Implementation Challenges and Methodology for ERP Implementation Essay

Implementation Challenges and Methodology for ERP Implementation - Essay Example The researcher states that the major benefit associated with the implementation of ERP within organizations is its ability to increase the productivity of the organizations, through increasing the timely, continuous and widely applicable real-time business information. This enables organizations to plan well for their different operations. Nevertheless, the implementation of the ERP can be marred by varied challenges, which combine to reduce the chances of the implementation success. This, therefore, requires that the implementation of ERP should apply a methodology that minimizes such challenges, and thus delivers the expected benefit of the ERP system to the organization with minimal associated costs. The methodology applied to implement an ERP should, therefore, be loaded with the essential critical success factors, to ensure that the organization is able to start enjoying the benefits of an ERP system from the very beginning and that such benefits are sustainable. The discussion analyses ERP implementation as a global technology transfer project, which can enable Roll-Royce to transform from its initial legacy system into enjoying the full benefits of the ERP thought its multinational operations. Technology Transfer refers to a process by which the knowledge and information that is embedded within a technology by the technology creator are put into practical use by the user of the technology. Therefore, the implementation of the ERP system in Roll Royce does not only entail the application of the ERP equipment, but also the know-how. Therefore, the challenge facing the global implementation does not only entail the challenges of the conveyance process from the vendor/creator of the ERP system to the organization, but also the subsequent challenges involving the adoption, possession, and promotion of the ERP by the organization.

Economics Research Paper Example | Topics and Well Written Essays - 500 words - 1

Economics - Research Paper Example When corn was used as an alternative enery source then it is apparent that soy beans will be demanded because it was used in a different manner other than food consumption. The supply of soy beans will decrease because farmers tend to use their farmlands for production of corn due primarily to two supply determinants. The first one is factor prices, since the cost for production is the same. Instead of soy beans they will prefer to farm corn in their lands. The other is expectations for the future because of anticipation that they will be able to easily sell their harvest due to the demand in corn as a raw material in a type of alternative energy. To note, corn was used as a component in alternative enrgy production with no substitute or complement indicated while soy beans was a substitute and not a complement which yields that it is affected in supply and demand parallel to corn. The determinants of demand which includes income, tastes, preferences, prices of substitutes or complements, expectations of the future and population (Carleton University, 2008). Given the scenario, the price of corn oil is likely to increase because the raw material for it which is corn was used in a different manner. Corn oil is a preferred ingredient by people in their daily kitchen use so this lets it fall under taste and preference. Concurrently, Total Revenue will increase based on the assessment that it is inelastic (Internet Center for Management and Business Administration, Inc., 2007). Increase in prices is greater than the increase in the quantity demanded which translate to an agmented total revenue for corn oil producers considering all

Much Ado About Nothing

Much Ado About Nothing Much Ado About Nothing has a very similar style to our contemporary romantic comedy. And while the romance and obstacles to the union of Claudio and Hero form the main plot, the action in Much Ado About Nothing is mainly about Benedick and Beatrice, and their relationship. That sub-plot is about the merry war of the sexes between Beatrice and Benedick who are not teenagers, but possibly in their late twenties or older (Lukacs 92). This merry war (Much Ado About Nothing I.i.56) between the two is given through their witty word play: Benedick. What, my dear Lady Disdain! are you yet living? Beatrice. Is it possible disdain should die while she hath such meet food to feed it as Signior Benedick? Courtesy itself must convert to disdain, if you come in her presence. Benedick. Then is courtesy a turncoat. But it is certain I am loved of all ladies, only you excepted: and I would I could find in my heart that I had not a hard heart; for, truly, I love none. Beatrice. A dear happiness to women: they would else have been troubled with a pernicious suitor. (Much Ado About Nothing I. i. 111-120) The play suggests that Beatrice was in love with Benedick before the play but he had deceived her and their relationship ended. Benedick now claims that he will never get married. Beatrice is an intelligent girl. Meader asserts that Most of Shakespeares lovers appear to fall in love at the first meeting and that Beatrice who has apparently been in love with Benedick before the action of Much Ado About Nothing, may have had formal courtship earlier (Meader 82): Pedro. Come, lady, come; you have lost the heart of Signior Benedick. Beatrice. Indeed, my lord, he lent it me a while; and I gave him use for it, a double heart for his single one: marry, once before he won it of me with false dice, therefore your grace may well say I have lost it. (Much Ado About Nothing II.i.266-272) Whenever Beatrice and Benedick come together, they seem to have a fight through their witty insults. They are as if competing in intelligence. Beatrice, like Benedick, does not want to marry which is because she has not yet found the right man and because she does not want to give up her freedom with marriage. According to Benedick, a man who gets married will wear his cap with suspicion (I.i.184), and will have doubts that his wife has once had other lovers. He says, if the Count marries, the Count will thrust [his] neck into a yoke, wear the print of it and sigh away Sundays (I.i.186-87) (Friedman 78). Benedick speaks ill of marriage in the following lines: The savage bull may; but if ever the sensible Benedick bear it, pluck off the bulls horns and set them in my forehead; and let me be vilely painted; and in such great letters as they write, Here is good horse to hire let them signify under my sign, Here you may see Benedick, the married man. (Much Ado About Nothing I.i.246-252) He imagines himself with horns on his head. Cuckoldry was very typical in the Renaissance He is worried that he will be cheated by women if he gets married. Friedman explains it as: Benedicks fears of cuckoldry and emasculation through marriage tend to be confirmed by Beatrice, whom Don Pedro has picked out as an excellent wife for Benedick (2.1.329) Beatrice speaks openly and sharply of her preferences in a spouse, which draws the disapproval of her uncles Leonato and Antonio, who complain that she is shrewd of [her] tongue and too curst (2.1.17-18). Beatrice implies that, were she to marry, she would make her partner a cuckold, for she claims that she will have no horns only if God sends her no husband (2.1.23-24). (Friedman 81) As for Beatrice, her irreluctancy for marriage is stated as follows What should I do with him? dress him in my apparel, and make him my waiting-gentlewoman? He that hath a beard is more than a youth; and he that hath no beard is less than a man: and he that is more than a youth is not for me; and he that is less than a man, I am not for him.(Much Ado About Nothing II.i.33-38) Through these lines, Beatrice explains why she should not marry. The reason for this is that there is no equal man for her. Beatrice states that she could not endure a masculine husband with a beard on his face (2.1.26-27), but a husband that hath no beard, who is therefore less than a man, is only fit to be dressed in womens apparel and employed as her waiting-gentlewoman (2.1.29-33) (Friedman 81). Both Benedick and Beatrice seem to avoid marriage. As Benedick says it is certain / I am loved of all ladies, only you excepted: and I could find it in my heart that I had not a hard heart; for, truly, I love none (Much Ado About Nothing I.i.116-119), Beatrice mocks him saying I had rather hear my dog bark at a crow / than a man swear he loves me (Much Ado About Nothing I.i.123-124). While Claudio and Don Pedro play a trick on Benedick in Act II scene iii, Ursula and Hero do the same on Beatrice in Act III scene i. Those tricks are intentioned to make the two fall in love with each other. The audience knows that neither Beatrice nor Benedick wants to get married. Their friends trick is useful at the end. They are both deceived to believe that one is in love with the other. In that case, Cahn states that the plays title word Nothing may be taken as a pun on noting, or overhearing, {since] much of the action involves eavesdropping and the partial discernment of truth (Cahn 629). Moreover, one must note that the overheard conversations are enough for both. According to Cahn, in many comedies of Shakespeare, love is influenced by perception and in Much Ado About Nothingin Act II scene iii, when Beatrice calls Benedick to dinner, Benedick manages in his own mind to twist her words so that they mean what he wants to hear (Cahn 636). At this time, it is apparent that wh ile she is not in love with him, Benedick [harbours] a secret love for Beatrice (Friedman 83). They are not actually deluded to think they are in love with each other; otherwise their friends tricks would not work since both of them are clever enough not to be deluded. They are actually trying to let them discover their present love to each other. Therefore, it is a kind of realization for both of them. Each decides to pity the other at first, however it is interesting they do it willingly. Benedick has made his decision to perform what the audience has long felt he has always wanted to do: pursue Beatrice (Cahn 636). He has now changed his mind and wants to marry Beatrice. Beatrice, on the other hand, has also decided to change her mind, as clear in her own words: Stand I condemned for pride and scorn so much? Contempt, farewell! and maiden pride, adieu! No glory lives behind the back of such. (Much Ado About Nothing III.i.109-112) In Act IV scene i when Benedick and Beatrice are left alone in the church together, they confess their love to each other. According to Lukacs By [Act IV scene i], Benedick and Beatrice are the mature responsible adults who must bring this play to a resolution (Lukacs 92). The tone changes, however, when Benedick says that he will do anything for Beatrice: Beatrices asking him to Kill Claudio (Much Ado About Nothing IV. i. 289) shocks Benedick. Benedicks refusal makes Beatrice angry since she believes that Claudio has insulted Hero. Benedick soon changes his mind and agrees to challenge his friend Claudio both for Heros and for Beatrices sake. What Beatrice has wanted Benedick marks Beatrice as a lady imposing a love test as Maisan states. Benedick has to choose between love and friendship (Maisan 165). Meader asserts that Benedick, urged on by his beloved Beatrice, challenges his best friend Claudio to a duel and that Courage was conspicuously an outward-looking virtue, as the Renai ssance valued it (Meader 76). Benedick is in fact known with his loyalty as a friend but his love for Beatrice becomes strong enough to challenge his friend to a fight and he soon challenges him to a duel. When Benedick accuses Claudio and Don Pedro for Heros death she has not really died but it is what they think, they think he is joking. Thus in Act V scene i, not only Heros innocence but also Benedicks loyalty to Benedick is proven. In Act V scene ii, Benedick tries to write poetry for Beatrice. However, he is not good at writing. What he can do best is simply his gentle insults which is also appealing to Beatrice. So they go on flirting and mocking each other. With the last scene of the play, Shakespeare brings a happy conclusion; both of the couples in the play will married (Claudio and Hero, and Benedick and Beatrice). Now Beatrice and Benedick are happy to get married. Their hatred of the institution of marriage is finally brought to an end. Although the trick is not the main reason for their uniting, it has really been effective. Lukacs summarizes the relationship between Beatrice and Benedick as: In the end, Beatrice and Benedick grow up and mature. The world in Much Ado About Nothing that was out of balance is reined in and balance is achieved. Maturity brings self-knowledge and Beatrice and Benedick shine in the end they are [now] husband and wife. Beatrice duels with her wits in order to assert herself. The eye contact, the hint of a smile, the fleeting glance, or hand gesture sustain their encounters as these two function as one witty unit. Beatrice exclaims O God, that I were a man! (4.1), but it is only when she reaches out to a man, Benedick, that she can defend her sisters honor and relinquish her alternate personae of a John Wayne-like character who strides about the stage in manly fashion, or of an immature schoolgirl. In the end, Much Ado About Nothing becomes much ado about everything that matters in life. (Lukacs 92) As a conclusion, Beatrice and Benedick have changed both in their attitudes towards the idea of marriage and towards each other since the beginning of the play. One can clearly notice the alikeness of their personalities which not only causes the merry war between them but also brings them together. The reason why Beatrice and Benedick could not go along with each other has been because each is too witty and intelligent. However, one must note that they will never get bored of each other while they are having their war so they are definetely a good match. Primary Source(s) Shakespeare, William. Much Ado About Nothing The Complete Works of William Shakespeare. Hertfordshire: 1996. Secondary Sources Cahn, Victor L. Shakespeare the Playwright: A Companion to the Complete Tragedies, Histories, Comedies, and Romances. Praeger: Westport, 1996. Friedman, Michael. The World Must Be Peopled: Shakespeares Comedies of Forgiveness. Fairleigh Dickinson University Press: Madison, NJ., 2002. Lukacs, Ann. Much Ado About Nothing Shakespeare Bulletin. Volume: 22. Issue: 1: University of West Georgia, 2004. Maisan, Thomas. Deforming Sources: Literary Antecedents and Their Traces in Much Ado about Nothing Shakespeare Studies. Volume: 31, Associated University Presses, 2003. Meader, William G. Courtship in Shakespeare: Its Relation to the Tradition of Courtly Love. Kings Crown Press: New York, 1954.

Nuclear Waste Disposal Essay -- Nuclear Waste Disposal Environmental E

Nuclear Waste Disposal For over the last half century, the production and exploit of nuclear technology has spread into many areas of the current modern society and affects each individual in one way or another. Nuclear technology has become relevant in areas of the advancement of energy production, national defense, and also the medicinal field as well. But, along with the use of nuclear technology comes an added burden: nuclear waste. As defined, â€Å"Nuclear waste is the type of waste that results from the use and production of nuclear materials. As nuclear materials are produced and use up, one by-product of the process is a large amount of dangerous chemical elements.† In short, nuclear wastes are generated from spent nuclear fuel, dismantled weapons, and other products which many include the most dangerous chemical element, plutonium. As nuclear energy is being a more reliable source, we must find a way to properly dispose of it just like any other energy waste. The most important design item that we must consider in storage of nuclear waste lies in the shielding of its radiation. Currently, nuclear waste is stored in specially-designed, water-filled basins or dry casks at commercial power reactor sites or at one away-from-reactor storage facilities in 43 different states.. But as these are only temporary, The Bush Administration and the U.S Department of Energy have proposed a design for a permanent waste disposal which will place steel canisters containing the spent fuel to be stored within other steel canisters and buried horizontally in chambers 300 meters below the earth’s surface. In February of 2002, President Bush chose the site of Yucca Mountain (90 miles northwest of Las Vegas, Nevada) as the place to... ...ng methods to solve this problem. Hopefully efforts will be successful and the world will have one less worry in its already huge human waste disposal dilemma. Works Cited 1. Nuclear Issues Briefing Paper 49. â€Å"International Nuclear Waste Disposal Concepts.† http://www.uic.com.au/nip49.htm. 2/3/2005 2. â€Å"Nuclear Waste: Storage and Disposal Methods.† http://www.etsu.edu/writing/3120f99/zctb3/nuclear2.htm 3. Natural Resources Defense Council. â€Å"EPA loses Yucca Mountain court case.† http://www.nrdc.org/bushrecord/articles/br_1688.asp?t=t 4. Environmental Media Services. â€Å"Yucca Mountain Nuclear Waste Storage and Transport.† http://www.ems.org/nuclear/yucca_mountain.html 5. Brongers, Michiel P.H. â€Å"Nuclear Waste Storage.† Chem.480, April 6, 2002, www.utm.edu/departments/artsci/chemistry/NUwaste.htm

The Travels of Marco Polo

It was in 1254 when Maffeo Polo, a rich Venetian merchant, and his business partner brother Niccolo Polo were engaged in a journey outside Venice, Italy for trading in Constantinople and Far East.   Traveling on a Silk Road was a long sail, good enough for merchants like them.   However, as they planned going back home using the same route, they were trapped by the civil war between Hulagu and his opponent cousin Barka in Bukhara, and thus decide to use an eastward route although it was unfamiliar to them.There they meet an ambassador of Hulago who became an instrument of the meeting between the Polos and the great emperor as the latter was excited meeting a Latin for the first time.   The Polos were treated with high respect especially when the emperor learned about the Catholic faith.   He sent off the Polos to go home and ask the Holy See to send 100 educators and teach Khan’s citizens become Christians.   However, the death of Pope Clement IV made the Polos stran ded again but this time in Acre, Italy, year 1269.The College of Cardinals’ anointing of a new Pope happened in the late 1271.   Handling gifts and letters from Pope Gregory X (Teobaldo) of Piacenza, Polo brothers sailed themselves off again, with two friars and Niccolo’s 17-year old son Marco Polo.   Reaching the war zone, the two friars were discouraged and hesitant to continue the journey with the group.   The mission that was originally tasked to supposedly 100 educators was forcedly fall solely to Marco Polo.   This was the beginning of the latter’s meaningful journey to Asia, parts of Africa and Europe.Long after Marco Polo’s travel and escapades to Asia, he was able to sum up his accounts in a book written by him with the help of his romanticist writer friend Rusticiano de Pisa.   It has the full documentation of Marco, accounted diligently in four parts and given the title The Description of the World a.k.a. The Travels of Marco Polo..Ma rco Polo’s Travel Account on the Silk RoadMiddle East and Central AsiaOn their three and a half years of journey in the Silk Road, Marco had plenty of systematic observations from Middle Easter’s custom, religious practices, traditions, food, food preparations, history, climate, geographical, and natural resources to having a fascination on civilizations, tribes and beautiful Persian women, which Marco expressed in his original words as â€Å"a handsome race, especially the women, who, in my opinion, are the most beautiful in the world.†The group sailed from Laias port to Armenia until they reached the Persian Gulf.   From Homurz to Kerman, passing Herat, Balkh, Badakhshan, they were able to get on Pamir, a plateau between Afghanistan and Tibet, and described as the highest place on earth.   They traded with Tibetan Buddhists in Campichu.China (Cathay) and Kubilai Khan’s courtAs planned, the group reached their destination in Kublai Khan’s cour t, which is located in Shangtu, almost 200 miles away from Peking to deliver the oil as Pope Gregory X’s gift to the emperor.   Marco Polo observed Kublai Khan’s splendid living as royalty and nobleman with wisdom power, wealth and skill.   He discovered how Chinese give importance in record-keeping, feasts and festivals, and wondrous inventions such as monetary systems using stamp, paper and wood as money, literally running man as express messenger, fine highways, and the use of â€Å"black stone† or coal for fuel.   He expressed his praises in his line â€Å"To this city everything that is most rare and valuable in all parts of the world finds its way.†East Coast: Asia, Southeast Asia and AfricaThe fluency of Marco Polo in four different languages made the Polos ambassador of Khan Empire in some countries.   At the same time, Kublai Khan was successfully conquered the whole of China.   The Polos were allowed to go home in Venice with 600 crewm embers, which mostly did not survive believing that some were drowned, some were lost in storms, and some were died due to some malignant illnesses.There they encountered adventurous travels as they sailed south from Vietnam to Indochina.   He also made beautiful accounts of the place such as Madagascar, Sri Lanka, Japan, Siberia, Ethiopia, and the coast and islands of the Indian Sea.   On his accounts, he still admitted having this line, â€Å"I have only told the half of what I saw!†Wars and the Northern RegionWhile en route, the group heard the sad news that the great Mongolian emperor and conqueror of China Kublai Khan is already dead.   Afterwhich, they arrived in their homeland Venice in 1295.   Soon after their arrival, Marco Polo was engaged in a war against Genoa, which happened to be the most difficult rival of Venice’s sea-going trading.   Marco Polo was imprisoned.   He started his storytelling and then put it in writing afterwards.   He clear ly gave emphasized his praises as he was impressed in the Chinese civilization under Mongol ruling.He concluded his book with this explanation, â€Å"I believe that it was God's pleasure that we should get back in order that people might learn about the things that the world contains. Thanks be to God! Amen! Amen!†Analysis and ConclusionMarco Polo is not just a famous traveler and a relative of Venetian merchant during their times.   He could be called anthropologists.   Based on his great accounts traveling to the Silk Route or Silk Road, he made thorough information not just about the geographical route, but mostly its noteworthy and interesting details, which made his travel story a travelogue.He was able to educate his readers in his generation and even up to this modern era.   His book was not just about Chinese civilization, Mongolian wars and Kublai Khan’s Empire although his utmost impression with it was given full attention.   Furthermore, he gave focu s on some facts in Asia and its people; how they were differ from each other, Christianity as well as other religious belief and practices, etc.   He also managed completing his document without making any biased statements.This is the irony, trading as the primary goal of the Polos during their journey in the Silk Road was given sufficient justification in the book because in the end, trading serves as the main reason of the great traveler Marco Polo’s captivity in Genoa.R E F E R E N C ELatham, Ronald. The Travels of Marco Polo. New York: Penguin, 1958.

Computer Literacy Essay

The computer technology became a very important aspect in human lives that is greatly relied upon. Nowadays personal computers are made quite affordable and allow for easy and fast way to access information and solve problems in daily life. Life is a continuous information interchange and technological progress helps accelerate this exchange. However, people are so dependable on computers that they do not realize the impact it has on literacy. Computer literacy is essential in our modern society but with great advantages of this skill come disadvantages that can have a negative impact on the three basic skills such as reading, writing and arithmetic. Reading is a skill that is taught from a very young age that makes people more intellectual and formed in an everyday life. Technology made access to information very simple which is why many people turn to computers for news, books and others sources of information. A trip to a library or a newspaper shop is a thing of the past since everything is available at your fingertips in the comfort of your own home. However reading from a computer screen can be much slower and inefficient. In the following quote,â€Å"These differences in reading speed are assumed to be due to a declined sense of orientation when reading long lines of online text presented in single wide columns† it is evident that reading from a computer screen can affect the reading speed when comparing to reading from the book. A person can easily lose track of where they are when reading from a screen and as a result this can affect comprehension of the text. This is evident in the â€Å"Failure to Connect† by Jane Healy, â€Å"Reading from the screen is slower, more fatiguing, less accurate, and more subject to information overload than standard reading. In several studies, students tested for comprehension after reading from a screen demonstrated less understanding and poorer memory than those getting the same information from a book. They tended to get lost or flip too quickly through the screens without reading† . When reading of the computer screen people tend to stare and blink less causing static stare which increase chances in eye strain and headaches, while on the paper there is rapid and rhythmic eye movement which significantly causes less strain on the eyes. Reading printed text gives a reader time to reflect and imagine thus creating an overall different environment. Clifford Stoll also points out a negative effect of computer literacy on reading, he writes â€Å"As computers replace textbooks, students will become more computer literate and more book illiterate. They’ll be exploring virtual worlds, watching dancing triangles, downloading the latest Web sites. But they won’t be reading books† . When computers were invented there was an argument that this technology will sharpen intellectual skills and their development which in part is true through the use of various teaching software. However it seems that people spend more time on entertainment such as online chatting and playing games rather than taking an advantage of reading an intellectual book which is certainly intended to teach. Writing is another skill that produces human literacy. Writing on the computer changes the way of writing and the nature of the relationship between the writer and his writing. â€Å"Writing requires focused attention, and anything that diverts attention away from the process of writing (in particularly, thinking about what to write) is going to affect the quality of the work produced† . As mentioned by Armstrong and Casement writing requires focused attention and writing on the computer can be very distracting since online chatting software or other means of distractions are only a click away. Writing can be frustrating at times since organizing and expressing your thoughts is always difficult but it can be much harder to do using the computer due to distractions. Work written using the computer appears stilted and less considerable even though it is neater. However, the hand written work appears better organized, and has a better expression of thoughts as there is no distraction. There is an advantage to reviewing several pages at the same time when hand writing rather than on the computer where you can only see a page at once. People tend to focus more on how their work looks paying more attention to things such as font size and alignment instead of organizing their thoughts and what to write. Many people think that writing aids on the computer are good for their writing, but this is not true. As Jane Healy says, â€Å"Computers will not themselves teach writing skills† , computer ought to help in writing, but they will not teach those skills. Due to the word processing software a lot of students cannot write clearly and punctually nowadays. Clifford Stoll made a very good point about writing on the computer, he said â€Å"Instead, you type delete or undo. Your mistakes don’t teach you as well† . Since it is so easy to use spell-check that people tend to not pay attention to their mistakes and let word processing software do the job. Quite frequently the software automatically corrects mistakes while typing that a person does not realize he spelled the word incorrectly. The trend of online chatting and text messaging also has a huge impact on writing skills due to the use of short forms. Arithmetic is the third basic skill which develops human logic. Computer is not a way to develop logic because it only gives someone else’s logic. There are programs which solve problems and calculate answers, but they certainly teach nothing. Students find answers to problems online or in special software without understanding and manipulating the concepts. As the example of this problem, â€Å"The World Wide Web will tell me the volume of water behind Egypt’s Aswan Dam – a fact. Far more useful is to know how to calculate this number – a skill† . The use of calculators can greatly affect the understanding of numerical relationships since students go from numbers to answers skipping the fundamentals of understanding the concept. This is evident in â€Å"High Tech Heretic† by Clifford Stoll, â€Å"No surprise that students weaned on calculators can’t multiply in their heads. They can’t divide. They’re minimally cognizant of basic arithmetic† . Computer programs and calculators work against learning basic arithmetic and have a big effect on the arithmetic skills. Students are dependent on computer programs and calculators that without the use of this technology, their skills are very limited because they are taught on how to plug in the numbers to get answers without understanding the concept. As another example of a computer program Logo, â€Å"I see Logo as a means that can, in principle, be used by educators to support the development of new ways of thinking and learning. However, Logo does not in itself produce good learning anymore than paint produces good art. † . Logo does not fit in mathematical skills, because it is just a program that solves the problems. The program makes to believe that there is always answer to the problem-solving, where one click on the mouse will show you the answer. The very good point was in the book â€Å"The Cult of Information† by Theodore Roszak, he says â€Å"The problem that AI(Artificial Intelligence) has encountered in pursuing its inflated claim are illuminating, if for no other reason that they reveal the limitations of the mathematical mind when it strays beyond the boundaries of pure reason – or rather seeks to extend those boundaries into the real world† . Mathematics is a translation of problems into an abstract view where numerical solutions are converted into understanding which neither computer programs nor calculators can do. Nowadays, there is surprisingly a big amount of people that do not get the mathematical concepts and the logic of solutions. Computer literacy has a negative influence on the three basic skills. There is nothing taught using computers, except of a bad access of information, the manner of its presentation, manipulation, and the easy answers. Computer cannot impart information to a human. It can only changes human views to a life. â€Å"They dull the skills we use in everyday life† .