Qualifications & Key Skills
I have a natural affinity for learning and am naturally drawn to excel and solve problems. I have slowly been building my qualifications from the ground up. I would like to pay particular thanks to Carlisle College and the staff in the IT department who without their help and tutelage none of this would be possible.
Below is a summary of my qualifications and the knowledge and experience that I have gained from each.
Skills
Personal
Language Fundamentals
Professional
Industry
Specialisms
2021
BTEC L3
National Foundation Diploma
Computing
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Distinction
In 2020 I was fortunate to be invited to join Carlisle College as a mature student to study IT. I will always remember the initial conversations with the tutors and when they were asking me what could I do in IT, and it was painfully obvious it was very little or nothing. In retrospect I wonder why they accepted me, but they must have seen something that I did not. Unbeknown to me at the time, IT is a bit deeper than just writing emails and word processing. My most notable memory of my first day in class was not knowing how to turn on the desktop computer and being too embarrassed to ask, I watched the student next to me and I copied what they did. I told you I had good learning skills! - During the BTEC L3 qualification, I learnt the basic foundations of Computer Science, Networking, Web-Development, how to secure a Windows Device and the Impact of Computing. I demonstrated building a basic website using HTML and CSS to a fictional specification from a stakeholder. In networking I learnt the basic components that make up a network, their function and the differing types of network topologies with the differing benefits and drawbacks of each. To secure a Windows device I created a virtual W10 machine and then implemented a range of security measures to harden it. Such as implementing password specification policies and compliance by providing the user an acceptable use policy. Surprisingly, the learning curve was steep but it turns out I had a talent for IT and despite my shaky start. I excelled and graduated with a distinction and was humbled to be asked to be fast tracked onto the foundation degree after just one year.
2024
NCG
Bachelor of Science
Applied Computing
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First Class
In 2021 I began a foundation degree with Carlisle College which is in principle the first two years of a traditional degree with the option to complete a third top up year which completed the degree and the student would receive a BSc in Applied Computing. Having so little experience in IT these were some of the hardest learning years, each topic was new and if I did have some experience in the subject then the depth and bread of knowledge required was increased. However, I credit these years in giving me the confidence to go forward and pursue a career in IT. I remember walking out on my last day having graduated with a first class and thinking this is the proudest day of my life. Training to become an IT professional was harder than becoming a train driver, not only did I learn technical skills I had to learn patience, resilience, self-belief and how to be a better student and academic. Each practical module followed a consistent format where we first learnt the theory, ethics, legislation and security considerations followed by a build assignment. In summary: Year 1: Academic Skills Structured Query Language (SQL) Databasing introduction to Non-SQL Mongo DB Dynamic Website with PHP Computational Maths Core Concepts of Programming with C++ Fundamentals of Networking inc use of Packet Tracer, Subnet Masks and Cabling Year 2 Network Management Active Directory Network Management with Powershell Project Management Secure Website and Server Management (Hardening Methods) ISO27001 App Development with the Flutter Framework Object Orientated Programming Year 3 Digital Forensics inc Legislation. Penetration Testing with Ethics and Legislation Collaborative Development Common Research Methods with Visualisation of Results. Systems Development in C## For my dissertation I began an ambitious project to bring together all the skills I had learnt in the previous three years, therefore demonstrating my comprehension of both the theoretical and practical understanding of the principles of Computer Science. I stated that I wished to explore the feasibility of implementing predictive Artificial Intelligence to identify sections of the railway that would require rail head treatments during the leaf fall season. This could potentially save the rail industry both time and money by reducing the number of resources required and un-unnecessary treatments. In summary I planned and self-project managed my project where I designed and created parts of system that rail users could use to predict sections of railway to treat during the leaf fall system. I began the project with a comprehensive literary review of the subject using a chronological style. My research included both primary and secondary and included both qualitative and quantitative data from sources such as UK based train drivers and Mr Phil Kirkland of RATW consultancy who provided an invaluable contribution to the research. To plan the practical element I designed and implemented an industry standard Gantt chart for time management, both flowcharts and wire frames to visualise how the system would function and look. To manage risk, a risk assessment was carried out using a risk matrix and user stories were created to base the system requirements on. To create the app several Integrated Development Environments (IDEs) were considered and I selected Visual Studio, because of its ability to hot reload and its version control functionality. Due to a lack on Data Science skills Google Vertex was selected to provide the Machine Learning as a Service, Microsoft Azure's learning materials were superior however a successful model could not be created vs Vertex. To manage, clean and process the pre-requisite data I selected the industry standard products such as Excel and MySQL workbench for tabular data, role based permissions and size and scope of the data set. MongoDB was considered however it was dismissed due to a lack of SQL functionality. The app featured industry standard functionality such as Create, Read, Update and Delete (CRUD) and a dynamic connection between the app and the database held within MySQL. Lastly the app was reviewed and critiqued by two industry professionals one being a senior software developer for a rail industry division IT provider, he commented that the UI operated well and was close in design to some programs already in existence. The conclusions identified that it was in fact feasible to develop and implement a system that utilised predictive AI however the project was constrained by the time, the author's skill set and experience. Commercial viability was beyond the scope of the project however, the system could be described as simple compared to other systems in development and was subject to legal, regulatory practices, ethical considerations and there was a risk of duplication. Lastly, a gap in knowledge was identified, this included to what degree would primary stakeholders such as train drivers extend their approval or rejection of an AI based system.
2026
NCG
PGCE
Teaching in FE
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Merit
In 2024, I enrolled on the level six PGCE course, which gave me a very privileged opportunity to experience education as an educator. Being a teacher is an enormous privilege and a responsibility, one which I did not take lightly and it also provided the opportunity to relearn my subject matter with greater comprehensiveness. Teacher training preparation requires a DBS check, which I successfully passed with no restrictions on working with children or vulnerable adults. Throughout the course I developed practical skills in effective lesson planning, rationales, classroom generalship, behaviour management, time management and collaboration. During my two year tenure I completed in excess of 150 hours classroom hours and I was responsible for delivering the Business Technical and Educational Council (BTEC) Unit 7 System Security and Encryption module. Part of the responsibility of teacher is to make abstract or difficult concepts interesting and engaging. My contribution to this course was significant as having completed this course I identified and analysed that it lacked any physical or practical examples to make cyber attacks real or engaging. Therefore, during my tenure I designed and implemented six new practical demonstrations an increase by a factor of six, the demonstrations simulated range of attacks from a key-logger, URL manipulation to a fictious digital forensic investigation of the theft of student data. This was practically challenging as I was constrained by time, legislation and practicalities such as the users being able to download or use the materials immediately. I was therefore restricted to Windows devices and with native Microsoft products such as Excel and the Batch programming language. The ability to design, build and deploy fictious cyber attack demonstrations that are safe yet effective, should not be understated. Because the risks are significant, an educator could risk the reputation of their employer, furthermore should any personally identifiable data (PII) be accessed or leaked, the education facility could be prosecuted by the Information Commissioners Office (ICO) under a breach of the Data Protection Act 2018 with fines including 4% of worldwide turnover or £17.5 millions whichever is the greater. Academically I learnt: Inclusivity and Inclusive Teaching Practices with Associated Legislation. Theoretical and Applied Practical Behaviour Strategies Learning Theorists, Theories and the Practical Application. (Maslow, Watson, Pavlov and Skinner) Curriculum Planning and Development of a Scheme of Learning (SoL) Analysis, Evaluation and Implementation of Digital Learning Tools (Digigogy) Wider Professional Practice Each year academic year culminated with a professional discussion. Other Professional Skills: I was trained and certified in safe guarding, furthermore I was involved in a real world safeguarding incident. I was responsible for reporting immediately the attendance of or absence of a the student in question to the safe guarding lead to monitor the well being of the student.
2027
Lancaster
Master of Science
Cyber Security
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Enrolled
In Computer Science or IT, it is generally not possible to specialise in a particular subject until one reaches Master's level. This is the culmination of four years hard work and I feel incredibly fortunate and proud to have been offered an unconditional place on the taught in person MSc in Cyber Security. Recognised by both the National Cyber Security Centre (NCSC) and the British Computer Society (BCS). The course offers both the theory and practical aspects of cyber security and deepen one's understanding of industry practices. I will acquire practical skills in securing systems, risk evaluation, identifying and exploiting vulnerabilities through a hands on approach in the Uni's virtual labs. The course does offer an option to a take a placement with an industry partner, where I will be tackling real-world security issues. It is my hope that I could secure a place within the rail industry perhaps Network Rail where I could use my extensive industry experience to protect the nation's rail assets. The course is structured as follows: Cyber Security Fundamentals Cyber Threat, Risk and Governance Digital Forensics Implementing Secure Systems MSc Dissertation Penetration Testing Security and Conflict in the Digital Age I hope that this NCSC certified course will aid me in securing a place with one of UK's prestigious Intelligence Agencies, such as the NCA, Counter Terrorism, Force Critical Wanted Unit or MI5. Alternatively it will be an ideal base in which to approach a PhD where I could be considered an expert in my chosen field of study and where I can make a material contribution.