Daniel Acheson has over 15 years of experience in international aid and development work, education, and charity operations. He is currently serving as the Logistics Manager for Raleigh International in Tanzania, where he oversees logistics for 16 community projects. Previously, he spent 5 years managing youth services for the UK charity Challengers, and has 4 years of experience as a primary school teacher in the UK. He aims to move into an international aid project management role utilizing his experience in operations and logistics.
Rajinder Ghataora has over 30 years of experience in strategic leadership roles within children's services, with a focus on early help, community development, and quality improvement. They have extensive experience managing multi-disciplinary teams and budgets up to £5 million. Their achievements include pioneering innovative service models and delivering on large capital programs to improve outcomes for families.
Daniel Mulcaster is a senior manager with over 14 years of experience in residential care homes, learning disability services, and boarding schools. He is currently seeking a new opportunity after caring for a relative. He has a strong track record of driving excellence in care, leadership, and regulatory compliance. His experience includes overseeing supported living schemes, managing residential units, and building strong relationships with families, regulators, and external partners. He is skilled in areas such as safeguarding, organizational leadership, and fostering independence. References are available from his roles at the National Autistic Society and Camphill Community Glencraig.
Kusuma Trust UK Annual Review 2010-2011KusumaTrustUK
The chair's statement summarizes the activities of Kusuma Trust UK in 2010-2011. It discusses how the Trust committed £3.35 million in grants, 95% towards educational initiatives, to support children and young people in India in realizing their potential. It highlights key projects funded including scholarship schemes, an accelerated learning program, and a mid-day meal scheme. It also notes the hiring of a new CEO, development of the Trust's first strategy, and expectations for its implementation in the coming year.
This document provides a summary of Amy E. Feucht Hogarth's professional experience and qualifications. She has over 20 years of experience in senior leadership roles managing programs and budgets for organizations providing services to at-risk youth and families. Her experience includes positions as Director, Vice President, and Program Director where she oversaw residential treatment facilities, outpatient programs, and community centers. She has a proven track record of effective management, relationship building, and innovative programming.
WA Guidelines for Career Development and Transitions Dr Peter Carey
The Western Australian Guidelines for Career Development and Transition Support Services is a response to the National Framework for Career and Transition Services. This approach has been developed between the Department of Education and Training of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia and outlines a comprehensive approach by schools to assist students in managing the various stages of transition.
To make effective transitions through school and on to further education, training and employment, students require access to information and suitably qualified people that will assist them in this process. Before making and implementing decisions about careers, students also need to develop a knowledge and under standing of themselves in relation to the workforce and need to be aware of current labour market trends. This includes consolidating the skills required to learn further, as well as recognising and developing employability skills through the course of their everyday learning at school, in employment and training pathways, at home and in the community.
The objective of this Resource Collection is to provide students with access to career development services and information that will assist them to make informed choices about learning, work and life opportunities. The Guidelines present a range of options which could be implemented to support young people in making effective transitions and can be used as a tool to assist schools in planning for and providing services and information to support this process.
http://www.ceo.wa.edu.au/home/carey.peter/guidelines.html
This document provides information about transition planning services from Personnel Plus, a supported employment agency. It defines transition services under the IDEA as activities to help students with disabilities transition from school to post-secondary activities like employment. It outlines the roles of transition coordinators and partners in assisting students and coordinating with schools. It also provides timelines, strategies, services, and contact information for transition support from Personnel Plus.
Alexandra Cummin has over 20 years of experience in administration, education, fundraising, and volunteer management. She currently leads Tech Impact's ITWorks program which provides IT training and job placement. Previously, she consulted and advocated for students with learning disabilities, managed major fundraising events, and held director roles developing education programs and overseeing capital campaigns. Cummin has strong skills in relationship building, communications, and strategic planning.
This document provides a summary of Anna Burke's experience and qualifications. It outlines her background working in education, welfare-to-work, and offender rehabilitation. Key achievements include establishing Drop the Tag training consultancy and transforming a local government department into a successful social enterprise. She has extensive experience in social business, mentoring, and project management.
Rajinder Ghataora has over 30 years of experience in strategic leadership roles within children's services, with a focus on early help, community development, and quality improvement. They have extensive experience managing multi-disciplinary teams and budgets up to £5 million. Their achievements include pioneering innovative service models and delivering on large capital programs to improve outcomes for families.
Daniel Mulcaster is a senior manager with over 14 years of experience in residential care homes, learning disability services, and boarding schools. He is currently seeking a new opportunity after caring for a relative. He has a strong track record of driving excellence in care, leadership, and regulatory compliance. His experience includes overseeing supported living schemes, managing residential units, and building strong relationships with families, regulators, and external partners. He is skilled in areas such as safeguarding, organizational leadership, and fostering independence. References are available from his roles at the National Autistic Society and Camphill Community Glencraig.
Kusuma Trust UK Annual Review 2010-2011KusumaTrustUK
The chair's statement summarizes the activities of Kusuma Trust UK in 2010-2011. It discusses how the Trust committed £3.35 million in grants, 95% towards educational initiatives, to support children and young people in India in realizing their potential. It highlights key projects funded including scholarship schemes, an accelerated learning program, and a mid-day meal scheme. It also notes the hiring of a new CEO, development of the Trust's first strategy, and expectations for its implementation in the coming year.
This document provides a summary of Amy E. Feucht Hogarth's professional experience and qualifications. She has over 20 years of experience in senior leadership roles managing programs and budgets for organizations providing services to at-risk youth and families. Her experience includes positions as Director, Vice President, and Program Director where she oversaw residential treatment facilities, outpatient programs, and community centers. She has a proven track record of effective management, relationship building, and innovative programming.
WA Guidelines for Career Development and Transitions Dr Peter Carey
The Western Australian Guidelines for Career Development and Transition Support Services is a response to the National Framework for Career and Transition Services. This approach has been developed between the Department of Education and Training of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia and outlines a comprehensive approach by schools to assist students in managing the various stages of transition.
To make effective transitions through school and on to further education, training and employment, students require access to information and suitably qualified people that will assist them in this process. Before making and implementing decisions about careers, students also need to develop a knowledge and under standing of themselves in relation to the workforce and need to be aware of current labour market trends. This includes consolidating the skills required to learn further, as well as recognising and developing employability skills through the course of their everyday learning at school, in employment and training pathways, at home and in the community.
The objective of this Resource Collection is to provide students with access to career development services and information that will assist them to make informed choices about learning, work and life opportunities. The Guidelines present a range of options which could be implemented to support young people in making effective transitions and can be used as a tool to assist schools in planning for and providing services and information to support this process.
http://www.ceo.wa.edu.au/home/carey.peter/guidelines.html
This document provides information about transition planning services from Personnel Plus, a supported employment agency. It defines transition services under the IDEA as activities to help students with disabilities transition from school to post-secondary activities like employment. It outlines the roles of transition coordinators and partners in assisting students and coordinating with schools. It also provides timelines, strategies, services, and contact information for transition support from Personnel Plus.
Alexandra Cummin has over 20 years of experience in administration, education, fundraising, and volunteer management. She currently leads Tech Impact's ITWorks program which provides IT training and job placement. Previously, she consulted and advocated for students with learning disabilities, managed major fundraising events, and held director roles developing education programs and overseeing capital campaigns. Cummin has strong skills in relationship building, communications, and strategic planning.
This document provides a summary of Anna Burke's experience and qualifications. It outlines her background working in education, welfare-to-work, and offender rehabilitation. Key achievements include establishing Drop the Tag training consultancy and transforming a local government department into a successful social enterprise. She has extensive experience in social business, mentoring, and project management.
The document summarizes the Passport To Success (PTS) life skills program run by International Youth Foundation in Senegal. PTS equips vulnerable youth ages 12-21 with skills to stay in school, get an education, and be employment ready through a curriculum of 75 interactive lessons over 6-8 weeks. The curriculum covers personal competencies, problem solving, health behaviors, work habits, entrepreneurship, service learning, and closure. Evaluations show at least 30 lessons are needed to ensure behavior change in key life skills. PTS has been implemented in schools, vocational institutes, non-profits, and other youth serving organizations in Senegal and 20 other countries.
Dermot Quigley is a motivated professional with extensive experience in community services including justice, homelessness, child protection, and mental health. He possesses strong leadership skills and expertise in developing tailored support packages for complex client needs. His career objective is to secure a challenging leadership role where he can continue growing his knowledge and skills in an ethical organization.
This document discusses career opportunities in the early childhood field. It notes that more early childhood professionals are needed to care for and educate the growing number of children with working parents. Some career options presented include researchers, trainers and consultants, facility regulators, administrators, and lead teachers. Researchers conduct studies to evaluate services and practices, while trainers provide training to early childhood professionals. Facility regulators ensure compliance with standards. Administrators manage childcare centers and lead teachers plan classroom activities. Most roles require at least a bachelor's degree in early childhood education or a related field. The document provides education recommendations and typical salary ranges for different early childhood careers.
This document is a resume for Joanne Lucille Borg, an Aboriginal woman from Cairns, Queensland. The resume summarizes her areas of expertise in Aboriginal and Torres Strait Islander child welfare, families, communities and cultural practices. It then details her education qualifications and relevant work experience over 20 years in Aboriginal health, child protection, family services, and community organizations. The resume lists publications and memberships and provides contact details.
Sherri Verdone has over 20 years of experience in human resources and project management. She currently works as a Program Manager at the University of Texas M.D. Anderson Cancer Center, where she oversees human resources activities for 225 employees and implements special projects to improve employee engagement and customer satisfaction. Previously, she held management roles delivering technology services to convention centers nationwide and human resources positions in Miami.
The document discusses the benefits of a cumulative approach to volunteer placements through the Australian Volunteers for International Development (AVID) program. It provides two examples:
In Fiji, successive AVID volunteers helped strengthen coordination between Fiji Red Cross and disaster management agencies, increase training programs for local volunteers, and improve response capacity at both national and local levels.
In Bhutan, AVID volunteers developed the country's first Deaf Education Teacher's Manual and helped schools introduce individualized education plans to better support students with special needs.
Ibrahim Ali has over 10 years of experience working in community coaching, counseling, advocacy, and interpretation in New Zealand and overseas. He has held roles in security, teaching assistance, caregiving, and volunteer coordination. Ibrahim is skilled in building relationships, communication, and working with diverse cultural and language groups. He speaks English, Arabic, and Somali and holds qualifications in commerce, security, first aid, and refugee support.
El documento presenta cuatro decretos supremos emitidos por el Ministerio de Agricultura que aprueban reglamentos relacionados con la gestión forestal y de fauna silvestre en el Perú. El primer decreto aprueba el Reglamento para la Gestión Forestal, mientras que los otros tres aprueban reglamentos para la gestión de fauna silvestre, plantaciones forestales, y gestión forestal y de fauna silvestre en comunidades nativas y campesinas.
The document outlines a proposed advertisement for Skittles candy. It will show a black and white world representing sadness, which then becomes colorful after a child eats Skittles, displaying happiness. The goal is to promote Skittles by appealing to emotions and showing how eating them improves one's life. Legal restrictions like child labor laws and copyright will need to be followed. A budget of over £4,000 is allocated for production equipment, staff, and facilities.
Cyro Industries manufactures expanded maize snacks in Gaborone, Botswana. It was established in 2013 and produces high quality maize-based snacks. The company wants to benchmark a new concept maize puff chip against competitors before launching. The research aims to evaluate consumer preferences for competitors, determine the ideal maize chip attributes, and establish how the concept chip compares. A quantitative study involving taste tests will be conducted with 150 consumers in Gaborone to measure attributes like taste, texture, and flavor profiles. The results will help Cyro Industries strategically launch the new product and respond quickly to market changes.
This document discusses market price shocks across multiple time scales: macro, meso, and micro. It identifies shocks in historical stock market data from Russia and Asia using various filters. At the macro scale, shocks are identified as large intraday price moves. At the meso scale, shocks are large 1-minute returns. At the micro scale, shocks are abrupt price changes identified over seconds. The analysis finds shocks are more frequent in less liquid stocks. Micro shocks are often embedded within meso shocks, but meso shocks generally occur independently of macro shocks. The document concludes price shocks are prevalent across financial markets and their characteristics differ depending on the time scale analyzed.
You haven't found your passion yet so get out of your comfort zone, experience failure, and remember who you are while trusting your gut to help discover what sparks your interest.
Suzanne Rivard is an experienced project coordinator with over 25 years working with non-profits on community development, health promotion, and volunteer engagement initiatives. She has developed programs like Upper Canada School Travel Planning and Family Health Councils. Rivard also created tools like the Healthy Communities Asset Inventory and facilitated the development of the Healthy Communities Vision. Currently, she works as an independent consultant and holds volunteer leadership roles with organizations like Heart & Stroke Foundation and school boards.
Wael El-Sayed's resume summarizes his qualifications and extensive experience in education and community services. He has over 25 years of experience teaching and working with people with disabilities. He holds multiple degrees including a PhD in education and has worked in various roles in Australia, Qatar, Egypt, and elsewhere.
Julie Robson has 9 years of experience working in children's services at both practitioner and manager levels in the voluntary, private, and statutory sectors. She is currently a Project Leader for a DfE-funded project supporting settings and schools to improve inclusion for children with special educational needs. Previously she held several manager roles at a children's center, coordinating services and staff. She has strong communication, IT, and management skills and experience developing partnerships between schools and other organizations.
Grant Lindsey has over 15 years of experience in human services roles such as counseling, case management, and education. He has a bachelor's degree in human services and is skilled in areas like counseling, crisis intervention, records management, and conflict resolution. Currently he works as a resident service coordinator, where he assesses resident needs and advocates for them. Previously he has held various roles assisting youth, families, and individuals with disabilities.
This document is a curriculum vitae for Melinda J Greenstock that summarizes her professional experience and qualifications. She has over 14 years of experience working in the charity and not-for-profit sector, including 10 years of operational management experience and 6 years of management experience in the learning disability and care support sector. Her most recent role is as a Care and Support Manager at Alabare Christian Care & Support Services, where she is responsible for leading local service delivery and ensuring high quality services.
This document provides a summary of Phyllis Kay C. Stephenson's background and experience. It includes her education, which consists of a Bachelor's and Master's degree from the University of North Carolina at Greensboro in Social Work and Public Affairs. It then outlines her employment history from 2015 to 1977 in various leadership roles within nonprofit organizations, with responsibilities including strategic planning, program development, oversight of staff and operations, collaboration, and presentations/training. The document demonstrates over 35 years of experience in nonprofit management, social services, education, and consulting.
Cameron Trueman has over 25 years of experience in education, management, and leadership roles. He has a demonstrated ability to initiate projects, lead teams, and manage budgets and personnel. His experience includes roles as an Education Officer, Program Manager, Teacher, and Education Coordinator abroad. He has a Master's of Education in progress and degrees in Physical Education and Outdoor Education.
CURRICULUM VITAE Mokaya Onchuru MokayaPeter Mokaya
Peter Onchuru Mokaya has over 10 years of experience in project management, research, and teaching. He is currently pursuing an MSc in Health Economics and Policy at the University of Nairobi. He has managed several projects focused on youth empowerment, education, health, and sanitation in Kenya. These include the Mtaani Initiative, Advanced Learning Outcomes for Transformation Change Project, and KUZA Project. He also teaches part-time at the university level and has worked in research and quality assurance roles.
Tawnya McCrary has over 10 years of experience developing and managing programs to improve outcomes for organizations and communities. She currently serves as Director of Operations for Edna Martin Christian Center, where she helps create strategic plans and implements new processes. Previously, she held roles as Program Manager, Academic Career Coach, Case Manager, and Independent Consultant. She has a record of developing effective systems, training staff, and writing grants to increase productivity and services.
The document summarizes the Passport To Success (PTS) life skills program run by International Youth Foundation in Senegal. PTS equips vulnerable youth ages 12-21 with skills to stay in school, get an education, and be employment ready through a curriculum of 75 interactive lessons over 6-8 weeks. The curriculum covers personal competencies, problem solving, health behaviors, work habits, entrepreneurship, service learning, and closure. Evaluations show at least 30 lessons are needed to ensure behavior change in key life skills. PTS has been implemented in schools, vocational institutes, non-profits, and other youth serving organizations in Senegal and 20 other countries.
Dermot Quigley is a motivated professional with extensive experience in community services including justice, homelessness, child protection, and mental health. He possesses strong leadership skills and expertise in developing tailored support packages for complex client needs. His career objective is to secure a challenging leadership role where he can continue growing his knowledge and skills in an ethical organization.
This document discusses career opportunities in the early childhood field. It notes that more early childhood professionals are needed to care for and educate the growing number of children with working parents. Some career options presented include researchers, trainers and consultants, facility regulators, administrators, and lead teachers. Researchers conduct studies to evaluate services and practices, while trainers provide training to early childhood professionals. Facility regulators ensure compliance with standards. Administrators manage childcare centers and lead teachers plan classroom activities. Most roles require at least a bachelor's degree in early childhood education or a related field. The document provides education recommendations and typical salary ranges for different early childhood careers.
This document is a resume for Joanne Lucille Borg, an Aboriginal woman from Cairns, Queensland. The resume summarizes her areas of expertise in Aboriginal and Torres Strait Islander child welfare, families, communities and cultural practices. It then details her education qualifications and relevant work experience over 20 years in Aboriginal health, child protection, family services, and community organizations. The resume lists publications and memberships and provides contact details.
Sherri Verdone has over 20 years of experience in human resources and project management. She currently works as a Program Manager at the University of Texas M.D. Anderson Cancer Center, where she oversees human resources activities for 225 employees and implements special projects to improve employee engagement and customer satisfaction. Previously, she held management roles delivering technology services to convention centers nationwide and human resources positions in Miami.
The document discusses the benefits of a cumulative approach to volunteer placements through the Australian Volunteers for International Development (AVID) program. It provides two examples:
In Fiji, successive AVID volunteers helped strengthen coordination between Fiji Red Cross and disaster management agencies, increase training programs for local volunteers, and improve response capacity at both national and local levels.
In Bhutan, AVID volunteers developed the country's first Deaf Education Teacher's Manual and helped schools introduce individualized education plans to better support students with special needs.
Ibrahim Ali has over 10 years of experience working in community coaching, counseling, advocacy, and interpretation in New Zealand and overseas. He has held roles in security, teaching assistance, caregiving, and volunteer coordination. Ibrahim is skilled in building relationships, communication, and working with diverse cultural and language groups. He speaks English, Arabic, and Somali and holds qualifications in commerce, security, first aid, and refugee support.
El documento presenta cuatro decretos supremos emitidos por el Ministerio de Agricultura que aprueban reglamentos relacionados con la gestión forestal y de fauna silvestre en el Perú. El primer decreto aprueba el Reglamento para la Gestión Forestal, mientras que los otros tres aprueban reglamentos para la gestión de fauna silvestre, plantaciones forestales, y gestión forestal y de fauna silvestre en comunidades nativas y campesinas.
The document outlines a proposed advertisement for Skittles candy. It will show a black and white world representing sadness, which then becomes colorful after a child eats Skittles, displaying happiness. The goal is to promote Skittles by appealing to emotions and showing how eating them improves one's life. Legal restrictions like child labor laws and copyright will need to be followed. A budget of over £4,000 is allocated for production equipment, staff, and facilities.
Cyro Industries manufactures expanded maize snacks in Gaborone, Botswana. It was established in 2013 and produces high quality maize-based snacks. The company wants to benchmark a new concept maize puff chip against competitors before launching. The research aims to evaluate consumer preferences for competitors, determine the ideal maize chip attributes, and establish how the concept chip compares. A quantitative study involving taste tests will be conducted with 150 consumers in Gaborone to measure attributes like taste, texture, and flavor profiles. The results will help Cyro Industries strategically launch the new product and respond quickly to market changes.
This document discusses market price shocks across multiple time scales: macro, meso, and micro. It identifies shocks in historical stock market data from Russia and Asia using various filters. At the macro scale, shocks are identified as large intraday price moves. At the meso scale, shocks are large 1-minute returns. At the micro scale, shocks are abrupt price changes identified over seconds. The analysis finds shocks are more frequent in less liquid stocks. Micro shocks are often embedded within meso shocks, but meso shocks generally occur independently of macro shocks. The document concludes price shocks are prevalent across financial markets and their characteristics differ depending on the time scale analyzed.
You haven't found your passion yet so get out of your comfort zone, experience failure, and remember who you are while trusting your gut to help discover what sparks your interest.
Suzanne Rivard is an experienced project coordinator with over 25 years working with non-profits on community development, health promotion, and volunteer engagement initiatives. She has developed programs like Upper Canada School Travel Planning and Family Health Councils. Rivard also created tools like the Healthy Communities Asset Inventory and facilitated the development of the Healthy Communities Vision. Currently, she works as an independent consultant and holds volunteer leadership roles with organizations like Heart & Stroke Foundation and school boards.
Wael El-Sayed's resume summarizes his qualifications and extensive experience in education and community services. He has over 25 years of experience teaching and working with people with disabilities. He holds multiple degrees including a PhD in education and has worked in various roles in Australia, Qatar, Egypt, and elsewhere.
Julie Robson has 9 years of experience working in children's services at both practitioner and manager levels in the voluntary, private, and statutory sectors. She is currently a Project Leader for a DfE-funded project supporting settings and schools to improve inclusion for children with special educational needs. Previously she held several manager roles at a children's center, coordinating services and staff. She has strong communication, IT, and management skills and experience developing partnerships between schools and other organizations.
Grant Lindsey has over 15 years of experience in human services roles such as counseling, case management, and education. He has a bachelor's degree in human services and is skilled in areas like counseling, crisis intervention, records management, and conflict resolution. Currently he works as a resident service coordinator, where he assesses resident needs and advocates for them. Previously he has held various roles assisting youth, families, and individuals with disabilities.
This document is a curriculum vitae for Melinda J Greenstock that summarizes her professional experience and qualifications. She has over 14 years of experience working in the charity and not-for-profit sector, including 10 years of operational management experience and 6 years of management experience in the learning disability and care support sector. Her most recent role is as a Care and Support Manager at Alabare Christian Care & Support Services, where she is responsible for leading local service delivery and ensuring high quality services.
This document provides a summary of Phyllis Kay C. Stephenson's background and experience. It includes her education, which consists of a Bachelor's and Master's degree from the University of North Carolina at Greensboro in Social Work and Public Affairs. It then outlines her employment history from 2015 to 1977 in various leadership roles within nonprofit organizations, with responsibilities including strategic planning, program development, oversight of staff and operations, collaboration, and presentations/training. The document demonstrates over 35 years of experience in nonprofit management, social services, education, and consulting.
Cameron Trueman has over 25 years of experience in education, management, and leadership roles. He has a demonstrated ability to initiate projects, lead teams, and manage budgets and personnel. His experience includes roles as an Education Officer, Program Manager, Teacher, and Education Coordinator abroad. He has a Master's of Education in progress and degrees in Physical Education and Outdoor Education.
CURRICULUM VITAE Mokaya Onchuru MokayaPeter Mokaya
Peter Onchuru Mokaya has over 10 years of experience in project management, research, and teaching. He is currently pursuing an MSc in Health Economics and Policy at the University of Nairobi. He has managed several projects focused on youth empowerment, education, health, and sanitation in Kenya. These include the Mtaani Initiative, Advanced Learning Outcomes for Transformation Change Project, and KUZA Project. He also teaches part-time at the university level and has worked in research and quality assurance roles.
Tawnya McCrary has over 10 years of experience developing and managing programs to improve outcomes for organizations and communities. She currently serves as Director of Operations for Edna Martin Christian Center, where she helps create strategic plans and implements new processes. Previously, she held roles as Program Manager, Academic Career Coach, Case Manager, and Independent Consultant. She has a record of developing effective systems, training staff, and writing grants to increase productivity and services.
Evelyn Quiambao seeks a leadership position utilizing her 20+ years of experience in education and business. She has strong skills in curriculum development, teaching, human resources, and management. Her experience includes roles as a college counselor, HR manager, store manager, and educator. She has a background in education, business administration, and psychology and is currently pursuing her doctorate in education.
Katherine McNamara seeks a position where she can utilize her experience in human resources, volunteer management, and non-profit work. She has a proven track record of recruiting and managing volunteers, developing standard procedures, and efficiently managing multiple projects. Her resume highlights experience coordinating volunteers and educational programs as the Volunteer and Program Coordinator for Friends of the Oak Park Conservatory.
The document summarizes the processes that four higher education institutions took to develop student learning outcomes for community engagement and civic learning programs. It describes how each institution involved stakeholders, conducted research and assessment, and aligned the outcomes with their institutional mission. The outcomes developed address skills like critical thinking, diversity and inclusion, civic participation, and lifelong learning. The institutions provide examples for others looking to establish or improve outcomes for similar programs.
International Leadership of Schools with an ability to consult on complex change initiatives based on 20 years in school leader positions and diverse international experiences.
MAXEYJamal-CV-YouthEnterprise (UJM March 2016)Jamal Maxey
Jamal Maxey has experience in youth enterprise, education, and charity sectors providing administrative support and project management. He is skilled in communication, customer service, IT systems, multi-tasking, budgeting, reporting, and relationship building. Recent roles include coordinating National Citizen Service programs, assisting a university widening access manager, and engaging schools for an international affairs organization. Jamal holds a postgraduate diploma and has developed financial literacy and enterprise education projects for various organizations.
Join our Mob: Developing the Career Potential of Aboriginal StudentsMATSITI
Indigenous people are under-represented in many professions including education. This presentation includes proven strategies and resources to develop the career potential of young Aboriginal and Torres Strait Islander People.
The document outlines Concordia College's marketing framework to guide strategic enrollment planning and student recruitment. It identifies several guiding principles focused on student success, including making students the priority, improving the learning experience, allocating resources to support goals, and ensuring quality advisement and assessment. The framework also emphasizes student retention, connectedness to faculty/staff, celebrating student diversity and success, and using technology to connect the community. It identifies goals in areas like recruitment, programs/services, infrastructure, diversity, partnerships, image/reputation, and accountability. Strategies are provided under each goal to help achieve enrollment targets and student outcomes.
Eleanor Roper is a dedicated professional with over 4 years of experience in not-for-profit organizations focused on issues like youth unemployment, social integration, poverty, education, and community development. She has strong skills in program management, volunteer coordination, event planning, and communication. Her resume highlights her most recent role as Senior Assistant Manager for The Challenge, a volunteering program addressing social segregation and youth employability in London.
Todd Geerlings has over 33 years of experience in human resources, management, training, and leadership. He holds a Master's degree in Educational Administration and certifications in human resources and education administration. Geerlings is seeking a position utilizing his expertise in areas such as human resources, management, staff training, and customer service. His extensive professional experience includes roles as a superintendent, assistant superintendent, principal, and teacher.
Robert Newlands has over 30 years of experience in social work, including managing child protection services and teams. He is skilled in performance management, developing multi-agency partnerships, and improving referral processes. Currently he is seeking a senior management position where he can utilize his expertise in safeguarding, quality assurance, and developing high performing organizations.
1. Daniel Acheson - Curriculum Vitae
dannyach@hotmail.com │ 07969984818
Profile:
A highly motivated individual committed to empowering people with equality & opportunity. I have proven project
management experience in logistical & operational NGO roles, as well as in education.
Currently I am volunteering with Raleigh International in Tanzania as a logistics manager. Before this I spent five
years managing youth services for Challengers - a charity in the UK that provides vital short breaks for disabled young
people. I also have four years’ experience as a qualified primary school teacher in the UK as well as twelve months
voluntary experience within a Kenyan community project.
I aim to move into project management focusing on international aid & development. I am pursuing an opportunity that
will allow me to utilise my operations & logistics experience whilst further developing my knowledge & understanding.
Achievements:
• Managing logistics support for sixteen community development projects across rural Tanzania
• Coordinating the delivery of a complex youth service including line management of 60+ members of staff
• Developing new systems for the in-house recruitment & training of 100+ new members of staff per year
• Becoming a certified trainer responsible for moving & handling, health, safety & COSHH practices as well as delivering in-
house training on child protection & safeguarding of vulnerable adults
• Qualifying as a teacher & providing students with a positive, engaging education
• Organising & undertaking two independent volunteer placements at a Children’s home in Kenya
Career History:
Deputy Operations Manager May 2015 – present
Logistics Manager Jan 2015 – April 2015
Raleigh International
Raleigh operates alongside rural communities with young volunteers to implement sustainable development through
global partnership. I have seen first-hand how these collaborations, which focus on improving economic growth &
access to safe water & sanitation, have enabled communities to tackle inequality.
As part of the fieldbase duty management team my role ensures that all logistical requirements are planned, procured,
maintained & distributed out to teams operating in remote locations across Tanzania. Given the vital nature of the
projects it is imperative in this role to think strategically, work adaptably yet thoroughly & be able to manage pressure
well in responding to often intense, unpredictable & changing circumstances.
Duties:
• Establishing new systems to plan, manage & account for equipment & rations for up to 200 staff
• Managing a critical budget, being accountable for its expenditure & securing value for money
• Working with senior management & remote projects to effectively direct supplies, changes & repairs
• Keeping logs stores ordered, organised & be able to account for the whereabouts of all supplies
Youth Services Project Officer July 2011 – Oct 2014
Leisure Development Officer (prior to restructure) Sep 2009 – Dec 2010
Disability Challengers
Challengers enable disabled children & young people to access meaningful & inclusive leisure activities. It offers a
dependable service for an often marginalised group of people to socialise in safe, accessible settings.
Managing these services was a great opportunity as it benefited incredible young people whilst constantly throwing up
challenges. It equipped me to project manage in a busy, changeable environment whilst building my business
administration skills. My responsibilities involved planning, budgeting, recruiting, staff training & on-going project
development. I saw great significance in heading this service, knowing that the delivery of every session directly
impacted on improving opportunities & choices available for disabled young people.
Duties:
• Ensured the provision of a positive service whilst actively engaging all stakeholders throughout
• Obtaining funding from local authorities, grant panels, private donors & pursuing alternate innovative funding streams
(personally raising £6,000 in sponsorship through The London Marathon!)
• Delivering a recognised best practice service & using regular reviews to monitor & maintain quality whilst developing a
strong understanding of health, safety, welfare & safeguarding matters
• Line managing sixty youth workers to develop consistent, exceptional support work – inductions & probationary appraisals,
identifying training needs, overseeing supervisions & disciplinary procedures
Youth Scheme Leader July 2009 – Aug 2009
Disability Challengers
A short-term position that saw me lead on the day-to-day delivery & development of a holiday youth club for disabled
teenagers. The project offered youngsters freedom & an opportunity to challenge their perceived limitations. I was
responsible for overseeing the welfare of the thirty plus young people daily, coordinating a staff team of twenty-five youth
workers & managing the administration, planning & running activities.
Duties:
• Ensured the delivery of high quality leisure activities for disabled young people
• Developed & rolled out new strategies to improve supervisory procedures, including peer observations
• Designed systems to simplify the management of setting-up, setting-down & daily evaluations on scheme
2. Daniel Acheson - Curriculum Vitae
• Engaged with operations team to update training opportunities & presented changes at the annual review
Year 5 Primary School Teacher Jan 2011 – July 2011
Year 4 Primary School Teacher April 2005 – Aug 2008
South Farnborough Junior School (Hampshire County Council)
Teaching for me was primarily about engaging my class to want to learn & improve. I took responsibility for structuring
my pupils’ education in a way that inspired & benefited every individual. This required a considered approach
throughout the planning, delivery & evaluation of all areas across the curriculum. I developed a wide range of skills to
benefit my class both socially & academically including classroom management techniques, behaviour management
strategies & delivering lessons catering to all abilities. Clear communications helped provide feedback on students’
progress, liaise with colleagues & school governors as well as engage with other professionals. Teaching gave me
application, inspired me to want to work towards benefiting others & underlined to me the significance of being a
positive role model
Duties:
• Coordinated new schemes of work for geography, history, & pastoral care incorporating differentiated, creative, learner
driven activities
• Supported colleagues with introducing new IT software & hardware into their teaching
• Mentored two trainee teachers who were assessed as demonstrating exceptional teaching standards
• Introduced new marking strategies that provided consistent, child-friendly feedback enabling pupils to understand how &
why to improve their work – dramatically improving attainment levels across the school
Welfare Volunteer Nov 2004 – Feb 2005
Construction Volunteer Nov 2003 – Mar 2004
Kipkeino Children’s Home (now Lewa Children’s Home)
Comprising of a home, school & farm shop Lewa cares for 120 children, all of whom are orphaned, abandoned or
destitute. The project is dedicated to providing a caring environment with education as a top priority.
Initially my role was focused on planning & supervising the construction of additional accommodation for the home.
During the course of my stay I became involved with the children’s welfare & the attached primary school’s
programme. Upon my return this led to assisting with teaching of core subjects to the nursery & primary age groups as
well as organising school holiday activity programmes. This was a life changing experience for me in terms of
establishing my professional direction & opening my eyes to being a global citizen.
Duties:
• Organised a volunteer placement independent of any outside agencies
• Utilised my construction degree skills in managing the build of dormitories, classrooms & a farm shop
• Effectively ran three simultaneous projects, overcoming a number of practical & cultural barriers
• Diversified my responsibilities from construction to include educational & welfare roles
Education:
2006 Graduate Teacher Programme – The University of Reading
2003 BSc in Construction Management, Engineering & Surveying (2:2) – The University of Reading
2000 A Levels in Graphic Communications (B), Physical Education (C) & Mathematics with Applied
Statistics (D) – The Sixth Form College, Farnborough
1998 10 GCSEs (A to C) including English, Mathematics & Sciences – The Wavell School, Farnborough
Professional Qualifications:
2014 Management of Actual or Potential Aggression (MAPA) certification
2012 IQ Level 2 NVQ Certificate in Team Leading
2012 NCFE Level 3 People Movers Moving & Handling Trainer (delivered by Trainer Courses Ltd)
2012 Child Protection Certification – Inter Agency Level Two (delivered by Surrey County Council)
2010 Common Assessment Framework training – Safeguarding (delivered by Surrey County Council)
2010 Management Development Programme (delivered FPM Training)
2009 Non-violent Crisis Intervention certification
2007 Newly Qualified Teacher Status completed
Skills:
Microsoft Suite including MS Project packages; Full UK driving licence; Atkins driving certification; Experienced using
Progress (RDBMS) & ProspectSoft (CRM) database software; Experienced & confident travelling overseas