Socio-Economic Consequences of Ecotourism Essay Example for Free

Socio-Economic Consequences of Ecotourism Essay Discuss the environmental and socio-economic consequences of ecotourism. What additional factors need to be considered in establishing ecotourism projects? Ecotourism aims to protect landscapes and wildlife, promoting also financial benefits to the local communities. According to Chaynee (2010), in Malaysia, ecotourism is the second largest source of Gross Domestic Product. It provides job opportunities and stimulates voyagers to show respect for the conservation of the environment. There are numerous positive and negative effects of ecotourism, and as a result, there is the need to apply additional actions to minimize the unbalanced outcomes. This essay will discuss the environmental consequences of ecotourism, such as, the conservation and deterioration of the surrounding areas. Secondly, it will analyse the socio-economic effects; finally the essay will suggest some factors for future ecotourism projects. The implementation of ecotourism has positive environmental consequences. Firstly, ecotourism allows the discovery of new places and the improvement on territory conservation. In her case study, Nikitina (2007) shows that in Russia, ecotourism has been showing off the natural areas, which during the Soviet Period were strictly protected. She also points out that the populations have more appreciation of the nature. What this means is that ecotourism may be seen as an environmental education program. Ecotourists are interested to respect rules and acquire knowledge about nature; consequentially, local communities may look at tourists as a correct model to imitate (Chaynee 2010; Waylen et al. 2009). Furthermore, according to Chaynee (2010), there is a positive impact on the attitude of local people towards conservation of their own culture. Being ecotourists interested to learn, local communities are incited to protect the cultural property value such as rituals, ceremonies, arts and crafts. However, besides protecting natural sites, ecotourism may also be the indirect reason of negative environmental consequences. This view is commonly shared; as Hueter in Jaffe (2009: 1) states, â€Å"There comes a time when you have so much interference through ecotourism that you affect the thing you’re trying to protect†. The reason for this could be that as ecotourism is becoming a phenomenon widely promoted, the large number of ecotourists attracted, may cause a higher rate of pollution and an increased deterioration of the environment. The island of Damas shows how over-crowing of tourists influences the natural behaviour of wildlife; penguins in contact with people may abandon their own natural habitats (Ellenberg in Jeff 2009). In addition, in Tortoguero, the significant amount of rubbish left by tourist harms the habitat of the animals (Meletis in Jeff 2009). Furthermore, according to York (2005), the establishment of tourist accommodations and the need of firewood have caused water contamination and deforestation. In conclusion, environment and wildlife are often victims of the ecotourism activities. Furthermore, ecotourism produces consequences in the socio-economic status of the local community, as the creation of new businesses increases job opportunities and improves the economy. For example, it involves host communities in the tourist industry, such as restaurants, accommodation, and local tours. In addition, in Zapovednik, a natural area in Russia, extra financial helps often occur by visitors for supporting the population (Nikitina 2007). On the other hand, it needs to be underlined that socio-economic consequences can also be negatives. A study to find out the effects of ecotourism on the Masai population claims that â€Å"The Masai have faced eviction from tribal lands, economic dislocation, assaults on traditional values, and environmental degradation† (York 2005: 2). For the local community, forests were the main source of income, allowing them to practice farming and other activities. However, since wildwood has become protected for the landscape conservation or destroyed for lodge constructions, the Masai are unable to use the natural resources for practicing their own businesses. In addition, in these places, industries duplicate traditional homemade products and sell these at a cheaper price; as a result the local economy is compromised (York 2005). Secondly, he believes that the prices of products and services have increased as an economic result of the turnout of a wide number of tourists. Indeed, in the Philippines, many people migrate due to the higher cost of living. Furthermore, a lack of water emerges due to the growing demand, both from the tourist facilities and local families (ibid). In conclusion, the drawbacks for the local people are various. Almost all of the above outcomes, both environmental and socio-economic, may be improved by applying corrective actions when considering future projects. Firstly, according to Libosada (2009) ecotourism should be managed like as a business and seen as a networked industry: tourist agents should work on tour promotions, the host communities provide accommodation, and the government should fix rules within the ecotourism business. In fact, a successful model for the development of ecotourism requires the participation of all of the subjects involved. In addition, by developing an accurate framework become possible resolving the conflict of interest between them, planning the use of resources and also auditing the results during the implementation of the project. Furthermore, in order to avoid some negative effects of mass tourism, Libosada (2009) suggests to identify the physical limits of the local area, in relation to carrying capacity of tourists, and use these limitations to plan future strategies; this is known as the LAC concept. Another example of how minimize the environmental deteriorations is the creation of buffer zones close to the core-protected areas. In these are promoted all the tourist activities in order to attract people and leave the protected sites intact (Nikitina 2007). Finally, in order to prevent the migration of local people, Jaffe (2009) points out that an agreement should ensure that they are employed in the village activities, so that money remains in the economy of the local area. This essay has discussed the wide impact of ecotourism on the environment, and how it may affects the socio-economic status of the communities. The several drawbacks may be minimized with the adoption of an accurate framework as guideline, the creation of buffer zones and the identification of physical limits of the ecotourism hosting areas. These actions may be fundamentals for the establishment of future ecotourism projects. Therefore, co-operation between government, local people and tourist industry is the key tool. If all the potential beneficiaries of the projects work together for the same targets, ecotourism will be more profitable and successful. List of References Chaynee, W. (2010). Benefits of Ecotourism for Local Communities. Available at: http://www.mier.org. [Accessed 22/05/10]. Jaffe, E. (2009). Science News.  © 2009 Science Service, Inc. 170(14). Libosada Jr. C.M. (2009). Ocean Coastal Management, 52, 390–394. Available at: http://www.elsevier.com/locate/ocecoaman. [Accessed 15 Nov 2012]. Nikitina, E (2007) Ecotourism: an Opportunity for Sustainable Development Available at http://www.russianconservation.org [Accessed 19/05/09]. Waylen, K.A., McGowan,P.J.K., Pawi Study Group and Milner-Gulland, E.J. (2009). Ecotourism positively affects awareness and attitudes but not conservation behaviours: a case study at Grande Riviere, Trinidad. Fauna Flora International Oryx. 43(3), 343–351 Available at: http://journals.cambridge.org [Accessed 28/05/10]. York, S. (2005) Eco-Tourism Can Be Both a Boon and a Curse for Indigenous Peoples. Available at: http://commongroundmag.com. [Accessed 16/05/06].

The Importance Of Internet And Communication Media Essay

The Importance Of Internet And Communication Media Essay The essay states the importance of internet, communication, virtual way of life and peculiarities of the modern world. The Internet opens large opportunities for work, leisure, communication, and sharing diverse information. Internet has changed the world and society consistently because the creation of internet and its growing popularity contributed to the consistent change in the life of people. They have opened the new, virtual world and a new effective means of communication- internet which have started to replace the traditional means of communication, to the extent that online communication has started to replace the live, real, physical communication between people. As well, essay shows to the audience the advantages and disadvantages of such way of life, the opportunities and interest in everything new. Today, staying online for the majority of people, who have computers at home, means more than staying offline. In actuality, people are relying too much on internet and on th e virtual way of life. Such a change has occurred under the impact of internet and innovation it brought into the life of people and their social relationships. The essay also states, that Internet era has changed the perception of having rest or relaxation for many people, as the unknown world of virtual reality seems to have something special. People tend to use internet as the means to escape from reality, from problems they have in the real life. Running from reality has become one of the most simplest ways to avoid problems, to postpone them, to try to forget and to involve in something that brings joy and happiness. The essay context is aimed to show the trends of the society, of the business and of the future. The essay also described that people prefer share their problems with strangers in their blog, as this way they are unknown in the internet and this fact helps people to communicate, inventing new ways of solving problems, communication and also fun. à ¢Ã¢â€š ¬Ã‚ ¦blo gs help people to talk to someone, without revelation of their personality. In such a way, people can make a sort of confession and receive feedback from users that relieves them and encourages people to carry on writing about issues which important for them in their blogs. The essay shows the counter arguments of people who have different opinion from the majority. People can live without technology, having other interests, probably more interesting than the online world. For instance, many people have little ideas of advanced information technologies and they are quite happy in their non-technological world. Some people do not admit the existence of the virtual world, considering it as a game, or something not serious and that will pass soon. They do not take it seriously and do not take into consideration all the advantages it brings, that is why there are claims that staying in the virtual world means just killing of time. For instance, Guillermo Gomez-Pena in The Virtual Barrio @ the Other Frontier refers to the example of Mexicans, who live next to the US, with its advanced information technologies, and local people are still simple and maintain traditional social relationships instead of virtual ones [Mexicans] are simple people. They are happy w ith the little they gotà ¢Ã¢â€š ¬Ã‚ ¦ They are not ambitious and complex like us. They dont need all this technology to communicate. Sometimes I just feel like going down there and living among them. (p. 555). Counter argument can exist, but they should not hide the reality and the important technologies along with the technological progress that has its advantages. Nevertheless, technologies keep progressing and affect more and more people. Technology has definitely changed humanity, as nowadays people devote a lot of time to the online way of life, exploring it, reading, watching, listening and communicating. Some people can balance and live in harmony with the technologies, but some people become addicted to the technologies, to the computer especially. Some people do not have the limit, as described in the essay. Some people create their own virtual world of online friends, of the websites to visit, of the places to spend time, of the games to play, of the videos to download. People no more want to share their thoughts, their dreams or ideas with their friends offline; instead they choose the options to write about all that in their blogs and micro blogs and social networking sites. There is the reasoning of a counter argument and there should be found a balance to be able to depict everything useful from the online world and to live happily in the offline world. The essay ethically responds to the reasoning of a counter argument and shows the both sides of the issue. Communication offline has become something challenging especially for youngsters these day, as it is much easier to respond or to give ideas when a person is at home and he does not fear to see the reaction of another person who will read his message. The more people get involved in the virtual world, the more challenging it is to get out of there. The essay about violence addresses counter argument and arguments reasoning. It includes the description of the problem, the different views on it, the possible solutions and different opinions of the experts. When analyzing the problem of violence and its impact on individuals, it is important to place emphasis on the fact that violence is a fundamental part of the life of people. In regard, it is possible to refer to history, when cruel and violent acts were considered to be a norm. The essay also includes the major claim considering the fact how violence is widely- spread and how many people suffer from it. à ¢Ã¢â€š ¬Ã‚ ¦cases of domestic violence were a norm in the past, because the violence in relation to children, for example, was considered to be essential to raise them up as good people. Others would argue that this kind of violence is still practiced. I would totally agree, but what is beginning shown by me side is that it used to be a norm that people did not see it anything more than a tool used to bring up good disciplined kids. Whereas, nowadays, it is considered a crime, at least in our society, and so, people have distanced from it to an extent. Reflective essay claims concentrate on the facts that some believe that by using violence they can solve all their problems and gain the respect of their social environment. à ¢Ã¢â€š ¬Ã‚ ¦they are unconscious of the negative effect of the violence on their own personality because the violence has a destructive impact on the behavior and psychology of individuals. Some would argue this, Many people like to use Mohandes Ghandi as an example of non-violent protest winning the day. But the only reason Ghandis tactics worked is because he was using them against a civilized adversary, the British Empire. Had he tried to use them against someone else, like Nazi Germany, he would have ended up with a bullet to the back of the head or in one of the cremation ovens after being worked to death in a concentration camp. There are also counter arguments present in the essay to highlight the opinions from different people with different points of views.Violence does solve things. It has ended brutal dictatorships, saved citizens from the predation of criminals, prevented injustices on a small and large scale, and prevented wars. Perhaps the old saying needs to be modified. Instead, it should be Violence never solves anything if it is used at the wrong time in the wrong place. Violence in and of itself solves nothing. It is the proper use of violence under the right circumstances that solves problems (Farm). Essay context is aimed to show the importance of the issue, the key problems and claims. There are a lot of factors that provoke the violence and that increase the risk of the violent and aggressive behavior from the peoples side. At the same time, people are vulnerable to a consistent impact of their environment and different situations in their life which make them choosing the violent model of behavior as the only effective way of behavior. The essay also described the solutions to the problem for the audience. People often have an alternative to the violent model of behavior but they do not always use them because they need much more efforts and they are not as widely-spread as violent methods, which have always accompanied the mankind in the course of its development and evolution.

Nomenclature of Organic Chemistry

Nomenclature of Organic Chemistry Organic Nomenclature Oxford Dictionaries (n.d.) defines nomenclature as â€Å"the devising or choosing of names for things, especially in a science or other discipline†{Dictionaries, #[emailprotected]@author-year}. I believe the easiest way to understand the rules associated with the IUPAC nomenclature of organic chemistry is with examples and so the majority of this essay will be dealing with examples and their explanations. Simek (1999) introduces the systematic naming of an organic compound with a fundamental rule, that to begin naming, one must first identify the parent structure, â€Å"based on naming a molecule’s longest chain of carbons connected by single bonds, whether in a continuous chain or in a ring†. After which, â€Å"all deviations, either multiple bonds or atoms other than carbon and hydrogen, are indicated by prefixes or suffixes according to a specific set of priorities†. Simek (1999) also describes how alkanes are saturated hydrocarbons, which are molecules only containing carbon and hydrogen bonded by single bonds only. Alkanes can be subdivided into two main groups, linear and cyclic; linear describes molecules that can be bonded in continuous chains and cyclic describes molecules that are bonded in a ring like structure. The simplest of all to name are straight chain alkanes: CH4Methane C2H6Ethane C3H8Propane C4H10Butane C5H12Pentane C6H14Hexane C7H16Heptane C8H18Octane C9H20Nonane C10H22Decane C11H24Undecane C12H26Dodecane In order to name cycloalkanes, the prefix â€Å"cyclo† is used: C3H6CyclopropaneC4H8Cyclobutane C5H10Cycloheptane Nomenclature of Branched Chain Alkanes University of California, Davis (n.d.) describes how â€Å"An alkyl group is formed by removing one hydrogen from the alkane chain, and is described by the formula CnH2n+1. The removal of this hydrogen results in a stem change from-aneto-yl.† E.g. Propane to propyl. In order to systematically name a molecule, first identify the parent structure. In this case the longest carbon chain is 6-Carbons long, as a result the parent structure is Hexane. The carbons in the chain are numbered from the end giving the substituents (The group substituted in place of hydrogen, in this case the substituent is CH3-Methyl) the lowest possible number The substituents or functional groups that are attached to the parent chain are then named. There are two, one-carbon long alkyl groups and as a result take methane, drop the -ane and replace it with –yl ­, giving methyl. N.B. If the alkyl group is two-carbons long (CH3CH2), the name would be ethyl, CH3CH2CH2- propyl, CH3CH2CH2CH2- butyl. Number the substituents to identify their positions relative to the parent structure. Here, substituent positions are 2 and 4. Hardinger (2008) emphasises that a number must be assigned to each substituent, along with its prefix (di-, tri-, terta-, penta-, etc.), even if the same substituents are present in the molecule In this example 2,4-dimethyl. Position numbers for substituents are ordered numerically, substituent names are ordered alphabetically (prefixes such as di-, tri-, tetra-, etc., are excluded from alphabetical ordering, but cyclo, iso and neo are included) and are then written before the parent name. If these rules are adhered to, the molecule is named as: 2,4-dimethylhexane. Nomenclature of Alkenes Alkenes are unsaturated hydrocarbons and differ from alkanes, as they have at least one C=C double bond. Alkenes have the general formula CnH2n, which is the same general formula for cycloalkanes. Following the same basic rules as before, identify the parent structure. Here, the longest carbon chain is 7-Carbons long, thus the parent structure is heptane. The molecule is numbered so that the substituents have the lowest possible position numbers. The substituents are then named. As the molecule has a double bond, it is identified as an alkene and as the parent structure is heptane, it is named heptene. However, take into account there is also a methyl group. Numbering the positions of the substituents gives, 2-methyl and 1,3-diene, since the molecule contains one methyl group and two double bonds. Position numbers are ordered numerically, the substituents ordered alphabetically and both written before the parent name. Due to the fact the double bonds use a suffix (-ene is at the end of the name), 1,3-diene is not ordered before 2-methyl. Systematically naming the molecule gives it an IUPAC name of: 2-methylhepta-1,3-diene. Nomenclature of Haloalkanes Haloalkanes are organic compounds, where an alkane contains at least one halogen. Haloalkanes have a general formula of CnH2n+1X (X=Halogen e.g. Cl) In order to name haloalkanes, the –ine of the halogen name is removed, leaving the prefix (e.g. fluorine becomes floro-, chlorine becomes chloro-, etc.). The same rules are then applied to systematically name the haloalkane. Nomenclature of Alkynes Alkynes are unsaturated hydrocarbons, as they contain at least one C≠¡C bond. Alkynes have the general formula CnH2n-2. Again identify the parent structure, the longest carbon chain is 7-Carbons long and therefore the parent structure is identified as heptane. The molecule is numbered so substituent positions have the lowest possible numbers. Here the substituents are: two methyl groups, one chloro group and one C≠¡C triple bond. The longest chain is 7-Carbons long and contains a C≠¡C triple bond; therefore, it is identified as heptyne. The substituent positions are numbered giving: 6,6-dimethyl, 4-chloro and hept-2-yne. Finally position numbers are ordered numerically, substituent names are ordered alphabetically and are written in front of the parent name. The molecule is given an IUPAC name: 4-chloro-6,6-dimethylhept-2-yne. Nomenclature of Alcohols Alcohols are organic compounds containing at least one –OH group bonded to it. The hydroxyl group replaces a hydrogen on a carbon and because of this, alcohols have the general formula CnH2n+1OH. The parent structure for this molecule is identified as octane, since the longest carbon chain is 8-Carbons long. The molecule is numbered, giving the lowest possible numbers to substituents. Substituents in this molecule are: one hydroxyl group and one chloro group. The longest carbon chain is 8-Carbons long and since it contains a hydroxyl group, it is identified as an alcohol. The position numbers for substituents are: 4-chloro and octan-2-ol. Position numbers are ordered numerically, substituent names are ordered alphabetically and are placed before the parent name (the hydroxyl group identifies the molecule as an alcohol, as such, it uses the suffix –ol instead of the prefix hydroxy-). The molecule has an IUPAC name: 4-chlorooctan-2-ol. Nomenclature of Amines Amines are derivatives of ammonia (NH3), the replacing of one or more hydrogens in ammonia with organic compound(s) creates an amine. Replacing one hydrogen, will create a primary amine, two hydrogens – secondary amine, three hydrogens – tertiary amine. Methylamine (primary) Dimethylamine (secondary) Trimethylamine (tertiary) When naming amines, the longest carbon chain including the amine group is determined and numbered so to give the amine group the lowest possible position number. If the molecule is a secondary amine, the longest carbon chain is used as the parent structure and the other chain is denoted with N-alkyl (if both chains are of equal length, the molecule can be named dialkylamine). If the molecule is a tertiary amine, like secondary amines the longest carbon chain is used as the parent structure and the other chains are denoted with N-alkyl (if all chains are of equal length, the molecule can be named trialkylamine). Nomenclature of Ethers University of California, Davis (n.d.) describes ethers as, organic compounds that contain two alkyl groups bonded to an oxygen atom (e.g. CH3CH2OCH3). Ethers only use the prefix alkoxy-, where the –ane of the alkane is removed. According to University of California, Davis (n.d.) the prefix alkoxy- is always treated as a substituent, because there is no suffix for ethers. When naming the molecule the shorter carbon chain becomes the alkoxy- substituent (e.g. methoxy) and the longer carbon chain is identified as the parent structure. Nomenclature of Aldehydes and Ketones Both aldehydes and ketones are organic compounds that contain the carbonyl group C=O. Aldehydes feature at the end of a carbon chain (e.g. CH3CH2CH2CHO), whereas, ketones are part of the carbon chain (e.g. CH3CH2COCH3) When naming aldehydes it is important to note that they exist only on the ends of carbon chains and therefore do not need a position number included in the name, the aldehyde is presumed to be position 1. Aldehyde’s use the suffix –al in naming and replace the –e at the end of alkanes (e.g. Butane becomes butanal). Ketones use the suffix –one in naming and replace the –e at the end of alkanes (e.g. pentane becomes pentanone); however, unlike aldehydes ketones need position numbers, as there are multiple positions for the C=O bond (with the exception of simple ketones like propanone, as there is only one position for the carbonyl group). Nomenclature of Carboxylic Acids Carboxylic acids are organic compounds that contain the carboxyl group COOH. Like aldehydes carboxylic acids are only present at the end of carbon chains and therefore, do not have positions numbers. Carboxylic acids use the suffix –oic acid and replace the –e at the end of alkanes (e.g. Ethane becomes ethanoic acid). N.B. One must be aware, that although there are systematic IUPAC names for all molecules, some molecules have common names e.g. ethanoic acid used to be known as acetic acid and is most commonly known as vinegar. Nomenclature of Esters Esters are formed from reacting a carboxylic acids with alcohols. University of California, Davis (n.d.) briefly explains, that esters are named by treating the alkyl chain from the alcohol as a substituent and the carboxylic acid forms the parent structure, where the –oic acid part is replaced with –oate (e.g. Ethanoic acid becomes ethanoate). Nomenclature of Aromatic Compounds Simek (1999) describes, how aromatic compounds are derived from benzene rings (C6H6), by replacing one hydrogen with a substituent group. The removal of one hydrogen from the benzene results in the phenyl group. When naming aromatic compounds the parent name benzene is used and appropriate prefixes. Priority Rules of Nomenclature When the molecule being named has multiple functional groups and substituent groups, the group with highest priority is numbered so it has the lowest possible position number. This list based on Simek’s (1999) priority table, shows priorities from highest to lowest: Carboxylic Acids Esters Aldehydes Ketones Alcohols Amines Alkenes Alkynes Alkyls Ethers Halo Compounds Aromatic Compounds References: Simek, J., 1999.IUPAC_Handout. [e-book] San Luis Obispo: California Polytechnic State University. Available at: http://www.angelo.edu/faculty/kboudrea/organic/IUPAC_Handout.pdf [Accessed 10 Feb. 14] Lam, D., n.d. [online] Nomenclature of Benzenes – Chemwiki. Available at: http://chemwiki.ucdavis.edu/Organic_Chemistry/Hydrocarbons/Aromatics/Nomenclature_of_Benzenes [Accessed 13 Feb. 14] Oxford Dictionaries. N.d. [online]nomenclature: definition of nomenclature in Oxford dictionary (British World English). Available at: http://www.oxforddictionaries.com/definition/english/nomenclature [Accessed 10 Feb. 14] Hardinger, S., 2008. Nomenclature_02. [e-book] Los Angeles: University of California. Available at: http://www.chem.ucla.edu/harding/notes/nomenclature_02.pdf [Accessed 10 Feb. 14] Clark, J. 2000. [online] Naming aromatic compounds. Available at: http://www.chemguide.co.uk/basicorg/conventions/names3.html [Accessed 12 Feb. 14]

The Real Macbeth :: essays research papers fc

Say â€Å"Macbeth† and the first thing that comes to mind is probably the play by the famous playwright, William Shakespeare. This classic story has become a mainstay of high school English literature classes around the world. However, few people realize that there was a real king Macbeth who lived long before the Shakespearean character evolved. In fact, the only verity of historical truth in the play is King Duncan’s death at the hand of Macbeth. The â€Å"real† Macbeth was not exactly as weak and unsuccessful as Shakespeare portrayed him. The â€Å"real† Macbeth had reasons for murdering Duncan, had a successful sovereignty, and had a very different defeat.   Ã‚  Ã‚  Ã‚  Ã‚  The real Macbeth was born a grandson of King Kenneth II who ruled from 971-995. His father was Finlay McRory who was a Mormaer (lord) of Moray. His mother’s name was Donada but it is unknown whether she was the daughter of King Kenneth II, Kenneth III, or Malcolm II. He married Grauch (â€Å"Lady Macbeth†), a descendant of King Kenneth III, who ruled from 997-1005. Lady Macbeth already had a son, Lulach, by a first marriage to another Mormaer of Moray.   Ã‚  Ã‚  Ã‚  Ã‚  Becoming king in eleventh century Scotland was not strictly hereditary. There was a practice called thanistry. This meant that nobleman chose kings from a large selection of possible kings called thanes. In theory, thanistry should have worked. But in practice, what often happened was that the strongest and most cunning of the thanists would rise to power. As a result, the best person did not necessarily become king because thanistry encourage open conflict as well as the assassination or reigning kings and other thanes (Scotland 4). But, the â€Å"real† Macbeth’s murder of King Duncan I in 1040 in a battle, was seen more as a good move than as a catastrophe. Duncan’s rule in Scotland was not the golden age as described in Shakespeare’s Macbeth. In truth, Duncan was described by Arthur M. Gunn as an â€Å"impetuous and spoiled young man whose six years of kingship brought glory neither to Scotland nor his family.† (Famous Scots 2) This differed from the public fury that was scene in Shakespeare’s Macbeth when innocent King Duncan was murdered in his sleep.   Ã‚  Ã‚  Ã‚  Ã‚  Unlike, the Shakespeare Macbeth, the real Macbeth was a powerful and successful king who ruled for seventeen years. He had enough power to leave on an expedition to Rome in 1050 and then return to reign seven more years. That was a remarkable achievement in those times. Contrasting, Shakespeare’s Macbeth had a very unsuccessful monarchy. He is so caught up in his guilt that he doesn’t have time

Comparing Washington Irvings Sleepy Hollow the Movie to the Book Essay

Comparing Washington Irving's Sleepy Hollow the Movie to the Book ?The Legend of Sleepy Hollow? is a short story by Washington Irving. Based on a well-known legend, this story tells the tale of the disappearance of the main character, Ichabod Crane. An effective ghost story, Irving leaves you guessing what the truth is behind the ending. The movie Sleepy Hollow is Hollywood?s portrayal of Irving?s original story. Although the movie is similar to the story in the beginning, the movie takes a twist that leads in another direction that strays far from the original plot. The original story by Washington Irving starts out in a small town of Sleepy Hollow. Irving paints an image of bountiful crops, beautiful scenery, and prosperous landowners. Ichabod Crane was a local pedagogue, who taught at the local schoolhouse. He was known for his strict ways and yet he was very popular amongst the families of his students- especially the ones who had ?pretty sisters.? Ichabod enjoyed spending fall evenings with the old widows as they sat by a fire and told stories of ghosts and demons and other supernatural beings. One story that was always told was one of the legendary Headless Horsemen. The tale tells of a soldier who had his head shot off with a cannon ball. His ghost now roamed Sleepy Hollow on his horse, looking for his lost head. In place of his head, sits a jack-o-lantern, which had a fiery glow. Intertwined with this short story is a love story, or rather a story of pure lust and greed. Ichabod Crane was in ?love? with a girl named Katrina Van Tassel. Katrina was the daughter of the wealthy and prosperous landowner, Heer Van Tassel. Ichabod?s pursuit of Katrina was for purely physical and lustful reasons. His... ... While the original story leaves you wondering what happens to Ichabod, the movie leaves you with the question on whether or not everything can be explained by science. Ichabod tries the entire movie to try and figure out who is the murderer by using all his scientific explanations, yet in the end, there truly was a ghost. Both stories leave you thinking about the possibility of ghosts and demons. When it comes to both stories, they both provide questions that leave us to ponder. While they have their similarities, the majority of ideas differ. The story lines differ in so many ways that they are two different stories with a few similarities that tie them together. Although I enjoyed watching the movie, I still find that I prefer the question that the original story left us wondering. What did happen to Ichabod Crane? Personally? I think he ran away.

“The Other Side of Eden” by Brody

â€Å"The Other Side of Eden is directly based in Brody’s experience when he lived and leaned from Aboriginal Elders. Actually the book touches the question of American Aboriginal cultures and provides new anthropological perspectives to them. The author discusses the Canadian Aboriginal cultures such as Gitxsan, Dunne-za and Inuit. Brody challenges general anthropological assumptions concerning hunter-gathers societies. The book is divided into six chapters headed: language, creation, time, words, gods, and mind.The author tries to counter the idea that Aboriginal hunter-gatherers are not nomadic and provides evidence of their being agricultural culture. It is interesting to notice that Brody’s style of writing is highly figurative and has strong relation to his previous works on the same topic. The book is written from legal transcripts, from field notes and from the memory of the past years. The book is written for academy to honor the memory of lives shared by Brod y. (Brody 2000)It is necessary to mention that in his book the author employs new approach aimed at deconstructing the â€Å"hunter-gatherer trope†. Therefore the author collected and revisited field notes as well as historical documents. The legal transcripts are brought from the ethnographical link. It is known that Brody conducted original researches to find more evidence for the book. Brody calls for recognition respect of â€Å"hunter-gatherer societies† in his book as they preserve their land compared with the â€Å"agriculturalist transformations†. (Brody 2000)While many authors tend to limit the political associations suggested by ancestors of Aboriginal cultures in USA and to maintain the ecological integrity, Brody makes an attempt to overcome those limits. It is apparent that he is not interested in natural ecology, because he strongly deconstructs the myth tat â€Å"indigenous systems that existed before contact were maladaptive to their various env ironments†. He provides the evidence that those Aboriginal cultures are unable to successfully adapt to economic development as well as natural resource development – they wouldn’t understand why and how to use oil and gas, for example.Nevertheless, the book has some negative moments. For example, Brody appeared to be unsuccessful in explaining nomadic and sedentary economic systems. Therefore it is possible to suggest that the author demonstrate a certain limit in his researching and writing from â€Å"outside one's own culture†. (Brody 2000) The author prefers to use the first person in his telling as if he is sitting nearby and leads the original conversation. However, the author is invisible hand in the book and his narrative moves readers further.It is noted that â€Å"the Other Side of Eden† is likely to be work-narrative or travel-narrative of his life and of interfaces with Aboriginal Elders. The author definitely challenges modern ideas and provides evidence that Aboriginal peoples weren’t historically wasters, because according to author â€Å"nothing is wasted†. The author convincingly demonstrates that problems of modern environment don’t result from actions of sedentary â€Å"hunter-gatherers societies†.The reason of those problems is globalization of agriculturalism which is considered nomadic and destructs environmental processes. (Brody 2000) In conclusion it is necessary to provide personal evaluation of the book. It is necessary to note that â€Å"The Other Side of Eden† is a real challenge to anthropological classification of so-called â€Å"hunter-gatherer†. The writing of the author seems authoritative, though Brody is respected by academics. In principle the book is worth for scholars and critics as well as for students and artists.Brody’s evidence provided in the book has strong and weak point. The strength of the boo is that author is not afraid of implem enting new assumptions and ideas and he is ready to counter existed stereotypes, whereas the weak moment is that author appears to be unable to provide proper explanation of some economic systems. Therefore the book undergoes both approval and critique. (Brody 2000) References Brody, H. (2000). The Other Side of Eden: Hunters, Farmers, and the Shaping of the World. Vancouver: Douglas & McIntyre.

Assess the Corporate Social Responsibility

Kwame Nkrumah University of science and technology School of Business College of arts and social sciences This research instrument is designed to collect data for a study on the topic the â€Å"the effect of corporate social responsibility on the organizational growth. ( a case study of Vodafone Ghana Kumasi) Please thick [ ] where necessary A THE ORGANISATION QUESTIONNAIRES PART I: DEMOGRAPHIC AND SOCIAL CHARACTERISTICS 1. NAME †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. POSITION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3. SEX [a] male [b] female 4. Age [a] 15-30 [b] 31 – 50 [c] above 60 5.Educational level [a] Primary [b] middle school/JHS [c] SHS [d] tertiary PART II: CSR OF VODAFONE 1. Corporate statement of the company on CSR. IF ANY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. What is the motivation for embarking on CSR activities by Vodafone in Kumasi? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. What is the legal frame work governing the CSR activities you undertake? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. What are the policies you take on the activities of CSR? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. Major CSR activities implemented Sector| Activities| Environment| |Health | | Education| | Employment| | Water and sanitation| | | | Sector | Names and number of communities that has benefited | Environment| | Health| | Education| | Employment| | Water and sanitation| | 6. Does CSR in your organization have an effect on the corporate performance of the organization? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7. Does CSR have any effect on the customer retention of the organization? [A] YES [B] NO 8. If yes what has been the customer retention trend from the day the company undertook CSR activities till now? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9.What has been your revenue trend after undertaking CSR activities? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10. What are the challenges encountered in undertaking CSR projects? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11. What measures have been resorted to in addressing these challenges? KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY SCHOOL OF BUSINESS COLLEGE OF ARTS AND SOCIAL SCIENCES This research instrument is designed to collect data for a study on the topic the â€Å"the effect of corporate social responsibility on the organizational growth. (A case study of Vodafone Ghana Kumasi) Please thick [ ]Part I BENEFICIARIES, COMMUNITIES SUBSCRIBERS OF VODAFONE 1. NAME †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. OCCUPATION [a] self-employed [b] unemployed [c] housewife [d] civil servant [e] student [f] retired 3. SEX [a] male [b] female 4. Age [a] 15-30 [b] 31 – 50 [c] above 60 5. Educational level [a] Pri mary [b] middle school/JHS [c] SHS [d] tertiary PART II CONTRIBUTIONS OF VODAFONE TO CSR 1. Do you use Vodafone, how long have you been using Vodafone and why? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.Are you prepared to switch to another network? [A] YES [B] NO If yes, why? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3. Have you ever heard of the term ‘Corporate Social Responsibility’? [A] YES [B] NO If yes, briefly explain it in your own words †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. Do you have any idea about Vodafone Ghana’s corporate social responsibility activities? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. Are you a member within the community in any way involved in deciding the execution of any of such activities? A] YES [B] NO 6. Are you satisfied with these activities? [A] YES [B] NO Please give reasons †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7. What do you think can be done to enhance on these activities? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13. Benefit of CSR activities executed Sector| Benefits| Environment| | Health | | Education| | Employment| | Water and sanitation| | | | 8. Would you recommend that Vodafone still goes on to offer its CSR? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9. Do you think that CSR made any effect on the society?