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Public Relations Changing in the face of Technology Trends

Public Relations Changing in the face of Technology Trends. I’m trying to study for my Communications course and I need some help to understand this question.

The last decade has seen the rise of social media and the decline of traditional news sources. According to Rebekah Iliff, Chief Strategy Officer for AirPR (2014), “the implications of technology and other various drivers (the economic downturn and self-publishing, for example) have affected PR in ways that have yet to fully be discovered.”
Please read the quote above and write an essay that explains how you see public relations changing in the face of these and other trends and what public relations professionals can do to adapt. You should use academic sources, as well as personal insight and experience, to support your argument.

Public Relations Changing in the face of Technology Trends

National Crime Victim Survey.

Measuring and describing crime statistics can be a real challenge. For this assignment, you’ll be comparing two important sources of crime data, the Uniform Crime Report (UCR) and the National Crime Victim Survey (NCVS), to better understand the differences between them.To complete the assignment, select a crime category that is reported in both the UCR and NCVS (homicide, rape/sexual assault, aggravated assault, etc.) and then, in a 1-2 page paper, do the following:Select a year and identify statistical figures for the crime category you chose in both the UCR and NCVSDescribe the differences you see between the UCR figures and NCVS figures for that crime categoryDiscuss differences between the definitions of the crime category in the UCR and NCVSDescribe what is meant by the phrase, “dark figure of crime,” in terms of the NCVS, and what role it plays in understanding differences between UCR statistics and NCVS statisticsPlease provide and Intro and conclusion
National Crime Victim Survey

Scientific management is a theory of management that analyses and synthesizes workflows, improving labor productivity. The cores ideas of the theory were developed by Frederick Winslow Taylor in 1880s and 1890s, and were first published in his monographs, Shop Management (1905) and the principles of scientific management (1911). Taylor believed that decisions based upon tradition and rules of thumb should be replaced by precise procedures developed after careful study an individual at work. Frederick Winslow Taylor (1856-1915), an engineer known as “Father of Scientific management”, focused on analyzing and redesigning jobs more efficiently. He believed that many workers of his time performed below their true capacities. Administrative management is one of the functions, departments or sections existing in any organization. The aim of the administrative function is to manage the information needs of the organization so that timely, relevant and accurate information can be given to managers at all the different levels, so enabling them to take meaningful decisions. Without such information it is not possible to manage any organization, function or process. Administrative management also can be seen as managing information through people. The administrative function is that section in an organization that is responsible for the orderly collection, processing, storing, and distributing of information to decision makers and managers within the organization to enable them to execute their tasks as well as other role players outside the organization. (Administrative Management, 2nd edition-2009, E.J Ferreira, A.W Erasmus, D. Groenewald ) The first expert of Administrative management theory was Henri Fayol (1841-1925). Fayol is called the “Father of modern management”. Henri Fayol was a French industrialist and a management consultant. He started the functional approach to management. In 1916, he wrote a book titled “Administration Industrialle et Generalle”. 1.1 Scientific Management Scientific management is a theory of management that analyses and synthesizes workflows, improving labor productivity. Scientific Management is a modern management began in the late 19th century. Scientific management also is a philosophy that sought to increase productivity and makes the work easier by scientifically studying work method and establishing standards. It is about the relationships between people and work, not a technique or an efficiency device. Besides that, scientific management also is based on a concern not only for the proper design of the job but also for the workers. Scientific Management also is a theory of management that analyzed and synthesized workflows. It is a term coined in 1910 to describe the system of industrial management and came to mean any system of organization that clearly spelled out the functions of individuals and groups. Frederick Winslow Taylor (1856-1915), was one of the early practical manager theorists. He is an engineer known as “Father of Scientific management”, focused on analyzing and redesigning jobs more efficiently. He searched for the best way to maximize performance. As a result of his work, he developed several scientific management principles. He believed that many workers of his time performed below their true capacities. Taylor developed these four principles of scientific management for managers to follow. It also known as “Taylorism”: Develop a science for each element of an individual’s work, which will replace the old rule-of-thumb method. Scientifically select and then train, teach, and develop the worker. Heartily cooperate with the workers so as to ensure that all work is done in accordance with the principles of the science that has been developed. Divide work and responsibility almost equally between management and workers. Management takes over all work for which it is better fitted than the workers. (Management, Pearson, eighth edition, 2005 – Stephen P. Robbins, Mary Coulter) According to Taylor, Scientific management was a complete mental revolution for both management and employees towards their respective duties and toward each other. It was a new philosophy and attitude toward the use of human effort. It emphasized maximum output with minimum effort through the elimination of waste and inefficiency at the operative level. In Taylor view, the scientific study of work also emphasized specialization and division of labor. Thus, the need for an organizational framework became more and more apparent. The concepts of line and staff were developed. In an effort to motivate workers, wage incentives were developed in most scientific management programs. Scientific management fundamentally consists of certain broad general principles, a certain philosophy, which can be applied in many ways, and a description of what any one man or men believe to be the best mechanism for applying these general principles should in no way be confused with the principles themselves. Under the management of “initiative and incentive”, practically the whole problem is “up to the workman”, while under scientific management fully one-half of the problem is “up to the management”. (Scientific Management, Dr A Khurana, 2009, Global India Publications Pvt. Ltd) Scientific management principles can improved productivity and had a substantial impact on industry. It also increased the monotony of work. Hence, scientific management is a thoughtful, organized, dual approach towards the job of management against hit or miss or Rule of Thumb. Taylor believed that if they were truly dependent on each other, cooperation would naturally follow. In summary, Taylor and other scientific management pioneers believed employees could be motivated by economic rewards, provided those rewards were related to individual performance. 1.2 Administrative management According to Julian Paul Sidin, administrative management examines an organization from the perspective of the managers and executives responsible for coordinating the activities of diverse groups and units across the entire organization. Administrative management focus on how and what managers should do in their jobs. Administrative management also seeks to create an organization that leads to both efficiency and effectiveness. The first expert of Administrative management theory was Henri Fayol (1841-1925). Fayol is called the “Father of modern management”. Henri Fayol was a French industrialist and a management consultant. He started the functional approach to management. In 1916, he wrote a book titled “Administration Industrialle et Generalle”. (Principles and Practices of Management, Julian Paul Sidin, 2011 Pearson) Administrative management also can be seen as managing information through people. The administrative function is that section in an organization that is responsible for the orderly collection, processing, storing, and distributing of information to decision makers and managers within the organization to enable them to execute their tasks as well as other role players outside the organization. Administrative management is one of the functions, departments or sections existing in any organization. The aim of the administrative function is to manage the information needs of the organization so that timely, relevant and accurate information can be given to managers at all the different levels, so enabling them to take meaningful decisions. Without such information it is not possible to manage any organization, function or process. (Administrative Management, 2nd edition-2009, E.J Ferreira, A.W Erasmus, D. Groenewald ) Administrative managers are middle and senior managers and leaders who make certain that information flows and resources are employed efficiently across the whole organization. They ensure that all operations and system run smoothly and in the most effective manner. Administrative management theory is identified on the following: Management Oriented Theory: The management oriented theory does not give many attentions to the problems of the workers. Lack of Important to Informal Organization: The administrative management theory gives importance only to the formal organization structure. It does not give any importance to informal organization or groups. Concept Borrowed From Military Science: Administrative management theories were borrowed from military science. They tried to apply these concepts to the social and business organization. Mechanical Approach: Administrative management theory has a mechanical approach. It does not deal to the important aspects of management such as motivation, communication and leading. Henri Fayol identified five major functions of management: Planning, Organizing, Commanding (directing), Coordinating, Controlling. Besides that, Fayol prefaced his famous definition of management by starting what he considered to be the key activities of any industrial undertaking. He outlines six such key activities: technical activities, commercial activities, financial activities, security activities, accounting activities, managerial activities. Example for technical activities is production, example for commercial activities is buying and selling, example of financial activities is securing capital, example of security activities is safeguarding property, example of accounting activities is providing financial information, and example of managerial activities is planning and organizing. Furthermore, Henri Fayol also classified 14 principles of management: Division of work, Authority, Discipline, subordination of individual interest to General interest, Remuneration, Centralization, Equity, Initiative, Esprit De Corps, stability of Tenure of personnel, Unity of Direction, Scalar Chain, and Unity of command. According to Henri Fayol, a manager should require the following qualities and skills: Work experience, mental qualities, Moral qualities, General education, Special Knowledge, Physical Quality. (Management Theory and Practice, sixth edition, G.A Cole, 2004)
The Differences Between Drug Related and Organized Crime in America Abstract What are the differences between a drug related crime and organized crime? Defining the terms exposes the conflicts and differences between the two separate but intertwined issues. The issues pertaining to drugs and organized crime is an international battle that directly effects the United States. Crimes committed because of the use, sale, or distribution of drugs are different from organized crime, yet, derive from the international and intranational effects of organized crime. It is important to know the contrast between the two issues to know the correlation and what efforts law enforcement agencies throughout the United States are taking in combination with international efforts, in the war on drugs. The Differences Between Drug Related Crime and Organized Crime The history of America has been filled with some form of organized or drug related crime that dates to the time of the early settlers in the 1600s. Most drugs that are considered illegal and destructive to society today have been misunderstood by the public and interpreted in the medical field as having some sort of medical or healing purpose in early American history. “In 1914, the federal government passed the Harrison Narcotics Act, which made the sale or use of certain drugs illegal” (Hess, Orthmann,

Question – Discuss the similarities and differences between Anti-Social Personality Disorder and Psychopathy. Include an explanation of the creation Essay

Question – Discuss the similarities and differences between Anti-Social Personality Disorder and Psychopathy. Include an explanation of the creation and practical implementation of both concepts, as well as, the benefits and limitations of each with regards to criminal investigation, risk assessment, and treatment. from ta- FOCUS ON CONSTRUCTS NOT THE PEOPLE WHO HAVE THIS DISORDER i asked my ta questions for further help: Creation of constructs means who created the terms and why? Someone came up with the constructs for some purpose. Think about the constructs in the DSM vs Hare’s Checklist. I think it would be probably be best if you put them both in the same paragraph since you are comparing the two constructs. I think that it may be better to amalgamate these short paragraphs into larger ones. A paragraph should contain a complete idea. So you would have one paragraph on comparing and contrasting creation on ASPD vs psychopathy construct. I think if you try to break it down into these small paragraphs, you won’t be able to weave in your argument. For each section, you need to compare and contrast the two constructs so you can’t really have paragraphs without both. Where would you include Hares checklist and triarchic model when talking about psychopathy? You would likely want to address this in the paragraph on “creation.” Can we be comparing and contrasting throughout the entire essay even in the paragraphs in regards to real-life implications? For example can I argue that Psychopathy is more dangerous than Aspd based on prevalence or should I just have that in the first paragraph with the similarities and differences? You should be including info for your arguments on ASPD/psychopathy in every paragraph – so by extension, yes, there should be comparing and contrasting throughout the paper. Remember, this paper is on the constructs so just talking about whether psychopathy or ASPD is more dangerous is not quite getting at the heart of the assignment. But if you phrase that a bit differently, to talk about the prevalence of these conditions in the real world then that would fit in with real-life implications. rubric to follow PLEASE FOLLOW THE OUTLINE but for the last paragraph there needs to be a concluded argument for the pros and cons to be following

A Representation of Chinese Women the Post-1949 Literature on the Status of Women Essay

order essay cheap Introduction Chinese women faced difficult moments during the period before 1949. China was a feudal society that transformed into a semi colonial state. Furthermore, the country became a semi feudal society. Chinese women underwent massive challenges because of the male dominated society. They had undergone oppression, deprivation, and belittlement. Chinese women fought against these challenges. The leaders of the Communist Party of China made life unbearable for women. The formation of the People’s Republic of China started transforming the society. Women started having an enabling environment to participate in their emancipation efforts. The party declared that women enjoyed the same rights in the society just as men did. The declaration hinted that women enjoyed equal opportunities associated with human rights. The rights included the participation of women in political, economic, traditional, social, and the creation of families. This development transformed the representation of Chinese women in literature after 1949. The literature started capturing the issues involving women in a positive manner. The writers attempted to show the contribution of women in the society as well as how this influenced their status. This paper discusses how literature represented the Chinese women since 1949. Transformation in the Rights of Women that have increased their Status Several writers captured the increased economic status of Chinese women. The improvement in the financial status of women played a critical role in changing the way people perceived women’s sexuality. Women started gaining employment opportunities, which increased their economic status (Wen 7). However, men continued to see employed women as prostitutes and sexual objects. Indeed, prostitution was still ongoing in the country. Furthermore, the discussions about sexuality were explicit between different people such as their fathers and daughters (Wen 9). Women also started providing for their basic needs and supported their parents with sleeping spaces (Wen 11). Literature indicates that women yearned for economic power. Women felt that this could enable them to fulfill other obligations such as paying bills. They also yearned to have huge amounts of money, which they could comfortably spend. Since that time, the participation of women in employment areas has escalated significantly (Wen 10). Women gained work opportunities in both the rural areas and the urban centers. The government facilitated employment opportunities for through diverse programs including economic restructuring programs. It is notable that women have enhanced their ability to contribute to economic Improvement through self-respect and self-strengthening. Get your 100% original paper on any topic done in as little as 3 hours Learn More Marriage and Family The status of women in the society has also escalated in terms of marriage and family life. Men demeaned women to in marriages largely failing to provide them with their basic needs and demeaning their sexuality. For example, the author states, “your mother does’t even know I’m with you. You mean to say, we’re both free as each other? Of course, we are just two men together” (Wen 12). In the movie Red Sorghum for example, women were married at a tender age. Furthermore, the movie shows that people known to women raped them. This trend has continued to date. On the contrary, some people also appreciated women beauty within the society (Kao 8). Participation in Public Matters The literature also indicates that women participated in different matters of public importance (Kao 12). The engagement in political activities started with the emergence of the People’s Republic of China, which had made a declaration about the rights of women to participate in political affairs. Furthermore, women took up leadership roles in the political parties. Women also participated in the administration of social affairs in the country through employment in the government. The political parties encouraged the participation of women in different government activities. Increased Status in the Society The literature also indicates that the status of women improved in the society. The transformation efforts of China have also presented opportunities for women to escalate their participation in diverse societal activities (Wen 34). Woman status has increased in matters such as culture, education, and social services. Women also received training that was critical to eliminating illiteracy among them (Kao 8). In addition, women have continued to make significant contributions to the society through working as teachers. The literature also indicates that women have played a critical role in improving social morality. It is notable that women have also enhanced social setting and stability (Deke 3). This has taken place because women started participating in community groups that are applicable in mediating village disputes. It is notable that women played a critical to the creation of enabling environments in the community through active participation the important decision making structures (Kao 12). Conclusion From the ongoing discussions, it is evident that women in China during the periods before 1949. Women suffered diverse aspects of inequalities. The women were inferior to men. However, the People’s Republic of China started making different transformational activities that improved the society for women. Therefore, the period post 1948 has seen women make great achievements in terms of enhancing their status. Literature indicates that women started having economic power that increased their social status in the community. We will write a custom Essay on A Representation of Chinese Women the Post-1949 Literature on the Status of Women specifically for you! Get your first paper with 15% OFF Learn More Works Cited Deke, Michael. World of Modern Chinese Fiction. New York, NY: M.E. Sharpe, 1991. Print. Kao, George. Wandering in the Garden, Walking from a Dream: Tales of Taipei. Bloomington: Indiana University Press, 1982. Print. Wen, Zhu. I Love Dollars. London: Columbia University Press, 2007. Print.

MIS 320 VTUFC Network and Security Research Proposal

MIS 320 VTUFC Network and Security Research Proposal.

I’m working on a networking project and need a sample draft to help me study.

Please prepare a proposal for implementing an intranet with 2 or more local area networks in order to
support Ava’s business needs, as described above.
At the minimum, your proposal must include the items listed below.
1. For every proposed local area network:
a. A network diagram
b. The type of local area network
c. A list of networking devices that will be used to build this local area network
d. The business or businesses that will be supported by this local area network
2. For the proposed intranet:
a. A network infrastructure diagram, showing how all proposed local area networks are
interconnected
b. A list internetworking devices that will be used to interconnect all proposed local area networks
MIS 320 VTUFC Network and Security Research Proposal

Mathematics is one of the most difficult subjects

I have noticed that throughout my previous and current experience, mathematics is commonly identified as one of the most difficult subjects encountered by pupils in schools and adults alike. Several studies have investigated the prevalence of learning difficulties in mathematics (Dowker, 2004). This has been verified by the Basic Skills Agency that conducted their research and found a large proportion of adults whom did not possess basic numeracy skills (Bynner and Parsons, 1997)). I have witnessed the frustration of individuals whom struggle with these simple calculations in the school environment. Individuals become disenchanted with mathematics and often question the relevance of the amount of time spent in teaching the subject. Pollard (2004) has also identified in recent studies, that although teachers are very good at telling individuals what to do, they very rarely tell them why they are doing it. In order to prevent individuals from becoming disconcerted, it is paramount in teaching to encourage good teaching practice that will develop pupil’s own logical thinking skills and higher order skills. This in turn will have a positive impact and shape pupil’s future lives. It is therefore important to look at good teaching principles and practice that will enhance all pupil’s learning processes so that they can develop the skills for their optimum wellbeing. The contents aim to identify what is effective teaching of mathematics and to give specific examples drawn from my reflective journal, personal experiences and observations, which were thought to be particularly effective and characteristic of high quality and exemplary mathematical teaching. The contents of the assignment focus on the discussion of The purpose of mathematics in the curriculum, Mathematics and its application to real life situations. Mathematics and the application of ICT and how I considered these points for discussion because of their entwining properties. The usefulness of mathematics is perceived in different ways and is paramount within the curriculum as supported by Chambers (2008). This is because it is seen as very useful for everyday functioning and can be used as a powerful means of communication to represent, to explain and to predict situations and events in real life contexts. The underpinnings of everyday life are increasingly mathematical and technological, which is why mathematics is indispensible. For instance, making purchasing decisions, banking, following timetables for travelling, the natural world around us, DNA structure, symmetry, shapes, locomotion, reproduction of the animal kingdom and many more aspects within our universe involve simple to complex applications of mathematics are a few discussed by Stewart (1995). Research also highlights the importance of mathematics on a long term basis, which is why pupils need to know its importance in the cirriculum. This is evident in the works carried out by Bynner and Parsons (1997) whereby, the lack of numeracy was related to unemployment and low income amongst adults. Likewise, adults with a higher secondary mathematics qualification such as A level mathematics had an average earning of 10 percent higher than the population without this qualification Bynner and Parsons (1997). Hence, mathematics is a prime vehicle for developing pupil’s logical thinking and higher order skills and also playing a major role in a number of other subject and professional field. These include physics, statistics and engineering just to name a few. Exemplary teaching practice incorporated The National Strategy (DCSF, 2001) which is well evident in my observation and my own practice. This is a framework that identifies a balanced mathematical programme and includes conceptual learning, developing and maintaining skills, and learning to tackle applications. These should be taught in such a way that pupils develop the ability to think mathematically. I have observed experiences where pupils have found Mathematics so much easier when they could relate to it as supported by Little and Jones (2007). This effective practice encourages students to explore several solutions and challenge deeper thinking about real problems which is the type of teaching I would like to aspire to in an efficient and confident manner. In my observations, it is good practice that I have seen only a few mathematical teachers focus on the “how” and tend to forget about the “why”. This is an area that I have become to build upon exponentially. I have seen where pupils not only get confused but tend not to retain the new skill they have learnt. Thus, pupils are unable to apply the skill to new contexts. In comparison, where I have observed exemplary practice using effective questioning, pupils show more independent learning and motivation and enjoyment in the subject. It is important to address this in the teaching so that pupils can make sense of the mathematics they are doing (Little and Jones, 2007). One reason why students cannot appreciate mathematics is the fact that many view the subject as having no real use for them in the real world. There have been occasions where I have heard pupils say “What possible benefit can I get from understanding the principles of simultaneous equations?” This is an example of where pupils need to be more receptive of what you teach them in that they need to have a better understanding of the practical applications of mathematics. For example, you can share with them how the search engines generate and select the search made through the use of simultaneous equations. Thus, by knowing why they have to study mathematics and how its principles can be applied in everyday life, then they might not moan as much the next time you start your class. Muijs and Reynolds (2005, p218) also supports that pupils do often struggle with conceptualising mathematics learnt in the classroom to real life situations. I agree with their statement in my example of an observation whereby, a class of Year 9 pupils of foundation level struggled to link and discuss their findings from the group averages they had gathered from area of hand spans. To follow was an excellent example of good practice in teaching whereby an opportunity had been created to rectify the situation by encouraging pupils to learn most effectively through applying concepts and skills in interesting and realistic contexts which were personally meaningful to them. They were given an open ended task as a new company ready to design and make gloves for Year 9 pupils. They could then understand what strategies they required to take all options into consideration because the task had become personal to them. Thus, mathematics is best taught by helping pupils to solve problems drawn from their own individual experiences. NCETM(2009) This identifies and stresses the importance of real-life problems are not always closed, nor do they necessarily have only one solution. Determining the best approximation to a solution is on the ownness of mathematics teachers and their ability to choose worthwhile mathematical tasks to introduce important ideas. Such well planned tasks pique student interest and provide motivation for learning the concept. Exemplary teaching during my practice helped to create opportunities for pupils in developing skills necessary for mathematics. They were encouraged to practise and learn such simple strategies as guessing and checking, drawing a diagram, making lists, looking for patterns, classifying, substituting, re-arranging, putting observations into words, making predictions. The Cockcroft report (1982, Paragraph 4) also addressed these points. Thus, the curriculum must focus on important mathematics that is worth the time and attention of pupils and that will prepare them for continued study and for solving problems in a variety of school, home, and work settings. In addition, the innovation of Personal, Learning and thinking skills and Functional Skills incorporated into the curriculum will also aid its development. From the Year 9 open ended tasks observed it is quite clear that there has been a positive impact of PLTS-based teaching. Pupils enjoyed the freedom to experiment, feel empowered by taking responsibility for their own learning and having self-confidence (QCA, 2009). I have also seen a clear improvement in behaviour and attitudes to learning: as one pupil said, ‘It is not just fun; you learn as well’. These functional skills provide individuals with the skills and abilities they need to operate confidently, effectively and independently in life, their communities and work. This example of modelled teaching identifies the following points addressed by Cockcroft (1982, Paragraph 243) – who identifies mathematics teaching at all levels should include opportunities for appropriate practical work; consolidation and practice of fundamental skills and routines; problem solving, including the application of mathematics to everyday situations; investigational work. Thus the good practice encourages a more secure understanding and provides pupils with a more cohesive approach to their learning. It also reduces the amount pupils feel they need to learn in order to prepare for an examination (National Centre for Excellence in teaching No date). Using ICT prepares pupils to participate in a rapidly changing world, whereby they can use tools to find, explore, analyse, exchange and present information responsibly and creatively. It also promotes initiative and independent learning with pupils being able to make informed judgements and decision as supported by DFEE (1999 p.14). I found that I made effective utilisation of the interactive smartboard in particular for starters and plenaries. The school subscribed to Mymaths package to be used for Years7 to 9. During my teaching experience pupils were frequently invited to the board to answer questions. This generated engagement giving all pupils and an opportunity to utilise their skills with Information and Communication Technology (ICT) in mathematics and took into consideration aspects of the Every Child Matters Agenda (DCSF, 2003). This style of teaching did not appear to be difficult as I had anticipated but I did avoid the use of laptops for the main lesson. My reasons were more on a personal basis in that I lacked confidence with ICT, at that particular time. To overcome this weakness, I planned to make this a target and incorporated the use of laptops with the last two lessons I taught. A group of Year 9 pupils were given a task to create a presentation or poster on a choice of several themes to cover the topic of arithmetic for revision. The themes included designing an activity room, a bedroom, organising a party for fifteen people and Christmas shopping for 15 people. The task was a rich mathematical activity which Ahmed (1987) identified as must be accessible to everyone at the start needs to allow further challenges and be extendable should invite learners to make decisions should involve learners in speculating, hypothesis making and testing, proving or explaining, reflecting and interpreting should not restrict learners from searching in other directions should promote discussion and communication should encourage originality and invention should encourage “what if?” and “what if not?” questions should have an element of surprise should be enjoyable. NCETM(2009) A great deal of research strongly suggests that mathematical tasks that we refer to as “rich”, are those that are most likely to engage learners positively and effectively with their mathematical learning (NCETM no date) My teaching practice identified how the use of ICT in mathematics covered a broad spectrum of effective teaching and learning strategies. The result was an extremely pleasant one, not at all what I had anticipated. Pupil’s behaviour was well controlled, they were focused and engaged on their task and found it very enjoyable. I had created an effective learning environment, secured motivation and concentration of pupils. Thus as supported by DFEE (1999, P.27) I had also provided equality of opportunities for all pupils, enabling them to share their ideas with their partners. However, in a few instances I need to take into consideration for future practice those pupils that do not have the ability for searching skills with ICT and will tend not to engage in the activity (Petty, 2009, P.401). The curriculum identifies calculators, graphics calculators, and computers are learning tools which students can use to discover and reinforce new ideas. Calculators are powerful tools for helping students to discover numerical facts and patterns, and helping them to make generalisations about, for example, repeated operations. Graphical calculators, and computer software such as graphing packages and spreadsheets, are tools which enable students to concentrate on mathematical ideas rather than on routine mechanical manipulation, which often intrudes on the real point of particular learning situations. ICT tasks provide excellent environments for mathematical experimentation and open-ended problem solving as discussed below. Not only did the ICT allow students to raise original questions about math for which there are no right answers “in the book,” they also initiated discussion of these questions, realising that it may be other students who will find reasonable answers. Thus, the task required pupils to reason mathematically and to communicate and justify their thinking to the application of everyday life. As a teacher I found on giving guidance to pupils during the task that I would draw on the pupil’s discovery and creativity to keep them interested. This enhanced pupil’s opportunities to develop independent thinking and collaborative learning skills and simultaneously, encouraged pupils to seek connections to previous and developing knowledge move around the room to keep everyone engaged and on track. Pupils would be encouraged to go on with the next challenge, once a step is learned. However, good practice shows that not all pupils learn at the same pace. By using ICT in maths with rich tasks naturally incorporates differentiation within the class. CONCLUSION We live in a time of extraordinary and accelerating change. New knowledge, tools, and ways of doing and communicating mathematics continue to emerge and evolve. The need to understand and be able to use mathematics in everyday life and in the workplace has never been greater and will continue to increase. Nevertheless, I believe that there are certain elements which need to be present in successful mathematical teaching to pupils of all ages. I believe it is paramount to observe exemplary practice in not only in mathematics but across the whole school, so that we can take on and aspire to that modelled behaviour that creates optimum learning for our pupils.