced. This can lead to students with disability ceasing further education and training upon the completion of a Certificate I and/or being insufficiently supported to transition into higher qualifications or mainstream settings including employment.
Post-school learners
Neighbourhood Houses and Learn Local providers are important parts of the community and training landscape and provide important pathways into TAFE. For example, learners who transition from Adult and Community Education offered by Learn Locals into TAFE complete courses at higher rates.[14]
Learn Locals offer pre-accredited and accredited training and provide community-based learning environments that can be more accessible for learners with disability who find larger institutions such as TAFEs overwhelming, or as a soft entry point into the education system. Local environments and smaller class sizes can help overcome barriers including for people with limited educational experience, those for whom English is not their first language, or those who have had poor experiences with education in the past.
As this inquiry explores the accessibility of TAFE for learners with disability, it is important to reflect on the need to sustain a variety of high-quality options for learners with disability that suit their needs and are available in their local communities.
Where TAFEs do not service particular geographical communities, or there is poor engagement of learners with disability, consideration should be given to encourage TAFEs to leverage existing education infrastructure provided by Learn Locals. This could extend the availability of TAFE in a greater geographical spread in a trusted environment.
While Neighbourhood Houses and Learn Locals are a well-established pathway into TAFE, there is an opportunity to strengthen the transition for learners with disability. A learner's journey is not always linear and providing individualised and intensive supports to guide these transitions are resource intensive. Learn Locals and TAFE should be adequately resourced to provide these supports and to strengthen partnerships to support transitions.
Increase funding for teaching hours to embed practical skill development including employment skills and complex skills (sometimes referred to as 'soft skills') into the training curriculum. This could also be supported by a youth or support worker in the classroom.
"The traineeship I think is helping me achieve most of my goals with regard to people handling skills, empathy, person centred approach, and collaborative approaches with role plays as well as part of our assessment" – Trainee One
Trainees and TAFE teachers interviewed for this submission emphasised the importance of supporting learners to acquire a range of practical skills to assist their participation and engagement in TAFE and the workplace, such as how to behave in a professional environment, tips and tricks on managing course work, and developing complex skills (sometimes referred to as 'soft skills') which are becoming increasingly important,[15] such as collaboration and adaptability.
There is growing momentum to increase "general capabilities, employability skills, soft skills or graduate capabilities" across the primary and secondary school curriculum[16] which will be especially important for students who do not have the social capital to develop these skills outside of a school environment through family networks or extracurricular activities.
Learners with disability who have not been supported to develop these skills prior to TAFE need support to develop these skills. For learners with disability who experience mental ill health, have not completed secondary education, have not been in education for an extended period, or are experiencing adversity, the need can be compounded. As one trainee shared, being out of the education system for a long time while managing adversity or something else going on in your life, without support, means it can take a long time to understand how to study.
Compliance and funding act as constraints for TAFE teachers to provide a more active role in supporting learners to develop these skills. In the CTPP, this barrier was overcome by providing trainees with access to a youth worker who could deliver more tailored individual support for the trainee.
"There's more room for skill development in relation to self-confidence, resilience, timetabling, basic skills… There is no capacity to do that in our teaching role. We would need more hours allocated." – TAFE teacher
Wrap around supports
Provide access to a youth or support worker in the classroom to support learners with disability address and overcome complex barriers to engagement, challenges that may arise during their training, and to support communication with TAFE teachers and employers
Support from a youth worker or support worker can make or break a learning experience.
"I think [the CTPP] is a great program. I don't think students would have come into the Cert IV [in Community Services] without youth workers and the extra support" – TAFE teacher
Having a youth worker alongside a teacher in a classroom has proven to support the education and wellbeing needs of young people facing complex barriers to education.[17]
Feedback from trainees, youth workers and TAFE teachers in the CTPP highlighted the importance of youth worker support, not only to support the development of practical skills, confidence and resilience outlined above, but to:
support social activities and engagement with peers, including supporting trainees to become peer leaders in their own right
be an advocate and support communication of any concerns or barriers to TAFE teachers and employers
provide extra supports such as tutoring, filling in complex forms such as enrolment, or a request for reasonable adjustments
support trainees to navigate and overcome challenges that arise during their traineeships, for example, mental ill health, family violence or homelessness
facilitate access to the Flexible Wrap Around Support fund (available as part of the CTPP) that can be used to address barriers to engagement, for example by providing access to financial support, crisis housing, wellbeing and mental health services, medical needs, right down to buying new clothes to be able to attend work.
When youth workers are deeply engaged and available, trainees spoke about the difference this made and how it contrasted with previous TAFE experiences.
However, when youth workers are unable to be deeply engaged or able to provide clear communication channels to support a learner navigate challenges, it can lead to significant barriers in access and participation at TAFE.
"… ever since [my previous youth worker] stepped down and he stepped in, he's had zero involvement… It can be hard to maintain that sense of being represented…" – Trainee Two
The CTPP is designed to foster collaboration between a range of key stakeholders with a dual goal of supporting young people experiencing barriers to labour market participation to undertake a community services qualification, while supporting community service organisations to host traineeships and meet their future workforce needs.[18] Though this program is not designed for young people with disability specifically, the wrap around support model is an example of inclusive, learner-centred design that supports learners with a range of needs or experiences. TAFE teachers and the youth worker identified a significant percentage of all three traineeship participant groups having a disability or mental ill health.
The collaborative model of the CTPP means TAFE teachers and employers are supported to understand and meet the needs of each specific group of trainees, through the support of a youth worker.
"We advocate on behalf of young people with their consent to talk to TAFE teachers or people in the background who might seem unapproachable at times, to let them know the young person is doing great in the program, they have the support around them to maintain engagement, and that things sometimes happen because it's real life. It's important to have those conversations with TAFE teachers to support their understanding about what that means in real life. We're getting teachers to understand the cohort that they're teaching as well. We're working with young people who previously may not have been given an opportunity… so here are the things you need to be aware of" – Youth worker
"Youth workers in the classroom – I found that to be really good… In terms of emotional support potentially needed for the cohort but also they had that original relationship with them… so it was good to have them supporting the trainees emotionally and knowing when things were perhaps off, given I hadn't built those relationships yet" – TAFE teacher
Good communication is key. One TAFE teacher highlighted the connection between having an engaged youth worker with great communication to learner outcomes.
"Last year in Year 12 I did an SBAT (School Based Apprenticeship and Traineeship) and found it different because with the youth workers [in the traineeship] they collaborate with all the trainees and we're put into a separate course together. There are more social gatherings, online obviously [due to COVID-19], whereas TAFE last year… we didn't have that opportunity for [facilitated] social interaction, we mostly just texted each other for assessments… with my class now everyone is engaged… This changes how I enjoy class and how I engage. It makes it better because people get to know each other better, we can have a bit of a laugh. A traineeship is more than just assessments, you need to have some joy as well. It also increases my productivity" – Trainee One
Peer support and connection is a vital part of a good learning experience and can support engagement and participation in education. As highlighted by Trainee One, the youth worker supported their social engagement which led to a more meaningful and enjoyable TAFE experience.
Another trainee spoke about the importance of the youth worker supporting and participating in a peer support class which provides an opportunity to build relationships, but also helps with processing and reflecting on coursework. Facilitating these relationships is a core part of the traineeship as reflected by one of the youth workers:
"We work on creating social peer groups… so young people are sustainable in their own learning long-term. We want independent learners. We want them to be peer leaders in their own right" – Youth worker
Social connectedness is an important factor in maintain engagement and wellbeing in education settings. VCOSS members report young people with disability may disengage from education based on poor experiences such as discrimination, bullying and low expectations that can begin from as early as kindergarten.
A 2019 Mission Australia report found that young people with disability experienced higher rates of concern and stress than their non-disabled peers over a range of areas including:
coping with stress (49.9% compared to 44.5%)
mental health (45.5% compared to 32.4%)
school or study problems (39.9% compared to 31.1%)
suicide (25.6% compared to 13.5%)
bullying/emotional abuse (25.5% compared to 13.6%), and
discrimination as a personal concern (19.4% compared to 9.7%).[19]
These findings highlight the need for a wellbeing focus – including investment in individualised support – for learners with disability.
"At the end of the day, yes, assessments and work placement is very important and those are a core part of the traineeship, but alongside it's good to have the peer to peer relationships and to build rapport that might help you get employment through them or they might get it through you, if you're both recommending workplaces – so networking" – Trainee One
"I struggle with general questions being impolite due to having ADHD and autism. So I ask a question and they say, wow that's rude. I don't feel supported and I don't feel like I'm able to ask the questions because there's no attempt for them to understand in a way. I generally mute my mic in class and shut up because the way some people say things compared to how I say things – one of us is considered rude or not able to be understood, compared to how different I am to others and that kind of thing" – Trainee Two
TAFE is not accessible to learners with disability when there is low disability awareness among teachers, employers and students, and when learners don't have the opportunity to communicate their learning needs.
Trainees spoke about the difficulties they experienced when they were still learning and understanding a new diagnosis and how it impacts them, or when trying new medication or ways of managing their disability or illness. It is important for learners to have opportunities to safely discuss these experiences and how they impact their learning needs with teachers and employers.
When trainees were consulted and listened to about their individual needs they reflected they felt supported in progressing by knowing their support needs, having a plan in place and being comfortable communicating with their youth worker, teacher and workplace supervisor.
Conversely, when communication is poor or the trainee has to 'teach the teacher' about disability, the learning experience can deteriorate quickly.
"We don't use the terms high functioning and low functioning. It hasn't been relevant in many years – it's ASD [Autism Spectrum Disorder], you're on the spectrum, we don't label the part of it anymore. It's difficult and unnecessary. So [the teacher says], oh, she's high functioning, she's coherent, she's able to do this, she's not learning deficient. And it's not entirely accurate and I have still have difficulties. I can learn like everyone else can but my mannerisms are different.
It's difficult for them to get it out of their head as it's not an initial thing they've been taught so it's a hinderance more than anything so from experience it became very problematic. They would try to help me and they're looking up resources and using outdated resources like high functioning.
So yeah, it's not a fun time and it can lead to some backwards progress and it gets in the way more than I would like to admit, more than it seems possible. It seems like little inconvenient things but they really build up and it's pretty bad" – Trainee Two
The community has a long way to go to be inclusive and have better disability awareness, and educational and employment settings are no different. Embedding disability specific training in teaching qualifications like the Cert IV in Training and Assessment, mandatory professional development to ensure knowledge is up to date and supporting more people with disability to become teachers will support disability awareness and the accessibility of TAFE. Appropriate resources need to accompany these changes. However, just as important is the need to place learners with disability at the centre of their learning. This means asking each individual learner what their needs are, providing continuous opportunities to communicate feedback about what is working or not working, and acting on what the learner identifies they need.
Supporting engagement and learning needs
Technical challenges
One of the first things trainees spoke about were the technical challenges in having work and assessments uploaded on time and difficulties in accessing the online learning platform.
"They don't upload my assessments on time… The course work was uploaded late. It sits in a technical department, student engagement, and out of the teacher's control. The teacher has been understanding of course but it's frustrating when you want to do it but you're unable to… When they accepted my enrolment form it was a bit demoralising when we were then unable to access the content. And then once you've got it, you've only got about two weeks or so, so the pressure.
The issue is it hasn't been an isolated incident because it started back in April, then in Term 3, then in October as well" – Trainee One
When systems are unable to support learner's needs, students are at risk of experiencing poor mental health which can lead to disengagement. All learners have different needs but current systems don't have the level of flexibility required. TAFE can be more accessible to learners with disability by providing coursework and access to online learning platforms with sufficient time for learners to become acquainted with the material and the technology. Clear communication is also needed to minimise anxiety and stress brought on by uncertainty.
"There have been issues with the learning platform… It's been very difficult and this is before my disabilities come into play.
After I enrolled… getting access [to the online learning platform] the first time took up to two months for some people. So teachers had to download assessments and send them to us separately… I've had issues where I've been randomly locked out of my account. The problem is in the system… I called a number of times [to student support] each time I got a warning email – they would say, don't worry you won't get locked out. Then I got locked out and how am I going to get access to my classes, the links are there… I almost dropped out last study period, almost 10 weeks ago because it was just not happening. It wasn't working… I wake up in the morning thinking, am I going to have access to [the online learning platform] today, will I be able to do my work?" – Trainee Two
Ensure learners with disability are meaningfully consulted about what a learning adjustment looks like, and provide adequate resources to ensure adjustments are implemented and provided within a reasonable maximum timeframe
TAFEs have structures in place designed to support learners with disability gain access to reasonable adjustments, including learning equipment or aides, greater flexibility in submitting work and when undertaking assessments.[20]
Access to these supports require learners to complete a range of application forms and learners are required to provide somewhat extensive documentation detailing their illness or disability. This process itself can be inaccessible, onerous, and add additional stress and anxiety for learners seeking support. Anecdotally, information about supports is rarely made available to learners before the commencement of their course. Early information would minimise difficulties ahead of time.
"If you're going through stuff, [filling in forms is] the last thing you want to do… The last thing I want is some more anxiety for more forms on top of assessment tasks – [but] unless [students] did that they then couldn't potentially get special consideration and equitable support in that way" – TAFE teacher
Learners with disability need to be appropriately consulted about what is communicated in their request for additional needs or learning plans. Alongside a learning plan, learners also need to be supported to communicate their learnings needs directly to teachers if that is their preference.
"I tried to make time to have a chat with [my new teacher], or with him and my [youth] worker to go through my disabilities and learning needs. Apparently they'd given [the teacher] a once over but I haven't listed it in my documents and my [youth] worker hasn't been involved. Apparently they've said I've got a learning disability but that's not it at all. Now I have to go back [and fix it]…
I've been trialling new things since January [since a new diagnosis] so it's new and I'm trying to learn how to handle it (ADHD). It means having to adjust my learning techniques and study habits because apparently they're not normal. So I'm treading water about what it means and how it affects me…
I try to communicate that and I struggle but also I'm given no opportunity. So before my communication issues impact anything, there are communication issues and breakdowns.
It seems like I'm not paying attention but I'm trying to focus. When I try to focus on things it's hard. But I'll cross stitch and play video games during class and often I'll have to hide my hands and the teacher then asks, um are you playing video games etc… I'm not looking forward to having to go through the whole motion again. I tried to set up support to do that but they've just said it's covered, I've got it, but it's been misconstrued or misunderstood. Like I haven't been given the chance to explain myself and having someone explain on my behalf and not correctly articulate it because they're not me and they don't understand exactly how it is.
It makes it very difficult because then when I get the chance to go back over it, they're like, oh wait it's not this, and I have to ask, what makes you think it's this when it's not this at all. And the answer might be that it was so and so's interpretation.
… I often have to do reminders afterwards, so it's more time; remember it's not this thing. Then there's the time spent unlearning, the back and forth which could take longer to articulate if it's in an email, or for me to articulate the response. If I'd been given the chance to tell the teacher about it in the first place, it could be done in 20 minutes in and out. It's a long thing I didn't want to have to go through. It's tiring. I'm constantly tired" – Trainee Two
Learning plans also need to be readily available to TAFE teachers so they can meet the needs of their students. Processes need to be embedded and be consistently applied to enable collaboration between the learner, teacher and disability support.
"I never saw anything about these students getting… a learning plan… Quite often I would send emails saying, did you apply? Students would say, yes I did. Well, nothing came down to me to say that yes they did and here's your plan" – TAFE teacher
Youth workers in the CTPP can play an important role in bridging the gap and support learners with disability in communicating their learning needs, but this needs to be done with the consent of the learner.
There should be accessible pathways available for learners to access the supports they need without having to provide medical documentation. The need for medical documentation risks excluding learners who need support but who have not obtained a formal diagnosis. This may disproportionately impact learners with mental ill health. Anecdotally, VCOSS stakeholders have reported this process can be difficult and prevent learners from accessing supports, particularly if their disability or illness is related to mental health.
"From the parameters we talked about in relation to disability – using a social model of disability, not a medical or diagnostic model and including mental ill health – up to 80 per cent of trainees would identify with having a disability and mental ill health.
We have had to provide the TAFE teachers information about what the adjustment is. So we talk to the young people about what their needs are, and figure out what this is, and then we can talk to the supports and reasonable adjustments they need. It's a case by case scenario. If a young person doesn't want to disclose those things then we will simply go into the fact that the pilot program is about providing opportunities and negotiate on their behalf on those things. We've definitely had to educate teachers in who they're actually teaching" – Youth worker
Once additional learning needs or adjustments have been identified, they need to be provided in a timely manner so learners can engage in education on the same basis as their peers.
"Because TAFEs have been stripped of resources, [I remember] one woman was sight impaired and waited ages to get some equipment to come through to enable her to actually have the technology like a screen reader… that took ages to come through from the TAFE" – TAFE teacher
Language, literacy and numeracy
Students with disability face higher rates of suspension and expulsion at school[21] and have lower completion rates of Year 12 or equivalent than their non-disabled peers.[22] In addition, while approximately 15 per cent of students require reasonable adjustments to participate on the same basis as their peers, only four per cent of students receive targeted individual funding under the Program for Students with Disabilities in Victorian primary and secondary schools.[23]
This is important contextual information about how TAFE can better support the needs of learners with disability. It means some learners need additional support with language, literacy and numeracy to ensure TAFE is accessible. This support should be provided not only in foundational courses but be embedded in or alongside higher level certificate and diploma courses in the classroom. Over time, cost cutting measures in the TAFE sector have reduced the availability of these supports in the classroom.
"We might have had people come into the classroom to support language, literacy and numeracy, but we don't get that now. Students will have to make an appointment in their lunch break and maybe do it as a group whereas before they would have been able to do it one on one… This support can be make or break for learners with disability.
While there are other support services, one, they're limited, but also, students may or may not choose to take those up. It's another thing to actually think about how to organise to do that, and other than actually taking students to the library to meet so and so to make the connection in that way, they may not do it.
[Students may want to take up those supports] but may not want to be stigmatised for having that support, they may struggle to go out of their way to make those connections – there is often high anxiety around this… This support needs to happen in the classroom or through proactive supports" – TAFE teacher
Funding, flexibility and student support services
"There is an understanding in this program [the CTPP] of what young people need before they go off to TAFE. Whereas outside of this program, a learner with disability will just go off to TAFE and work it out or just try and make do within the structure that exists" – Youth worker
Current funding models and compliance measures are prohibitive and do not allow for sufficient flexibility to enable innovative practice, for courses to be responsive to industry need,[24] or to meet the needs of learners with disability.
Aspects of this have already been highlighted in this submission, including concerns about reasonable adjustments and learning plans. Additional constraints include:
Significant funding is spent on compliance and to pay for overheads, reducing the funding available for other resources including course development.
There is a discrepancy between the 'volume of learning'[25] the Australian Qualifications Framework sets for qualification levels and the number of hours that the Victorian Government funds per course. This impacts course design and delivery.
As funding is attached to enrolments and drip-fed to VET providers throughout the duration of a course based on the student's ongoing engagement, this means that TAFEs may have less resources to provide wrap around supports that assist students to overcome barriers to improve retention.
The highly casualised nature of the workforce means TAFE teachers have significant workloads and have insufficient access to additional paid hours needed to be flexible in meeting the needs of individual learners. For learners with disability who may require additional support, this can create barriers to engagement and retention.
"The funding model and compliance side is a barrier in having the flexibility to support people into the education system… An enormous workload has been imposed upon us teachers" – TAFE teacher
This is happening in an environment where cuts to funding often result in support services being the first to go, further limiting available support for learners with disability.
"In TAFEs when funding cuts happen, supports are the first to go and so I'm not saying they're not there but they're the things that become quite scant and watered down" – TAFE teacher
Funding also impacts on minimum class size. Trainees told us having a smaller class size specifically for their group, comprising young people who have experienced barriers with engaging in the workforce, helped create a supportive learning environment and facilitated peer support groups with the assistance of a youth worker. Funding that is attached to enrolments and drip fed to VET providers directly impedes the ability of TAFEs to provide smaller classes with additional support for specific cohorts to provide individual and tailored support that many learners need to maintain engagement and improve retention.
Funding and flexibility also impacts the ability of TAFE teachers to provide engaging and industry-relevant content and assessments. One teacher spoke about the lack of infrastructure and resourcing to support building relationships and connections with employers to tailor content and assessments to each trainee's employment.
"We were trying to contextualise the assessments to be in the workplace from the get go… That was a problem from the beginning, having to scramble around changing those [assessment tasks] and go through the beast of compliance internally to get approval to go with those assessment tasks" – TAFE teacher
Flexibility in course design and delivery can help boost motivation and engagement and enable learners to see direct links between the content they are learning and the work they are undertaking.
The impacts of COVID-19 in Victoria have been wide reaching and have seen many organisations and businesses close. Trainees felt these impacts acutely as some were placed on JobKeeper, had shifts significantly reduced or were unable to continue working while essential worker restrictions remained in place.
We have already made the case for the importance of on the job training. Trainees spoke about the valuable opportunities that participating in paid work alongside their TAFE course provide with them. These included:
supporting employment pathways and networking
providing an opportunity to prove themselves
supporting aspirational thinking about career opportunities.
The additional wrap around support provided by the youth worker role is as important in the
workplace as it is in the classroom.
"We're as collaborative with employers. We might talk about the impacts of COVID, or if the young people are having bad days, bad weeks, or if mental health is playing a part in their day to day – we don't have to go into specifics. With the young person's consent, we can speak with their employer around negotiating plans to maybe get the trainee back on track in the workplace" – Youth worker
One trainee reflected the youth worker support, knowing that the program design intentionally supported their wellbeing, having a support plan, and good communication was a significant contrast to previous employment experiences, even through TAFE placements. This trainee spoke about feeling like they had to wear a mask to get a job, not feeling empowered to disclose their support needs and then feeling pressure and not coping when they experienced symptoms of their disability or illness. This contributed to difficulties maintaining employment or opting to undertake casual employment with greater flexibility. These environments can be particularly challenging for learners with disability when they are in a recovery process.
One of the significant benefits of the CTPP is that is aims to support the community services sector meet their future workforce needs. This means that for some trainees, gaining employment beyond their traineeship in their host organisation or other community services organisation is a real employment pathway.
Trainees reflected previous work placements through TAFE aimed at supporting disadvantaged cohorts of young people were not inclusive, had limited opportunity to provide feedback and while the intentions were good, employers were at times condescending and only hired people external to the program. This can be a significant issue for learners with disability, who may experience stigma or discrimination based on poor disability awareness, rather than being valued for their contributions.
"Risk management is a big thing for organisations. Instead of seeing the potential of a trainee and see it as a great opportunity, great value for the organisation, they see the risks or that it's resource heavy. This isn't the case at all for learners with disability, but it's a perception and people want a ready to go worker." – Youth worker
[1] VCOSS, Unlimited Potential. CTPP Employer VET Flyer, viewed at https://vcoss.org.au/wp-content/uploads/2019/09/CTPP-Employer-VET-Flyer-Web-Upload.pdf
[2] NCVER, Australian vocational education and training statistics: completion and attrition rates for apprentices and trainees 2019, July 2020.
[3] A Powell, F Salignac, A Meltzer, K Muir & M Weier, Background report on young people's economic engagement, Report for Macquarie Group Foundation, Centre for Social Impact, February 2018.
[4] Empowered Lives, http://empoweredlives.vcoss.org.au/
[5] AIHW, People with disability in Australia: Non-school education, September 2019.
[6] Victorian Council of Social Service, The right standards for change, September 2020.
[7] AIHW, People with disability in Australia: Highest level of education, September 2019.
[8] Mission Australia, Young, Willing and Able: Youth Survey Disability Report 2019, 2019.
[10] Inner Northern Local Learning and Employment Network, Student Engagement with Employers: Work Experience, Structured Workplace Learning, and Part-time work out of school hours, Community Transition Support, 2019.
[12] Parliament of Victoria Economic, Education, Jobs and Skills Committee, Inquiry into career advice activities in Victorian schools, August 2018.
[13] Victorian Council of Social Service, An Aspirational Vocational and Applied Learning System, April 2020.
[14] Department of Education and Training, Future opportunities for adult learners in Victoria: Pathways to Participation and Jobs discussion paper, 2018, p.19
[15] Deloitte Access Economics, Soft skills for business success, DeakinCo., 2017.
[16] Education Council, Looking to the Future – Report of the review of senior secondary pathways into work, further education and training, June 2020.
[17] R Broadbent, K Hart, T Papadopoulos, The Hester Hornbrook Academy Classroom Youth Worker Research Project, Final Report, Victoria University, July 2019.
[18] VCOSS, Unlimited Potential. CTPP Employer VET Flyer, viewed at https://vcoss.org.au/wp-content/uploads/2019/09/CTPP-Employer-VET-Flyer-Web-Upload.pdf
[19] Mission Australia, Young, Willing and Able: Youth Survey Disability Report 2019, p, 38, 2019.
[20] For example, dual sector university, Victoria University has Access Plans, https://www.vu.edu.au/current-students/campus-life/advice-support/disability-accessibility-services; RMIT has an Equitable Learning Plan: https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services; Chisholm has disability support services: https://www.chisholm.edu.au/students/support-services/disability-support.
[21] Victorian Department of Education and Training, The Education State: Expulsion data for Victorian Government Schools in 2019, 2020; Victorian Ombudsman, Investigation into Victorian government school expulsions, August 2017.
[22] AIHW, People with disability in Australia: Highest level of education, September 2019.
[23] Victorian Department of Education and Training, The Education State: Review of the Program for Students with Disabilities, 2016.
[24] A Jones, Vocational education for the twenty-first century, University of Melbourne, August 2018. Also see: VCOSS, An equitable and agile VET system, 2020.
[25] Australian Qualifications Framework Council, Volume of Learning: An Explanation, May 2014.
Talisha Ohanessian
Disability Ageing and Carers
vcoss@vcoss.org.au
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VCOSS acknowledges the Traditional Owners of country throughout Victoria, their diversity, histories and knowledge and their continuing connections to land and community. We pay our respects to all Aboriginal and Torres Strait Islander people, and Elders of past, present and future generations.
VCOSS Reconciliation Action Plan


Zainab Labbo, a 65 year old woman was given twelve strokes of the cane in Isa town, Sokoto State over witchcraft allegations.
A 65-year old woman identified as Zainab Labbo was made to endure the ordeal of receiving 12 strokes of the cane in Isa town, Sokoto State after she was found guilty of bewitching her son's wife. She was tried at the palace of the District Head, Alhaji Nasiru Malami Ahmed according to the sharia laws.
Her daughter-in-law accused her of using witchcraft to make her son treat her badly. Zainab was immediately tried by the palace authority and made to face the music after being found guilty of using magical powers.
Zainab however denied the allegation to journalists and confirmed that the twelve strokes were administered on her by the palace guards on the order of the District Head. Aggrieved residents at a press conference said that she was not the first victim to suffer such an unjust treatment by palace authorities.
However, reacting on behalf of the District Head, Alhaji Aliyu Sarkin-Yamma, who is his younger brother and Village Head of Tsabre area, described the the allegations as unfounded. He explained that all disputes lodged at the palace are handled in accordance with the dictates of Shari'ah Law and said they are running the affairs of the people with the absolute fear of God.


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The guitar hero with a thousand faces
Alternative rock creates the same hero models over and over again. Is this natural evolution? Or, are we getting set in our ways?
The hero's path never changes
In 1949 Joseph Campbell published The Hero with a thousand faces. The book was set to acquire fame that would ensure its popularity across generations and inspire countless artists. Campbell argued that cultures create require heroes of mythological proportions. And that the heroes and the trajectory of their stories are, essentially, the same.
In the early 1800's the literary world was introduced to the Byronic hero, introduced in Childe Harold's Pilgrimage by Lord Gordon Byron. This type conflicted character can be easily spotted in the model of antiheroes featured in many of today's movies and literature.
Alternative rock has its own guitar hero archetype
This is where alternative rock seems to be at the end of 2017. A genre, as much as a radical movement supporting a change in rock music, alternative has often become merely an overused label. New alternative artists are emerging, but rarely get a real chance of being heard. And when they achieve some type of notoriety, they usually receive comparisons to the ones that have come before them. Who is the new Bob Dylan? When will the new Nirvana emerge? Could we finally have found a band that could reach the creative heights of the Beatles?
But why should we expect anything else? After all, alternative rock bands sold millions of records since the last 1980's. A market was created for those fans. Record labels took advantage of the existence of this market. Rock found its new heroes. These musicians started out by being compared to others who'd already achieved fame. Then, they became the standard themselves.
Musicians will always want to play the hero or the villain
Lou Reed talked about his early ambition of writing the great American novel. In many ways, Reed achieved this, albeit in a different format. His work was at first disregarded. The influence of his work can now not be escaped. It is the fate of much of history's great art. While it may start by challenging conventions, once its importance is accepted, it will become the standard for upcoming generations.
Chances are that you've spent this holiday season hearing the same Christmas mix you hear each year playing from every coffee shop, store and relative's speakers. Chances are you've enjoyed it too. Art gets recycled and that's the way it will always be, as long as there is a format in which to offer it to the public.
Rock music is running in a loop
Yes, we are waiting for the new Nirvana, the folk-punk heroes, the new poet of indie rock. We are waiting for the success story of artists overcoming the odds and achieving worldwide notoriety. Alternative rock will change and it may even get some well-needed shocks along the way. But, as much as it will change, it will still feature the same type of heroes and villains that are part of any mythology.
alternative rock bob dylan Essay lou reed nirvana
Is an Oasis reunion needed at this point or are we simply nostalgia obsessed?
It looks like the Distillers are reuniting in 2018
Cabinet of curiositiesNews
Visiting Ragnarock, the museum honoring the Roskilde Festival
Stranger Than Kindness: The Nick Cave Exhibition in Copenhagen, Denmark
Alt ReviewsCabinet of curiositiesInterviews
Revisiting The Evil One by Roky Erickson

redpajama_set_name: RedPajamaCommonCrawl


This position paper introduces the problems involved with performance analysis and failure diagnosis of modern distributed software applications. It focuses on applications that build on top of the J2EE and .Net platforms. This paper investigates further how execution-path analysis applied to black-box pplications relates to other performance and failure analysis techniques, including infrastructure monitoring, profiling, event correlation, and real-user monitoring. Finally, this paper identifies research areas that evaluate the possibilities of execution path analysis in conjunction with further monitoring techniques.


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GIANT Buy Signal: 5G/Billi...
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According to this expert... if you buy just ONE stock in 2022, you should make it this one. Surprisingly... this stock trades for just $8. But it may not be $8 for much longer.
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Daniel J. Levin Insider Alerts
Get notified the next time Daniel J. Levin buys or sells BOX stock. Enter your email address below to get our daily insider buying and selling report.
Daniel J. Levin Insider Information
Director of BOX
Daniel Levin is the former chief operating officer and current board member at Box. He also operates a mentorship and coaching business, Levin Leadership Group.
Levin joined Box as a member of its board of directors in December 2009 when the company had just 50 employees and $10 million in revenue. He came on full-time as COO in July 2010, walked the company through its tenuous 2014 IPO, and helped transform it from a cloud consumer storage company to a broader cloud content management platform. At Levin's departure in 2017, the company had 1,600 employees and was on track for $500 million in revenue.
Prior to Box, Levin was an operating partner at Khosla Ventures, the interim CEO for Picateers, and he spent just over six years in various leadership roles at Intuit, including senior vice president and general manager of QuickBooks Group, vice president of product management, and vice president and general manager of the company's healthcare business.
He also held the roles of chief technology officer and senior vice president at ReplayTV, Inc. and principal at Books That Work
Levin earned his bachelor's degree at Princeton University, where he created an independent major in statistics and computer graphics as the university had no computer science program at the time.
What is Daniel J. Levin's net worth?
The estimated net worth of Daniel J. Levin is at least $533,594.86 as of August 28th, 2020. Mr. Levin owns 21,166 shares of BOX stock worth more than $533,595 as of January 20th. This net worth evaluation does not reflect any other assets that Mr. Levin may own. Learn More.
How do I contact Daniel J. Levin?
The corporate mailing address for Mr. Levin and other BOX executives is 900 JEFFERSON AVENUE, REDWOOD CITY CA, 94063. BOX can also be reached via phone at (877) 729-4269 and via email at [email protected]
Has Daniel J. Levin been buying or selling shares of BOX?
Daniel J. Levin has not been actively trading shares of BOX during the last ninety days. Most recently, Daniel J. Levin sold 144,858 shares of the business's stock in a transaction on Monday, December 27th. The shares were sold at an average price of $27.61, for a transaction totalling $3,999,529.38.
Who are BOX's active insiders?
BOX's insider roster includes Kimberly Hammonds (Director), Daniel Levin (Director), Rory O'driscoll (Director), and Dylan Smith (CFO).
Are insiders buying or selling shares of BOX?
During the last twelve months, insiders at the software maker sold shares 14 times. They sold a total of 397,969 shares worth more than $10,011,128.53. The most recent insider tranaction occured on January, 10th when CFO Dylan C Smith sold 15,000 shares worth more than $379,200.00. Insiders at BOX own 6.2 % of the company.
Daniel J. Levin Insider Trading History at BOX
12/27/2021 Sell 144,858 $27.61 $3,999,529.38
12/13/2021 Sell 6,068 $26.00 $157,768.00
8/28/2020 Sell 100,000 $20.23 $2,023,000.00 21,166
6/22/2020 Sell 65,912 $20.79 $1,370,310.48 11,106
3/15/2019 Sell 30,000 $19.77 $593,100.00 5,790
3/1/2019 Sell 30,000 $19.88 $596,400.00 5,790
11/30/2018 Sell 30,000 $18.90 $567,000.00 5,790
9/17/2018 Sell 70,000 $24.00 $1,680,000.00 5,790
4/16/2018 Sell 100,000 $20.87 $2,087,000.00 5,790
10/16/2017 Sell 50,000 $19.95 $997,500.00
9/5/2017 Sell 57,444 $18.43 $1,058,692.92 3,752
10/11/2016 Sell 5,000 $15.32 $76,600.00 3,752
10/4/2016 Sell 5,000 $16.38 $81,900.00 3,752
9/27/2016 Sell 5,000 $14.72 $73,600.00 3,752
9/6/2016 Sell 5,000 $14.35 $71,750.00 3,079
Daniel J. Levin Buying and Selling Activity at BOX
This chart shows Daniel J Levin's buying and selling at BOX by year and by quarter.
BOX Company Overview
Box, Inc. engages in the provision of enterprise content platform that enables organizations to securely manage enterprise content while allowing easy, secure access and sharing of this content from anywhere, on any device. Its products include cloud content management, IT and admin controls, box governance, box zones, box relay, box shuttle, box keysafe and automations. The company was founded by Aaron Levie, Dylan Smith, Jeff Queisser and Sam Ghods in 2005 and is headquartered in Redwood City, CA.
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Watch Trap-Metal Screamer Gizmo Go Insane in New "Slurp" Video
Rhode Island rapper holds nothing back in full-throttle clip for aggro-as-hell track
Video of GIZMO - SLURP (OFFICIAL MUSIC VIDEO)
text John HIll
We're truly living in a golden age for the crossover between hip-hop, punk and metal, and one genre-blurring rapper who's been making waves is Rhode Island's Gizmo. He's been steadily releasing a ton of aggro-as-hell material, and getting featured on tracks with the likes of Lil' Peep. He's recently partnered up with OG metal label Earache, where he's primed to further expand the reach of metal/rock-inspired rap. Today, June 21st, he's dropped a new video for the rager "Slurp," which was released last year.
Off the bat, it's obvious that Gizmo is pretty vicious, but he manages to straddle a line where he sounds both aggressive and also kind of funny, yelling the word "Slurp" over and over. His lyrics are completely filthy (he's been touted as "the Trap Cannibal Corpse"), oscillating between rhymes about sex and murder, potentially at the same time. Video-wise, his music is initially contrasted against a soft and pretty set where he's surrounded by lights. Things take a turn as the clip goes on, where we're treated to scenes with the rapper strapped into a straitjacket, screaming his throat out and flopping around like an animal.
"I made this song 'Slurp' almost two years ago, but felt that now was a good time to do a music video for it," Gizmo says. "At the time of making the song I was living in a small shed deep in the woods, miles from civilization, with no transportation, so I had extreme amounts of energy itching inside of me to be released. The song is basically me going off about how fake people/rappers act like they're something they really aren't, and that if any of them challenge me they'll see a side of me they never wanted to, while referencing some sexual experiences along the way. My producer friend Lunar Vision from Russia produced the track, and on the original song my friend Fukkit has the second verse."
Check out the video above. If you like what you see and hear, follow Gizmo on Soundcloud
Gizmo Trap Metal hip-hop
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Please join the Fairfield County Arts Council as we present Nancy Hill - Portrait Artist & Sculptor. The art of creating images through painting and sculpture brings tremendous satisfaction to this award winning artist. Nancy uses traditional and non-traditional backgrounds to provide a lasting legacy and open a window into the personalities of adults, children and beloved pets. Nancy studied art at Lawrence College and The Chicago School of Design. Her work includes corporate and academic commissions as well as new ventures into equine art and landscape painting.


Meaning and definitions of outfall, translation in Afrikaans language for outfall with similar and opposite words. Also find spoken pronunciation of outfall in Afrikaans and in English language.
What outfall means in Afrikaans, outfall meaning in Afrikaans, outfall definition, examples and pronunciation of outfall in Afrikaans language.


The national police were following several leads Monday, following an explosion near the Vietnamese Friendship Monument in Phnom Penh Sunday morning, a spokesman said.
The explosion came from one of three homemade bombs planted in barrels near the monument, which stands in a grassy park near the National Assembly complex.
The two remaining bombs had to be diffused by experts from the Cambodian Mine Action Committee later Sunday. Officials said they contained TNT powder and fertilizer.
No one was injured in the blast, and nothing was damaged.
"We have a lead," Interior Ministry spokesman Khieu Sopheak said Monday. He declined to give the names of suspects. "We only have a light for the lead to the suspect's arrest. When we arrest the suspect, we will ask him, and he will tell us who is behind it."
A human rights worker said Monday he was concerned the explosion could increase the security pressures on members of the Khmer Kampuchea Krom, who have been protesting in recent weeks following the disappearance of monk Tim Sakhorn. Tim Sakhorn was defrocked in June for allegedly stirring unrest against Vietnam. He has not been seen since, and rights groups fear he was forcibly sent to Vietnam.
"I am concerned about yesterday's explosion, said Ou Vireak, director of the Cambodian Center for Human Rights. "I am concerned especially because it puts pressure on a number of people protesting the lack of freedom of the Khmer Kampuchea Krom."
Phnom Penh police commissioner Touch Naroth declined comment Monday, but told reporters on Sunday after the blast he would seek clear evidence before commenting.


This photo bauble ornament was first shared in Dec 2011 and has been updated and republished for your convenience!
A version of these ornaments feature in our new Christmas Ornament Book. 30 of our favourite ornaments brought together in one place. Sorted by age. Each craft is shared on one page – making the perfect worksheet print outs. Lovely to have them all in one place too!
As you know we love love love PAPER ORNAMENTS.. and have a HUGE selection for you on the blog already. Everything from Paper Princess Ornaments to Unicorn Paper Ornaments. Here is a "Photo Keepsake" version of this oh so favourite craft of ours! I confess that this video is a little bit old.. but hopefully it will still provide you with the inspiration. Alternatively, look at the step by step instructiosn below!
Paper Photo Ornament Keepsake – step by step instructions!
You can make these paper bauble using 6-8 "paper discs" / Photos. Normally, I like to use "more".. but with these photo baubles, I love "less", so that you can see the photos better!
Make a paper circle template (we used a glass). Cut out six colourful pieces of paper.
Prepare your photos – make sure that they are smaller than your colourful paper. I made sure that there is 1 cm rim.
Glue your photos onto your siz circles.
Glue on half to the next half.
Add all the 6 halves together, until you have a stack of circles.
Cut a piece of string for hanging.
Add glue to the top and bottom of your stack. Align your string.
Then bring the bottom half of the circle flip it over and glue to the top one.
You now have a photo bauble.
Your keepsake Photo Ornament is finished. Enjoy!
*Rummages around in the bottom of the veg box for glue* Seriously, those look great so I suppose I will have to get a start on them!
These decorations are very cute! We made them last year.
Actually Mummy – Oh no! Wasnt meant to make anyone feel bad!!!!
Mermaid – lovely, aren't they?!
Ich glaube, ich werde welche für David & Renee als Gastgeschenk machen.
6 is juts our number.
ooh thanks for the invite and will do! Let me know when it is live!
PS thank you everyone for you lovely comments! Wish I could take the credit.. but got the idea off the Kodak site!!!
These are adorable! I would love it if you would share them at Sharing Saturday at http://craftymomsshare.blogspot.com/2011/12/sharing-saturday-8_09.html. Thank you!
These were great! I only wanted to mention that the link for your "coloured paper," was not working (under your list of materials). Thanks for the lovely easy idea!!!
Oh thanks! Will check it!


Welcome to Mario Kart! This will be going just about the same as recent years, with a variety of tracks, and settings in each round. The official bracket setup and rules will be finalized at the tourney itself.


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Q: Insights Vs Diagnostic Settings in Azure Monitor In Azure Monitor, there is a section called Insights that allows us to configure some kind of monitoring on a chosen set of resources like Applications, VMs, Storage Accounts, Containers etc.
There is also a section called Diagnostic Settings that allows us to send logs with further detail to a chosen destination such as a Log Analytics workspace.
I am a little confused as to the difference between the two? What is the difference between the data that these tools collect?
I know with Diagnostic Settings, you can configure where the data collected is sent to, but where is the data that Insights collect stored?
What are the use cases for the two services?

A:
I am a little confused as to the difference between the two?

The Azure Monitor Insights section gives access to ready made/out of the box dashboards and visualizations for specific services.
If you want longer data retention or export the data to consume the data in other ways you cannot use Insights, you need to use Diagnostic Settings to setup data export.

What is the difference between the data that these tools collect?

They both use the same source data in most, if not all, cases.

I am a little confused as to the difference between the two? What is the difference between the data that these tools collect?

There is no difference in the data. The data from Insights can be viewed directly as opposed to having to build the views over the data exported by Diagnostics Settings yourself.

What are the use cases for the two services?

I use Insights for quick & easy monitoring and troubleshooting and Diagnostic Settings to export data to custom storage solutions so we can create reports over years of data.
Also, if you need to store certain events or data for legal purposes for a long period, Diagnostics Settings is the way to go. Insights won't help you there.

redpajama_set_name: RedPajamaStackExchange


Represents Stacked Area chart type. Stacked area is an area chart with Y values stacked over one another, in series order.
Stacked area type uses USAGE_Y type to determine index of corresponding Y value among chart point's Y values.


The mother of 24-year-old Jeffrey Savoy, who fatally stabbed another son, John Coddington, in Sept. 2012 wept throughout Savoy's sentencing this morning in New London Superior Court.
Savoy had pleaded guilty to first-degree manslaughter, accepting the state's offered sentence of 11 years in prison followed by eight years of special parole.
Lisa Coddington, the mother of both the victim and his convicted killer, was too distraught to address the court. Victim Advocate Beth Ann Hess handed Coddington a box of tissues and spoke on her behalf.
"She wants everyone to realize she lost one son to death and another son to jail," said Hess. "And now the kids' mom is considering moving away for a new start, so she'll lose her grandchildren as well."
Savoy, a slight man with dark curly hair, turned to his family members and apologized before Judge Hillary B. Strackbein imposed the sentence.
"I just want to apologize to everyone," he said softly. "It was an accident. I didn't mean it. I didn't mean it."
Another brother, Tyus Lawrence, told Savoy he forgives him. Also present was a sister, Latisha Knight, who is charged with interfering with the police investigation after Savoy went to her home following the stabbing.
Prosecutor David J. Smith said it was a tragedy for everyone involved. He noted the mother was sitting next to Coddington's girlfriend in court, even though the girlfriend, Kimberly Bewlay, had told court officials that Savoy should serve a longer sentence - "a life for a life," she said.
"You can see how complicated and intertwined a situation it is," Smith said.
Defense Attorney Theodore Koch said he could feel all the pain in the room.
"Jeff told me from the beginning he didn't mean to do it," Koch said.
According to the state, Savoy and Coddington argued after Savoy took Coddington's two young children from his home at 231 North Main St. in Jewett City because Coddington and Bewlay, were arguing, pushing each other and spitting in each other's face. Savoy put the kids into Bewlay's Dodge Durango, dropped them off at his sister's house and returned to Coddington's residence later to pick up clothes, according to a police report.
Coddington came out of the house swearing, and the encounter turned physical. Savoy allegedly took out a knife with a 3-inch blade. Bewlay said Coddington told Savoy, "Don't pull a knife on me. If you want to fight, use your hands. I'm your brother."
Coddington ran from the home, bleeding and calling for help, to the nearby Bestway gas station and convenience store. He was pronounced dead a short time later at The William W. Backus Hospital.
Savoy admitted he was a drug addict and had been high when he stabbed his brother. In court, Savoy's mother told her son he has to know that "drugs destroyed his life."
Judge Strackbein said society is filled with people whose lives were ruined by drugs.
"Drugs are not victimless crimes," she told Savoy. "You're a victim of drugs. Your brother is a victim of drugs. You have to stay straight and try to make up for what you've done."


text:
H-E-B will distribute 5,000 holiday meals at Delmar Stadium this Saturday
Business // Retail
Megan Munce, Staff writer
Lisa Michael, left, helps Triston Covell bag desserts as volunteers distribute meals for 200 families as part of H-E-B Feast of Sharing in partnership with the Montgomery County Food Bank at Conroe High School, Thursday, Dec. 9, 2021, in Conroe.
Jason Fochtman, Houston Chronicle / Staff photographerShow MoreShow Less
A Target sign (right) is next to an H-E-B sign on Southeast Military Drive near Brooks City-Base.
John Davenport/San Antonio Express-NewsShow MoreShow Less
H-E-B employees and volunteers will distribute 5,000 holiday meals at Delmar Stadium this Saturday as part of the grocery chain's efforts to fight food insecurity.
Between 11 a.m. to 2 p.m. on December 3, cars can drive through the stadium to receive four hot holiday meals and a box of non-perishable holiday food until supplies run out. H-E-B plans to host 34 Feast of Sharing events throughout Texas and Mexico over the course of the holiday season, distributing more than 340,000 meals in total, the company said in a statement.
The annual series of events has been going on since 1982, and a total 375,000 volunteers have served nearly four million meals in the years since then, according to H-E-B.
During the COVID-19 pandemic, H-E-B was forced to cancel the in-person event and instead partnered with local food banks and hunger relief organizations to deliver meals directly to resident's homes. This holiday season is the first time in two years where volunteers will once again dress up in holiday sweaters and hats to distribute meals. H-E-B has already hosted Feast of Sharing events in 15 cities across Texas and Mexico this past month, and will visit 19 more by Christmas.
megan.munce@chron.com
New music, nightlife venue planned in Houston EaDo area
Concern raised over large ships and Ike Dike seagates
Solar energy is booming. So why are jobs down?
Biden okays series of oil and gas export projects
Three takeaways for Houston on the decline in solar jobs
Megan Munce
Megan Munce is a Hearst Fellow working for the Houston Chronicle.
Megan recently graduated from Northwestern University's Medill School of Journalism with a B.S. and M.S. in journalism and a second major in political science.
She previously worked as an audience engagement fellow and a reporting fellow at the Texas Tribune, as well as an audience intelligence intern for KQED, the Bay Area's NPR and PBS member station.


text:
Q: how can i filter data in a csv file? I have a csv file with two fields, one refers to the gender and the other to the city.
The user must type the city, the file has 100 lines with various names repeated, how can I filter this data by city?
list
gender,City
M,Barcelona
M,London
M,Antwerpen
M,Paris
F,Calgary
F,Calgary
F,Albertville
F,Albertville
F,Lillehammer
F,Lillehammer

import csv

with open('dados_resposta.csv') as csvfile:
    readCSV = csv.reader(csvfile, delimiter=',')
    cidade = []
    mulheres = []
    for row in readCSV:
        Sex = row[0]
        City = row[1]

        cidade.append(City)
        mulheres.append(Sex)

    entrada = input('country: ')

A: Ask for the city first, then loop and filter using an if statement
import csv

entrada = input('city: ')

mulheres = []

with open('dados_resposta.csv') as csvfile:
    readCSV = csv.reader(csvfile, delimiter=',')
    for row in readCSV:
        Sex = row[0]
        if row[1] == entrada:
            mulheres.append(Sex)

print('Genders for {} are {}'.format(entrada, mulheres))

Alternatively, use pandas


Could I convert a small car to electric for 2100?
My dad offered to fund 2100 to converting a small car to electric. I don't think this is at all possible but I would like to see some second opinions. The 2100 doesn't include cost of the car, thats a different matter. If this is or is not possible I would still love some resources to distributors of electric veichle parts and motors.
How much range do you expect and how much scrounging and building can you do ?
Cost goes up with range.
Mostly right now I just want it to go a good 30 km and I would like to have it reach speeds of 80km/h. I don't have many far away places to go to but there are many 80km/h roads around me. Also batteries should be ignored in the price as well because right now if I hook him on to the idea he may add more to the the overall building costs. Not to mention my dad being the carophile has a bunch of lead-acid batteries around.
For the building part I am not putting together any circuits or wrapping any coils. I don't mind doing the internal wiring for connecting parts. And I could probably do some part scrounging around junkyards and some of my dad's carophile friends if they let me lol! I have a tendency to get easily frustrated with fiddling with the little things like small components and such.
A short while ago someone posted about buying a forklift and using the motor. You may want to read that thread. As always google to educate yourself on what people are doing.
Yep, check you salvage and junk yards! watch your local papers for industrial auctions too.
Most E-lifts go cheap if the battery is bad. Rairly are the motors or controls all bad. Or at least ask a few questions and get to know why its for sale.
A dead E-lift can go for $500 to $1000 and when you are done stripping all the goodies you still have a few tons of good iron for the scap man. They pay better prices for big dense things too!
Ya definatly I will keep posting the goodies I find and everything!


text:
BOC debates Transportation Committee makeup
Fayette County, News, Top Stories
There's no time to change horses midstream, but the County Board of Commissioners may consider changes to the makeup of their Transportation Committee in the future. Early year housekeeping saw commissioners Randy Ognio and Charles Oddo and staff members Phil Mallon and Carlos Christian reappointed to the Transportation Committee, but the process could change in…
County hosting surplus vehicle, equipment auction April 13
Fayette County is preparing for its first live surplus action in nearly a decade. On Saturday, April 13, the surplus vehicle and equipment auction will include trucks, heavy equipment, office furniture, bikes, and more. There will also be brand name items like Versace, BCBGMAXAZRIA, Chloe, Fendi, Nike, Puma, and more, including shoes, jewelry, glasses, collectibles,…
County, F'ville talk connection for new city hall project
Fayette County, Fayetteville, News, Top Stories
As the City of Fayetteville pushes forward on big picture plans for their new city hall and surrounding green space, they are reaching out to the county to discuss ways to create connectivity between the two government offices. At Thursday night's County Board of Commissioners meeting, Brian Wismer, Downtown Development Director for the City of…
Gibbons walks back comments on public comments
Commissioner Edward "Edge" Gibbons walked backed his comments on public input at meetings at the Fayette County Board of Commissioners' February 28 gathering. "I apologize for my remarks as they pertained to public comment. I was wrong in many ways," said Gibbons. "I definitely want to hear from the public in this meeting or any…
Commissioners approve raise for county manager
Calling it a chance to keep the right person on the job, the County Board of Commissioners approved a raise for County Administrator Steve Rapson at Thursday night's meeting. "We need the right person in place, and I think Steve has been the right person for the last six years," said Commissioner Charles Oddo. The…
Called to Service: Rousseau bent on building up community
Fayette County, Top Stories
Charles Rousseau really never had a choice. Born to a preacher father and a teacher mother, and with grandparents who raised foster children, serving people is in his DNA. "I fondly and sparingly remember people in our house that we didn't know, but my parents took them in as people who were in need," he…
Ognio asks for public comment time limits
Chairman Randy Ognio wants the County Board of Commissioners to rethink allowing unlimited public comments at their meetings. In end of meeting commissioner's comments at Thursday night's meeting, Ognio proposed a change to public comments. "I think we might look at changing that, if it's okay with everybody, and limit it to just five minutes…
County, PTC WASA to help federal employees with water bills
Fayette County, News, Peachtree City, Top Stories
As federal employees continue to face the fallout from the government shutdown, local entities are working to ease the burden. At Thursday night's County Board of Commissioners meeting, County Administrator Steve Rapson announced both the county's water department and the Peachtree City Water and Sewage Authority (WASA) are working on a deferment plan to ensure…
Ognio elected as Chairman of Board of Commissioners
There will be a new man leading the meetings for the County Board of Commissioners in 2019 after Randy Ognio was elected as Chairman Thursday night. Ognio replaces Eric Maxwell as Chair, and Charles Oddo was elected to replace Ognio as Vice-Chair. As is annual procedure, the first meeting of a new year commences with…
Friend request denied: 'Religious Freedom' bill support helped push $750M Facebook center away from Fayette
While several speakers at Thursday's County Board of Commissioners warned of potential negative consequences from continuing to support the controversial Religious Freedom Restoration Act (RFRA), it was confirmed that it already played a part in Fayette County losing out on a massive project. As part of the discussion, Fayette was revealed to be the favorite…


text:
Tyres »
Quest Global Engineering Pvt Ltd
Apollo Tyres Ltd
Onkar Kanwar
India will soon have more than 100 million end-of-life tyres every year: Onkar Kanwar, Apollo Tyres
"Discarded tyres or end-of-life tyres, in India, are increasingly being consumed by the environmentally hazardous pyrolysis units in the unorganised sector." Namrata Rana&Utkarsh Majmudar | ET Bureau | May 30, 2017, 08:48 IST
As the Chairman of Apollo Tyres Ltd, Onkar Kanwar is the chief architect of the company's vision and value-driven business strategy. Under his able leadership, Apollo became a professionally managed and a globally recognised tyre manufacturer. An initiative close to his heart is Apollo Tyres' HIV-AIDS awareness and prevention programme for the commercial vehicle driver community, implemented through Apollo Tyres Foundation's Health Care Centres located in large transhipment hubs across India. He spoke to us about Apollo Tyres' CSR and sustainability strategy.
1. Which are the main pillars of your CSR and Sustainability strategy?
The ethos of CSR and Sustainability is deep rooted in our organisational culture and engrained into its Corporate Governance practices.
The approach to CSR stems from our vision to add value to the lives of all the stakeholders and foster inclusive growth. The organisation acknowledges the significance of its performance in relation to the society in which it operates, and its impact on the environment, both now and in the future. The social responsibility and sustainability commitment flows from this understanding and is based on its vision of growth, development and expectations of all its stakeholders. Based on this vision, the organisation showcases a sense of responsibility towards environment, labour, occupational health and safety and human rights. It strongly believes that in order to move up the value chain, it is critical to use fewer natural resources to produce more.
The structure is formalised through the constitution of a Sustainability Committee which has representation from the Management Board. This highlights the commitment of our top management to ensure that we drive our sustainability strategy forward. The Sustainability Committee is responsible for management of the sustainability statement and sustainability framework and also works towards achieving sustainability goals. In addition, there is a CSR committee, formulated as per requirement of Section 135 of Companies Act, 2013 and represented by our Board of directors. Broadly, our CSR work is carried out under the themes of Environment and Social, which includes Health and Community Development.
The key focus areas under Sustainability, for the organisation, are Climate Change Mitigation, which has initiatives for Greenhouse Gas Emission and Renewable Energy, and Community Development, implementing initiatives under health.
2. What have been some of the greatest challenges in realising your CSR and Sustainability goals in the past, and how has your company overcome them?
During the initial years of the HIV-AIDS awareness and prevention programme, which is our flagship (oldest) CSR project, because of the subject being taboo, our team found it difficult to have people come up and discuss about it. However, our sustained efforts using outreach workers, street plays and distribution of printed materials to raise awareness, helped people open-up and come forward with their queries, and understand about HIV-AIDS prevention.
For community development and environment related projects, especially the latter, the biggest challenge in our area of operation was the limited availability of expert NGOs and maintaining the quality of the programmes that we undertook. We overcame this challenge by sticking to the basics like following the standard operating procedures and the financial guidelines, in addition to regular monitoring and evaluation.
3.The "We Care" programme is centred around customers, employees, suppliers and dealers, and, community. This is unique in that it encompasses the complete value chain. Could you share the evolution and development of this programme?
The organisational strategy stems from the belief of creating value for all its stakeholders, namely employees, customers, communities, suppliers, dealers and all others, in the value chain while doing business and constantly re-orienting itself to meet their needs and expectations.
Employees are considered as pillars of success and are an integral part of our value chain. The HR vision of the organisation is to be a strategic partner to the business and create value for the organisation by developing the human capital. In line with this vision, we believe in empowering our employees and honing their skills. We make a conscious effort to ensure that a healthy workforce base is maintained, and safety needs of employees are met. We ensure and take steps to impart right knowledge and skills to them to enhance their growth in the organisation. This is done through structured training, development and leadership programmes both within the organisation and outside. Our commitment not only lies in imparting relevant training or learning experiences but also evaluating and rewarding performance.
Sales and Marketing activity is directly linked with customers. Hence it focuses on customer satisfaction, market intelligence, creating new market, conducting customer and dealer meets, creating marketing communication for above the line and below the line activities.
The Procurement function is the lead in our upstream value chain. It is our policy to deal directly with raw material suppliers and to be a strategic partner to the business. We invest quite extensively in our supplier management process to strengthen our long-term partnerships with them.
4.Disposal of rubber tyres is a serious problem. What can the industry do to improve the situation? What are Apollo Tyres' plans?
As per a research commissioned by us, very soon India will have more than 100 million end-of-life tyres every year, without proper mechanisms in place to recycle or dispose of these tyres. As a responsible company, we have been working towards tackling the issues of discarded tyres. From expanding our retreading footprint, to Go The Distance football pitches in UK and India, and creating play structures made out of discarded tyres in Chennai, all showcase ways we have been working towards the reuse or recycling of discarded tyres.
Discarded tyres or end-of-life tyres, in India, are increasingly being consumed by the environmentally hazardous pyrolysis units in the unorganised sector. This has led us to commission another research to find out efficient and eco conscious ways to do pyrolysis.
5. What sustainability challenges do you see for Apollo Tyres in the future?
Apollo Tyres has taken a structured approach to integrate Sustainability into organisational Corporate Governance. It has formulated a Sustainability framework based on the international standard of ISO 26000. This is done with the objective of relooking at processes and aligning them with international best practices. It also gives us an opportunity to mainstream the material/business issues, which form critical sustainability parameters for the company.
On the economic front, the volatile raw material prices continue to pose challenges for the organisation, in addition to the dumping of low cost tyres, especially the truck-bus radials, from China.
On the social front, meeting the growing needs of the community where we operate, and all stakeholders at large, will always remain a challenge for the organisation.
We measure our strategic preparedness against these challenges on a frequent basis, and strive to overcome them in our quest to deliver value for all our stakeholders at every point in time.
Tags : Tyres, Quest Global Engineering Pvt Ltd, Apollo Tyres Ltd, Quest, Onkar Kanwar, Apollo Tyres
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