As a Programme Manager for Socioeconomic Inclusion I work to further understand the challenges and support the needs of individual chemists from different socioeconomic backgrounds. I work to deliver research to further understand access to and progression within the chemical sciences for those from low socio-economic backgrounds in relation with protected characteristics. Developing and implementing a programme of activities to increase inclusion of individuals from low socioeconomic backgrounds into chemistry. This includes:• Providing expert knowledge on the impact of socioeconomic background on inclusion in the chemical sciences.• Comprehensive data analysis of relevant research looking at access to and progression within the chemical sciences, with particular reference to social mobility and intersectionality of protected characteristics.• Analysis of the long-term impact of covid-19 on social mobility within the chemical sciences.• Identification of barriers experienced at all career stages by individuals from low socioeconomic backgrounds and where the RSC and RSC’s Chemists Community Fund can meaningfully support those individuals.• Coordinating an implementation plan and supporting colleagues and external stakeholders to introduce short- and mid- term actions for improved inclusion of individuals from low socioeconomic backgrounds.As a Programme Manager for Socioeconomic Inclusion I am involved in wider inclusion and diversity team initiatives and activities and support the team’s work. Working closely with The Chemists’ Community Fund, the working name of the RSC Benevolent Fund, which provides financial support for the relief and prevention of poverty, as well as advice and sign-posting to support members through challenging life events; a network of volunteers provides additional local support for members in need.

Delivery of Royal Society of Chemistry resources in the West of Scotland engaging 16 local authorities. Liaising with partnership agencies, learned societies & local RSC sections to make sure advice given to schools is impartial and current.As an education coordinator i seek to influence and engage members to act as advocates for chemistry, showcasing best practice in schools engagement and public engagement activities within our network of local members.AccountabilitiesSupport the retention and development of teachers of chemistry and support teachers to deliver an enriched curriculum through:- Working with schools and education providers to increase access to and engagement with our education products and services through understanding the school and provider needs and advising the best support on offer to meet their individual needs.- Building relationships with schools and teachers of chemistry within those schools.- Having an excellent in depth knowledge of Royal Society of Chemistry products and services for schools.- Providing feedback on the potential development of RSC support to meet local teacher needs.- Providing feedback on local and national teacher concerns and policy developments.- Improve the confidence of primary teachers to teach science (with a focus on chemistry) through working with Science Leaders in schools and with partners.- Support the Initial Teacher Training of teachers of chemistry through delivering sessions to trainee teachers of chemistry training in all routes.- Provide opportunities for RSC members to have conversations with the public about science, and develop member’s skills in delivering outreach.- Supporting Local Section’s education/outreach activities.- Contributing to member and outreach intelligence as required.- Develop successful partnerships and relationships with organisations and education stakeholders in the region to support delivery of the plans.

The Spectroscopy in a Suitcase scheme is a FREE outreach activity which gives school students the chance to learn about spectroscopy through hands-on experience.I am the lead representative for the RSC's spectroscopy in a suitcase program for the West of Scotland based at the University of the West of Scotland as an Outreach delivery coordinator. This involves communicating with various institutions to plan scientific workshops on spectroscopy techniques, suitable for Primary, Secondary and Higher Education level students and Primary Educationalists. These workshops require preparation and procurement of equipment/materials and making up the stock solutions while adhering to health and safety requirements, including COSHH assessments. The workshops are delivered by myself and adapted and developed in accordance with the client requirements. The main spectroscopy subjects covered include: Infra Red, Ultraviolet-Visible, Nuclear Magnetic Resonance spectroscopy and Mass Spectrometry.My work complements the four key outcomes of the Spectroscopy in a Suitcase scheme.1) Increase secondary school pupils engagement in analytical chemistry and STEM subjects: through hands-on experience, in a real-life context, and by providing role models in the subject.2) Increase teachers’ awareness and confidence in talking about real life contexts for chemistry, in the Higher & Advanced & Higher syllabus, and careers in chemistry and STEM subjects.3) Provide a training ground for SIAS ambassadors (undergraduate and postgraduate students) to develop their communication and teaching skills, enhance their CV and gain confidence as they progress in their STEM careers. 4) Support relationships between university chemistry departments and local schoolsKey skills: Organising, Liaising, Training, Communicating, Technical, Educating

To lead the team of invigilators in conducting external examinations for students, ensuring that all regulatory requirements for the conduct of examinations are strictly adhered to and met at all times.

Specialising in supporting students with; physical disabilities, learning difficulties (i.e. Autism, Dyslexia, Asperger’s), visual, auditory & vocal impairments, mental health impairments. I was responsible for providing examination support work, library and practical support assistance, reading (non-exam), scribing (non-exam), sighted guiding, study assistance and workshop/laboratory assistance. Responsible for taking clear, well structured notes, within the specified time, in a confidential and reliable manner for students who, due to their disability, find it difficult to take notes in lectures, seminars or group work or wherever support is needed.

Each year around 9.9 million tonnes of Waste Electrical and Electronic Equipment (WEEE) is generated in the EU. Only 30% of WEEE generated is reported as properly collected and recycled. Many modern electrical and electronic products contain materials which have been classified as Critical Raw Materials (CRMs) by the European Commission. Critical Raw Materials are those where their supply and economic impact to the European Union is at risk and higher than for other raw materials. Most critical raw materials are virtually unrecovered from WEEE, this is mainly attributed to the current collection and recycling arrangements. To address this we have developed the WRAP-led Critical Raw Material Closed Loop Recovery project, funded with contribution of the LIFE financial instrument of the European Community. The objective of this work is to deliver a series of trials to demonstrate the link between how products are collected, and the potential for reuse and material recovery and to demonstrate viable approaches to increase the recovery of priority critical raw materials by 5% within the project lifetime. The project will consider the way waste electrical's are collected and demonstrate the impact of collection mechanisms on reuse, and the potential for material recovery when products are recycled. It will also assess the environmental and economic impact of the collection and recovery activity. The collection mechanisms should challenge the way WEEE is currently collected to optimise recovery potential and should look to deliver an understanding of the potential impact that different collection mechanisms have on recovery and associated product reuse and recovered material value in order to establish a compelling commercial and environmental case for change. By optimising the recovery of Waste Electrical and Electronic Equipment (WEEE) and demonstrating the percentage recovery of Critical Raw Materials (CRM) Gold, Silver, Cobalt and Copper from WEEE.

Polar Ambassadors are experienced educators and STEM industry experts with a passion for all things Polar and have a passion and ability for enthusing primary children, as well as providing support to improve progression in STEM subjects for 7-11 year olds.The main aims are to help increase: - enjoyment and engagement in STEM subjects and extra-curricular activities- confidence in learning science and in scientific enquiry skills - awareness of the importance and relevance of science to society, and the role this plays in relation to helping people live with and adapt to climate change- knowledge of career opportunities available to pupils who study STEM subjectsPolar Ambassadors work alongside schools to take part in a range of activities, including: - in-school professional development for teachers, - free access to resources and activities, which have been curated to link with the commissioning and operation of the ship- ideas and suggestions to support schools' outreach activities- support in achieving a CREST Megastar awardKey skills: excellent communication skills, enthusiasm for using polar themes as a context to enrich teaching and learning, confidence in supporting and delivering practical lessons with classes of primary pupils, knowledge of the primary National Curriculum (and its equivalent), determination, tenacity and perseverance

Postgraduate demonstrator and marker for 1st, 2nd year organic chemistry/forensic science and 4th year toxicology laboratories. I have also lead seminars/lectures, supervised undergraduate research projects for 4 final year students, and taken a course on "Academic writing" for post graduate students.

Assisting doctors and medical staff in diagnosing and treating patients throughout the NHS; in wards, clinics and laboratories. Dealing with over 2000 patient samples daily, my main duties included; separating, quality control, labelling and analysing blood samples for a range of tests, inputting the results onto the NHS network and giving out results over the phone to doctors, medical staff and general practitioners to infer diagnosis enabling them to treat/prevent illness.

Job role included but was not limited to; serving and advising customers, cash handling, simplifying information on products and prices, stock checks, shelf replenishment, arranging displays, promoting special offers, ordering goods, handling complaints and monitoring food quality daily for frozen, fresh and dried food.