thefts by illegal oil companies, the community
play an increasingly dynamic and pivotal
observing a barrel that had been set up in the
However, developing the new business
needs to be gated. We spent some months community and found it was contaminated by
residents’ badly packaged containers. Inside,
without a dividing system, the barrel easily became oily and smelly. We found that an important issue in order for the champion
to encourage people to become involved was to ensure the barrel was in a clean and convenient surrounding.
Involving the Local Primary School Proper Oil has become involved with some
local primary schools in the southwest of London.
Some of the primary schools have Proper Oil educational workshops, but do not
have follow-up assignments. One of the
primary schools recently set up a recycling barrel on its campus and teacher put the
Proper Oil flyer in the parent contact book. After interviewing the primary school, we identified a creative opportunity for a new
business model for Proper Oil which could also link with local businesses and the local
community to recruit potential community champions. The new business model should
role in today’s knowledge-based economies. model through primary school students
requires the careful consideration and
planning. How to attract the interest of the young generation and get them talking about things is an important concern in growing
the connection through the new model. Building up knowledge about recycling oil at home is similar to the launch of recycling
plastic bottles. It is essential to stimulate knowledge about recycling oil at home in
order to establish a continuous activity. There are three main targets we will discuss in this
research to create a new business model for
Proper Oil. Firstly, after the primary school launches the scheme, there needs to be
an added attraction, such as a work sheet. Next, we need to help the school keep the oil secure and safe. Finally, we will discuss
dividing a rewards scheme in the school into
two parts: a competition between different years in the school and a comparison scheme between other schools.
All in all, the three leading targets mentioned above illustrate ways to expand the f
unblocking the community scheme through
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